Dr. Martin Luther King Jr.

I Have a Dream Speech

1963 Washington DC
Unit Plan
 Unit Plan Introduction

This unit plan was created with a regular tenth grade language arts class in mind. Each period is eighty minutes

long. It is assumed that a majority of the students will be at or just below grade-level, in terms of their reading and

writing skills, and that a few students will be English language learners (ELL). Martin Luther King, Jr.’s (MLK‟s) “I

Have a Dream” (IHAD) speech will be the basis for this two-week persuasive speech lesson plan. This lesson

plan, focused on reading and writing, will be followed by another unit on speech delivery techniques where

students will have an opportunity to model appropriate speech techniques and audience behavior prior to

delivering their speeches. Ideally, in the first semester of the school year, students will have completed narrative

and expository units as well as participated in Literature Circles. Students will have had experience with narrative

and descriptive reading and writing during their study of memoirs and short stories. Students have been keeping

a vocabulary log in a lined spiral notebook throughout the year and will continue adding words to it in this unit as

well. Students will have learned how to properly use and punctuate direct quotes while referencing primary

sources in their compare and contrast essays. Some of the poetic devices will have been covered in the poetry

unit as well, so students should recognize those that resurface in this unit’s Rhetorical Devices list. This unit

builds upon students‟ current reading and writing experiences and introduces new skills: incorporating secondary

sources into one’s writing and writing in a more expressly persuasive manner.

This unit plan uses the ERWC assignment template as its framework. Pre-reading activities include a KWL class

activity exploring the term “American dream,” an introductory reading and discussion that situates IHAD within its

historical context, the use of individual vocabulary logs for newly encountered words, and a YouTube preview of

the speech. The reading activities include listening to audio of the background singing and speech while following

along and marking the text. During the first reading, students will pay close attention to the language, circle

unfamiliar vocabulary words (which will be entered in their vocabulary logs) and note any particularly moving lines.

In an effort to encourage students to continue to look up the unfamiliar words they encounter while reading, a re-

reading activity requires students to locate a passage with an unfamiliar word, look up its definition, and then to

re-read and reflect on their understanding of the passage’s meaning. A class discussion regarding some of these

passages will follow. Students will analyze the application of MLK‟s stylistic choices when completing their

Rhetorical Devices worksheets. The last reading activity includes a descriptive outlining exercise which intends to

show students how the organization of IHAD is tied to its argument. The class will then regroup to create a

summary paragraph. Multiple journal entries, warm ups, quick writes, exit tickets, and follow up class discussions

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 are all designed to motivate students to think critically about their reading and writing, the overarching American

Dream theme, and/or their learning.

Prior to pre-writing, the ERWC template suggests that students learn how to use the words of others in their writing.

Students will find three quotes from reliable sources (after participating in a mini-lesson on choosing reliable sources and

receiving a starter list of recommended sources) and will use their quotes in a “Quote, Paraphrase, Respond” (QPR) class

assignment. Pre-writing activities include a teacher led review of the writing prompt and rubric, a brainstorming activity

using a cluster web and visuals for inspiration, and a thesis workshop. Students will write a draft speech, revise their

speech, and edit their revision prior to turning in a final draft. Peer reviews and teacher feedback (given throughout the

writing process and during class time) will be used throughout all stages of the writing process. Finally, students will be

graded holistically, in that they are given credit for participating in the reading and analysis of IHAD as well as throughout

the writing process and will not be graded solely on their final product. Students will receive written feedback on their

speeches and will be given another chance to improve their grade if they choose to include this speech as one of the three

writing samples they are to turn in with their end-of-the-year writing portfolio.

In addition to reading and writing experiences noted above, this lesson plan provides many opportunities for students to

engage in dialogue (drawing on their speaking and listening skills) about their reading and writing in multiple whole-class,

group, and paired or peer review activities. These talking and listening activities are weaved throughout each day of unit

instruction and are intended to give all students practice in entering an analytical dialogue about IHAD‟s structure and use

of rhetorical devices, in addition to how they will model their speeches after IHAD. These activities are also intended to be

beneficial to ELL students who need practice listening, speaking, and interacting with their peers. As the teacher, I will be

ensuring that student participation is balanced and that no student is overlooked.

Moreover, this unit plan addresses the different learning styles of all students in the class by incorporating a variety of

media and technology experiences. Auditory learners will benefit from listening to the proper pronunciation and delivery of

IHAD during the audio playback while following the text. Visual learners are given a chance to express themselves through

drawing or by including found images in their journals and are accommodated through the use of graphic organizers (such as

the KWL and QPR sheets and the brainstorming cluster web). In-class writing prompts and activity instructions are projected

onto the screen for those who need a visual reference to accompany verbal instructions, and one exit ticket asks students to

respond to a picture in addition to a written prompt. A mini-lesson on choosing reliable sources is done in real-time using the

teacher’s laptop and projector, and students are encouraged to conduct research on the internet. A survey would have

confirmed that all students have internet access at a home or library before assigning this kind of research. A YouTube video

sneak preview of IHAD is used before the speech reading, and a subtitled Teacher Tube video is incorporated into the thesis

lesson as well. Kinesthetic learners will be given a chance to shine in the subsequent unit

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that focuses on speech delivery. I am confident that all students will successfully complete this unit and produce a persuasive

speech appropriate to their skill level.

Finally, I chose to use the final draft of students‟ speeches as my summative assessment tool as I feel it best represents how well

students mastered the chosen standards and objectives. This unit plan focuses on ELA and ELD standards that call for the analysis

of the features and use of rhetorical devices, specific skills required to write persuasive compositions, especially those tied to

persuasive speech form and argumentation. The unit plan guides students from reading comprehension to critical analysis of the

rhetorical style of IHAD. Furthermore, the unit plan guides students on how to use IHAD as a model for their own persuasive

speeches (which must include supporting references and rhetorical devices) and supports students through the entire writing process.

It is appropriate to use each student’s final draft for my summative assessment because students received multiple opportunities to

reorganize, revise, and edit their papers after receiving feedback from their peers and myself. Students will be graded based on their

participation at all stages of the writing process, on the quality of their final product, and on their writing reflection.

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 Unit Overview

th
  Unit Topic: Persuasive Speech Course: 10 Grade Language Arts

Standards addressed

ELA:

CCSS.ELA-Literacy.RL.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-Literacy.RL.9-10.4
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the
cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a
formal or informal tone).

Related ELA:

“[U]se detailed sentences to orally identify main ideas.”

Analyze the features and rhetorical devices of different types of public documents, and how the authors use these
features and devices.
Develop a clear thesis and support it using the rhetorical devices of analogy, quotation, and fact.
Be understood when speaking, using consistent Standard English grammatical forms and sounds, intonation,
pitch, and modulation, but may have random errors.

Objectives:
When given the term “American Dream,” SWBAT use prior knowledge to generate a list of observations and questions
related to this term.
When asked to locate an unfamiliar word in IHAD, SWBAT determine its meaning and use the words to accurately explain
the meaning of a line or passage.
When asked to identify an example of figurative language in IHAD, SWBAT identify the rhetorical effect/purpose of each
quote.
When given the text of IHAD, SWBAT identify each speech section and its function.
When given the term “American Dream,” SWBAT use prior knowledge to generate a list of observations and questions
related to this term.

When given a QPR worksheet, SWBAT quote with proper punctuation, paraphrase each quote, and respond to each
quote (as to how each quote defends/supports the topic of their American Dream speech).
When given a cluster web SWBAT brainstorm possible thoughts/ideas, facts, etc. that may support their American Dream
speech.
When a general topic has already been identified, SWBAT write a thesis statement that includes an opinion/argument
about their topic.
When asked to review a peers‟ speech, SWBAT identify possible readers‟ concerns, counterclaims, biases, and
expectations.
When given various sentences that include coordinating conjunctions, SWBAT insert a comma where need.

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 Day 1 Day 2 Day 3 Day 4 Day 5
Objectives When given the term When asked When asked When given When given
“American Dream,” to locate an to identify an the text of the term
SWBAT generate a list of unfamiliar example of IHAD, “American
prior knowledge and word rhetorical SWBAT Dream,”
questions related to this in IHAD, language in identify each SWBAT use
term. SWBAT IHAD, speech prior
determine its SWBAT section and its knowledge
meaning and identify the function. to generate
use the words rhetorical a list of
to accurately effect/purpose observations
explain the of each quote. and
meaning of a questions
related to
line or
this term.
passage.

