I Have a Dream

"I Have a Dream"

GOALS:
To read, comprehend, and analyze Martin Luther King, Jr's speech, “I Have a Dream"
To identify the author's purpose

Build Skills

I Have a Dream 

Practice these skills with either “I Have a Dream” 

Literary Analysis

A persuasive speech is a speech that tries to convince listeners to think or act in a certain way. Persuasive speeches may appeal to reason or emotion or both. In order to engage the audience, speakers often include rhetorical devices, patterns of words and ideas that create emphasis and stir emotion in the audience. Common rhetorical devices include the following:

• Parallelism: repeating a grammatical structure or an arrangement of words to create a sense of rhythm and momentum
• Restatement: expressing the same idea in different words to clarify and stress key points
• Repetition: expressing different ideas using the same words or images in order to reinforce concepts and unify the speech
• Analogy: drawing a comparison that shows a similarity between unlike things

Reading Skill

Persuasive techniques are devices used to influence the audience in favor of the author’s argument. In addition to presenting evidence in a persuasive speech, a speaker may also use emotionally charged language and rhetorical devices, such as those listed above.

To analyze and evaluate persuasive techniques, read aloud to hear the effect. Notice the emotional impact of certain words and the rhythm and momentum created by specific word patterns. Consider both the purpose and effect of these persuasive techniques. Use a chart like the one shown to organize your analysis.

Vocabulary Builder

I HAVE A DREAM

• hallowed adj. sacred The battlefield is considered by many to be hallowed ground. 
• degenerate v. grow worse Don’t let this discussiondegenerate into a shouting match. 
• creed n. statement of belief The creed of brotherhood is preached by many who do not practice it.

Background

The Civil Rights Movement The U.S. Constitution guarantees certain rights to all Americans. The struggle of African Americans to have their rights recognized is known as the civil rights movement. Marked by demonstrations and legal challenges, this movement began in the 1950s and was led by figures like Martin Luther King, Jr.

Intro to the author:

Dr. Martin Luther King, Jr.

(1929–1968)

Born in Atlanta, Georgia, Dr. Martin Luther King, Jr., was the most charismatic leader of the civil rights movement. During the 1950's and 1960's, King organized nonviolent protests to bring about equal rights for all Americans.

A Voice for the Oppressed King first came to national attention in 1956 in Montgomery, Alabama, when he organized a 382-day boycott of the city's segregated buses by African Americans. He went on to lead other protests and to speak out eloquently against poverty and social injustice. He was assassinated on April 4, 1968. His birthday, January 15, has since become a national holiday.

Fast Facts

• At thirty-five, King became the youngest man and only the third black man to be awarded a Nobel Peace Prize.
• The song “Pride (in the Name of Love)” by the famous rock band U2 is a tribute to Martin Luther King, Jr.

I. In remembrance of Martin Luther King Day, we are going to listen to a short excerpt from his famous "I Have a Dream" Speech

Years after his death Martin Luther King, Jr, continues to touch the lives of millions of people throughout the world.  Politicians, writers, musicians--people from all walks of life--continue to promote King's message of equality and harmony.  The following song by the popular Irish rock band U2 was written as a tribute to King and his message.

Students will read background info and listen to CD

II.Background:

• This is a tribute to Martin Luther King, Jr. An exhibit dedicated to the civil rights leader was on display at the Chicago Peace Museum in 1983 when the band visited.
• Bono is speaking about those throughout history who have died because they preached of the equality of all men and practiced nonviolence as the only way to achieve their goal of having this equality universally recognized.
  
  MLK is the primary example of nonviolent resistance as the only way to bring about changes in civil rights.
  
  The song is about singular "people" that lived their life with pride. Not in a boastful way, but with the pride a person has when their thoughts and actions are motivated by their understanding and full awareness of the dignity and sanctity of ALL human life.
• King was killed on a Memphis motel balcony on April 4, 1968. Bono sings "early morning, April 4," but King was actually killed in the evening. Bono has acknowledged the mistake and sometimes sings it as "early evening, April 4."

