School of Education
Service *Leadership*Competence*Character
WRITTEN LESSON PLAN
Teacher Candidate – Chelsea Hasenpflug _____________________________________________ School – _____________________________________________________________________
Mentor Teacher – _______________________________________________________________ University Coordinator – ________________________________________________________
Grade/Subject - 1st Grade_________________ Title – Martin Luther King Jr./Civil Rights ______________________________________________________ Date – 01/17/2011 _______________
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EALRs
4. HISTORY The student
understands and applies knowledge
of historical thinking, chronology,
eras, turning points, major ideas,
individuals, and themes in local,
Washington State, tribal, United
States, and world history in order to
evaluate how history shapes the
present and future.
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Learning Targets
GLEs
4.4 Uses history to understand the
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present and plan for the future.
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Assessment – What will students do to demonstrate competence
specific to learning?
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Objectives
Students will understand who Reverend Martin Luther King Jr. was and about his
dream for a world without hate.
Students will learn about civil rights and the protests that occurred during MLK Jr.’s
time.
Students will use Martin Luther King Jr.’s theme of nonviolence to discuss how they
can implement nonviolence in solving disputes in their lives.
Students will work together to use a Bubble Map to brainstorm.
Learning Experiences – What learning experiences are the
students engaged in to demonstrate the learning target’s
knowledge and skills?
Be sure to align all assessments with their corresponding learning experiences.
Discussion of the story Happy Birthday, Martin
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Opener: Have all the students close their eyes and
Luther King and concept of civil rights. Students
think about what they dreamed about last night. If
must identify MLK’s dream.
they didn’t dream last night, the night before….or
maybe some time that they had a special dream.
Brainstorm together, using the history of civil rights
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Students pair-share with a neighbor.
and Martin Luther King Jr.’s example, to plan for a
future of solving school problems with non-violence.
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Announce: Today we are going to talk about a
o Brainstorm in table groups
different kind of dream than that kind you have while
o Fill in Bubble Map as a class
you’re sleeping. Explain - another kind of dream, is
Create their own dream for future students, write
dreaming about something that you wish would
about it and draw it.
happen in the future.
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Introduce: Martin Luther King and say that he was a
man who had one of these special kinds of dreams.
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Introduce the story Happy Birthday, Martin Luther
King by Jean Marzollo. Ask students to listen closely
to figure out what his dream was.
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Read the story, pausing to clarify or discuss important
points.
o Discuss how MLK must have felt that he
couldn’t play with his white friends because
he went to a white school.
o Was this fair? Why or why not?
o What was MLK’s dream?
Strategies for Creating an Inclusive, Supportive Learning
Community – What strategies will be used to facilitate effective
classroom management at key points during the lesson?
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Students always sit in table groups when at their
desks, or at the rug together for story time.
Students pair-share during discussion, so everyone
gets to share without taking too much class time.
Class will work together by table group on ideas for
the Bubble Map – nonviolent ways to solve problems.
Students will work individually while at table groups
on their “My Dream” work.
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Explain “civil rights” – guaranteed rights of citizens
regardless of race, color, religion, or sex. Discuss how
it is today that all children can go to school, no matter
the color of their skin. African-American children
were not allowed to go to white schools.
“Exclusion” Activity: - Have all the students with a
certain feature (ie: brown hair, green eyes, or red
shoes) stand up and go to one side of the room, say
“because you were born with ____ (brown hair) you
cannot be a part of our classroom. Repeat with other
features until everyone has been taken out.
o Ask students how they feel about not being
allowed to go to school.
o Discuss, what can we learn from the way
that MLK was treated? How should we treat
other people?
MLK believed in solving problems not by using
violence, but peacefully. Discuss: do students do
this? How can we solve problems peacefully at
school? On the playground? At home? In the
lunchroom? (how can we use what we learned from
history to shape our futures?)
Bubble Map – Brainstorm different ways to solve
problems in a nonviolent way.
o Each table group is given a different
situation, and must come up with a solution
for it.
o 4 situations:
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While you are playing basketball
on the playground, a kid from a
different class comes up and steals
the ball.
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While you are standing in the
lunch line, a kid cuts in front of
you and takes the last tray of
nachos.
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When you are playing soccer,
some of the kids on the other team
are cheating.
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While you are in the library
reading a book, an older kid
comes up and calls you a “nerd.”
Activity – “I Have a Dream” – children brainstorm
their dream for other children in the future, draw a
picture, and write about it.
Conclusion – Group sharing time, invite some
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students to share their “dreams” with the group.
Remind students about practicing nonviolent problem
solving at home, as well as at school.
Grouping of Students for Instruction
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Students will work together with their table groups of 3-4 students.
There will be roles assigned for the “Getter” whenever materials are needed.
Students will come together on the rug for the story reading time.
Accommodations and Modifications
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For students who have trouble writing, they can still draw the picture and do their best
writing.
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All students will use their best “kid writing” on the “My Dream” sheet (it doesn’t have
to be perfect, like a journal entry).
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Students will work in groups to brainstorm nonviolent solutions - they can feed off of
group-mates’ ideas if they get stuck.
Instructional Materials, Resources and Technology
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Happy Birthday, Martin Luther King by Jean Marzollo.
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Large Bubble Map drawing – different situations for each table group
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“My Dream” worksheets, pencils, and crayons
Family Involvement Plan
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Announce plans for honoring Martin Luther
King Jr. and teaching about him and civil rights
in the monthly newsletter.
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Explain the “exclusion” activity, so that parents will understand if students discuss it at
home.
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Ask parents to acknowledge Martin Luther King Jr.’s birthday as more than just a day
off of school by taking time to talk about it at home or celebrate in an appropriate way.
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Recommend other books parents could read to their children about different ethnic,
religious, or cultural groups/
o Mrs. Katz and Tush by Patricia Polacco
o Peace Begins With You by Katherine Scholes.
o Angel Child, Dragon Child by Michelle Surat.
o A Picture Book of Rosa Parks by David Adler.
o Martin’s Big Words by Doreen Rappaport.