Teacher Candidate:

Victoria Liu

Cohort:

Date:

5/31/11

UCI MULTIPLE SUBJECT CREDENTIAL PROGRAM LESSON PLANNER

Use the steps outlined in this planner to make the critical decisions involved in planning for understanding, long-term retention, and success for all learners.

Grade:	4		Content Area:		Social Studies: Martin Luther King Timeline
School/UA:		Julie Woo				Group Size:	32	Length:	40	minutes
Student Context:				13 EO, 3 IFEP/RFEP, 4 Advanced, 8 Early Advanced, 7 intermediates

PRE-PLANNING FOR THE LESSON

Key Content Standard(s):

History-Social Science

4.4 Students explain how California became an agricultural and industrial power, tracing the transformation of the California economy and its political and cultural development since the 1850s.

Analysis Skill: Chronological and Spatial Thinking 1

Students place key events and people of the historical era they are studying in a chronological sequence and within a spatial context; they interpret timelines

Key ELD Standard(s):

Grade 4:

Listening and Speaking

EA Listen attentively to stories and information and identify important details and concepts by using verbal responses

A Question, restate, solicit information, and paraphrase communication

Reading

EA Interpret the meaning of unknown words by using knowledge gained from previously read text

A Apply knowledge of academic and social vocabulary while reading independently

Writing

EA Write legible, simple sentences that respond to topics in language arts and other content areas

A Produce independent writing that is understood when read but may include inconsistent use of standard grammatical forms

Learning Objective: Students will create a timeline of the major events in Martin Luther King, Junior’s life to learn about how he overcame great challenges, brought about a positive change in the world, and rose to become a hero.

Assessment

· What, specifically, will students do to show that they have met the learning objective?

Students will complete a timeline of Martin Luther King Junior’s life in class and they will create a timeline of the major events in their famous Californian’s life as homework.

· What modifications of the above assessment would you use for language learners and/or special needs students?

A Powerpoint presentation will help visually guide students and the entire process of making the timeline will be modeled by the teacher.

Prerequisite Skills and Knowledge

· Has this topic been studied in previous grades? (Check prior grade level standards and copy relevant parts of these standards here, along with grade levels)

Grade 3: History-Social Science

3.4.6 Describe the lives of American heroes who took risks to secure our freedoms (e.g.,

Anne Hutchinson, Benjamin Franklin, Thomas Jefferson, Abraham Lincoln, Frederick

Douglass, Harriet Tubman, Martin Luther King, Jr.).

· Pre-Assessment Strategy (How and when will you assess the students’ prerequisite skills?)

Review what students have learned about Martin Luther King, Jr. Review what properties of timelines students already know.

Lesson Resources/Materials:

· Timeline strips

· Powerpoint presentation [for teacher use]

· Markers

· Pencils

· Rulers

INSTRUCTIONAL SEQUENCE: ENGAGING STUDENTS IN THE LEARNING PROCESS

Lesson plans are written in command form providing directions for the teacher and the students. For example: Ask the students…; Write…on the board; Tell students to turn to a partner and…

Introduction			(5	minutes):
· Connect lesson to previous lesson on timelines and Martin Luther King, Jr. Have students briefly pair-share what they remember from Ms. Shi’s videos about Martin Luther King, Jr. Take volunteered answers. · Review what students have learned about the properties of timelines. Take volunteered answers and meanwhile draw each feature of the timeline on the example timeline on the board. [Title, beginning date, end date, equal increments of time, descriptions of events.] · Explain that we are now going to create a timeline of the major events in Martin Luther King Jr.’s life. · Establish expectations: · 1, 2, 3, hands are free · Share materials · Share responsibilities, team work · Keep up

