Lesson Plan Module 7- Nonfiction
Zachary Whitney
Nelson, Kadir and Dr. Luther, Martin Jr. I Have A Dream. Anne Schwartz Books, 2012.
6th Grade
Standard(s): Put the appropriate common
core standard here
Objective(s): What are your goals for this
lesson? What do you want your kids to be
able to do afterwards?? Why are you doing
this lesson?
Materials: List absolutely EVERYTHING
you need to do this lesson—especially since
you are going to be sharing it. From
paper/pencils, chart paper or whatever
Instructional Strategy: This is your step by
step guide to what you are going to and in
what order. Put ideas about time involved to
do it step. Be specific so others can follow
this plan
W.6.9 Draw evidence from literary or
informational texts to support analysis,
reflection, and research.
b. Apply grade 6 Reading Standards to
literary non-fiction
RI.6.6 Determine an author’s perspective or
purpose in a text and explain how it is
conveyed in the text.
Students will be able to understand Dr. Martin
Luther King’s determination for freedom,
justice, and the future during the Civil Rights
Movement
Students will be able to explain the
importance of Dr. Martin Luther King’s
speech for shaping civil rights in the United
States
Students will be able to empathize with the
struggles African Americans were facing in
the South in terms of achieving basic human
rights
White Board
Projector
Pencil
Paper
1. Before the lesson starts, I will blurt
out to the class, “I HAVE A DREAM,
TODAY!” and ask the class if they
recognize the statement and who and
when it was stated
2. Teacher will give brief historical
context of the Civil Rights Movement
and Dr. Martin Luther King and read
aloud the book I Have a Dream
3. After the read-aloud, ask the students
what stood out to them, what sections
of the speech stayed in their minds.
4. Teacher will display I have a Dream
speech on projector, emphasizing the
tone Dr. Martin Luther King used
during the speech

Differentiation: Put at least two strategies as
to how you can address students with varying
abilities, both above and below typical
students.
Assessments: How will you know if your
students learned what you wanted them to
learn? How can you prove it???
5. Teacher will have students write down
two different statements Dr. Martin
Luther King Jr. stated that they found
was most important, got the most
applause, etc.
6. Students will share what parts of the
speech was most important for the
demonstration of freedom, equality,
and hope
One strategy for above students is to scaffold
the themes of the Civil Rights Movement and
give them the opportunity to learn about more
important figures apart of the Civil Rights
Movement such as Malcom X, Rosa Parks.
Another strategy is for the above students to
explain the importance of the historical
figures to the class and below students and
why they are important to them
The below students need scaffolding from the
teacher to retain information about freedom,
equality, and hope and the importance of the
speech. The teacher should model the
statements spoken by Dr. Martin Luther King.
Jr using multiple sources of media. An
example would be “Let freedom ring..”
demonstrating the different environments
throughout the United States. The teacher
could draw or show the students these places
and explain the importance of freedom for all
of these locations.
I will be doing an informal assessment exit
slip for the students to list a statement made
by Dr. Martin Luther King. Jr and have the
mexplain why it is important for the theme of
freedom, equality, and speech for African
Americans and citizens.
I will be doing an observation on how the
students are explaining the importance of
themes throughout the activity.