Summary Brainstorm what we Listen to Review Warm up: Collect

of know and want to know audio of Rhetorical Think homework:
Student about “The America IHAD speech Devices list. about last Research
Activities Dream” (using KWL (15 mins.) night’s Quote
poster) while students while Listen to HW and Sheets.
take notes &/or draw students teacher complete this
images on their KWL follow along modeling sentence. “I Warm up:
sheets. on paper sample entry have a Do you
version. in the dream that think
Pre-reading discussion Circle any Rhetorical one day this IHAD‟s
re: “I Have a Dream” unfamiliar Devices nation . . .” argument
speech. vocabulary worksheet. Volunteers appeals
words and share their more to
Read/discuss place a Pairs work: sentences. one’s
introduction to speech for checkmark Students emotions
historical context. next to any complete or logic?
Mini-lesson:
powerful entries in Why?
Review
Identify/log unfamiliar lines. Rhetorical Discuss
structure of
words in vocabulary log Devices speech.
and discuss. Log new worksheet Brainstorm
vocab. words and share. what we
Groupwork:
Watch 3 min. YouTube and start on learned
Descriptive
clip of IHAD for sneak definitions. Exit ticket Outlining about “The
peek into tomorrow’s (project exercise and America
reading. Groupwork: comic and discuss. Dream” and
Locate a question on review
line/passage screen).: Quickwrite: results
with a What (finish KWL
MLK refers a
unfamiliar is this poster).
different
word, share couple’s time/era in the
its definition American Intro, Teacher-led
and discuss dream? How Body, and review of
the is it different writing
Conclusion
  6
 line/passage’s from of IHAD. assignment
meaning. MLK‟s? From What is the and rubric.
yours? Why? logical order
Teacher-lead of this
group work speech?
debriefing. Discuss.

Mini-lesson:

Choosing
reliable sources
& sample
websites (using
teacher’s laptop
and projector)

  7
 Assess KWL sheets will be Informal Rhetorical Assessment of Final KWL
assessed (credit/no assessment Devices each group’s sheets will
credit). Informal during class worksheet will Descriptive be assessed
assessment during class and group be assessed. Outline. (credit/no
discussion as well. discussion. Informal credit).
Getting at Homework: assessment Informal
Homework: Finish Vocab. the Journal entry: during group assessment
log definitions. Journal Meaning Discrimination work and during class
entry: What is your worksheet can occur whole-class discussion
American Dream? What will also bebased discussion. as well.
would make you the assessed on someone’s
happiest? Feel free to (credit/no race, class, Homework: Also,
credit). gender, Research Research
include drawings or copy &
religion, etc. In Quote Quote
past images into your
Homework: your opinion, Sheet. Visit a Sheets
journal too. what group
Finish library or use will be
Vocab. faces the most the internet. assessed
Log discrimination Find three and students
definitions. today? Is it still quotes, will be given
Complete African- statistics, etc. teacher
Getting at Americans? to support feedback if
Give an your any sources
the
example to “discrimination are found to
Meaning
claim.” be
worksheet. support your
unreliable.
“discrimination (Students fill in
claim.” You quote and
author/publisher Homework:
will use this
information. Journal
discrimination
Quotes will be entry:
claim/argument
used in QPR Identify a
later as the section of
basis of your activity (see
IHAD that
persuasive Day 6).
appears
speech. weak
or
unsupported.
Explain why
you think this
is so.

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 Day 6 Day 7 Day 8 Day 9 Day 10
Objectives When given When given a When a general When asked to When given
a cluster web topic has already review a peers‟ various
QPR SWBAT been identified, speech, SWBAT sentences
worksheet, brainstorm SWBAT write a identify possible that include
SWBAT possible thesis statement readers‟ concerns, coordinating
quote thoughts/ideas, that includes an counterclaims, conjunctions,
with proper facts, etc. that biases, and
opinion/argument SWBAT
punctuation, may expectations.
about their topic. insert a
paraphrase support their
American Dream comma
each quote, where need.
and respond speech.
to each
quote.

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 Summary of Warm-up Mini-lesson: Check for Warm-up: What Mini-lesson:
Student writing: Using a cluster completed cluster did you notice Coordinating
Activities What do web. webs (credit/no about your Conjunctions
you think credit). thought process and the
the term Individual work: while writing your Comma
“common Brainstorm Thesis Workshop first draft? Did
knowledge” supporting ideas Day new thoughts/ Individual
means? for your American ideas come to work:
Volunteers Dream speech Mini-lesson: mind as you were
Coordinating
share their using cluster web. Watch video on writing?
Conjunctions
responses, Use HW pictures writing a thesis worksheet.
followed by for inspiration. and practice Group work:
class Include research. writing sample review two peers‟
Pairs work:
discussion. theses as a first drafts using
Circle
Paired work: class. the
coordinating
Return Review clusters, Response/
conjunctions
Research and use two Individual work: Revision form that
on each
Quote different colored Students write a focuses on
others‟
Sheet (from pens/highlighters draft thesis for organization &
papers and
Day 4 HW). to identify logical their speech possible
check if a
Explain to and emotional (referring back to counterarguments.
comma is
students supporting ideas. cluster web and needed in
that research if Paired work: each case.
if any of their Exit ticket: What needed) while Discuss/brainstorm
quotes are did you notice teacher circulates revision strategies
Individual
labeled about your room giving that will address
identified work: Start
“unreliable,” thinking while assistance.
they will brainstorming? weaknesses in editing while
have Did you have Peer review: each other‟s first teacher
another day more ideas than Review each drafts. circulates
to replace you could write others‟ room
these down or did Exit ticket: What checking for
draft thesis using
quotes. writing help you did you learn global
Thesis Review
think? What else about “audience” issues.
sheet.
Review did you notice? after discussing
“Quoting your speech with
Secondary others today?
Sources and
Paraphrasing
Review”
Handout.

Individual
and
Paired work
on QPR
sheets using
quotes from
Research
Quote Sheet

  10
 (Individual on
Q and P
column, then
paired work
to review P
columns, and
individual
work on R
column).
Assessment Informal Informal Informal Informal Coordinating
assessment assessment while assessment while assessment of Conjunctions
while teacher teacher students‟ worksheet
students circulates/observes circulates/observes discussions during will be
participate in students doing during individual group and paired assessed.
class cluster work. and peer review. work.
discussions Homework:
and complete Homework: Homework: Write Homework: Finish
QPR sheets. Finish cluster web first draft of your Revise your revising and
(find/include more American Dream speech paying editing your
QPR sheets supporting speech using your special attention speech.
will be research if pre-writing work. to using rhetorical Final draft
assessed needed). Follow the writing devices and due
and Monday.
assignment and persuading your
individual
feedback will rubric reviewed on audience.
be given to Mon. (Day 6).
those
students who
may still
need further
paraphrasing
instruction.

Homework:
Gather as
many images
as you can
find in books,
magazines,
newspapers,
or on the
internet that
relate to your
American
dream.

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 Unit Evaluation Tool (Day 11):

In-class writing reflection: Students will reflect on their persuasive speech writing experience prior to turning in the
final draft of their speeches: What do you think are the strongest and weakest characteristics of your speech? What
makes these your speech’s strongest and weakest points? What part was most difficult or easiest to write? What made
each of these parts difficult and easy to write?

I will use each student’s final draft of their persuasive speech as my final assessment tool; however each student will
also be graded holistically (see rubric). Students will be graded on four categories:

1. Their participation in whole class, group, and peer review activities,

2. Their participation in the writing process (first drafts and any subsequent drafts must be attached to and submitted
with the final draft),

3. The quality and content of their Final Drafts, and

4. Their in-class writing reflections (to be completed on the day they turn in their final drafts).

Students will not be assessed on the delivery of their persuasive speech during this unit but will be assessed on speech

delivery in the subsequent unit. I believe that the writing process is a recursive one; therefore, my students will be given

another opportunity to revise their speeches after they receive written feedback from me. Students can then choose to

improve their grade on this speech if they include this speech as one of the three writing samples they must submit in their

end-of-the-year Writing Portfolio.

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 DAILY LESSON PLAN

th st
10 Grade Language Arts/1 Period

  Unit: Persuasive Speech

Agenda: Please copy the following activities into your notebook:

Persuasive Speech Unit, Day 1  
Brainstorming: “The American Dream”
Discuss Martin Luther King, Jr.’s (MLK) “I Had a Dream” (IHAD) speech
Read intro. to IHAD and identify vocab. words
Vocab. discussion
Group work and discussion
  HW: 1. Complete vocabulary log definitions (students have been using a designated spiral notebook
throughout the year).

2. Journal entry: What is your American Dream? What would make you the happiest?
You can include drawings or copy and paste images into your journal as well.

ELA (Delaware Content Standards):

  2.3 Generate relevant questions about readings on issues that can be researched.
ELA Standards Addressed:
  “[U]se detailed sentences to orally identify main ideas.”
Objectives: When given the term “American Dream,” SWBAT use prior knowledge to generate a list of observations and
questions related to this term.

Materials Needed: Agenda transparency

Overhead Projector
KWL Sheets
Poster board sheets (at least two) and a marker
IHAD transcript handouts
Group Work Questions transparency
Laptop and speakers with wireless access to

  13
 YouTube A classroom set of dictionaries

Activities:
Time Teacher Procedures Student Responsibilities
5 mins. Display Agenda on board using Students copy Agenda into their notebooks.
projector.

12 mins. 1. Distribute KWL sheets. Participate in brainstorm activity and take notes
&/or draw images in appropriate columns of their

2. KWL sheets.

Say, “Today, we the first day of our

10 mins. Persuasive Speech Unit. Over the
next two weeks, we will read MLK‟s Listen to and participate in pre-reading discussion.