Body of the Lesson					(35	minutes):
· Explain that the timeline building will be a group effort. · Each student received 4 events in Martin Luther King, Jr.’s life. As the Powerpoint is presented, one person from the group will locate the event on the Powerpoint, label it on their group timeline, and glue the event onto the timeline. · Model first event: MLK’s birth · Take any questions. · Pass out materials to each student: timeline strips, rulers, timeline events. · Guide students through set up of their timelines based on the features they listed before. · Explain decades to students and refer students back to fractions lessons so that they have a concept of how to divide their timeline into 5 decades: 1920’s – 1970. · Split the timeline into 5 decades. · Label each decade: 1920, 1930 [make extra small], 1940, 1950, 1960, 1970. · Go through the Powerpoint to guide students through the timeline composition. · After each slide, stop and have students locate the proper timeline event, label, and glue. · After the guided portion, allow students to work independently while the slide show continues. Teachers will circulate and assist/monitor.

Closure	(5	minutes):
· Review vocabulary with students: decade, boycott, protest · Explain to students that their task is to complete a timeline of their famous Californian for homework. · Clarify that the timeline should include only the very important aspects of the person’s life.

ACADEMIC LANGUAGE

Ensuring the presence of intentional, systematic work to develop academic language.

Key Content Task(s): What rich learning task(s) will the students be engaged in?

· Students will use what they have learned about the structure of a timeline to create a timeline of the major events in Martin Luther King, Junior’s life.

What are the language demands for the students related to the learning objectives?

Reading	Read description of major events on Powerpoint
Writing	Write dates and title on timeline
Listening	Follow instructions carefully
Speaking	Pair-share facts about Martin Luther King, Jr. that students found interesting, volunteer answers about features on a timeline
Viewing	Watch teacher’s modeling, view Powerpoint

What key components do you need to make explicit or support students in developing?		What instructional strategies/support will the teacher use to build academic language?
R:	Recognize these are major events listed on the Powerpoint	Read the first few major events from the Powerpoint together
W:	Write dates and title on timeline	Model how to section off each decade and what to title their timelines
L:	Follow instructions carefully	Manage the class so that everyone is listening throughout the lesson
S:	Pair-share facts about Martin Luther King, Jr. that students found interesting, volunteer answers about features on a timeline	Provide wait-time and sentence frames to students who struggle with verbal responses
V:	Watch teacher’s modeling, view Powerpoint	Manage students’ attention when showing examples and ask students about what they think

[The following pages are the timeline events that students will receive. The first is the key, with all of the events in order and with dates (for teacher reference). The second is the copy students will receive, without dates because they will have to label each event.]

Martin Luther King, Jr. Speech

There was once a man with a dream…and he dreamt of unity. He dedicated his life to love and peaceful justice for his fellow human beings and rose to greatness on the waves of the civil rights movement. This man was Martin Luther King, Jr.

Martin Luther King, Jr. was born on January 15, 1929 in Atlanta, Georgia. He devoted his early life to studying the Christian faith. By the end of his studies, the civil rights movement for equality had just begun with Rosa Parks and the Montgomery Bus Boycott in 1955. Martin Luther King, Jr. led the boycott and one year later, the Supreme Court ruled that bus segregation was illegal. With Martin Luther King, Jr. at its head, the fight for equality had begun and it had earned its first victory.

In 1957, Martin Luther King, Jr. formed and became president of the Southern Christian Leadership Conference. In 1958, he met with President Dwight D. Eisenhower to discuss civil rights, and he spent a month in India to learn about non-violence from Ghandi. These were the early days of the civil rights leader, when he was just beginning to understand how to make…peace. In a country segregated by color he chose NOT to meet violence with violence and hate with hate! Rather, he chose peaceful reform and he made quiet, but resounding statements in the name of equality.

In 1960, Martin Luther King, Jr. put his studies in non-violence to use and participated in the lunch counter sit-ins in North Carolina. He met with President John F. Kennedy to gain support for the civil rights movement and by 1963, Martin Luther King, Jr. had garnered wide-spread support in his fight for equality. He successfully negotiated desegregation of stores, restaurants, and schools in Birmingham, Alabama. He led 125,000 people on the “Freedom Walk” in Detroit, Michigan. And in this year, his devotion culminated in the largest civil rights demonstration in history. 250,000 people marched on Washington with Martin Luther King, Jr. and during that march, he gave his most famous I Have a Dream speech.

