STANDARDS BASED LESSON PLAN ELEMENTS
O’Donovan
Each section of the lesson needs to be addressed. If you do not include a particular element, you must have a
well-reasoned rationale for doing so.
GENERAL PLAN
Academic Content Standard/s: (California
Curriculum Frameworks/Common Core
Standards)
Lesson Objectives: (Write in clear, specific,
measurable terms what students will be able to
do/demonstrate by the end of your lesson.)
Assessment (This is what students will do to
demonstrate mastery and to what extent -
Describe how you will assess all students.
learning. Include diagnostic, formative, and/or
summative assessment tools. Tools may include,
rubrics, tests created in a document or a variety
of other diagnostic tools.)
Lesson Summary: (State the purpose of the
lesson. Describe how this lesson fits into the
general context of what you're teaching is this
the first lesson in a unit, in the middle or at the
end of a unit).)
Time Allotment and Context: approximate
length lesson will take
IMPLEMENTATION Directions: Describe the essential elements or steps of your lesson and the instructional strategies to
teach this concept/skill.Be sure to describe transitions from one activity to the next.
1. Anticipatory Set/Engagement (How
will you capture students’ attention and
focus learning for the lesson?)
Teacher: Mr.
CCSS.ELA-LITERACY.RH.11-12.2
Determine the central ideas or information of a primary or secondary
source; provide an accurate summary that makes clear the
relationships among the key details and ideas.
11.10.4. Examine the roles of civil rights advocates (e.g., A. Philip
Randolph, Martin Luther King, Jr., Malcom X, Thurgood Marshall,
James Farmer, Rosa Parks), including the significance of Martin
Luther King, Jr.’s “Letter from Birmingham Jail” and “I Have a
Dream” speech.
The students will be able to understand Martin Luther King’s “I Have
a Dream” speech and how it relates to the overall idea of what
America is by analyzing it. They will be answering five questions
about the speech and what it means in the larger picture of the United
States in terms of the Civil Rights movement.
In an informal assessment, the students will be participating in various
discussions about violence and non-violence with examples of how we
see both today.
In another informal assessment, we will also be discussing the
foundations of America and how we see those ideals today.
The students will be answering five questions about the “I Have a
Dream” speech and what it means in the larger picture of the United
States in terms of the Civil Rights movement.
The purpose of the lesson is for the students to see the importance of
the government’s involvement in the Civil Rights movement Student’s
will watch the “I Have a Dream” speech as well as read his Letter
From Birmingham Jail. They should be able to understand what
MLK’s purpose was as well as who his audience was.
Full Class Period
 We’re going to begin with the students doing a journal about
a poem by Carl Sandburg and how it relates to conflict. I will
be also asking if there are only two ways of solving conflict?
I will have the students discuss amongst themselves what
they think the poem means and ask for a couple students to
 share what they came up with.

2. Direct Instruction (Describe how you Teacher Activities

will explain each new concept/skill.)
 Give a PowerPoint on the Civil Rights movement

 Show other another nonviolent movement method such as

Gandhi and how MLK drew from his teachings

 Discuss the Freedom Riders and the government response to

their cause. Show a video on the Freedom Riders and its
importance in the Civil Rights movement.

 Next, I will pose the questions on the screen asking two

questions: “What are America’s founding ideals?” and “Do
we live up to them?”

 We will then watch a video about the March on Washington

and a couple little facts that the students might not know
about the “I Have a Dream” speech.

 I will be asking questions about how they felt about the video
compared to the speech and how they feel about America
living up to the hope that King projects.

Student Activities

 Participate in discussions

 Take Notes on the slides I have highlighted

 Ask questions

 Answer the five questions I have given them in the text of

the speech

 Answer a few questions about the “I Have a Dream” speech

video in comparison to the speech

 Be able to state one thing they have learned in the class

period

3. Modeling (How you will Primarily from the PowerPoint also adding in various YouTube videos
model/show/demonstrate the concept?) about the Freedom Riders, a scene from The Butler, and the March
on Washington and lead them up to the “I Have A Dream Speech”
where I will tell them what I am asking for in its analysis.
 4. Guided Practice (What will students do
to practice the new skill or develop the
concept with the guidance of the teacher?)
5. Check for Understanding (How will
you check to see if students are grasping
the concept? NOTE: this needs to be done
throughout the lesson and you should aim
for at least 80% of the students to “get it”.)
6. Independent Practice (What will
students do independently to demonstrate
understanding of the standards addressed
in this lesson?)
7. Closure (What will you say to
conclude/summarize the lesson?)
Materials/Resources (Describe
materials/resources you will use to teach this
lesson. Also, describe materials/resources students
will use to practice the concept/skill taught.)
The students will be reading the speech and asking the questions
that I have provided for them. I will then have them discuss their
answers with one another before I call out for some volunteers to
share which quotes moved them the most and answer the rest of
the questions.
While I am lecturing, I will be asking a series of questions that
highlight the key points that I am trying to get across. In the
beginning slides I will ask them what they remembered what I said
about Gandhi in the previous class as well as ask them for a
comment or question when watching each video. I will be asking at
the end of the “I Have a Dream” video if they felt any difference
between reading the speech and seeing it. I will be also asking if
they believe that we live up to what he was talking about in the
speech.
I wanted to assign them a small essay about a personal experience
where they have encountered in violence or non-violence and what
they did in the situation or if they would change anything. I decided
against it because they have a big cumulative magazine that is due
next class period so that will be part of their independent practice.
Ask the class what they thought about Martin Luther King and what
it means to fight for a cause that they believe in. If they believe that
we live up to a society that he speaks about despite the violence we
see on a daily basis.
Primarily the PowerPoint that I am continuing on from the whole
unit. I also a print out of the “I Have a Dream” speech and will be
using the video of the speech in order for the students to see the
comparisons. I will also be taking other small video clips which I find
relevant about the topic we are discussing including the Freedom
Riders video, the scene from The Butler, and the March on
Washington.