IHAD speech and use his speech as

a model for writing our own American
Dream speeches. First, we are
going to brainstorm about the
„American Dream.‟ These are KWL
sheets, and we will use these to
record what we Know (K for “know”),
what we Want to know (W for “want
to know”), and what we
Learned (“L for “learned”)
about the „American Dream.‟
You should be copying down
the notes or drawing
representations of what I write
on the board (or what comes
to your mind) while we
brainstorm as a class. You
will turn this in at the end of

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 class and I will return it to our
next week before we work on
completing it.”
3. Write “American Dream” at top
of KWL posters on board (use
one for K and W columns) and
elicit response for columns
(remind students to use
complete sentences).
4. Ask students to pass KWL
sheets to front of class.

Start pre-reading discussion re:

IHAD

  15
 speech. Informal verbal check for
7. mins. prior knowledge. Ask: How many
know about MLK and/or have read
12 mins. this speech? Can anyone tell me Listen to introduction to speech for historical
what it is about? If not, ask for context and identify unfamiliar words for vocabulary
8 mins. predictions. What do you think log.
MLK‟s American Dream is? Explain
10 mins. that we will use this speech as a
model for our own speeches. Participate in discussion re: vocabulary words.
15 mins.
Pass out IHAD transcript and ask
students to follow along, marking any Participate in group work.
unfamiliar words that they will later
enter into their vocabulary logs, while
I read the short introduction to IHAD Participate in class discussion.
aloud.

Ask students to volunteer some of View video.

their identified words and ask for
volunteers to suggest definitions. If
students do not bring these up, make
sure to verbally
review/define the following terms:
equality, liberty, segregation, and
discrimination.

Display group questions on board

using projector. Divide students into
five groups and assign a number 1
through 5. Ask each group to
complete their assigned question.

Ask for a group volunteers to read

their answers to the class (using
complete sentences) and discuss or

  16
 ask for student elaboration as
needed.

Show 3 min. YouTube video clip of

IHAD.
Say, “This is just a sneak preview of

  17
 Tomorrow’s reading. I’m showing
you this, so you can get an idea of
the time and location and the
hundreds of thousands of people that
were present as well as see and
hear MLK‟s voice.”

Assignment(s)/Homework: 1. Complete vocabulary log definitions. 2. Journal entry: What is your American Dream?

What would make you the happiest? You can include drawings or copy and paste images into your journal too.

How Student Learning is Assessed and Analyzed: Students‟ KWL worksheets will be collected and assessed for

participate (credit/no credit). Informal assessment will also take place during class discussion. My goal is to stimulate

discussion and to maintain students‟ active participation in the class activities.

Reflection on the Lesson Plan (effectiveness, rationale for choices, etc.): Since this is mainly a pre-reading

assignment day, my objective is to establish students‟ prior knowledge about the American Dream in a general sense,

MLK as a historical figure/author/speaker, and of IHAD and its historical context. I use KWL, pre-reading discussions, and

group work exercises not only to establish foundational knowledge but also to allow all students to benefit from their

collective knowledge. Frequent class discussions and group work also require all students to interact with each other, to

speak in full sentences, and to practice their verbal skills. Lastly, the video teaser is intended to help students visualize

the event and people, hear the background singing, hear MLK, and contextualize his historic speech. Moreover, the

lesson plan objective calls for students to start thinking about the “American Dream” because this unit requires them to

think about their American Dream and write their own speech modeled after MLK‟s.

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 Today’s Agenda  

Please copy the following activities into your notebook:

Persuasive Speech Unit, Day 1

Brainstorming: “The American Dream”

Discuss Martin Luther King, Jr.’s (MLK) “I Had a Dream” (IHAD) speech

Read intro. to IHAD and identify vocab. words

Vocab. discussion

Group work and discussion

  HW: 1. Complete vocab. log definitions.

2. Journal entry: What is your American Dream? What would make you the happiest? You can include
drawings or copy and paste images into your journal as well.

  19
 The American Dream

  20
 The “I Have a Dream” Speech

Introduction:

In 1950's America, the equality of man envisioned by the Declaration of Independence was far
from a reality. People of color — blacks, Hispanics, Asians — were discriminated against in
many ways, both overt and covert. The 1950's were a turbulent time in America, when racial
barriers began to come down due to Supreme Court decisions, like Brown v. Board of
Education; and due to an increase in the activism of blacks, fighting for equal rights.

Martin Luther King, Jr., a Baptist minister, was a driving force in the push for racial equality in
the 1950's and the 1960's. In 1963, King and his staff focused on Birmingham, Alabama. They
marched and protested nonviolently, raising the ire of local officials who used water cannon and
police dogs on the marchers, whose ranks included teenagers and children. The bad publicity
and break-down of business forced the white leaders of Birmingham to concede to some anti-
segregation demands.

Thrust into the national spotlight in Birmingham, where he was arrested and jailed, King helped
organize a massive march on Washington, DC, on August 28, 1963. His partners in the March
on Washington for Jobs and Freedom included other religious leaders, labor leaders, and black
organizers. The assembled masses marched down the Washington Mall from the Washington
Monument to the Lincoln Memorial, heard songs from Bob Dylan and Joan Baez, and heard
speeches by actor Charlton Heston, NAACP president Roy Wilkins, and future U.S.
Representative from Georgia John Lewis.

King's appearance was the last of the event; the closing speech was carried live on major
television networks. On the steps of the Lincoln Memorial, King evoked the name of Lincoln in
his "I Have a Dream" speech, which is credited with mobilizing supporters of desegregation and
prompted the 1964 Civil Rights Act. The next year, King was awarded the Nobel Peace Prize.

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 The following is the exact text of the spoken speech, transcribed from recordings.

I am happy to join with you today in what will go down in history as the greatest demonstration for freedom in
the history of our nation.

Five score years ago, a great American, in whose symbolic shadow we stand today, signed the Emancipation
Proclamation. This momentous decree came as a great beacon light of hope to millions of Negro slaves who had
been seared in the flames of withering injustice. It came as a joyous daybreak to end the long night of their
captivity.

But one hundred years later, the Negro still is not free. One hundred years later, the life of the Negro is still
sadly crippled by the manacles of segregation and the chains of discrimination. One hundred years later, the
Negro lives on a lonely island of poverty in the midst of a vast ocean of material prosperity. One hundred years
later, the Negro is still languishing in the corners of American society and finds himself an exile in his own
land. So we have come here today to dramatize a shameful condition.

In a sense we have come to our nation's capital to cash a check. When

the architects of our republic wrote the magnificent words of the
Constitution and the Declaration of Independence, they were signing
a promissory note to which every American was to fall heir. This note
was a promise that all men, yes, black men as well as white men,
would be guaranteed the unalienable rights of life, liberty, and the
pursuit of happiness.

It is obvious today that America has defaulted on this promissory note

insofar as her citizens of color are concerned. Instead of honoring this
sacred obligation, America has given the Negro people a bad check, a
check which has come back marked "insufficient funds." But we
refuse to believe that the bank of justice is bankrupt. We refuse to believe that there are insufficient funds in
the great vaults of opportunity of this nation. So we have come to cash this check — a check that will give us
upon demand the riches of freedom and the security of justice. We have also come to this hallowed spot to
remind America of the fierce urgency of now. This is no time to engage in the luxury of cooling off or to take
the tranquilizing drug of gradualism. Now is the time to make real the promises of democracy. Now is the
time to rise from the dark and desolate valley of segregation to the sunlit path of racial justice. Now is the
time to lift our nation from the quick sands of racial injustice to the solid rock of brotherhood. Now is the time
to make justice a reality for all of God's children.

It would be fatal for the nation to overlook the urgency of the moment. This sweltering summer of the Negro's
legitimate discontent will not pass until there is an invigorating autumn of freedom and equality. Nineteen
sixtythree is not an end, but a beginning. Those who hope that the Negro needed to blow off steam and will now
be content will have a rude awakening if the nation returns to business as usual. There will be neither rest nor
tranquility in America until the Negro is granted his citizenship rights. The whirlwinds of revolt will continue to
shake the foundations of our nation until the bright day of justice emerges.

But there is something that I must say to my people who stand on the warm threshold which leads into the
palace of justice. In the process of gaining our rightful place we must not be guilty of wrongful deeds. Let us
not seek to satisfy our thirst for freedom by drinking from the cup of bitterness and hatred.
  22
 We must forever conduct our struggle on the high plane of dignity and discipline. We must not allow our
creative protest to degenerate into physical violence. Again and again we must rise to the majestic heights of
meeting physical force with soul force. The marvelous new militancy which has engulfed the Negro community
must not lead us to a distrust of all white people, for many of our white brothers, as evidenced by their presence
here today, have come to realize that their destiny is tied up with our destiny. They have come to realize that
their freedom is inextricably bound to our freedom. We cannot walk alone.

