Created by: ______________ DAILY LESSON PLAN TEMPLATE (CORE) Date developed: ______________

Preliminary Information
LESSON I Have A Dream Speech Date of Lesson:
Grade: 7-12
Number of Students: 20
Course/Subject: English Language Arts, History , Government and
Technology
Unit/Theme: Period/Time: 3 class periods
Estimated Duration: 40 -50 minutes each
Where in the unit does this lesson occur?
Beginning of the unit
Middle of the unit
End of the unit
Structure(s) or grouping for the lesson (underline any that apply):
Whole class
Small group
One-to-one
Other (specify)

1. GOALS: What are your goals for student learning, and why are they appropriate for these
students at this time?
Big Idea or Concept Being Taught



Students will study Martin Luther King Jr.s I Have a Dream speech and discuss the rhetorical influences on
Kings speech, the oratorical devices that King uses in delivering his speech and how a speech is similar
to/different from other literary forms.
The concepts of freedom, equality and justice will be analyzed as they impact our lives in the 21
st
century.




Student Learning Goal(s)/Objective(s):
(Identify 1 or 2 goals for students; below your goals state how you will communicate the goals to students.)
Analyze and understand Dr. Martin Luther King Jr.'s "I Have a Dream" speech and discuss why it continues to have an
impact in today's society.
Learn to identify (define) and use literary terms /rhetorical devices effectively: alliteration, analogy, allusion, anaphora,
assonance, hyperbole, metaphor, metonymy, personification, simile, synecdoche, symbolism, and the effective use of
chronology and repetition. Review each term and provide an example.
Each student will create a speech via video indicating 2 reasons why he is seeking student government appointment.
Students must include at least three examples of literary devices.



Standards
(List the Common Core Learning Standards or other discipline-specific standards addressed in this Common lesson.)
11-12.9a Determine an authors point of view or purpose in a text in which the rhetoric is particularly effective,
analyzing how style and content contribute to the power, persuasiveness, or beauty of the text. (writing)
11-12.2d Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and
analogy to manage the complexity of the topic.
11-12. a Create interpretive and responsive texts to demonstrate knowledge and a sophisticated understanding of
the connections between life and the literary work. a. Engage in using a wide range of prewriting strategies, such
as visual representations and the creation of factual and interpretive questions, to express personal, social and
cultural connections and insights.
b. Identify, analyze, and use elements and techniques of various genres of literature, such as allegory, stream of
consciousness, irony, and ambiguity, to affect meaning.
c. Develop innovative perspectives on texts, including historical, cultural, sociological, and psychological
contexts.
d. Create poetry, stories, plays, and other literary forms (e.g. videos, art work).
6. Technology Operations and Concepts (ISTE Standards)
Students demonstrate a sound understanding of technology concepts, systems, and operations. Students
a. Understand and use technology systems.
b. Select and use applications effectively and productively.




2. ASSESSMENT: How will you know and document the extent to which students make
progress towards or meet your goals?
Evidence and Assessment of Student Learning
(How will you know whether students are making progress toward your learning goal[s], and/or how will you assess the
extent to which they have met your goal[s]?)


At the end of each session, I will ask students to make a connection with several of the illusions mentioned in
Kings speech as well as recall definitions/examples of rhetorical devices.
The student generated video will reflect whether or not students are making progress.
A quiz/game will follow to assess knowledge, perhaps in the form of jeopardy or verbal format.

3. THE LESSON: How will you support students to meet your goals?
Launch/Hook/Anticipatory Set
(How will you get the lesson started? What questions, texts, inquiry, modeling, and/or other techniques will you use to
engage students?)
Discuss the term DREAM and what it means or implies. Ask students if they have dreams and provide a solid
definition of the term based on students perceptions.
Provide background information relating to Dr. MLK Jr. and provide synopsis of historical relevance
Provide a Venn diagram for students to compare/contrast educational, social, political, economic/financial challenges
during the 1960s and 2014.
Distribute copy of speech-show video on smart board. While students are watching video, have them identify rhetorical
devices in speech.
Introduce students to the free blog site such as: LiveJournal, Blogger, and Facebook etc.
Next, familiarize students with the blogging process, including legal guidelines and the specific site they will be using. Over several
class sessions, students work on their blogs comparing their work to a rubric. Finally, after students visit one anothers blogs and
provide constructive and supportive feedback, they reflect on their own work.


Explore/Instructional Strategies
(How will students engage with ideas/texts to develop understandings; what questions will you ask; how will you promote
question generation/discussion; how will you address the academic language demands? Detail your plan. Note: For math
lesson plans, please write or attach every task/problem students will solve during the lesson.)
Ask the Following Questions:
What is the connection, according to King, between justice and freedom? Might increasing justice for
some require limiting freedom for others?
When King concludes with the moving call Let freedom ring, does it carry the same meaning as it does
in his source, My Country Tis of Thee? What would it mean to be free at last?
Is King, in his remark about the color of their skin and the content of their character, preaching a
vision of color-blind America, where race is irrelevant? Do you share such a vision today?

Use a free internet site to demonstrate how students will write their own blog detailing the effects of the March on
Washington.






Closure
(How will you bring closure to the lesson?)

REWIND! Imagine it is 1963 and you are a reporter for The New Yorker and your task is to report the
events of The March on Washington in 1963. After listening to the greatest speech in the history of the
United States, write blog describing the effects of the speech and the outcome of the march.
What is your perception of the dream?
Differentiation/Extension
(How will you address the needs of all learners in this lesson, i.e., how will you respond to diversity among students in such
areas as prior knowledge, ability level, learning needs, cultural background, and English language proficiency?)
Students will work in groups - a mixture of high functioning with low to moderate abilities.

We will discuss differences among students-cultures and races, languages, etc. - show compassion, and love for
each individual.

Validate/appreciate students differences- have bilingual students produce video in native language and in English
and examine as a class each video.

Write the word Dream on Smart board and elicit response from students the meaning-perhaps write in English
and perhaps 2 to 3 terms can be translated into another language.

The hard copy and the video of the speech, as well as students self-generated video will address diverse learners in the
classroom.


Resources and Materials

Video/ Paper copy of I Have a Dream Speech
Venn Diagram (s)
Smartboard

Adapted from: http://blog.flocabulary.com/i-have-a-dream-speech-analysis-lesson-plan/