After that, Martin Luther King, Jr. was named Time magazine’s Man of the Year and he was awarded the Nobel Peace Prize at age 35. He was the youngest person to have ever received the award.

Yet, he didn’t stop there. He had a dream to unite the entire country. He had a dream to unite people of all races, of all professions, of all statuses - rich and poor, alike. In 1965, Martin Luther King, Jr. led a voting rights demonstration in Selma, Alabama. The year after, he led a campaign to end segregation in housing, employment, and schools in Chicago. The year after that, he founded the Poor People’s Campaign to focus on achieving employment and freedom for poor people of all races. So, you see, Martin Luther King, Jr. saw all forms of division in our country and he sought to break those barriers. He sought to improve the quality of life for all so that one day, we could all vote, we could all eat in the same restaurants, learn in the same schools, live peacefully, compassionately in the same country.

However, things took a turn in 1968 when he led a march with workers on strike in Memphis, Tennessee. This was the first of his demonstrations to end in violence. And sadly, in this same year, Martin Luther King, Jr. was assassinated while standing on the balcony of the Lorraine Motel in Memphis. His awe-inspiring perspective and his life were cut before its time.

Martin Luther King, Jr. had a dream. He had a dream of unity, peace, love, and compassion in a land divided by hatred and differences. He saw the hatred and he saw the violence; he did not fight it and feed its fires. He met it with a friendly hand and in his hands, he gave a country his greatest gift: hope. Hope that one day we could all join hands in this great nation and walk on in peace.

Causes	Effects
Martin Luther King, Jr. participated in many non-violent demonstrations against segregation.	Martin Luther King, Jr. was arrested multiple times.
Martin Luther King, Jr. believed in and practiced non-violence.	Martin Luther King, Jr. often had to face aggressive attacks from his opponents.
Martin Luther King, Jr. led campaigns against inequality in a time when people were not receptive to change.	Martin Luther King, Jr. made many enemies.

1929: Born on January 15, 1929 in Atlanta, Georgia	1948 – 1955: Began school studies in and received degrees in theology (Christianity)	1955: Elected president of the Montgomery Improvement Association to run the Montgomery Bus Boycott began by Rosa Parks	1956: Supreme Court ruled that bus segregation is illegal, ensuring victory for the boycott
1957: Formed and became president of Southern Christian Leadership Conference to fight segregation and achieve civil rights	1958 – 1959: Met with President Dwight D. Eisenhower and with Ghandi about civil rights and non-violence	1960: Participated in lunch counter sit-ins in North Carolina to boycott segregation; arrested	1961: Supreme Court ruled segregation in interstate travel illegal; met with President John F. Kennedy to gain support for civil rights movement
1963: Led desegregation demonstration in Birmingham, Alabama; arrested, but agreement reached to desegregate stores, restaurants, and schools; led to world-wide publicity of civil rights campaign	1963: Led 125,000 people on “Freedom Walk” in Detroit, Michigan; led 250,000 in March on Washington to culminate in the largest civil rights demonstration in history; gave I Have a Dream speech	1964: Became Time magazine’s Man of the Year and awarded the Nobel Peace Prize at age 35 (youngest person to receive the award); attended signing of the Civil Rights Act of 1964	1965: Led voting rights demonstration in Selma, Alabama; arrested
1966: Led campaign to end segregation in housing, employment, and schools in Chicago	1967: Began Poor People’s Campaign to focus on achieving employment and freedom for poor people of all races	1968: Led march with workers on strike in Memphis, Tennessee; first demonstration that resulted in violence	1968: Assassinated while standing on the balcony of the Lorraine Motel in Memphis