Day 3-4

 

Day 3-4: Martin Luther King “I Have A Dream”

 

 

 TN STANDARDS:

·         SPI 0401.2.1 Identify the main idea and supporting points of a speech.

·         SPI 0401.2.3 Select the best summary of a speech.

·         SPI 0401.3.2 Identify the audience for which a text is written.

 

OBJECTIVES:

·         TSWBAT identify groups that Martin Luther King’s speech was aimed at.

·         TSWBAT summarize portions of the speech in three to five sentences.

·         TSWBAT identify the main idea of the speech.

·         TSWBAT identify ethnicities that supported MLK’s cause.

·         TSW participate in a MLK mock variation of the “I Have A Dream Speech.”

·         TSWBAT initially respond to the speech through journaling.

 

MATERIALS:

·         Poster board and paper

·         Markers

·         Computer, I Have Dream Speech Video

·         Paint sticks

 

PRELESSON ACTIVITY:

·         Think about Willie Rudd and all the things she couldn’t do because she was African American. Close your eyes and think about what it would be like not to be let into a movie or basketball game.

·         Have students make small poster board signs requesting freedom and civil rights that they would want if they were Willie Rudd.

 

SET/FOCUS:

            ABK/RRL: Have students think about when they have heard a speech. Where did they

                        hear it? What was it about?

            IAL: Have students individually provide me with where they heard a speech, what was it

                        about, and did you enjoy it? See chart below.

            LL: Today we are going to read portions of MLK’s “I Have a Dream” speech.

 

Speeches We’ve Heard

Where did we hear the speech?

 

What was it about?

Did you enjoy it?

Why or why not?

 

 

 

 

 

 

INSTRUCTION:

·         Have students listen to first 5 minutes of speech. Before listening to speech, have students come very close together. Tell students to focus on the speech but also be aware of background. Standing with shoulders touching – have students cheer with crowd when they cheer. Have them look at tv screen and not at others. Have students walk up shaking posters and cheering for MLK.

·         After hearing the beginning of the speech, have students go back to desks and write their initial responses to the speech. What did they notice about the speech, the people there, etc.

·         Have the students listen to list of dreams within the speech from their desks.

·         Have them summarize the MLK dreams portion of the speech.

 

Graffiti:

·         Have four groups of students for graffiti groups

o   What did you notice about background?

o   What did you notice about Martin Luther King himself?

o   What was the main point of the speech?

o   What questions do you have about the speech and time period?

·         Students will be in groups of four. After 5-8 minutes in each group, groups will switch.

·         Share initial responses to small groups.

·         Use concept map to discuss and break down speech. (See concept map below.)

 

 

CLOSURE:

·         Have students tell me what they have learned today.

·         Why would we spend time watching and talking about the speech?

 

Assessment: Take up reflections and responses. Have running record for discussion participation.

                        Take up concept maps. 

 

Modifications: Due to possible questions, discussions, and sensitivity that may arise. This lesson has been planned for duration of two days or more.