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Kutztown University Elementary Education Department Professional Semester Program Lesson Plan Format

This lesson plan outlines a 40-minute lesson for 4th grade students on Martin Luther King Jr. and Black History Month. Students will read a biography of MLK and discuss why he was a hero and fighter for freedom and equality. They will then be asked to think of someone they see as a hero and why. Formative and summative assessments include teacher observation and a writing prompt. The teacher will reflect on how well the lesson kept students engaged and met its objectives.

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69 views2 pages

Kutztown University Elementary Education Department Professional Semester Program Lesson Plan Format

This lesson plan outlines a 40-minute lesson for 4th grade students on Martin Luther King Jr. and Black History Month. Students will read a biography of MLK and discuss why he was a hero and fighter for freedom and equality. They will then be asked to think of someone they see as a hero and why. Formative and summative assessments include teacher observation and a writing prompt. The teacher will reflect on how well the lesson kept students engaged and met its objectives.

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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT


PROFESSIONAL SEMESTER PROGRAM
LESSON PLAN FORMAT
Teacher Candidate: Bridgette Brandt Date: 2/12/20
Cooperating Teacher: Ms. Cobb Coop. Initials: ________________
Group Size: 22 Allotted Time: 40 minutes Grade Level: 4th
Subject or Topic: Writing Activity/ Black History Month Section: 075

STANDARD: (PA Common Core):


 Standard - CC.1.4.4.G- Write opinion pieces on topics or texts.

I. Performance Objectives (Learning Outcomes)


Students will be able to practice their writing skills by choosing an African-American icon and
writing why they think they are a hero

II. Instructional Materials


 Young Martin Luther King, Jr.: I Have a Dream by Joanne Mattern

III. Subject Matter/ Content (prerequisite skills, key vocabulary, big idea)
 Prerequisite skills: students should have some background in black history month.
 Key vocabulary:
o Freedom fighter: someone who fights for freedom
o Slave: an individual, usually colored, who were owned by others
o Underground Railroad: a network of havens that helped slaves escaped during the
Civil War
o Segregation: the separation of whites and blacks during the 1960s
 Big idea: How was Martin Luther a hero?

IV. Implementation

A. Introduction –
 “Today, we will read about Martin Luther King Jr. Who can tell me something about
Martin Luther King Jr.? Who was he? Turn and talk with your neighbor.”
o Allow two- three minutes to let them talk and then have 2 or 3 students share.

B. Development –
 Begin reading the story, stop at page 9. Ask the question:
o “How do you think not being allowed to play with his friends anymore made M.L.
feel? How would it make you feel? Turn and talk with your neighbor.”
 Allow 3 minutes for them to talk, then have 3 students share.
o Continue reading the story, stop at page 25. Ask the question:
 “Why do you think M.L. lead the protests against the bus company? Turn
and talk to your neighbor.
 Allow 3 minutes, then share
o Continue reading, stop at page 27. Ask the question:
 “Why do you think M.L. was peaceful? Do you think that being violent
would have helped anything? Why or why not?”
o Finish the book, then ask the question:
 “Why do you think M.L. was a hero? What did he do to deserve this title?
Turn and talk with your neighbor about why you think M.L. was a hero
and what did he do to deserve this title?”
 Allow about 3 minutes for this then share

C. Closure –
 “As we read, we learned about how Martin Luther King Jr. wanted everyone to be
included. Right now, I want you to think of something you can do to make others feel
included. Turn and talk to your neighbor. I am going to write some of these down and
make a poster to remind us to be inclusive everyday. So, take a few minutes and talk to
your neighbor, then we’re going to share.”

D. Accommodations / Differentiation – think, pair, share

E. Assessment/Evaluation plan
1. Formative- student observation with checklist
2. Summative- writing prompt at the end of the week

V. Reflective Response

A. Report of Students’ Performance in Terms of States Objectives (Reflection on


students performance written after lesson is taught, includes remediation for students who
failed to meet acceptable level of achievement)

B. Personal Reflection(Question written before lesson is taught.)(Reflective answers to


questions recorded after lesson is taught.)

1. What went well? What didn’t go well?


2. Did I adhere to the time limit?
3. Was the lesson as engaging as I thought it was?

VI. Resources
 Mattern, J., & Eitzen, A. (2006). Young Martin Luther King, Jr.: "I have a dream". New
York: Scholastic.

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