Tennessee Tech University
Lesson Plan Template
Name: Kelli Napier & Michelle Morgan
Date: 2/28/12
Lesson Title: I Have a Dream
Grade/Level: 2nd
Curriculum Standards
Common Core:
CCSS.ELA-Literacy.W.2.3 Write narratives in which they recount a well-elaborated event or short
sequence of events, include details to describe actions, thoughts, and feelings, use temporal words
to signal event order, and provide a sense of closure.
State Standard:
History Content Standard: 5.0
History involves people, events, and issues. Students will evaluate evidence to develop
comparative and casual analyses, and to interpret primary sources. They will construct
sound historical arguments and perspectives on which informed decisions in
contemporary life can be based.
TN State Standard(s) – the spi’s and tpi’s that apply:
5.01 Identify major events, people, and patterns in Tennessee, United States, and world history.
Focus Questions/Big Idea/Goal (List all 3)
Focus Questions:
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What did Martin Luther King Jr. contribute to American History?
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How did Martin Luther King Jr.’s contribution help or not help people in America?
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What is the main point about Martin Luther King Jr.’s contribution?
Big Idea:
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Equality
Goal:
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The goal is that students will recognize that everyone looks different on the outside but is equal on the inside.
Lesson Objective(s)
1.
2.
3.
4.
5.
6.
Students will listen and watch the Toontastic story summary about Martin Luther King Jr.
Students will predict what they will learn about today.
Students will present prior knowledge about Martin Luther King Jr. during a discussion.
Students will listen to the real audio clip of Martin Luther King Jr.’s speech.
Students will discuss the meaning of the speech.
Students will write their own, “I have a dream”, speech about what they want for America
(with help from the teacher).
Vocabulary/ Academic Language
The teacher will provide an opportunity for discussion about any words the students may not know in the Martin Luther
King Jr. speech. The teacher will list the words on the board that the students call out.
 Equality- being treated the same
 Segregation- the separation or isolation of a race, class, or group
 Race- a category of humankind that shares certain distinctive physical traits
Revised Spring 2011
Material/Resources
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IPad to create Toontastic story
White board to write on
Audio player for the speech
“I Have a Dream” Worksheet
One brown hard-boiled egg and one hard-boiled white egg
Pencils
Paper for vocabulary book
Plastic knife to cut eggs
Bowl
Assessment/Evaluation
Formative: How will students demonstrate understanding of lesson objective(s)? How will you monitor and/or give feedback?
During the discussions the teacher will observe and evaluate the student’s ideas.
During the flip chart and speech writing activity the teacher will observe and help students with appropriate feedback.
Summative: What evidence will you collect and how will it document student learning/mastery of lesson objective(s)
The teacher will take up the speech and flip chart to document student learning.
Instruction
(Include a suggested time for each major activity)
List Questions for higher order thinking
These cannot be answered by yes or no.
(Identify Bloom’s Level of Thinking)

What do you think this lesson
will be about? (knowledge)

What do you know about MLK?
(knowledge)
Tell me what is similar and
different about these facts?
(Analysis)(compare and
contrast)
Why do you think he wrote the
speech? (comprehension,
analysis, knowledge)
What do you think people back
then thought about this speech?
(evaluation)
What would you do if you were
in MLK’s position? (application)
Creating: create a flip book.
Set/Motivator: How will you engage student interest in the content of the lesson? Use knowledge of
students’ academic, social, and cultural characteristics.
The teacher will begin the lesson by playing the Toontastic story for the class. (4 mins.) Next, the teacher
will have students predict what the lesson will be about today. The teacher will acknowledge the
suggestions and tell students what they will learn about. (7-8mins.)
Instructional Procedures/Learning Tasks: Provide specific resources/details of lesson content and
delivery.
The teacher will have students popcorn out what they know about MLK and what he did. The teacher will
list the suggestions on the board. While the teacher is listing the suggestions, he or she will state some
facts about MLK. Then, the teacher and students will compare and contrast the facts. (12 mins.) Now, the
teacher will let the students listen to a portion of the audio clip of the speech. After the speech is over, they
will have a discussion about what the speech meant and why it was important for that time era. The
teacher will write down the student’s responses on the board. The teacher will collaborate with the
students to jot down vocabulary words. The students will make a flip book about the vocabulary words.
