LESSON PLAN for Observation 3

Name: Jennifer Thornton Date Submitted:

2/19/2017

Grade Level: 4th Date Taught: 2/20/2017

Essential Question(s): How can I make a difference and stand up for

something I believe in like historical leaders of the past?

Arizona State/Common Core Standard(s):

AZ Social Studies Common Core Standard: Strand 3, Civics and
Government; Concept 4: Rights, Responsibilities and Roles of
Citizenship, PO 1. Discuss ways an individual can contribute to a
school or community.
AZ ELA Common Core Standard: Write opinion pieces on topics or
texts, supporting a point of view with reasons and information.
o a. Introduce a topic or text clearly, state an opinion, and
create an organizational structure in which related ideas
are grouped to support the writers purpose.
o b. Provide reasons that are supported by facts and details.
o c. Link opinion and reasons using words and phrases (e.g.,
for instance, in order to, in addition).
o d. Provide a concluding statement or section related to the
opinion presented. (4.W.1)

Content Area Objective(s) Blooms Taxonomy:

SWBAT identify events that took place during the planning and
execution of the March on Washington (Knowledge).
SWBAT explain the effects the March on Washington had on the
treatment of African Americans (Comprehension).
SWBAT compose a speech that identifies a topic of concern they
are passionate about and devise a plan to enact change
(Synthesis).

Language Objective(s):
SWBAT discuss what they learned from reading What was the
March on Washington?
SWBAT communicate with their group to come to a consensus
about a topic of concern.
SWBAT write their ideas down in the form of a speech.
SWBAT give a verbal deliverance of their groups speech via an
Authors Chair format.
New Vocabulary (2-5 words): civil rights, segregation, equality,
consensus

Anticipatory Set: Prior to reading, What was the March on

Washington? students worked together to fill in the K and W sections
of a KWLQ chart (what you know, what you want to know, what you
learned, and what remaining questions do you have). Now that
students have read the book and have an understanding of its content,
they will be asked to fill in the L section of the chart.

Learning Experiences: After learning about Martin Luther King Jr. and
the results of the March on Washington, students will be able to try and
facilitate change as they think of an issue that is concerning to them.
As a group, they will work together to brainstorm why their particular
topic concerns them and how they would go about making a change.
They will be able to stand in front of the class, much like Martin Luther
King Jr. did at the March on Washington, and present their speech to
the class.

Teacher Actions/Student Actions:

Teacher Actions:
1. Teacher will engage students in the anticipatory set. They will
provide guiding questions if needed for the students to recall
what they learned from reading, What was the March on
Washington?
2. Teacher will show a video of Martin Luther King Jr. delivering, I
Have a Dream at the March on Washington.
3. Teacher will explain that Martin Luther King Jr. did not agree with
the way African Americans were being treated and decided that
he needed to stand up for what he believed in and present a
dream of what a perfect world would be like.
4. Teacher will instruct students to think about something that they
arent okay with. This problem can be a school problem,
something in their community, or something in the world. The
teacher will explain that each group will brainstorm events or
circumstances that they are not okay with and come to a
consensus as a group on one topic/event they are concerned
about. (Note: it is recommended to give students a set
brainstorming time limit so that they have time to write their
speech).
5. Teacher will walk around and learn about the students concerns.
The teacher will explain that once they have approved the
groups topic, they will be challenged to write a speech (as a
group) about their topic. They need to identify their topic of
concern, details or examples of why they are concerned, and
propose a solution for fixing the problem. This speech will be
 collaboratively written. One student will write the first sentence,
the next student will write the second, the third will write the
third, etc. This will continue until the speech has been written.
The group is allowed to help each other write the sentences
together. The speech should be at least one page, and needs to
identify the topic, provide facts/details, and propose a solution.
6. Teacher will walk around the room and monitor group progress
and help groups who are struggling. Make sure to hit each group
around the room and learn about each groups speech.
7. When all groups have finished writing their speech, each group
will come up to the front of the class and present their speech.
They can select one person to read their groups speech or they
can take turns reading.
Student Actions
1. Students will provide examples of what they learned from
reading, What was the March on Washington?
2. Students will watch a video of Martin Luther King Jr.s I Have a
Dream speech.
3. Students will listen to the teacher reflect on what MLK Jr. was
trying to say and get across in his speech. Students will also add
their ideas to this video reflection.
4. Students will brainstorm, as a group, topics or events that are
relevant to them and are of concern to them. They will come
together as one group to decide on a topic of interest.
5. The students will collaboratively write a speech modeled after
MLK Jr.s I Have a Dream speech. One student will be selected
to begin the speech and write the first sentence (with
collaboration from their peers). Then the next student will write
the second sentence, the third student will write the third
sentence, and so on and so forth until the speech is completed. A
completed speech will consist of presenting the groups topic,
giving examples/facts as to why the current situation is not okay,
and then provide a solution for fixing the problem.
6. Students will provide mini-progress reports on their groups
speech as the teacher walks around the room and monitors.
7. Groups will take turns reading their speech out loud and
presenting it to the class, just like MLK Jr. did at the March on
Washington.

Possibilities for Differentiation:

This lesson can be an individual writing assignment instead of
collaborative.
Students could be charged with creating a propaganda poster for
their issue instead of a written speech.
A topic could be presented to students instead of having them
work together to decide on their own topic of concern.
Closure: Teacher will explain that although they have spent a week
exploring this topic, it is okay to still have unanswered questions and
those questions are encouraged because you can always continue to
learn about a specific topic. The teacher will inform the students that
they will be given a post-it note to write at least one remaining
question they still have about civil rights or the March on Washington
to stick under the Q section of the KWLQ chart.

Assessment (formative and/or summative):

A summative assessment will be conducted at the beginning of
this lesson as students answer the What did you learn? section
of the KWLQ chart.
A formative assessment for the ELA standards will be conducted
as students read their speeches aloud. The teacher will check to
see that the students met the objectives and that they have a
topic, details, and a call to action.

Materials/Resources: I Have a Dream speech, paper, pencils, post-

its, What Was the March on Washington? book as part of the What
is?/Who is? series