Unit Title: I Have a Dream Lesson
Title: Dream Speech
Subject: Reading/Writing/Social Studies
Level: 5th Grade
Introduction:
Students will read and study Martin Luther Kings famous I Have a Dream Speech and then write a dream speech of their own. They will then present their speech to the class. They should pick a topic other than civil rights, but they should use repetitive phrases, quotes, and figurative language.
Objectives:
Students will become more familiar with MLK and his quest for change in our country during the 1960s.
Students will identify figurative language throughout MLK speech.
Students will identify effective public speaking techniques that help persuade and inspire.
Students will select and use appropriate public speaking techniques such as gestures, facial expressions, posture, speaking rate/pace, and enunciation.
Students will organize ideas through activities such as outlining, listing, webbing, and mapping.
Students will share ideas, opinions, and information with a group, choosing language that communicates messages clearly and effectively.
In-Class Student Activities:
Day One:
Class Discussion: K-W-L about Martin Luther King, Jr.
Day Two:
Students will go to http://www.cherigarner.com/webquestlinks.html.html on the Internet and explore the I Have a Dream web quest links. They should read about the life of MLK. They can complete the MLK biographical outline.
Day Three:
Students should read MLKs famous I Have a Dream speech. http://www.mecca.org/~crights/dream.html They can print a copy from the Internet and highlight all the repetitive phrases and quotes. Figurative language such as similes and metaphors should be circled.
Day Four:
Tell the story of John Lipsey and his dream for braille ballots. Have students read the newspaper article from the Deseret News dated March 16, 1996 entitled, "Student opens Utahns' eyes to needs of the blind." Then students should brainstorm things that they would like to see changed in the world. Have them select one topic to write their own speech about. Have them use the Internet to search for facts and opinions about their topic. (Prewrite)
Day Five:
Using MLKs speech as a model students will write a rough draft of their own dream speech. They should use repetitive phrases, quotes, and figurative language. They can even use phases from MLKs speech. (Rough Draft)
Day Six:
Students will continue the writing process by revising and editing. They can use buddies, parents, teacher, etc. for feedback. (Revision and Editing)
Day Seven:
Students should type final copies of their speeches. Double spacing will make for easier delivery. Use the "CUPS" method for the students to check for conventions. (Publish)
Day Eight:
Students will view a video of MLK giving his historic "I Have a Dream" speech on August 28, 1963. They should observe what he does that makes him an effective speaker. Teacher will ask students to brainstorm a list of dos and donts when making a presentation to the class. Teacher will then model some of the suggestions on the list making sure to mention how important it is to look at the audience, stand still and confident, and use a strong teacher voice.
Day Nine:
Students will deliver their dream speeches in front of the class. Teacher will use a rubric to evaluate them.
Extended Enrichment:
Students will publish their speeches to the Internet. http://www.webspawner.com
Students will participate in a speech contest.
Students will write an essay evaluating MLKs "I Have a Dream" speech and its impact on the USA past and present.
Students will research other famous speeches that have had an impact on our society. http://www.americanrhetoric.com/top100speeches.htm
Students will create a time line of the American Civil Rights Movement.
Materials List:
http://www.cherigarner.com/webquestlinks.html.html
Video of MLKs I Have a Dream Speech.
Printed copies of MLKs I Have a Dream Speech. http://www.mecca.org/~crights/dream.html
Newspaper article from the Deseret News dated March 16, 1996 entitled, "Student opens Utahns' eyes to needs of the blind."
Rubrics for assessment.
Books and other resource materials about MLK, public speaking, and the civil rights movement.
Evaluation/Assessment:
Students will complete a self-evaluation.
Four analytical writing traits rubric.
Public speaking rubric
