Todd Foster

1/15/16
EE-491.03
Professor OBrien
Topic: Dr. Martin Luther King Jr.
Grade level: 4th grade
Common Core Standards:
CCSS.ELA-LITERACY.RL.4.3
Describe in depth a character, setting, or event in a story or drama, drawing on
specific details in the text (e.g., a character's thoughts, words, or actions).
Objectives:
1. Students will appreciate and value Dr. Martin Luther King Jr.s
accomplishments.
2. Students will create hands using art materials.
3. Students will be able to explain Dr. Martin Luther King Jr.s overall message.
Materials:
My brother Martin by Christine King Farris (book)
Blackboard
Dictionaries
Markers
Crayons
Pencils
Construction paper
Dr. Martin Luther King Jr. video (https://www.youtube.com/watch?
v=k6Au81aHuSg)
Procedure:
1. The teacher will welcome the class and ask, How is everyone feeling today?
The teacher will continue to say, Today is a special day, do you know why?
2. Anticipatory set-The teacher will tell the students that today is Dr. Martin
Luther King Jrs birthday and ask if anyone knows who he is. After giving the
students some time to think about it, the teacher will give students a chance
to respond to the question. After the responses, the teacher will thank the
students for the responses and play the Dr. Martin Luther King Jr. video.
3. The teacher will introduce the book My brother Martin and say, Today we
will be reading a book about Dr. Martin Luther King Jr. but not just any
ordinary book but a book written by his sister. The teacher will ask the
students if they have siblings and what do you think your sibling would write

about you. The teacher will continue to say, This book gives us the story
from the beginning of his life which most books usually miss.
4. The teacher will say, Since you all seem so enthusiastic about this book,
lets read it. The students will sit in a circle with the teacher at the center.
The teacher will read the book aloud and show the students the illustrations
on each page.
5. After reading the book, the teacher will read a poem to the class and ask
them to join in when they are ready because the poem repeats itself. (You
Can Be Like Martin by Mildred D. Johnson)
6. After reading the poem, the teacher will have students return to their desk.
Then the teacher will write a list of five words on the blackboard. Students
will be asked to use a dictionary to search for the definitions. (Unity, Justice,
Equality, Segregation, Discrimination)
7. After completing the definitions, the students will trace their own hands on
construction paper and choose a word from the list and write it on the
created hand and they will be made into a poster board.
8. Closure- The teacher will pass out sticky notes for students to write one
thing they have learned during the lesson.
9. Inform the students of the homework, their job is to write two paragraphs on
How can I be like Martin?
Assessment:
Formative: The teacher will walk around and observe students while they are
doing the numerous activities and the teacher will provide additional assistance to
any student who needs it.
Summative: The students will write two paragraphs on How can I be like Martin
using the vocabulary from the story. Check the rubric to see how the writing prompt
will be scored.
Provisions for Students with Special Needs: Modifications and
accommodations will be made according to multiple intelligences, 504 plans and
I.E.Ps.
References
(https://www.youtube.com/watch?v=k6Au81aHuSg)
Farris, Christine King, and Chris K. Soentpiet. My Brother Martin: A Sister
Remembers Growing up with the Rev. Dr. Martin Luther King, Jr. New York: Simon &
Schuster for Young Readers, 2003. Print.