Lesson 3
Objectives
- Students will be able to explain how Martin Luther King Jr's "I have a dream" speech influenced those who listened to it.
- History 1.2 The student will describe the stories of American leaders and the contributions to our country, with emphasis on George Washington, Benjamin Franklin, Abraham Lincoln, George Washington Carver, and Eleanor Roosevelt.
- English 1.1 The student will continue to demonstrate growth in the use of oral language
- English 1.3 The student will adapt or change oral language to fit the situation a) Initiate conversation with peers and adults. c) Ask and respond to questions.
- English 1.13 The student will write to communicate ideas for a variety of purposes
b) Focus on one topic
d) Use complete sentences in final copies
e) Begin each sentence with a capital letter and use ending punctuation in final copies
f) Use correct spelling for commonly used sight words and phonetically regular words in final copies
g) Share writing with others - Fine Arts 1.20 The student will describe and discuss ideas and emotions communicated in works of art
- I Have a Dream picture book, illustrated by Kadir Nelson
- I Have a Dream speech on CD
- Pictures from the March on Washington printed (pictures below)
- Large writing paper with space for illustrations
- Rubric for writing assignment
- Crayons
- Students will come to the carpet and be reminded of their unit on Martin Luther King and how they are trying to determine if he was a great leader. Ask students to recall what they have learned so far about Martin Luther King.
- Tell students that one of the things they have learned about, and what Martin Luther King is well known for was his participation in peaceful protests and marches that helped secure equal rights for not only blacks, but for all people as well.
- Discuss how he never gave up and traveled over 6 million miles and spoke over 2500 times for equal rights for all people.
- Let students know that one of his more famous and well known marches was the peaceful march on Washington D.C., where he gave his 'I have a dream' speech to over 250,000 people. Let students know that today they are going to listen to some of his speech.
- Play the speech starting at minute 12:35 and allow it to run for a couple of minutes.
- Once the speech is over ask students the following questions: What was Martin Luther King's dream? Who was he giving the speech to? Why might people be cheering? How did it make you feel listening to it?
- After this discussion, show students pictures from the day of the speech and discuss with students why they thought all those people came to hear him speak? Also have students notice the people in the photos and describe the different emotions they see.
- Finally, show students the picture book I Have a Dream and read it to the students so that they can hear Martin Luther King's words paired with illustrations. Stop on random pages to discuss how the picture helps to illustrate his words.
- Send students back to their seats and hand out crayons and paper. Tell students that one of the characteristics they decided on as a class was that great leaders can communicate effectively and encourage others to do what is right with their actions. Tell them to think about Martin Luther King's speech and illustrate a part of his speech that they thought was most inspiring to themselves. Then, they will write two or three sentences explaining why they chose that part of the speech. Finally, they will write two or three more sentences explaining what impact they think his speech had on others.
- Allow students to look through the I Have a Dream book or the pictures from the March on Washington if necessary, and also have the 'I Have a Dream' speech playing softly in the backgroud so that if they want to go sit down and listen to parts of it again, they can.
- This lesson appeals to visual and auditory leaners. Listening to Martin Luther King's speech appeals to auditory learners, whereas looking at pictures from the march as well as listening to the speech again with the picture book will appeal to visual leaners.
- When the writing activity begins, students have the choice to get started right away or take some time to explore classroom resources to help them find inspiration.
- The formative assessment will be the inspiration that students explain and connect to Martin Luther King's speech. They will be assessed on their inspiration and whether or not it was thoughtful, their ability to connect it back to Martin Luther King's speech, and whether their writing uses appropriate conventions and organization.
- This lesson requires the use of a CD player so that students can listen to the 'I have a dream' speech.
i_have_a_dream_inspiration_assignment_rubric.docx | |
File Size: | 119 kb |
File Type: | docx |