Montana ABE – ELA Lesson Plan Template – 6/01/2016

Title* Delivery method – check one

o Individual
Dr. Martin Luther King Jr. Biography o Open lab
o Small group X
o Teacher-led classroom X
o Other _________________
Outcome (lesson objective) Time Frame
Students will: 90 minutes
NRS EFL
1. Learn and use vocabulary related to Dr. Martin Luther King Jr. and
ESL 3
the civil rights movement.
ESL 4
2. Sequence the major events in Dr. King's life.

3. Discuss Dr. King as a leader and his impact on the civil rights
movement.

4. Create a PowerPoint Presentation

(Check CCR Anchor Standards Addressed) CCR Standards Levels A-D

Reading Writing Language
1. Close Reading & Evidence x 1. Building an Argument 1. Grammar and Usage
2. Central Ideas x 2. Informative/Explanatory x 2. Capitalization, Punctuation, Spelling
3. Interactions x 3. Narrative/Sequential x 3. Style
4. Vocabulary x 4. Develop, Organize x 4. Determine Word Meaning x
5. Text Structure 5. Writing Process x 5. Figurative Language
6. Purpose & Point of View 6. Writing w/ Technology x 6. Academic Vocabulary x
7. Multimedia Content x 7. Research Speaking and Listening
8. Tracing the Argument 8. Using/Synthesizing Sources 1. Collaboration x
9. Comparing Texts 9. Integrating Text Evidence x 2. Use of Diverse Media and Formats x
10. Complex Texts 3. Point of View and Reasoning x
4. Presenting Information
5. Applying Visuals and Digital Media
6. Adapting Language to Context
Materials

 Computer with internet access for Special English on the Voice of America
 Interactive whiteboard (optional)

 Printed or projected copy of the KWL chart

 MLK Sequencing Events Cards

 MLK Vocabulary Cards

 MLK Definition Cards

 Civil Rights Vocabulary Practice Worksheet

 MLK Discussion Question Cards

Montana ABE – ELA Lesson Plan Template – 6/01/2016
Learner Prior Knowledge

Preparation
Print out the Special English on the Voice of America at:

http://webcache.googleusercontent.com/search?q=cache:http://www.manythings.org/voa/people/Martin_Luth
er_King,_Jr.-1.html and duplicate one set of activity cards for each pair or team of students as the directions
specify. Many of the activities assume the students are working in teams of four students, but you can easily
adapt the suggestions to guided group work, learning centers, or individual practice. If you use all of the
activities, you can expect to spend two or three days on this mini-unit. This lesson plan shares some ideas for
using the teaching packet in conjunction with Special English on the Voice of America resources: the full set
of instructions is outlined below.

Instructional Activities

1. Seat students in teams of four and present the KWL Chart to the class. You can use a printed copy as a
recording chart, or use an interactive whiteboard to project the chart while you type directly into it.
2. Begin by telling your students that you’re going to play a short text about Dr. Martin Luther King, Jr.
Ask them what they already know about Dr. King and the Civil Rights movement and add their ideas
to the first column. Then ask them what they want to know about those topics and add them to the
chart.
3. Introduce the vocabulary words by giving each team one page of vocabulary cards and one page of
definitions Ask them to spread all the cards out in the middle of the team and take turns matching a
word card to its corresponding definition. At this point they will be guessing, but the activity will make
them think about the word meanings.
4. After each team has matched the words and definitions, review the correct answers with them.
5. Play the Special English on the Voice of America through once without stopping to discuss words or
concepts.
6. Play the audio text through a second time, pausing it at least once every minute. Ask student volunteers
to summarize the important events and ideas and clear up any points of confusion. Alternatively, you
can give each pair of students one set of Sequencing Events cards. Have them cut the six cards apart
and spread them out between them. As they listen the audio text the second time, ask them to listen for
those events and write the year of the event on the card.
7. After listening the audio text and discussing it, ask students to help you add information to the last
column on the KWL chart which represents new information that they learned from the text.
Immediately after completing the KWL chart, have your students take the Quiz Quiz-
http://www.factmonster.com/quizzes/martinlutherkingkids/1.html

8. together as a class. To keep your students actively engaged, have them respond by writing the letter of
the correct answer on dry erase boards to show you or by using sign language hand signals for the
corresponding letters of the alphabet.
Montana ABE – ELA Lesson Plan Template – 6/01/2016
9. To make sure students understand how to use the vocabulary terms correctly, you can have them
practice using the words in sentences.
10. Students can use the vocabulary and definition cards to play the traditional game known as Memory or
Concentration. Each team or pair mixes up all 20 cards and places them face down in four rows of five
cards. Then they take turns flipping over two cards, trying to find a match. If they find matching cards,
they keep the cards and take another turn. If the cards don’t match, they place them back down and the
next player takes a turn. Play continues until all cards have been used.
11. Students will also create a puzzle using Free-puzzle maker.

http://www.discoveryeducation.com/free-puzzlemaker/?CFID=3208214&CFTOKEN=18370909

Assessment/Evidence
Students will create puzzles with the vocabulary and PowerPoints to present to the whole group.

Digital Literacy

Use URL to search information.

PowerPoint presentation.

Contextual (Aligned to Career Pathways)

Building Expertise

To engage students in higher level thinking, use the Discussion Question Cards (on page 12 of the teaching
packet) as prompts. This can be done in whole-group Think-Pair-Share discussions: Pair students with a
discussion partner and call out one of the questions. Ask students to think about their own answers, and then pair
with a partner to discuss them. Next, call on individual students to share what they and their partner discussed.

Teacher Reflection/Lesson Evaluation

Next Steps

Another option is to use the cards in small group team discussions. Give each team one set of cards to place face
down in the center of the team. The first person flips over the top card, reads it aloud, and gives think time. Then
starting to the left of the question reader, students take turns responding and sharing ideas. The last person to
voice an opinion is the person who read the card aloud.

As a culminating activity, ask students to create a PowerPoint presentation. Allow them to choose a discussion
card question, use the Special English on the Voice of America discussion prompt, or create their own
PowerPoint.

Instructor Signature: Katya arpon Marandino irish Date: 10/04/2016

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