As we walk, we must make the pledge that we shall always march ahead. We cannot turn back. There are those
who are asking the devotees of civil rights, "When will you be satisfied?" We can never be satisfied as long as
the Negro is the victim of the unspeakable horrors of police brutality. We can never be satisfied, as long as our
bodies, heavy with the fatigue of travel, cannot gain lodging in the motels of the highways and the hotels of the
cities. We cannot be satisfied as long as the Negro's basic mobility is from a smaller ghetto to a larger one. We
can never be satisfied as long as our children are stripped of their selfhood and robbed of their dignity by signs
stating "For Whites Only". We cannot be satisfied as long as a Negro in Mississippi cannot vote and a Negro in
New York believes he has nothing for which to vote. No, no, we are not satisfied, and we will not be satisfied
until justice rolls down like waters and righteousness like a mighty stream.

I am not unmindful that some of you have come here out of great trials and tribulations. Some of you have come
fresh from narrow jail cells. Some of you have come from areas where your quest for freedom left you battered
by the storms of persecution and staggered by the winds of police brutality. You have been the veterans of
creative suffering. Continue to work with the faith that unearned suffering is redemptive.

Go back to Mississippi, go back to Alabama, go back to South Carolina, go back to Georgia, go back to
Louisiana, go back to the slums and ghettos of our northern cities, knowing that somehow this situation can and
will be changed. Let us not wallow in the valley of despair.

I say to you today, my friends, so even though we face the difficulties of today and tomorrow, I still have a
dream. It is a dream deeply rooted in the American dream.

I have a dream that one day this nation will rise up and live out the true meaning of its creed: "We hold these
truths to be self-evident: that all men are created equal."

I have a dream that one day on the red hills of Georgia the sons of former slaves and the sons of former slave
owners will be able to sit down together at the table of brotherhood.

I have a dream that one day even the state of Mississippi, a state sweltering with the heat of injustice, sweltering
with the heat of oppression, will be transformed into an oasis of freedom and justice.

I have a dream that my four little children will one day live in a nation where they will not be judged by the
color of their skin but by the content of their character.

I have a dream today.

I have a dream that one day, down in Alabama, with its vicious racists, with its governor having his lips
dripping with the words of interposition and nullification; one day right there in Alabama, little black boys and
black girls will be able to join hands with little white boys and white girls as sisters and brothers.

I have a dream today.

  23
 I have a dream that one day every valley shall be exalted, every hill and mountain shall be made low, the rough
places will be made plain, and the crooked places will be made straight, and the glory of the Lord shall be
revealed, and all flesh shall see it together.

This is our hope. This is the faith that I go back to the South with. With this faith we will be able to hew out of
the mountain of despair a stone of hope. With this faith we will be able to transform the jangling discords of our
nation into a beautiful symphony of brotherhood. With this faith we will be able to work together, to pray
together, to struggle together, to go to jail together, to stand up for freedom together, knowing that we will be
free one day.

This will be the day when all of God's children will be able to sing with a new meaning, "My country, 'tis of
thee, sweet land of liberty, of thee I sing. Land where my fathers died, land of the pilgrim's pride, from every
mountainside, let freedom ring."

And if America is to be a great nation this must become true. So let freedom ring from the prodigious hilltops of
New Hampshire. Let freedom ring from the mighty mountains of New York. Let freedom ring from the
heightening Alleghenies of Pennsylvania!

Let freedom ring from the snowcapped Rockies of Colorado!

Let freedom ring from the curvaceous slopes of California!

But not only that; let freedom ring from Stone Mountain of Georgia!

Let freedom ring from Lookout Mountain of Tennessee!

Let freedom ring from every hill and molehill of Mississippi. From every mountainside, let freedom ring.

And when this happens, when we allow freedom to ring, when we let it ring from every village and every
hamlet, from every state and every city, we will be able to speed up that day when all of God's children, black
men and white men, Jews and Gentiles, Protestants and Catholics, will be able to join hands and sing in the
words of the old Negro spiritual, "Free at last! Free at last! Thank God Almighty, we are free at last!"

http://www.usconstitution.net/dream.html

  24
 Group Work Questions  

Instructions: Please answer the question assigned to your group number only. You will have 5 minutes.

Group 1: What was 1950’s America like? Describe it?

Group 2: Who was MLK?
Group 3: What did MLK do?
Group 4: What is MLK’s speech credited with doing?
Group 5: What was MLK awarded?

  25
 DAILY LESSON PLAN  

th st
10 Grade Language Arts/1 Period

  Unit: Persuasive Speech

Agenda: Please copy the following activities into your notebook:

Persuasive Speech Unit, Day 2
Review homework/journal entries
Read/listen to IHAD
Vocab. work
Group Work activity and discussion
  HW: 1. Finish Vocabulary Log definitions.

  2. Complete Getting at the Meaning worksheet.

ELA (Delaware Content Standards):
CCSS.ELA-Literacy.RL.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

ELA Standards Addressed:

Use decoding skills and knowledge of vocabulary, both academic and social, to read
independently.
Objectives: When asked to locate an unfamiliar word in IHAD, SWBAT determine its meaning and use the words to
accurately explain the meaning of a line or passage.
   

                       Materials Needed: Agenda transparency

  IHAD Reading Activity transparency
  Group Work Prompt transparency
Overhead Projector
Laptop with wireless access and speakers to play audio of IHAD (saved on laptop)
A classroom set of dictionaries
Getting at the Meaning worksheets

  26
 Activities:

Time Teacher Procedures Student Responsibilities

5 mins. Display Agenda on board using Students copy Agenda into their notebooks.
projector.

7 mins. Share and/or listen to peers journal entries.

Ask for new volunteers to read their
homework journal entry from last
night.

23 mins. Listen to audio of IHAD speech. Follow along on

paper version. Circle any unfamiliar vocabulary
15mins. words and place a checkmark next to any powerful
lines.
16 mins.

15 mins. Log new vocab. words and start on definitions.

Group work: Label introduction and conclusion and

note/discuss any reactions/questions in margins.

Participate in teacher-led group work debriefing.

  27
 Assignment(s)/Homework: Finish Vocabulary Log definitions. Complete Getting at the Meaning worksheet.

How Student Learning is Assessed and Analyzed:

Informal assessment during class and group discussion. Getting at the Meaning worksheet will be assessed (credit/no

credit).

Reflection on the Lesson Plan (effectiveness, rationale for choices, etc.): This lesson plan incorporates reading and

re-reading activities aimed at gradually increasing the students‟ reading comprehension. The activities encourage

students to regularly identify and look up unfamiliar words and to apply knowledge of these new words when

independently interpreting readings and creating new meanings. This is an activity that asks students to reflect on their

own learning and increased understanding. Learning new vocabulary and using it is contextualized through the objective

that requires students to use these new words in their descriptions of the line/passages that contain these words.

Furthermore, using the group activity shows fellow students how taking the time to understand an unfamiliar word can give

new meaning to a line/passage.

  28
 Today’s Agenda

Please copy the following activities into your notebook:

Persuasive Speech Unit, Day 2

Review homework/journal entries
Read/listen to IHAD
Vocabulary work
Group Work activity and discussion
  HW: 1. Finish Vocabulary Log definitions.
  2. Complete Getting at the Meaning worksheet.

  29
 I Have a Dream Activity:

You are to do two things while listening to IHAD. We will be reading for comprehension and to get a first
impression of MLK‟s argumentative style so we can mimic it later.

1. Circle any unfamiliar or unclear words you encounter.

2. Place a checkmark next to any lines that move you (visually, emotionally, or logically).
Group Work Prompt

1. Locate a passage that contains one of your vocab. words.

2. Take turns reading your vocabulary word, its definition, and the line/passage that includes your
word to your group.
3. Take turns discussing what you now think each passage means.

  30
 Getting at the Meaning

Instructions: 1. Copy a line/passage with a vocabulary word that you did not use in your group work.
2. Underline the vocabulary word.
3. Using a complete sentence and the vocabulary word, explain what the line/passage
means to you now.

Line/Passage Description

  31
 DAILY LESSON PLAN  

th st
10 Grade Language Arts/1 Period

  Unit: Persuasive Speech

Agenda: Please copy the following activities into your notebook:

Persuasive Speech Unit, Day 3

  Review Rhetorical Devices

  Complete MLK‟s Rhetorical Devices Worksheet

  Exit ticket

  HW: Journal entry handout

ELA (Delaware Content Standard):

CCSS.ELA-Literacy.RL.9-10.5

Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing,

flashbacks) create such effects as mystery, tension, or surprise.

ELA Standard Addressed:

Analyze the features and rhetorical devices of different types of public documents, and how the authors use these features

and devices.

Objective: When asked to identify an example of rhetorical language in IHAD, SWBAT identify the rhetorical

effect/purpose of each quote.

   

Materials Needed: Agenda transparency

Overhead Projector

Rhetorical Devices List handouts

MLK‟s Rhetorical Devices Worksheets

Exit ticket transparency

Journal entry handouts

  32
 Activities:

Time Teacher Procedures Student Responsibilities

5 mins. Display Agenda on board using Students copy Agenda into their notebooks.
projector.

