ENGLISH LANGUAGE ARTS RESOURCES

LANGUAGE ARTS :: SECONDARY RESOURCES :: RIGHT DIRECTION 2 :: I WERE IN THE CROWD: REACTION TO "I HAVE A DREAM"

IF I WERE IN THE CROWD: REACTION TO "I HAVE A DREAM"

Planning Points

Approximate Time Needed: 3 days
Correlation to English I SCS: 1.02, 2.01, 4.02, 5.01, 6.01
Correlation to NC High School Exit Exam Competencies: C1, C2, C3, C4, C6, C7, C8, PI9, PI10, PS16

- The primary objectives of this lesson are to:

• Help students recognize the difference between fiction and non-fiction
• Help students understand the different types of non-fiction writing
• Get students to consider the different points-of-view of people in the audience during Martin Luther King Jr.'s speech
• Have students write a reaction to the speech from a given point of view

Materials Needed:

• Cassette or CD recording of "I Have a Dream Speech"
• Text version of "I Have a Dream Speech"

Description:

• Before listening and writing, students need to have a background in the different types of non-fiction writing. So, on the first day of this lesson, discuss with them what non-fiction means. Then ask what types of non-fiction they have read. Discuss the different types, including personal essays, biographies, and autobiographies, informational reports, arguments, debates, etc. To assure they understand these terms, select a short piece of non-fiction, available in most textbooks; read as a class and discuss why it is non-fiction as opposed to fiction.
• On the second day of class, give each student a slip of paper with two different personas on it. Students should not open the sheets until class starts. Have seats arranged in a semi-circle to take on a theatrical feeling. Once students are seated and class has started, tell the students to quietly look at their sheets of paper and not talk. (Examples of personas might include the following: white college student, black college student, white female age 30-45, black female age 30-45, migrant worker age 40-50, member of black militant group such as Black Panthers, member of white supremacist group such as KKK, etc.)
• Explain to students that they will be listening to a famous speaker and will be reacting to his speech through the thoughts of the personas on their sheets. They will have to write a 1-page response based on questions such as How did it make me feel? What, if anything, appealed to me in the speech? What, if anything, did I disagree with or find troublesome? What did I walk away from the speech having learned? What was the atmosphere like during the speech? (You may want to have these guiding questions listed on the same sheet as the personas.)
• Students listen to the speech by King. Students then have the remainder of the class period to write their reactions. Students can take the assignment home to finish if necessary.
• On the third day, have the students break into pre-arranged groups of 3 or more to discuss each other's reactions. While doing this, they must explain what role was taken and read aloud the written responses. Following 15-20 minutes of group discussion, students discuss as a whole. Ask for volunteers to explain what they wrote and how they felt during the speech. Leading questions might include Were the reactions realistic? What did you learn from this? How do you now feel about the speech? What type of non-fiction did we cover?

Assessment:

Each student is assessed on the following:

• How realistic the reaction to speech was, given the persona
• How much thoughtfulness and willingness to contribute was shown in both written and oral parts of assignment

Additional Notes:

The teacher should prepare the students for this task by teaching them about effective communication and audience's needs. "How to" tasks should be pre-approved before students are allowed to proceed with the assignment.

To enhance the assignment, the teacher may ask the students to prepare their presentations for a different age group. For example, the students could prepare their presentation for kindergarten students. This will give the students the practice of examining a different audience.

Teacher's Notes:

"How to" Presentation Guidesheet and Checklist

Step 1 _____

Brainstorm the following areas of your life to think of a task you know how to do.

I will demonstrate to the class how to ____________________.

List steps of the task Special terms used in completing task Special equipment

Step 2 ____

Create a survey to determine what your classmates (or other audience) already know about the task, its terminology, and its equipment. Simply list terms and equipment associated with the task and ask your classmates to define them. Arrange a time with your teacher to give your survey to your classmates. Make sure you give your survey in a timely fashion so that you can use your summarized survey results to plan your presentation. Review the results to see which terms and equipment your peers know about. Attach the summarized survey results to this sheet of paper.

Step 3 ____

Using the survey results, design a handout listing and explaining the steps of the task. Also define special terminology and describe the special equipment needed. You will need to decide what graphics will help your classmates best understand how to complete the task. Attach a copy of your handout to this sheet of paper.

Step 4 ____

Next, plan a presentation for your classmates. Decide how you will show them how to complete each step of the task. Be sure to explain each step carefully. You will need to use equipment and visuals (posters, PowerPoint presentations, etc.) to help demonstrate the task to your classmates.

Step 5 ____

Rehearse your presentation for your assigned small group so that they can give you feedback on improving your handout and presentation so that all the information is clearly stated.

List the advice your small group gives you on the back of this sheet of paper. Your group members should sign their names under the tips they offer.

Step 6 _____

Give your presentation to your classmates and turn in this sheet to your teacher.

Handout and Presentation Rubric

	Strong Explanation of Task	More Care Needed in Explaining Task	Much More Care Needed in Explaining Task
Audience's Knowledge	Included summarized survey results with guidesheet and used results to make notes on what was needed to explain to classmates	Included summarized survey results with guidesheet but did not include info or explanation that survey revealed was needed for audience understanding	Did not offer survey to determine audience's knowledge base OR did not attach survey results to guidesheet
Explanation of Task	Each step of process carefully explained and demonstrated; equipment and special terminology used in each step clearly explained	Each step of process explained and demonstrated	Process demonstrated; may exclude or explain unclearly one or more steps
Handout	Handout clearly explained task's steps as well as described special terminology and equipment	Handout listed steps, terminology, and equipment, but gave no explanations	Did not prepare handout OR handout just listed steps of task
Voice	Spoke clearly and articulately with two or fewer pauses	Spoke audibly but paused or hesitated three to four times	Spoke in mumbled and soft tones OR spoke audibly but paused more than four times
Visuals	Used objects, charts, etc. as means of explaining each step to class	Placed objects, charts, etc. for the audience to see and mentioned them to audience; does not use items to help explain task	Showed only objects needed for task OR did not use objects
Notes	Briefly referred to notes	Used note cards frequently (4-5 times)	Read note cards to audience for majority of presentation
Language Usage	Two or fewer grammar and mechanics errors on handout and two or fewer in presentation	Three to four grammar and mechanics errors on handout and three to four in presentation	Five or more grammar and mechanics errors on handout and five or more in presentation

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