Teacher: Corinne Koval Grade Level: 3rd

Dr. Martin Luther King, Jr.

Three Day Lesson Plan

I. Content and Standards:

PA.CC.RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring
explicitly to the text as a basis for the answers.
PA.CC.RF.3.4 Read with sufficient accuracy and fluency to support comprehension.
PA.CC.SL.3.1 Engage effectively in a range of collaborative discussions (one on one, in
groups, and teacher led) with diverse partners on grade 3 topics and texts, building on
others ideas and expressing their own clearly.

II. Prerequisites:
Students should be able to refer to text evidence within text to support responses to
questions.
Students should be able to identify narrators point of view.

III. Instructional Objective:

Students will read and listen to stories about Dr. Kings life and think about their own
impact on the future.

IV. Instructional Procedures:

Lesson Plan Day One (20 minutes)

Before: Students prior knowledge will be activated by teacher by asking Have

you ever heard of a man named Dr. Martin Luther King, Jr.? and Why do you think we
celebrate his birthday as a national holiday? Students will be encouraged to share their
responses orally.

During: Teacher will introduce KWL chart and together with students complete
the first two columns while leaving the third column open for formative assessment at the
end of lesson on day two.

After: Teacher will introduce key vocabulary words march, minister, refused,
rights, separation, and slavery using PowerPoint. Teacher will play the video I Have a
Dream A Song for MLK Day!
Lesson Plan Day Two (65 minutes)
 Before: Teacher will review with students KWL chart and key vocabulary words.
Teacher will play YouTube videos MLK The King and His Dream and Martin
Luther King, Jr. I Have a Dream Speech.
During: Teacher will encourage students to express their thoughts on the videos
and the point of view of the narrator. Prior to breaking students into their small groups,
Teacher will demonstrate Dr. Kings message by using a white and brown egg. Teacher
will explain that while the two eggs have different colors, they are the same on the inside
as they are cut in half. Students will then break into their small groups for centers.
Centers are rotated every 20 minutes.
Computers Students will create their own I Have a Dream Speech by stating
three ways that they can help their community, country, and world to be a better place.
Students will provide supporting details on how they will do this in their speech.
Independent Students will work independently to complete MLK Character
Map. Students will then work quietly with a partner to complete Alike and Differences
worksheet. Early finishers may work on MLK crossword puzzle or read the Readers
Theater play on MLK.
Writing students will reflect on the dream that Dr. King had for our country.
Students will write his or her own dream for the community, country, and world on the
appropriate mobile pieces. Students will color and attach mobile with yarn & scotch
tape.
Guided Reading students will read Martin Luther King Jr. by Bea Silverberg a
multi-level book. Students will then participate in a group discussion using conversation
cards.
After: Teacher will have students complete an Exit Pass at the end of class by
writing one thing they learned about Dr. Martin Luther King, Jr. on a post-it-note and
place it on the KWL chart under the What I Learned column.

Lesson Plan Day 3 (65 minutes)

Before: Teacher will review what students posted on KWL chart under the What
I Learned column.
During: Students will be given a quiz on Dr. Martin Luther King, Jr.
After: Students will be asked to share their I Have a Dream speech along with
their mobile. Mobiles will be on display in the classroom.

V. Materials and Equipment:

 Computers
Overhead projector
Character Map worksheet
Alike and Different worksheet
I Have A Dream Mobile worksheet
Post-it-Notes
Pencils and crayons
Yarn
Scotch tape

VI. Assessment and Evaluation:

Summative Rubric for Speech

Quiz

Formative - KWL Exit Pass

VII. Accommodations or Modifications:

ESL students (2) will write in Spanish their I Have a Dream Speech. Both students can
read the appropriate leveled reader in English.

VIII. Technology:

Microsoft Word
PowerPoint
YouTube videos
Overhead projector

IX. Self-Assessment:

Was the student able to identify narrators point of view?

Was the student able to list one new thing they learned about Dr. Martin Luther King, Jr.?
Were the lesson materials provided functional and what else could be included in the
future?
How did I manage classroom disruptions such as student behavior?
Did the lesson last longer or finish earlier than anticipated?