17 mins. Participate in class review/discussion of rhetorical

Pass out Rhetorical devices/strategies list.
Devices/Strategies list. 1. Read
bold definition of rhetoric at top of
handout.
2. Say, “You do not need to
memorize the names on this list, but
it is important that you familiarize
yourself with some of these
strategies so you can try them out
when

  33
 Writing your own persuasive
speeches.

Listen to teacher instructions/modeling sample

3. Tell students to quickly look over worksheet entry.
6 mins. the list. Ask, “Does anyone recognize
some of these from our Poetic
Devices list?” “Can you take a guess
as to why that is so?” (Possible
answer: Poetic language can be
rhetorically effective, emotionally
moving, etc.)

4. Ask students to look over the list

one more time. Ask, “Does anyone
need me to clarify one of these?”

1. Pass out MLK‟s Rhetorical

Devices worksheet.
2. Model sample entry on board.
Talk aloud, modeling thinking
process:
Anaphora: repetition of the same . . .
groups of words at the beginning of
. . . sentences. 3rd paraphrase: One
hundred years later . . . (repeated
several times at the beginning of 4
sentences).
Drives home how long African
Americans have suffered injustices/
racism/lack of true freedom even after
slavery was abolished. It suggests
African Americans are still enslaved/
exiled/second-class citizens in the
U.S. Supports his argument:
African-Americans still do not enjoy
liberty and equality, and this must be
changed.

  34
 Paired work (12 mins.):
1. Students work in pairs filling out MLK‟s Rhetorical
Have pairs on one side of the Devices worksheet and participate in the class
30 mins. table complete the worksheet discussion that follows.
using any rhetorical device
#1-16 and the other side of
the room do the same with
#17-32. Circulate the room
and make sure students
2. understand their assigned
rhetorical devices and the Students complete writing prompt.
task. Class discussion (8
12 mins.
mins.): Have pairs share

3. some of their answers and

comment/elaborate as
necessary.
Remind students to hold onto
these handouts, as they will
use them as a model and
1.
reference for their own
2.
speeches later.

Exit ticket (project comic on

screen). Distribute Journal
entry handouts while they
write.

  35
 Assignment(s)/Homework: Complete Journal Entry.

How Student Learning is Assessed and Analyzed: The Rhetorical Devices worksheet will be assessed and students

will also be assessed informally during the paired work discussions.

Reflection on the Lesson Plan (effectiveness, rationale for choices, etc.): The purpose of this lesson plan is to

introduce students to rhetorical devices/strategies and their purpose/use, as noted in the objective. Students will evaluate

IHAD, in order to analyze his argumentative style. All students will gain a better understanding of the use and effect of

rhetorical devices in persuasive writing through this exercise. Regular and ELL students benefit from the pairing exercise

because it allows them to discuss these strategies and complete the worksheet, giving them confidence prior to having to

verbally express this complex task during the class discussion that follows. Lastly, the exit ticket graphic returns to the

overall “American Dream” theme, asks students to contemplate how the “American Dreams” varies from person to person,

and brings students back to the task of grappling with how they are going to present their “American Dream” in their

speeches.

  36
 Today’s Agenda

Please copy the following activities into your notebook:

Persuasive Speech Unit, Day 3
  Review Rhetorical Devices
  Complete MLK‟s Rhetorical Devices Worksheet
  Exit ticket
  HW: Journal entry handout

  37
 Rhetorical Devices/Strategies List  

Rhetoric is the art of argumentation or the study of the effective use of language, especially in
making persuasive speeches. Here is a list of devices/strategies that are commonly used:

1. Alliteration: repetition of initial or medial consonants in two or more adjacent words. Peter Piper
picked a peck...
2. Anadiplosis: repetition of the last word of one clause at the beginning of the following clause.
The crime was common; common be the pain.
3. Anaphora: repetition of the same word or groups of words at the beginning of phrases,
clauses, or sentences. In books, I find the dead as if they were alive; in books I foresee things
to come; in books warlike affairs are set forth...
4. Anastrophe: inversion of the natural or usual word order. Chocolate does not a diet make.
5. Antithesis: the juxtaposition of contrasting ideas.
To err is human; to forgive, divine.
6. Apophasis: asserts or emphasizes something by seeming to pass over, ignore, or deny it.
I will not mention the budget deficit here, or the political problems plaguing our nation, instead I
want to concentrate on the problems...
7. Apposition: placing, side by side, two co-ordinate elements, the second of which serves as an
explanation of the first.
John Morgan, president of the bank, could not be reached by phone.
8. Assonance: the repetition of similar vowel sounds in two or more adjacent words. Mad as a
hatter.
9. Asyndeton: deliberate omission of conjunctions between words, phrases, or clauses. We
came, we saw, we conquered.
10. Chaismus: reversal of grammatical structures in successive phrases or clauses. Renowned for
conquest and in council skilled.
11. Climax: arrangement of words, phrases, or clauses in order of increasing importance. Miss
America was eager to serve her family, her community, and her nation.
12. Ellipsis: deliberate omission of a word or words, which are readily implied by the context.
The Master´s degree is awarded by thirty-two departments, and the Ph.D. by thirty-three.
13. Epanalepsis: repetition at the end of a clause of the word that occurred at the beginning of the
clause. Blood hath brought blood, and blows answer´d blows.
14. Epistrophe: repetition of the same word or group of words at the ends of successive phrases or
clauses.
And all the night he did nothing but weep Philoclea, sigh Philoclea, and cry out Philoclea.
15. Euphemism: the substitution of less pungent words for harsh ones, with ironic effect.
The schoolmaster corrected the slightest fault with his birch reminder.
16. Expletive: a single word or phrase, usually interrupting normal syntax, used to lend emphasis
to the words immediately proximate to the expletive. This is, I might add, a rough schedule.
17. Hyperbole: the use of exaggeration for the purpose of emphasis or heightened effect.
His eloquence could split rocks.
18. Hypophora: raising questions, then answering them.
What behavior is uniquely human? My theory is that...

  38
 19. Litotes: the use of deliberate understatement for emphasis or effect.
Hitting that telephone pole certainly didn´t do your car any good.
20. Metaphor: implied comparison between two things of unlike nature, yet which have something
in common.
The question of federal aid is a bramble patch.
21. Metonymy: using a closely related object as a substitute for the object or idea in mind.
Those orders came directly from the crown.
22. Onomatopoeia: using words that sound like what they mean.
Drip, crackle, bang, snarl pop!
23. Oxymoron: a paradox reduced to two words.
I do here make humbly bold...
24. Paradox: a statement that appears to be contradictory but, in fact, has some truth. He worked
hard at being lazy.
25. Parallelism: similarity of structure in a pair or series of related words, phrases, or clauses.
He tried to make the law clear, precise, and equitable.
26. Parenthesis: insertion of some verbal unit in a position that interrupts the normal syntactical
flow of the sentence. There is even - and it is the achievement of this novel - a curious sense
of happiness running through the paragraphs.
27. Personification: investing abstractions or inanimate objects with human qualities or abilities.
The ground thirsts for rain.
28. Polysyndeton: deliberate use of many conjunctions.
This semester I am taking history, and math, and English, and science.
29. Pun: word play
If we don´t hang together, we´ll hang separately.
30. Rhetorical Question: asking a question, not for the purpose of eliciting an answer but for the
purpose of asserting or denying something obliquely. What could you be thinking?
31. Simile: an explicit comparison, usually using "like," "as," or "than" between two things of unlike
nature yet that have something in common.
Silence settled over the audience like a block of granite.
32. Synecdoche: using a part to represent a whole. I asked for her hand in marriage.

  39
  

MLK’s  Rhetorical  Devices  Worksheet  

Instructions:    Identify  two  examples  of  rhetorical  device/strategy  usage  in  IHAD.    Use  the  columns  to  enter  the  
requested  information.        

EXPLAIN HOW THE RHETORICAL DEVICE/

STRATEGY
CONTRIBUTES TO THE OVERALL MESSAGE (e.g.,
IDENTIFY/NAME
THE via an appeal to logic, ethics, or emotion, via an

RHETORICAL WRITE DOWN THE analogy, via a personal anecdote/story, via a case
DEVICE/ CORRESPONDING study/research/statistics,
STRATEGY USED PASSAGE/LINE etc.).

       
 
  40
  
             Exit  Ticket      
 
What  is  this  couple  dreaming  about?    How  is  their  American  Dream  different  from  MLK’s?    How  is  it  
different  from  yours?    Why?  
 

  41
  
 
 
 
Journal  Entry  Handout    
 
Discrimination  can  occur  based  on  someone’s  race,  class,  gender,  religion,  etc.    In  your  opinion,  what  
group  faces  the  most  discrimination  today?    Is  it  still  African-­‐Americans  as  it  was  in  MLK’s  day?    In  a  journal  entry,  
state  your  opinion/answer  to  the  above  questions  and  give  an  example  to  support  your  “discrimination  claim.”    
You  will  use  this  discrimination  claim/argument  later  as  the  basis  of  your  persuasive  speech.    