  U2 "Pride"
http://www.youtube.com/watch?v=YZY2HSQXk5o

Pride (In The Name Of Love)
U2
One man come in the name of love
One man come and go
One man come he to justify
One man to overthrow
In the name of love
What more in the name of love
In the name of love
What more in the name of love
One man caught on a barbed wire fence
One man he resist
One man washed up on an empty beach
One man betrayed with a kiss
In the name of love
What more in the name of love
In the name of love
What more in the name of love
Early morning, April four
Shot rings out in the Memphis sky
Free at last, they took your life
They could not take your pride
In the name of love
What more in the name of love
In the name of love
What more in the name of love
In the name of love
What more in the name of love
In the name of love
What more in the name of love

III.  Writing Assignment:

Connecting to the Literature

Reading/Writing Connection In I Have a Dream, Martin Luther King, Jr., challenges Americans to live up to national ideals of equality and justice. Write a short paragraph in which you describe some other ideals that you consider to be characteristically American. Use at least three of these words: embody, comprise, define, invoke.

IV.
Use a 5 paragraph essay format
1. How does the song's message relate to (pay tribute to) King's message in "I Have a Dream"?
2. What similar emotions do both evoke?  Explain (Indicate the emotions, explain and use examples/ lines from each and explain)
3. What messages do the speech and song convey? compare and contrast each selection. Support your answer

Meet The Author

Standards:

CC.1.2.9-10.A: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

CC.1.2.9-10.B: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an author’s explicit assumptions and beliefs about a subject.

5 Paragraph Essay Outline

5 Paragraph essay outline

Title: ____________________

I. Introduction
A. Introductory statement
B. Thesis statement: ____________________
C. Blueprints:
1. ____________________
2. ____________________
3. ____________________
Transition:
Body
D. First Supporting Idea (Topic Sentence): ____________________
1. ____________________
2. ____________________
3. ____________________
Transition:
E. Second Supporting Idea (Topic Sentence): ____________________
1. ____________________
2. ____________________
3. ____________________
Transition:
F. Third Supporting Idea (Topic Sentence): ____________________
1. ____________________
2. ____________________
3. ____________________
Transition
II. Conclusion
A. Closing statement
B. Restate thesis: ____________________

Homonyms

I. There, Their and They're(Lesson)

Their, There, They're

Their = possessive pronoun:

They will get their books.

There = that place:

My house is over there. (This is a place word, and so it contains the word here.)

They're = contraction for they are:

They're making dinner.(Pronouns have apostrophes only when two words are being shortened into one.)

Click on the link below for more information / another lesson:

http://www.wikihow.com/Use-There%2C-Their-and-They%27re

Practice using There, Their and They're

http://webschool.wash.k12.ut.us/language/lessons/there.html

Write 2 sentences for each form of 'there'

Complete the worksheet:

The Three Little Pigs

We will correct this in class

1.3.9.C:   Analyze the use and effectiveness of literary elements used by one or more authors, including characterization, setting, plot, theme, point of view, tone, mood, and style.

1.3.9.D:   Analyze the use and effectiveness of literary devices (e.g., personification, simile, alliteration, symbolism, metaphor, hyperbole, imagery, foreshadowing, and flashback) used by one or more authors in a variety of genres.

Link

The Talk

Nonfiction 

 GOAL: STUDENTS WILL BE INTRODUCED TO NONFICTION

 1. Nonfiction- Factual prose writing.  It is literature that is true.  It is based on facts- real people, actual places and true incidents

-Through nonfiction, the author communicates his/ her own opinion and reveals their personality

-An author of nonfiction usually writes for a very definite purpose and audience.

-The author's TONE usually indicates the purpose and audience in mind

-The title and style may reveal the author's purpose in a piece of nonfiction

 WHAT IS AUTHOR'S PURPOSE?

2. EXPLORING ESSAYS AND SPEECHES

NONFICTION POWERPOINT

The Talk

https://www.pearsonsuccessnet.com/snpapp/iText/BrowseITEXTServlet?eventType=openIEXT&ISBNUrl=%2FiText%2Fproducts%2F0-13-165169-2%2Findex.html&ISBN=0-13-165169-2&ITEXTOID=&DisplayTitle=Prentice+Hall+Literature%2C+Penguin+Edition%2C+Grade+9&TitleInFrame=Y&isbnUrlIsJavascript=false

Textbook link:    http://bhscomp1.blogspot.com/2015/12/the-talk_14.html


Bell Ringer:  Write about a childhood memory:  Think back and recall a time when you were having fun playing with your friends.  Describe the game/ activity.  ( be specific and use details) Who was there?  What specifically made this moment fun?

