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“I Have a Dream” (day 1)

This lesson plan focuses on a close reading of Martin Luther King Jr.'s iconic "I Have a Dream" speech. Students will engage in a graphic organizer activity to analyze the text and answer thought-provoking questions about its meaning and impact. The objective of Day 2 is to write a rhetorical analysis based on their notes and peer evaluations. Through this process, students will deepen their understanding of effective rhetoric, learn to structure a thesis, and explore the emotional effects of repetition in powerful speeches.

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“I Have a Dream” (day 1)

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  1. “I Have a Dream” (day 1) To conduct a close reading by completing a graphic organizer and answering text based question

  2. Quickwrite • “I Have a Dream” is the title and an aphorism from King’s renowned speech. What does it mean to you? How have you heard it used? What are your connotations? What effect does repeating the phrase have on a speaker or listener? • Aphorism: • A concise statement designed to make a point or illustrate a commonly held belief.

  3. Read and Annotate • Read “I Have a Dream” page 643 • Record notes from the text on your graphic organizer for each chunk of the text • Answer the questions to deepen analysis

  4. “I Have a Dream” (day 2) • Objective: To write a rhetorical analysis by applying notes from a graphic organizer and to evaluate the effectiveness through the use of peer evaluations

  5. Rhetorical Scoring Rubric • 1 point: Thesis/Claim follows format • 1 point: Thesis/Claim answers prompt (SOAPSTone) • 3 points: Supporting details are introduced with correct terminology and specific accurate examples (two or three) • 4 points: Explanations describe the effect on the reader and connect to the thesis (purpose/message) • 1 point: Concluding with your opinion on the message • Comments:

  6. Write • Read the prompt carefully • Write for 30 minutes • Even if you think you have said everything, write for 30 minutes

  7. Exchange and Evaluate • Purpose: To gain a richer understanding of how to accrue points. To gain insight into multiple approaches to writing analysis. • Pass your essay one person to the left along with your scoring rubric • Read the essay and score • Provide one comment • Wait until time has elapsed before you exchange again

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