  42
 DAILY LESSON PLAN

th st
10 Grade Language Arts/1 Period

  Unit: Persuasive Speech

Agenda: Please copy the following activities into your notebook:

Persuasive Speech Unit, Day 6
Warm-up writing: “What do you think the term “common knowledge” means?
  Review Quoting Secondary Sources and Paraphrasing Review handout
Complete Quote, Paraphrase, and Respond (QPR) worksheets
Homework: Gather as many images as you can find in books, magazines, newspapers, or on the internet
that relate to your American dream and bring them to class tomorrow.
ELA (Delaware Content Standard):
CCSS.ELA-Literacy.WHST.9-10.9
Draw evidence from informational texts to support analysis, reflection, and research.
CCSS.ELA-Literacy.RI.9-10.9
Analyze seminal U.S. documents of historical and literary significance (e.g., Washington's Farewell Address, the Gettysburg Address,
Roosevelt's Four Freedoms speech, King's "Letter from Birmingham Jail"), including how they address related themes and concepts.
CCSS.ELA-Literacy.W.9-10.1.b
Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner
that anticipates the audience's knowledge level and concerns.

ELA Standard Addressed:

“[S]upport it [a clear thesis] by using the rhetorical devices of . . . quotation and fact.”

Objective: When given a QPR worksheet, SWBAT quote with proper punctuation, paraphrase each quote, and respond
to each quote (as to how each quote defends/supports the topic of their American Dream speech).
   
 
Materials Needed: Agenda transparency
Overhead Projector
Research quote sheets (see Homework from Thursday, Day 4)
Quoting Secondary Sources and Paraphrasing Review handouts
Paraphrase Checklist transparency and
handouts QPR worksheets

  43
Activities:

Time Teacher Procedures Student Responsibilities

6 mins. Display Agenda on board using Students copy Agenda into their notebooks.
projector.
Students complete warm-up writing and participate
Warm-up writing: “What do you in/listen to class discussion.
14 mins. think the term “common knowledge”
means?
Volunteers share their responses,
followed by class discussion.
Say, “Unless it is common
knowledge, any claims (as
opposed to opinions) that you
make in your speeches
should be backed up by a
secondary source, especially
if you are citing data or
statistics.”

  44
 5 mins. Return students‟ completed Students listen to and scan over their Research
Research Quote sheets (see Quote Sheets.
attached example). Say, “If you see
that I have identified one or more of
your quotes as “unreliable,” you will
need to find a replacement quote.
You can see me after class if you
have any questions.”
17 mins.
Students participate in classroom review of handout
Review “Quoting Secondary Sources
and Paraphrasing Review” Handout. and sample paraphrasing exercise.
1. Say, “You will be required to
include at least two
references to secondary
sources in persuasive
speech. The purpose of your
using these secondary
sources is to strengthen or
support your argument. You
will only be required to
include the name of the
author and page number in
your written speech, just like
you did when citing primary
sources in your compare and
contrast essays.”
2. Review side one, “Quoting
Secondary Sources,” of the
handout.
3. Say, “You will not be required
to write in MLA format, but
you will have to make sure
that any quote you use in
your speech is also included
in your Research Quote
Sheet that will be attached to
the final draft of your speech.
4. Review the other side of the
8 mins. handout on paraphrasing and
complete the sample exercise Students listen to teacher instructions/modeling
as a class. sample worksheet entry.

Pass our QPR sheets. Say, “You

will complete these Quote,
Paraphrase, and Respond (QPR)
sheets using the three quotes from
your Research Quote Sheet. I still
want you to participate in this
activity, using the quotes you have,
even if you are going to look for
more reliable quotes later.”

  45
 Demonstrate sample entry. Remind
students that they learned where
quotation marks, citation and period
go when they wrote compare and
contrast essays. Quote: “High
school dropouts are more likely to
become involved in crime” (Smith 1).

  46
 Paraphrase: Those who
graduate high school are less
likely to be associated with
any criminal activity.
Respond: This quote
supports my argument that
America needs to decrease its
high school dropout rate in
order to reduce crime.
Students complete “Quote” and “Paraphrase”
Say, “You will have 10 minutes to column using the three quotes from their Research
25 mins. Quote Sheets. Students work as pairs to
copy your quotes in the Q column
review/evaluate each other’s “Paraphrase” column
and to paraphrase them in the P
using Paraphrase Checklist. Students work as
column. You will then have 5
minutes to review your partner’s individuals to complete the “Respond” column.
paraphrase column using this
checklist (place Paraphrase
Checklist on projector and briefly
review). You will then have another
5 minutes to fill out the R column. I
will set the timer and remind you
when your time is running out.
Distribute Paraphrase Checklist
handout while students during on Students turn in QPR sheets.
first part of the QPR handout.
5 min.
Collect QPR Sheets and Paraphrase
Checklists.

  47
 Assignment(s)/Homework: Gather as many images as you can find in books, magazines,
newspapers, or on the internet that relate to your American dream and bring them to class tomorrow.

How Student Learning is Assessed and Analyzed: Informal assessment while students participate
in class discussions and complete QPR sheets and Paraphrase Checklist. QPR sheets will be
assessed and individual feedback will be given to those students who may still need further
paraphrasing instruction/assistance. Feedback will also be given if the quotes do not seem to
logically support the student’s topic.

Reflection on the Lesson Plan (effectiveness, rationale for choices, etc.): This lesson begins
with a warm-up and discussion about on the topic of common knowledge to provide a framework for
why students need to use secondary sources to support their arguments. Last week students learned
how to locate a supporting quote using a reliable source. Students have already learned how to
properly punctuate and used primary quotes; this lesson builds on that knowledge of incorporating the
words of others into their writing but applies this skill to secondary sources. I use a Quote,
Paraphrase, and Respond technique because students not only need to know how to paraphrase
secondary sources but also need to think about how to use them to effectively support the argument
they are going to put forth in their American Dream speech. I also have students work with their
quotes in this exercise because I hope it will generate ideas that will help shape their argument. I
incorporate a peer review using a checklist into the paraphrasing activity because I believe it will help
students grasp the paraphrasing concept better if they evaluate a peers work as well as to have to
explain why a paraphrase may fall short of meeting the required characteristics. Lastly, the
homework assignment asks students to collect images that relate to their American Dream to help
them with inspiration during the brainstorming session tomorrow.

  48
 Today’s Agenda

Please copy the following activities into your notebook:

Persuasive Speech Unit, Day 6

Warm-up: “What do you think the term “common knowledge” means?
  Review Quoting Secondary Sources and Paraphrasing Review handout
Complete “Quote, Paraphrase, and Respond” (QPR) worksheets
Homework: Gather as many images as you can find in books, magazines, newspapers,
or on the internet that relate to your American dream and bring them to class tomorrow.

  49
 Research Quote Sheet

Instructions: Visit a library or use the internet to find three reliable quotes, statistics, etc. to support your
“discrimination claim.” Enter each of your three direct quotes onto this sheet along with the requested information
as listed below.

Quote Number One:

________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________

Author Name(s) if available (last name, first name):

________________________________________________________________________________________
________________________________________________________________________________________

Title of the Book/Encyclopedia/Journal/Magazine/Newspaper/Website:

________________________________________________________________________________________

Title of the Article if applicable:

________________________________________________________________________________________
________________________________________________________________________________________

Year Published: _______________________

Page Number(s) (i.e., 214-19): ______________________

URL (if located on the web):

________________________________________________________________________________________

Quote Number Two:

________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________

Author Name(s) if available (last name, first name):

________________________________________________________________________________________
________________________________________________________________________________________

Title of the Book/Encyclopedia/Journal/Magazine/Newspaper/Website:

________________________________________________________________________________________

Title of the Article if applicable:

________________________________________________________________________________________
________________________________________________________________________________________

Year Published: _______________________

  50
 Page Number(s) (i.e., 214-19): ______________________

URL (if located on the web):

________________________________________________________________________________________

1
Quote Number Three:
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________

Author Name(s) if available (last name, first name):

________________________________________________________________________________________
________________________________________________________________________________________

Title of the Book/Encyclopedia/Journal/Magazine/Newspaper/Website:

________________________________________________________________________________________

Title of the Article if applicable:

________________________________________________________________________________________
________________________________________________________________________________________

Year Published: _______________________

Page Number(s) (i.e., 214-19): ______________________

URL (if located on the web):

________________________________________________________________________________________

  51
 2
Quoting Secondary Sources and Paraphrasing Review Handout

Quoting Secondary Sources

(adapted from Kent Wicker’s “Reading & Using Primary and Secondary Sources In Your Own Reading &
Writing” http://www.mals.duke.edu/Using_Sources.pdf)

Whenever you use someone else’s language, you must put that language in quotation marks and cite it to avoid
plagiarism. Plagiarism is using somebody else’s words as your own without giving them credit.

1. FIRST MAKE YOUR OWN POSITION CLEAR. Why? Quotes can’t do your talking for you! Your own voice
should always remain central and prominent. While a quotation from someone else may seem to perfectly
encapsulate your own attitude, your reader doesn’t know that – and doesn’t know why – unless you tell him.

2. INTRODUCE THE QUOTE. Mention your SOURCE and give some indication (at least a title or profession)
why that source might have some AUTHORITY in this issue.