Use the comment box below.  Include your name and period.



Goal: Students will read, comprehend and interpret a personal narrative
Students will recognize situational humor

renegade

  adj. disloyal; traitorous - The renegade ballplayer signed up with the rival team.

feisty

  adj. full of spirit; energetic - The feisty monkey took the banana from the visitor

Gary Soto

(b. 1952)

Gary Soto grew up in a Mexican American section of Fresno, California. As a child, he wanted to be either a priest or a scientist who studies fossils and bones. Then, in high school, he discovered great writers, including John Steinbeck and Robert Frost. In college, Soto started writing poetry.

Favorite Pastime Sotos favorite pastime is reading. He has said, It appears these days I dont have much of a life because my nose is often stuck in a book. But I discovered that reading builds a life inside the mind. Soto has written several award-winning novels, short stories, and books of poetry.

When Gary Soto was growing up during the 1950s and 1960s, he noticed that very few books for young people featured Mexican American characters. In the 1970s, when Soto became a writer, he set out to fill that gap. He says, "Because I believe in literature and the depth of living it adds to our years, my task is to start Chicanos reading." He pursues this goal by writing about characters to whom Chicanos can relate. Today, thanks to Soto and others, there exist many books for young people that feature Mexican American characters, use everyday Spanish phrases, and give readers a sense of Chicano culture.

Students will read the story in their text

1. Respond: What were your feelings for the boys as you read this essay? Explain.

2. (a) Recall: What jobs do the boys hope to have when they get older? (b) Infer: What do the boys’ choice of future jobs suggest about their characters? Explain.

3. (a) Infer: Do you think this is the first time the boys have watched the beautiful girl? Why or why not? (b) Draw Conclusions: What does the girl in the window seem to represent for the two young boys?

4. Speculate: What advice do you think an adult might give the two boys to help them feel better about themselves?

1.2.9.A:
Evaluate text organization and content to determine the author’s purpose, point of view, and effectiveness according to the author’s theses, accuracy, thoroughness, and patterns of logic.

1.3.9.C:
Analyze the use and effectiveness of literary elements used by one or more authors, including characterization, setting, plot, theme, point of view, tone, mood, and style

Link

1. there:there 2. There 3. There 4. Their 5. Their 6. Their 7. there 8. Their 9. their 10. Their 11. Their 12. Their 13. their 14. their 15. their 16. their 17. their 18.Their 19. their 20. their

21. their 22. their 23. There 24. there 25. there 26. They're 27. there 28. their 29. their 30. their 31. their 32. their 33. their 34. they're 35. there 36. they're 37. there

The Talk

M y best friend and I knew that we were going to grow up to be ugly. On a backyard lawn—the summer light failing west of the mulberry tree where the house of the most beautiful girl on the street stood—we talked about what we could do: shake the second-base dirt from our hair, wash our hands of frog smells and canal water, and learn to smile without showing our crooked teeth. We had to stop spitting when girls were looking and learn not to pile food onto a fork and into a fat cheek already churning hot grub.

We were twelve, with lean bodies that were beginning to grow in weird ways. First, our heads got large, but our necks wavered, frail as crisp tulips. The eyes stayed small as well, receding into pencil dots on each side of an unshapely nose that cast remarkable shadows when we turned sideways. It seemed that Scott’s legs sprouted muscle and renegade veins, but his arms, blue with ink markings, stayed short and hung just below his waist. My gangly arms nearly touched my kneecaps. In this way, I was built for picking up grounders and doing cartwheels, my arms swaying just inches from the summery grass.

We sat on the lawn, with the porch light off, waiting for the beautiful girl to turn on her bedroom light and read on her stomach with one leg stirring the air. This stirred us, and our dream was a clean dream of holding hands and airing out our loneliness by walking up and down the block.

When Scott asked whom I was going to marry, I said a brown girl from the valley. He said that he was going to marry a strawberry blonde who would enjoy Millerton Lake, dirty as it was. I said mine would like cats and the sea and would think nothing of getting up at night from a warm, restless bed and sitting in the yard under the icy stars. Scott said his wife would work for the first year or so, because he would go to trade school1 in refrigeration. Since our town was made with what was left over after God made hell, there was money in air conditioning, he reasoned.

