Flipped Classroom Lesson Plan

Name: Michaela Stoffel

READINESS
I. Goals/Objectives/Standard(s)
B. Objective:
 After completing the lesson, students will be able to articulate how Martin Luther King’s
dream has influenced our nation.

C. Standard(s):
 ISTE:1.1.5 Identify people and events observed in national celebrations and holidays.

II. Home Based Study – DAY 1 –

• Students will watch a 3-minute fun cartoon video at home on Dr. Martin Luther King Jr. This video
gives facts and background to Martin Luther King and his impact. While they are watching the video,
have them brainstorm a dream they have for themselves.

III. In-Class Lesson Study –DAY 2

 Anticipatory Set—
 Have students turn to a neighbor and ask them, what did you already know about Martin
Luther King Junior?”
 Allow two minutes for students to discuss.
 Call on approximately 5 students to share one of the statements they and their partner came up
with.
 “With the insights you just shared, we are going to create a KWL chart. This stands for know,
want to know, and learned”
 Divide a piece of computer paper into three vertical columns labeled know, want to know, and
learned and display it via the overhead projector.
 Write down what the 3 students who shared what they already know in the correct column.
Add to that if needed so that each column has about 5 ideas. “Who has something they want to
learn about Martin Luther King?” Allow time for approximately 5 students to answer. Write
down these student’s responses in the want to know column, and add to it as needed. Finally
address the video. Allow students to brainstorm what they learned from the video and then
place the facts in the learned column.

IV. Purpose:
 Today we are learning about Martin Luther King Jr. and why we celebrate a day dedicated to him, so
that when you are surrounded by those different than you, you will remember the work he did to
encourage us to treat each other the same.

V.Lesson Presentation (Input/Output) (40 minutes)

Activity:
 Talk about how Martin Luther had a dream to end what we call discrimination. Ask students to guess
about what discrimination is. Allow two students to answer and then explain.
 Explain how everyone in this room is diverse from each other in features, yet we are all one
community. Explain that we are all friends that can work together. Explain that Dr. King for the idea
that what is on the inside matters most.
 Have them address the dream they brainstormed earlier. Share your dream as a teacher and say that a
dream can be something big or small.
 Say “I am going to come around and hand everyone a white piece of paper shaped like a heart. In the
middle write “I have a dream…” Hold up an example heart with this written for the class to see. Then,
pass out a large piece of red construction paper to each student. Tell them, now, take your glue stick

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 and put glue on the back of your white heart. Place the side that is glued in the center of the piece of
red construction paper. Leave space about the size of a thumb print of the red construction paper
outlining your white heart and cut out a larger heart in red.” Walk around the room during this time
and assist students in gluing and cutting. Explain to them that after you have finished your two layer
heart, put glue on the back of the red construction paper and place it in the center of the large blue
piece of construction paper.” Hold up example again and walk around to assist students until all are
near completion.
 Tell students, “I am coming around to each table group with a plate of brown paint and a plate of tan
paint. One at a time, you are to take turns placing the palm of one hand in the tan paint. After you have
the tan paint on your hand, spread out your fingers and press your entire palm onto the left side of
your paper” Reference example project. “Your painted handprint should fit completely on the page, but
not cover the words you have written.” Now, do the same thing with your other hand. Spread out your
fingers and press your whole hand on the right side of your paper. When you have done both hands,
get up and go wash your hands well in the sink. Using these different colors of paint symbolizes our
friendship with each other and how different we can all be. We all have the same dreams for a better
world. We are all one big family!”
 Explain that while their neighbors finish, I am going to hand out a worksheet for those of who are done
to get started on. Once they have a worksheet, they may grab a clipboard and choose a spot to sit
around the room. This is still independent work time. They should choose a spot away from friends
that may distract you. If I see that they are not working on your worksheet quietly, I will ask them to
return to your seat to finish it. Hand out worksheets to each table group.
 The worksheet will tell more about MLK’s background. I will go over the worksheet with students and
have them read the paragraphs at the top of the page. After reading, students will answer the questions
given below. They will follow the directions to underline certain words in the using a crayon. Remind
students about a previous lesson on text to self-connections. Once they have made a text-self
connection with the text, they will share with me their idea and I will put a check on their paper. When
they are finished with the worksheet they can choose a library book from the stack of MLK books I
have in my classroom.
Check for Understanding:
 If students are not finished with the worksheet after an allotted time, they will all return to their desks
to do a final activity.
 I will pass out a half sheet of paper called an “exit slip.”
 Say, “For our last activity, I want everyone to think of two new facts you learned today about Martin
Luther King Junior. These facts can come from the video or one of our other activities. Can anyone
share an example of a fact about Martin Luther King?” Allow 1 student to answer. “Now, everyone
must think of their own facts that are different from this one” Allow time for students time to
brainstorm and write their facts.
 Ask students to share with me a fact they put about Martin Luther King to put on the “learned” part of
our KWL chart.
 Explain how I hope they enjoyed learning about Martin Luther King and why we celebrate Martin
Luther King Jr. Day. He gave many speeches during his lifetime and was a leader for many to follow.
His dream for those of all color to walk hand in hand, have equal rights, and have peace has come a
long way today from where it was in Martin Luther’s time!”

VI. Closure/ Conclusion/Review Learning Outcomes

 Address the questions do you think Martin Luther’s dream has come true, why do we
celebrate Martin Luther King Junior Day, and how do you think Martin Luther would feel
about how people are treated today?

PLAN FOR ASSESSMENT Develop a plan for assessing the degree to which your students have mastered
the learning outcomes from this lesson. Your plan should include formative assessments at a minimum, and
may also include summative and/or authentic assessments depending on the nature of the learning outcomes
and the placement of the lesson within the context of the unit.

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Formative:
 Walking around the room while students are filing out worksheets and checking on individual
students to see how much they are comprehending
 Listening to each students “text to self-connection” to gauge if they understand how MLK has
left a mark on us today
 Having students participate and answer questions throughout the lesson to make sure they
understand what is being communicated to them.
 At the end of the lesson, I will be able to tell what students have learned as we finish the KWL
chart.
 Students will turn in the worksheet, craft, and exit slip that they do

REFLECTION AND POST-LESSON ANALYSIS

1. How many students achieved the lesson objective(s)? For those who did not, why not?

2. What were my strengths and weaknesses?

3. How should I alter this lesson?

4. How would I pace it differently?

5. Were all students actively participating? If not, why not?

6. What adjustments did I make to reach varied learning styles and ability levels?
a. Bloom’s Taxonomy
b. Gardner’s Multiple Intelligences