The students will write the word on the front of a page and illustrate what they think it means. Then, the
students will flip that page over and write the word and definition. (17 mins.)
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Closure: Verbalize or demonstrate learning or skill one more time. May state future learning.
The teacher will have the students write their own “I have a dream” speech using the worksheet provided.
The teacher will walk around the room and observe student’s progress. The teacher will aid the students
with any help that they need. Next, have the students gather in a circle and demonstrate the egg activity.
The teacher will pass the eggs around so each student can feel and look at the eggs. The teacher will ask
the students what they notice about the eggs. The teacher does not say anything at this point. This is just
letting the students compare and contrast the eggs. The teacher will take the eggs and talk about the
similarities and differences. Then, she will peel the eggs one at a time and open them up to show what
they look like on the inside. This should be an “ah-ha” moment for the students. Then, the teacher can
lead into explaining how we look different on the outside but are equal on the inside. (20 mins.)
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What do you notice about the
eggs? (evaluation)
What was this lesson about?
(Comprehension, knowledge)
What would you do to help your
country with major issues like
MLK had? (application)
Create: develop a speech.
Revised Spring 2011
Adaptations to Meet Individual Needs: How will you adapt the instruction to meet the needs of individual students? Include ELL?; SPED?; Gardner’s Learning Styles - Name and specify what happens in the lesson that uses each learning style listed; Other individual needs
of the students/class you are teaching?
This lesson will benefit tactile, visual, and auditory learners. The flip chart will help the tactile, kinesthetic, and visual learners. It will also help the ELL
students with their vocabulary and writing skills. This lesson can also help student’s social skills with the many discussions provided by the teacher.
Management/Safety Issues: Are there any management and/or safety issues that need to be considered when teaching this lesson?
The teacher needs to pay close attention to how the discussions, since this is a segregation topic. The teacher needs to make sure the students do
not find the plastic knife for the egg. The teacher should make sure students are staying on task with the individual assignments.
Rationale/Theoretical Reasoning:
This lesson includes bloom’s taxonomy. Gardner’s Multiple intelligences are also included. Eggs were used to demonstrate a
relatable example of equality. The flip chart would be addressing the students that need a visual representation and for the student’s
to need to learn by doing (John Dewey).
Burns, P., Smith, S., Roe, B. (2011).Teaching Reading in Today's Elementary School. Boston, MA:
Wadsworth Publishing; 11 edition.
References: List the reference used in this lesson
Worksheet and Audio: Education, W. (2013). Education world: The educator's best friend. Retrieved from
http://www.educationworld.com/a_lesson/02/lp248-04.shtml
Merriam webster's word central. (2007). Retrieved from http://www.wordcentral.com/inf/copyright.htm
Pinterest. (2013). Retrieved from http://pinterest.com/pin/109845678383625667/
Reflections/Future Modifications: To what extent did the class learn what you intended them to learn? What will be your next steps
instructionally? What did you learn about your students as learners? What have you learned about yourself as a teacher?
Speech Worksheet
Directions: Create your own "I Have a Dream Too!" speech by filling in the blanks
"I Have a Dream Too!"
I have a dream that one day this nation will ____________________________________
I have a dream that one day _________________________________________________
I have a dream that one day _________________________________________________
I have a dream that ________________________________________________________
Revised Spring 2011
I have a dream today.
I have a dream that one day _________________________________________________
I have a dream today.
I have a dream that one day _________________________________________________
This is my hope and faith. With this faith we will be able to _______________________
________________________________________________________________________
This will be the day when __________________________________________________
WRITING RUBRIC FOR 2ND GRADE
WRITING APPLICATIONS AND CONVENTIONS
_____ Use of topic sentence
_____ Includes ending sentence
_____ Correct formation of letters
and words
_____ Use of end marks
_____Generates 3-5 supporting
details
_____Uses complete sentences
_____ Spelling is generally correct
_____ Correct word usage
_____Use of capitalizations
_____ Stays on topic
______________________________________________________________________________
+ Strong Evidence
- Improvement Needed
Overall Score:
+10/10 (E) Excellent
+9/10 (S+) Very Good
+8/10 (S) Satisfactory
+7/10 (S-) Struggling
+6/10 (I) Improvement Needed
Revised Spring 2011
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Comments:
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Revised Spring 2011