I said that while my wife would clean the house and stir pots of nice grub, I would drive a truck to my job as a carpenter, which would allow me to use my long arms. I would need only a stepladder to hand a fellow worker on the roof a pinch of nails. I could hammer, saw, lift beams into place, and see the work I got done at the end of the day. Of course, she might like to work, and that would be okay, because then we could buy two cars and wave at each other if we should see the other drive by. In the evenings, we would drink Kool-Aid and throw a slipper at our feisty dog at least a hundred times before we went inside for a Pop-Tart and hot chocolate.

Scott said he would work hard too, but now and then he would find money on the street and the two of them could buy extra things like a second TV for the bedroom and a Doughboy swimming pool for his three kids. He planned on having three kids and a ranch house on the river, where he could dip a hand in the water, drink, and say, “Ahh, tastes good.”

But that would be years later. Now we had to do something about our looks. We plucked at the grass and flung it into each other’s faces.

“Rotten luck,” Scott said. “My arms are too short. Look at ‘em.”

“Maybe we can lift weights. This would make up for our looks,” I said.

“I don’t think so,” Scott said, depressed. “People like people with nice faces.”

He was probably right. I turned onto my stomach, a stalk of grass in my mouth. “Even if I’m ugly, my wife’s going to be good-looking,” I said. “She’ll have a lot of dresses and I’ll have more shirts than I have now. Do you know how much carpenters make?”

Then I saw the bedroom light come on and the beautiful girl walk into the room drying her hair with a towel. I nudged Scott’s short arm and he saw what I saw. We flicked the stalks of grass, stood up, and walked over to the fence to look at her scrub her hair dry. She plopped onto the bed and began to comb it, slowly at first because it was tangled. With a rubber band, she tied it back, and picked up a book that was thick as a good-sized sandwich.

Scott and I watched her read a book, now both legs in the air and twined together, her painted toenails like red petals. She turned the pages slowly, very carefully, and now and then lowered her face into the pillow. She looked sad but beautiful, and we didn’t know what to do except nudge each other in the heart and creep away to the front yard.

“I can’t stand it anymore. We have to talk about this,” Scott said.

“If I try, I think I can make myself better looking,” I said. “I read an article about a girl whitening her teeth with water and flour.”

So we walked up the street, depressed. For every step I took, Scott took two, his short arms pumping to keep up. For every time Scott said, “I think we’re ugly,” I said two times, “Yeah, yeah, we’re in big trouble.”

Thinking About the Selection

1. Respond: What were your feelings for the boys as you read this essay? Explain.

2. (a) Recall: What jobs do the boys hope to have when they get older? (b)Infer: What do the boys’ choice of future jobs suggest about their characters? Explain.

3. (a) Infer: Do you think this is the first time the boys have watched the beautiful girl? Why or why not? (b) Draw Conclusions: What does the girl in the window seem to represent for the two young boys?

4. Speculate: What advice do you think an adult might give the two boys to help them feel better about themselves?

Intro to Nonfiction

Bell Ringer
Wednesday
Common two letter words

More Homonyms 2

Thursday
Common Words

Parts of spch

Nonfiction 

 GOAL: STUDENTS WILL BE INTRODUCED TO NONFICTION

 1. Nonfiction- Factual prose writing.  It is literature that is true.  It is based on facts- real people, actual places and true incidents

-Through nonfiction, the author communicates his/ her own opinion and reveals their personality

-An author of nonfiction usually writes for a very definite purpose and audience.

-The author's TONE usually indicates the purpose and audience in mind

-The title and style may reveal the author's purpose in a piece of nonfiction

 WHAT IS AUTHOR'S PURPOSE?

2. EXPLORING ESSAYS AND SPEECHES

NONFICTION POWERPOINT

CHARACTERISTICS OF ESSAYS AND SPEECHES

Essays are short works of nonfiction. Their authors are usually named and are always real people. Speeches are nonfiction literary works that a speaker delivers to an audience.

• An essay - In French essai means "an attempt."  An author always has a purpose in writing an essay;  he or she writes to communicate a particular idea or opinion on a particular topic. The Essay examines and discusses a topic, often presenting the writer’s personal viewpoints. Essays typically explore ideas and opinions.
• The essayist uses facts, details, incidents, and reasons to develop that idea or support opinion
• FORMAL ESSAYS- are serious and impersonal
• INFORMAL ESSAYS- ARE MORE PERSONAL AND ENTERTAINING
• A speech presents a topic and often marks a specific occasion. There are many types of speeches, ranging from informal talks to formal lectures.

