Lesson Plan Template Revised 12/2020

Candidate Name: Brittany Harper

Strategy in this lesson: Six Hats

UNIT NAME: Historical Figures in Georgia

LESSON NAME: Martin Luther King Jr.

Time Needed (Hours/Days): 60 Minutes

Grade: 2nd

Subject: Social Studies

Course (if applicable): Gifted Endorsement (Course 3)

STANDARDS/ELEMENTS: CCGPS, GPS/GSE (where applicable) and Gifted Standards (district if developed or
NAGC Standards)
SS2H1 Describe the lives and contributions of historical figures in Georgia history.
d. Martin Luther King, Jr. (civil rights)

ENDURING UNDERSTANDING(s):
(What should students know, understand, and be able to do when lesson is completed?)
Students should be able to:
- Explain who Martin Luther King Jr. was and what his life was like
- Identify his contributions to the Civil Rights Movement
- Describe the contributions Martin Luther King Jr. made and how those contributions impact life today

ESSENTIAL QUESTION(s)
(EQ’s have no simple “right” answer and address conceptual ideas. Open-ended, thought provoking, transferrable among disciplines and calls
for higher order thinking.)
Why was it important for Martin Luther King Jr. to fight for civil rights?
How did Martin Luther King Jr.’s contributions influence the way we live today?

ACTIVATING STRATEGY
(Motivating introductory activity (hook or mini-lesson), opportunity for students to link content to prior knowledge and interests, alignment to EQ,
and active participation by all students.)
Students will watch a Flocabulary video about Martin Luther King Jr. and Leadership
(https://www.flocabulary.com/unit/martin-luther-king-jr/). Students will watch the video two times. As students watch the
video, they will be asked to think about the why Martin Luther King would want things to change.

Instructional Sequence and Activities including use of technology where appropriate

(Includes all essential aspects of strategy, demonstrating clear understanding of how to use the strategy. The procedures are well-scripted and
very clear. Technology is utilized efficiently, seamlessly, and creatively where appropriate.)
Before beginning, teacher will introduce students to the six thinking hats. Teacher will explain the following:
White Hat - think about what data or information we have or need
● What facts do you have?
Red Hat - think about what gut feelings and reactions you have to the material or information.
● How does this information make you feel?
Yellow Hat - think about the positives or benefits of the information or material being presented.
● What opportunities could there be?
Lesson Plan Template Revised 12/2020
Black Hat - think about the negatives or challenges that may be associated with the information presented.
● What difficulties might there be? What could go wrong?
Green Hat - Think creatively.
● What ideas do you have about this? What improvements do you think you could make?
Blue Hat - Think about the overall thinking process.
● What conclusions, summaries, or decisions can be made? What have you learned?

Teacher will give students a passage about Martin Luther King Jr. to read with a partner. While students are reading,
they will also be instructed to underline the main idea of each paragraph. Once everyone has had an opportunity to read
the passage, teacher will explain that each table/group (there are 5 tables in my classroom) will be assigned a thinking
hat. Teacher will tell students to pretend to put on their assigned thinking hat and force their brains to think using only
that type of thinking. Students will also be given a graphic organizer to record the thinking that goes along with their hat.
Group 1 will “wear” the white hat. Group 2 will “wear” the red hat. Group 3 will “wear” the yellow hat. Group 4 will “wear”
the black hat. Group 5 will “wear” the green hat. Gifted students (6 students) will make up a 6th group and “wear” the
blue hat. Once each group has completed the correlating section of the graphic organizer, each group will present their
thinking to the class. As each group presents, the other groups will add some of that thinking to their graphic organizer.

Assessment Strategies
(Assessment is all of these: aligned to the essential question(s), includes either informal or formal assessment of student learning, and any
assessment tools or questions used are included. Self or peer assessment is included.)
Students will use information from the passage, video, and six thinking hats activity to write a response to the essential
questions for the lesson.

Differentiation
(Lesson is clearly differentiated for gifted learners by use of one or more of the following: acceleration, extensions, enrichment, tiered activities.
Activities are respectful, require students to stretch as much as possible, and leads to the same goals (know, understand, and do).)
Gifted students (6 students) will work together to make up a 6th group and “wear” the blue hat.
As the group “wearing” the blue hat, the gifted students will be tasked with trying to draw conclusions and synthesize the
thinking and information presented by the other groups. Gifted students can also work together to come up with ideas
about what we can do with this new information and how it influences our lives today.

Materials/Links/Text References/Resources
(A list of all resources needed to implement the lesson. Include links to online sites, citations for texts, and hand-outs that go with this lesson and
all references are sited.)