According to a 1987 FDA report…

As military historian Elmira Boom notes…
According to physicist Lars Brainiac, who spent two years on the project…

Hint: Instead of repeating “writes,” “states,” or “says,” try other introductory phrases such as “according to,”
“in X’s view” -- especially those phrases that reveal something of the source’s attitude: observes, notes,
reveals, adds, believes, emphasizes, asserts, recognizes, remarks, suggests, agrees, comments, insists,
declares, protests, warns, cautions, stresses, contends, maintains, asks, implies, confesses, admits,
argues...

3. GIVE SOME INDICATION OF YOUR OWN ATTITUDE toward the quote, or the role it plays in your
argument.

One example of this sort of problem is . . .

Despite what the public may believe, the statistics show . . .

Why do this? If a reader sees a quotation without FIRST knowing your point or attitude, she has no idea
how to process it.

  52
 1
Quoting  Secondary  Sources  and  Paraphrasing  Review  Handout  (cont’d.)    

Paraphrasing

Paraphrasing is restating something (e.g. a quote) in your own words. Paraphrasing captures the main
ideas and restates these ideas in your own way without using the exact words or structure of words. A
paraphrase will be approximately the same length as the original quote.

Differences between quotes and paraphrases:

Quote Paraphrase
Same as the original Approximately the same length as the original
Uses the exact words from the original Retains key details or facts from the original
Is captured by quotation marks Is restated in one’s own words
Cites source of the original Cites source of the original

When paraphrasing, remember to RAP:

Read a paragraph, quote, etc.

Ask yourself, "What were the main idea and details?" Underlining
helps. Put the main idea and details into your own words.

Sample Exercise

Direct Quote:
Of the more than 1000 bicycling deaths each year, three-fourths are caused by head injuries. Half of
those killed are school-age children. One study concluded that wearing a bike helmet can reduce the
risk of head injury by 85 percent. In an accident, a bike helmet absorbs the shock and cushions the
head. From "Bike Helmets: Unused Lifesavers," Consumer Reports (May 1990): 348.

Possible Paraphrase:
The use of a helmet is the key to reducing bicycling fatalities, which are due to head injuries 75% of the
time. By cushioning the head upon impact, a helmet can reduce accidental injury by as much as 85%,
saving the lives of hundreds of victims annually, half of whom are school children ("Bike Helmets" 348).

Another Paraphrased Version (to be complete as a class):

  53
 Quote, Paraphrase, and Respond (QPR) Worksheet
 
Instructions:    1.    Enter  one  quote  in  each  box  under  the  “Quote”  column.    2.    Paraphrase  each  quote  in  the  “Paraphrase”  
column  to  the  right.    3.    Respond  to  each  quote  by  answering  the  question  posed.  
 
Quote   Paraphrase   Respond  
Remember  to  use  quotation  marks   How  does  this  quote  support  the  
and  to  include  citation  (i.e.,  author   claim  that  you  will  make  in  your  
and  page  no.)   American  Dream  speech?    
1.      
 
 
 
 
 
 
 
 
 
 

2.      

3.      

  54
  
 

Paraphrase  Checklist  

Place a
checkmark in
this column if
paraphrases
meet the
required Required Characteristics of a If applicable, explain why the paraphrase(s)
characteristics Paraphrase did not meet the required characteristic.

Paraphrases are approximately the

same length as the original quotes.

Paraphrases contain the original

meaning, details, and/or facts from
the original.

Paraphrases are restated in your

peer’s own words (except for
essential words, facts, or numbers).

Paraphrases correctly cite the

original source.

  55
 DAILY LESSON PLAN

th st
10 Grade Language Arts/1 Period

  Unit: Persuasive Speech

Agenda: Please copy the following activities into your notebook:

Persuasive Speech Unit, Day 7
Mini-lesson: Using a cluster web.
Brainstorming activity (individual and pairs)
Homework: Finish cluster web (find/include more supporting research if needed).
Exit Ticket

ELA (Delaware Content Standard):

CCSS.ELA-Literacy.RI.9-10.8
Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and
sufficient; identify false statements and fallacious reasoning.
CCSS.ELA-Literacy.RI.9-10.9
Analyze seminal U.S. documents of historical and literary significance (e.g., Washington's Farewell Address, the Gettysburg Address, Roosevelt's
Four Freedoms speech, King's "Letter from Birmingham Jail"), including how they address related themes and concepts.

ELA Standard Addressed:

“[S]upport it [a clear thesis] by using the rhetorical devices of . . . quotation and fact.”
Objective: When given a cluster web SWBAT brainstorm possible thoughts/ideas, facts, etc. that may support their
American Dream speech.

  Materials Needed: Agenda transparency

Overhead Projector
Completed QPR sheets (with teacher feedback)
Cluster Web transparency and handouts
30+ highlighters/markers of
various colors

Exit Ticket transparency

  56
Activities:

Time Teacher Procedures Student Responsibilities

8 mins. Display Agenda on board using Students copy Agenda into their notebooks.
projector.
Return QPR sheets and distribute
blank Cluster Web handouts to
students while students copy
Agenda. Students listen to mini-lesson/demonstration and
participate in whole-class brainstorming activity
20 mins. Mini-lesson: Using a cluster web. using listening and speaking skills.
Ask students if they know what a
cluster web is or ever used one.
Say, “A cluster web is a way to
brainstorm ideas, much like we did
as a class using our KWL sheets.
You can use a cluster web to group
related thoughts together and can
draw connections between clusters
or add

  57
 other clusters as needed. We‟ll do
one together first, and then you will
work on one as a pre-writing
exercise before we move on to
actually writing our speeches.”

Demonstrate the use of a cluster

web on projector using the
transparency. Write “school funding”
in the center circle as a topic. Say,
“o.k. Let‟s say I some research on
school funding and found some
quotes that showed students do
better in schools when those schools
have more money and, therefore,
better buildings, technology,
opportunities, etc. Now I want to do
a little bit of brainstorming, so I have
more ideas to draw from (other than
my quotes) when I start writing.”
Brainstorm as a class: ask students
to suggest other thoughts/ideas/
associations. Draw in other
circles/clusters if needed. When
done, note the emotional or personal
and logical or factual examples.
Reference Friday‟s (Day 5) warm-up
discussion about MLK‟s appeal to
emotions and logic. Ask students
what they remember. Explain how
having a balance of both types of Students individually brainstorm/complete Cluster
appeals gives strength to an Web.
argument.

Say, “Go ahead and write your topic

in the center circle of the web cluster
17 mins.
and begin individually brainstorming
for thoughts or ideas to support your
American Dream speech. You can
take out the pictures you gathered
for homework to use as inspiration
and you should also include any
applicable facts or statistics you have
from your QPR sheets. Focus on
getting as much down on paper as
possible. You should not be
thinking, pencil in hand. You should
be writing anything that comes to Students work with a partner to review/comment on
mind.” Circulate room providing each other‟s Cluster Web and to identify
clarification/assistance where logical/factual and emotional/personal supporting
needed. ideas.

  58
 20 mins. Say, “Now, find a different partner
from yesterday. You are going to
trade clusters. Review your
partner‟s cluster and then discuss
each other‟s clusters. Tell your
partner what ideas you liked or
thought were strong. Make
suggestions if you have any.”
Distribute 2 colored markers to each
student

  59
 pair during this first seven minute
session.

Say, “Now I want you to work

together. Go over your and your
partner’s cluster and use one color
to highlight all the supporting ideas
that you think are logical or factual.
7 mins. Then go over your clusters a second
time, with another color highlighter,
and identify all the emotional or
personal supporting ideas. This will
help you see if you have a good
balance of logical and emotional
ideas or supporting examples.” (8 Students write in response to exit ticket.
mins.)

Project Exit Ticket transparency:

7mins. What did you notice about your
thinking while brainstorming? Did
you have more ideas than you could Students listen.
write down or did writing help you
think? What else did you notice?

Say, “Tomorrow we will review how

to write a thesis (one’s argument in
writing) and will have a thesis writing
workshop. I will be here to help you
along the way, but it is important that
you finish your Cluster Webs and
bring any additional research/quotes
that you think you might need to
support the argument or case that
you are going to build in your
speech.”

  60
 Assignment(s)/Homework:

Homework: Finish cluster web (find/include more supporting research if needed).

  How Student Learning is Assessed and Analyzed:

Informal assessment during whole-class cluster web/brainstorming activity and while teacher circulates, observing

students doing the cluster web activity. Cluster webs will be assessed for completion (credit/no credit) the next day.

Reflection on the Lesson Plan (effectiveness, rationale for choices, etc.):

The standards of this lesson plan call for students to use specific rhetorical devices to support their assertions (e.g.,

appeal to logic through reasoning; appeal to emotion or ethical belief; relate a personal anecdote, case study, or analogy).