Essays or speeches offer more than ideas and facts; they also express a writer’s style, tone, perspective, and purpose.

• Style is the distinctive way in which an author uses language. Style reflects an author’s individuality and can be as unique as a fingerprint. Many factors contribute to an author’s style, including level of formality, use of figurative language, word choice, sentence patterns, and methods of organization.
• Tone is the author’s attitude toward both the subject and the audience. When you listen to a speech, you can hear the speaker’s tone just as you do when you engage in conversations. Authors of written works convey tone through word choice and details. Tone is often described with a single adjective: formal, ironic, amused, angry, and so on.
• Perspective is the viewpoint or opinion an author expresses. Bias occurs when the presentation of a viewpoint becomes so one-sided that a writer distorts facts or uses emotional language to unfairly influence the reader or listener.
• Purpose is the author’s reason for writing or speaking. Common purposes include the following: to inform, to entertain, to persuade, to praise, to celebrate, to warn.

TYPES OF ESSAYS

Essays can be categorized by the mode of composition, or author’s purpose. 

• A narrative essay tells the story of real events or an individual’s personal experiences.
• A descriptive essay creates an impression about a person, an object, or an experience.
• An expository essay provides information, explores ideas, or explains a process.
• A persuasive essay attempts to convince readers to take a course of action or adopt the writer’s position on an issue.
• A reflective essay conveys the writer’s thoughts and feelings about a personal experience or an idea.
  

TYPES OF SPEECHES

Speeches can be categorized by their levels of formality, which are determined by the speaker, occasion, and purpose. 

• An address is a formal, prepared speech that is usually delivered by someone of importance.
• A talk is an informal speech delivered in a conversational style.
• An oration is an eloquent speech given on a formal occasion.
• A lecture is a prepared speech that informs or instructs an audience.

NOTES:  TYPES OF NONFICTION  - see worksheet for more term

Check Your Understanding

Choose the letter of the answer that best matches each numbered item.

1. a writer’s unique use of language
1. descriptive
2. style

unfair presentation of facts

1. bias
2. address

a history of World War II

1. persuasive
2. expository
   
   

the story of an athletic triumph

1. expository
2. narrative

playful, sarcastic

1. tone
2. perspective

II. Students will review a PowerPoint and take notes

11.B.2.2.1 Identify and interpret first and third person point of view

1.1.B.2.2.2  Analyze the effectiveness of the author's use of point of view and purpose

1.1.B.3.1.1 Analyze the use of facts and opinions n nonfictional text

A Christmas Memory

https://www.youtube.com/watch?v=G0vjTfVyZco

Intro to Nonfiction

Intro to Nonfiction

Nonfiction

Introduction to Nonfiction

1/6 and 1/7

Nonfiction 

 GOAL: STUDENTS WILL BE INTRODUCED TO NONFICTION

 1. Nonfiction- Factual prose writing.  It is literature that is true.  It is based on facts- real people, actual places and true incidents

 

-Through nonfiction, the author communicates his/ her own opinion and reveals their personality

-An author of nonfiction usually writes for a very definite purpose and audience.

-The author's TONE usually indicates the purpose and audience in mind

-The title and style may reveal the author's purpose in a piece of nonfiction

NOTES:  TYPES OF NONFICTION  - see worksheet for more term

Check Your Understanding

Choose the letter of the answer that best matches each numbered item.

1. a writer’s unique use of language
1. descriptive
2. style

unfair presentation of facts

1. bias
2. address

a history of World War II

1. persuasive
2. expository
   
   

the story of an athletic triumph

1. expository
2. narrative

playful, sarcastic

1. tone
2. perspective

II. Students will review a PowerPoint and take notes

11.B.2.2.1 Identify and interpret first and third person point of view

1.1.B.2.2.2  Analyze the effectiveness of the author's use of point of view and purpose

1.1.B.3.1.1 Analyze the use of facts and opinions n nonfictional text

A Christmas Memory

https://www.youtube.com/watch?v=G0vjTfVyZco