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School: Blevins Middle School Grade Level: 7th Content Area: PreAP English
Title: “I Have A Dream” Speech – Martin Luther King Jr. and Found Poetry Lesson #: 1 of 4
Lesson Idea/Topic and Rational/Relevance: Students will begin class doing SSR (sustained silent
What are you going to teach and why is this reading). This is an opportunity to catch up on book club
lesson important to these students? What reading and/or work. It enhances reading skills and
has already happened in this classroom builds vocabulary.
surrounding the subject you will be
teaching? What do students already know? Students will view Martin Luther King Jr.’s “I Have A
Why are you going to teach this topic now Dream” speech (for a second time) and be expected to
(how does it fit in the curricular sequence)? annotate the text of the speech while doing so. This is
hat teaching methods/strategy will you be important for students because annotating skills are
use and why? necessary for analysis of text, and students will get
practice looking for vivid language. The found poem
assignment will also be introduced to students on this
day, and students will be using MLK’s speech to create a
poem. Through this assignment, students will practice
making mental images, as well as creatively organizing
words/phrases into a poem.
Agenda:
-SSR
-Re-watch/annotate video
Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)
7.2.3 Reading for all Purpose: Purpose, tone, and meaning in word choices influence literary,
persuasive, and informational texts
https://www.cde.state.co.us/coreadingwriting/statestandards
Element a: Teachers provide instruction that is aligned with the Colorado Academic Standards, and their
district’s organized plan of instruction.
Students will understand how to look for key points and vivid language in a text. Students will also
understand how to make mental images.
Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select
applicable questions from standard)
o How do social injustices and inequalities impact history and current day events?
This means: I can look for vivid language in a text. I can creatively organize words and phrases into a
poem.
Formative Assessment:
Summative Assessment:
Anticipatory Set
The “hook” to grab students’ attention. These are “Think back to yesterday when we watched Martin Luther King Jr.’s “I Have a Dream”
actions and statements by the teacher to relate the speech. What is it about Dr. King’s speech that resonates with people? Why after all these
experiences of the students to the objectives of the years do people still reference this speech?” -- (allow for student answers)
lesson, To put students into a receptive frame of
mind. Anticipated Answers: important voice in the American civil rights movement, activist, strong belief
in non-violent protest, against segregation, led movement, assassinated, etc.
To focus student attention on the lesson.
To create an organizing framework for the “How many of you can think of a song that comes to mind that really resonates with you.
ideas, principles, or information that is to When you hear a song, you may think, ‘Wow I really feel that, these lyrics are so
follow (advanced organizers) powerful!’ By a show of hands (I don’t need you to share specific examples, but just by a
An anticipatory set is used any time a different show of hands). Yes! So many of us have experienced this, and quite honestly, this is how
activity or new concept is to be introduced. much of society feels about Dr. King’s Speech. Martin Luther King Jr. uses such vivid
imagery in his not only his “I Have a Dream” speech, but in all of his speeches—and that’s
why he is so valued and referenced to. So today, we’re going to re-watch the speech with
your copy of the speech in front of you, please follow along/listen, and annotate once
more (meaning underlining specific lines of text that really resonate with you because
you will be using these later today; so make sure you underline something).
Why are you using it at this point in your lesson? I am using this strategy here because: I want to bridge the connection between
yesterday’s lesson and today’s. This will not only be a reminder for students, but also to
provide purpose in studying this speech to this day. By asking students to think of song
that resonates with them, this makes the question I ask more relatable, purposeful and
comprehensible.
Procedures SSR: Students will read silently/independently (20 min.) INDIVIDUAL PRACTICE
(Include a play-by-play account of what students and Interpersonal
teacher will do from the minute they arrive to the
minute they leave your classroom. Indicate the “I Have A Dream” MLK Speech: students will take out their individual copies of
length of each segment of the lesson. List actual this MODELING
minutes.)
Indicate whether each is: Tell students that we will re-watch the video and that they will need to continue/finalize
-teacher input annotations on this. Remind them to look for uses of vivid imagery in the speech.
-modeling
-questioning strategies Replay Video of Full Speech: (17:28 min.) MODELING
-guided/unguided: https://www.youtube.com/watch?v=I47Y6VHc3Ms
-whole-class practice Sharing Out: Ask volunteers to share some key things they noticed OR what
-group practice passages stood out to them (5 min.) WHOLE-CLASS PRACTICE
-individual practice
-check for understanding Found Poem Directions (on last page of the speech): Specifically, using
-other words/phrases from a text to create an original poem. Students will be using
MLK’s speech to create their own found poems! (5 min.) TEACHER INPUT
Linguistic, Musical/Rhythmic
Show Student Examples: This will visually allow students to see how others have
structured/designed the poems (5 min.) MODELING/TEACHER INPUT
Visual/Spatial
Note: Encourage students to type out poem so that they can easily move/manipulate
text. Once poem is completed, students can then begin creating poster with poem on
it (students may type, print, and glue poem onto poster). Must be neatly done and
large enough to be easily read. Must be neat/colorful/illustrated!
Learning Target Reflection: Ask students to briefly speak with table groups about
this (30 seconds) Warn students that I will be drawing names, so one must think
of something to say if their name gets called. Students will be answering the
following learning target reflection questions:
Why is it still important to listen to this speech over 50 years after it was officially
delivered? (5 min.) QUESTIONING STRATEGY/GROUP PRACTICE/CHECK FOR
UNDERSTANDING Interpersonal
Why are you using it at this point in your lesson? I am using this strategy here because: This strategy allows students to orally share
thoughts and intriguing information after viewing a video and following along with text.
Students will be annotating, meaning writing minor notes/comments; however, this is an
opportunity to elaborate more on these findings. Students will not only be able to share
burning ideas, but also to listen to perspectives of one’s peers.
Closure
Those actions or statements by a teacher that are Learning Target Reflection:
designed to bring a lesson presentation to an Why is it still important to listen to this speech over 50 years after it was officially
appropriate conclusion. Used to help students bring delivered?
things together in their own minds, to make sense
out of what has just been taught. “Any Questions? (30 seconds first to talk in groups)
No. OK, let’s move on” is not closure. Closure is used: (5 min. sharing verbally sharing answers)
-For students that have completed reading for book club, they may work on
Differentiation: book club document during SSR, rather than reading in preparation for
Differentiation should be embedded Thursday.
throughout your whole lesson!!
This is to make sure you have met the -Students will google MLK speech and follow along, making handwritten
notes in place of annotating, if physical copy of speech is not accessible.
needs of your students on IEPS or 504
To modify: If the activity is too advanced for a child, -Students that finish creating (typing) found poem today may begin working
how will you modify it so that they can be on physical poster for poem.
successful?
To extend: If the activity is too easy for a child, how -For IEPS or 504 students, I can print and cut up (or highlight) key
will you extend it to develop their emerging skills? findings/quotes from the speech that students can plug into a found poem for
those that are having trouble doing so individually.
Assessment Reflection: (data analysis)
How will you know if students met the learning Students read silently during SSR and participate in activities throughout the
targets? Write a description of what you were lesson.
looking for in each assessment.
Students can demonstrate understanding of the speech by creating a found poem
from this.
Students can identify key findings, make mental images and creatively organize
words/phrases into a poem.
Students are attentive/annotating during video and use work time effectively and
productively.