This brainstorming activity demonstrates the use of a cluster web during a whole-class activity and then asks students to

try the method themselves. Creating the cluster web allows students to synthesize the research they have done and to

use the images they have gathered to inspire them with possible supporting ideas that they may be able to use in their

persuasive speech. This lesson ties into the rhetorical analysis of IHAD, so students should begin to understand how

having a balance of logical and emotional appeals will strengthen their persuasive speech. I have chosen to have

students use highlighters to color-code their logical or factual and emotional or personal ideas to help them pick out the

rhetorical devices that surfaced from their brainstorming activity as well as begin to visually organize their thoughts and

ideas. Furthermore, having students review and discuss each other’s cluster web is intended to help students begin to

understand their ideas from their audience’s perspective (e.g., what the audience finds moving or persuasive). The exit

ticket is aimed at helping students see how writing may help them think and generate associative thoughts.

  61
  
 
 
 
Today’s  Agenda    

Please copy the following activities into your notebook:

Persuasive Speech Unit, Day 7
Mini-lesson: Using a cluster web.
Brainstorming activity (individual and pairs)
Homework: Finish cluster web (find/include more supporting research
if needed). Exit Ticket

  62
 Cluster  Web    
                              Name:  __________________

Topic:

  63
  
 
 
 
Exit  Ticket    

What did you notice about your thinking while brainstorming? Did you have more ideas than you could
write down or did writing help you think? What else did you notice?

  64
 Assessment Plan: Discussion of Tools and Rubric

This unit is comprised of multiple formative assessment tools that guide students in reading comprehension and analysis

of IHAD and that move students through the process of writing a persuasive speech modeled after IHAD. Students‟

Vocabulary Logs are used as an ongoing assessment tool that guides students toward determining the meaning of new

words they encounter in their reading; however, the Getting at the Meaning worksheet is used to assess the students‟

ability to apply new word meanings toward improving their overall reading comprehension. The Rhetorical Devices

worksheet assesses students‟ ability to identify a specific rhetorical device and then explain how the rhetorical devices

contribute to the overall message of the IHAD speech. The Descriptive Outlining exercise is used to assess students‟

understanding of IHAD‟s organization and structure. The follow up whole-class discussion also gives me an opportunity

to informally assess students understanding as they gain more understanding from each other’s comments and overall

discussion. KWL sheets are assessed for the level of growth in students‟ understanding of the different interpretations

and perspectives surrounding the concept of “The American Dream,” which is intended to strengthen their knowledge

base prior to writing their own speeches. Prior to pre-writing, the Research Quote sheet and QPR sheet are used as

formative assessments to gauge the students‟ ability to distinguish between unreliable and reliable sources and being

able to effectively choose and use reliable sources to support an argument. Students are given feedback during this

crucial point, a point when they are locating material that may play a part in the formation of their arguments, to correct

any identified weaknesses and learn from their mistakes. Students‟ cluster webs, theses,

drafts, and revisions are all used as formative assessment tools.

These pre-writing and writing tools are reviewed during peer and group reviews (with the help of an appropriate

checklists or guide) and receive informal feedback me as I move from student to student, briefly scanning their work at each

stage.

Since this unit does not provide enough time to hold individual conferences with students in order to discuss their drafts and revisions

in detail, the final (summative) assessment tool is meant to be holistic in nature. The rubric evaluates students on their overall

participation and performance throughout the entire unit. Each student earns points in four categories as outlined in the Rubric

Introduction and Rubric (see the following pages). Although the rubric is used as a final assessment tool for this unit, students will be

given another opportunity to revise their speeches after they receive written feedback from me. Students can choose to improve their

grade on this speech by further revising and/or editing their speech and including it in their end-of-the-year Writing Portfolio. The end-

of-the-year Writing Portfolio will serve as a final assessment tool of the students‟ overall performance and growth throughout the year.

  65
  
Rubric  Introduction    

 
You will be evaluated on your overall participation and performance in this two week unit. Each

student will receive points in four categories:

5. Your participation in whole class, group, and peer review activities,

6. Your participation in the writing process (first drafts and any subsequent drafts must be

attached to and submitted with the final draft),

7. The quality and content of your Final Draft, and

8. Your in-class writing reflection to be completed on the day you turn in your final draft.

You will not be assessed on the delivery of your persuasive speech during this unit. We will focus

on speech delivery in the next unit. As you know, I believe that writing can always be improved upon;

therefore, you will be given another opportunity to revise your speech (to include in your end-of-the-

year Writing Portfolio) after you have received written feedback from me.

  66
  

Persuasive  Speech  Rubric:  

Martin  Luther  King,  Jr.’s  “I  Have  a  Dream”  Speech  

150  points  
Criteria for Evaluation Possible Points
Points Earned
Participation, including the following:
a. Participation and completion of KWL activity and sheets (5 points).
b. Participation in post-reading group activity and completion of Getting at
the Meaning worksheet (5 points). 30
c. Participation paired activity and completion of Rhetorical Devices
worksheet (10 points).
d. Participation in group Descriptive Outlining exercise (10 points).
Writing Process (up to 5 points for each of the following):
a. Completion of Journal entries.
b. Completion of Research Quote Sheet.
c. Participation in QPR activity and completion of sheet.
d. Participation in Cluster Web paired activity and completion of sheet.
e. Participation in Thesis Workshop and peer review.
50
f. Completion of First Draft.
g. Participation in group/peer review of First Drafts and completion of
Response/Revision form.
h. Completion of Revised Draft.
i. Participation in peer editing activity.
j. Completion of Final Draft (must be submitted with all previous drafts).
Persuasive Speech Quality and Content (up to 5 points for each of the
following):
a.Is organized (i.e., contains an introduction, body, transitions, and
conclusion).
b.Sustains a focused argument and is persuasive.
50
c. Demonstrates the appropriate use of at least two rhetorical devices in
support of its argument.
d.Incorporates the appropriate use of at least two properly punctuated and
cited secondary sources in support of its argument.
e.Demonstrates the appropriate use of conventional English.
In-Class Speech Writing Reflection
a. Identifies strongest characteristics of the Final Draft and explains why.
b. Identifies weakest characteristics of the Final Draft and explains why.
20
c. Identifies the most difficult part to write and explains why.
d. Identifies the easiest part to write and explains why.
e. Demonstrates appropriate use of conventional English.
Total Score:

COMMENTS:
  67
 Unit Planning Commentary

Martin Luther King, Jr. was a Baptist minister and an important figure in the Civil Rights movement in a racially

segregated America during the 1950‟s. He drew upon the Declaration of Independence and made allusions to Abraham

Lincoln, the president who ended slavery by signing the Emancipation Proclamation, in his famous “I Had a Dream”

speech. The speech was delivered in front of the Lincoln monument in the presence of thousands of civil rights

supporters and is often credited with prompting the 1964 Civil Rights Act. MLK’s “I Had a Dream” speech falls within the

political/persuasive speech genre. Students will be reading it in order to study MLK‟s rhetorical style and will be creating

their own persuasive speeches based on a similar American Dream theme.

MLK‟s “I Had a Dream” speech is the focus of this unit because it is important for students to be sensitive to the

power behind language and rhetoric, especially as future voters, as future consumers, and as future citizens who

will be leading social/personal, professional, and political lives. This unit focuses on guiding students toward

understanding and dissecting the rhetorical techniques used by MLK in one of the most moving and politically

important speeches in American history. It is also intended that students learn from this powerful speech model

and use a few rhetorical techniques themselves while writing their own version of an American Dream speech. In

addition to aligning with the state content standards, this unit aims to help students become more socially aware,

to empower them by helping them develop and voice their political views, and to build upon their persuasive

language skills.

For pre-reading, this unit plan combines KWL brainstorming techniques with an introductory reading to establish prior

knowledge and provide a historical context for the reading. Reading along with audio and re-reading once new vocabulary

words have been defined are strategies used to further develop students‟ understanding of their reading. Analyzing

Rhetorical Devices using a worksheet asks students to identify how rhetorical devices can be used in conjunction with and

to strengthen an argument. Students learn to identify reliable sources (via the Research Quote exercise) prior to learning

how to paraphrase them and use them as potential supporting ideas for their own arguments (via the QPR activity).

Students move to pre-writing in the Cluster Web exercise prior to working on establishing a thesis during the Thesis

Workshop. Feedback on students‟ subsequent drafts and revisions (as well as regarding editing) are provided through

guided peer and group review strategies.

th
Since a majority of my students are assumed to be at or just below grade-level (10 grade), it is expected

that most of my students will struggle with developing a strong written argument that is supported by detail. Focusing on the

use and development of rhetorical devices, including logical and emotional appeals, in MLK‟s writing and in the students’‟
  68
writing will help students overcome this challenge. Giving students time to locate research quotes and build an argument

around these quotes will also help them in developing their persuasive speech. ELL students may find it challenging to express

their thoughts in writing and verbally. Giving students lots of practice writing in journals and other quick writes, in addition to the

speech writing, as well as immersing them in whole-class, peer and group activities attempts to give them plenty of practice

using and improving upon on their language skills. My holistic final assessment, which incorporates all other formative

assessment exercises, allows me to evaluate my students‟ overall competence of the many standards that are drawn upon in

order to be able to read and analyze the rhetorical devices in IHAD and then be able to use IHAD as a model for writing their

own persuasive speech.

  69