Martin Luther King Jr. I Have a Dream Close Read Rhetorical Analysis

Great short unit for Martin Luther King Jr. Day or Black History Month. COMMON CORE ALIGNED: This lesson involves direct instruction, engaging supporting videos, guided rhetorical analysis practice exercises, and a structured rhetorical analysis close reading of MLK's "I Have a Dream" speech. After direct instruction, students will work alone or in groups to analyze MLK's speech for use of ethos, pathos, logos, and literary devices.

Lesson includes
1. Teacher Lesson Plan
2. PPT Facilitated Lecture
3. Student Notes and Exercises
4. Structured Close Read
5. Prompt for Analysis Paragraph
6. Active Listening Exercise
7. Teacher Answer Sheet providing correct response for rhetorical anlysis

Lesson Plan:
CCSS: CCSS.ELA-LITERACY.RI.9-10.1 CCSS.ELA-LITERACY.RI.9-10.2 CCSS.ELA-LITERACY.RI.9-10.3 CCSS.ELA-LITERACY.RI.9-10.4 CCSS.ELA-LITERACY.RI.9-10.5 CCSS.ELA-LITERACY.RI.9-10.6 CCSS.ELA-LITERACY.RI.9-10.9 CCSS.ELA-LITERACY.W.9-10.2.A CCSS.ELA-LITERACY.W.9-10.2.B CCSS.ELA-LITERACY.W.9-10.2.D
ESSENTIAL QUESTIONS:
1. What are the elements of Aristotle's Rhetorical Triangle
2. What are elements of a rhetorical situation? (SOAPS)
3. How do rhetorical appeals and devices further a text’s purpose
ACADEMIC OBJECTIVES (All Students Will Be Able To):
1. Memorize the elements of the rhetorical situation
2. Identify the elements of the rhetorical situation of "I Have A Dream"
3. Identify and analyze the use of rhetorical appeals within “I Have A Dream”
DIRECT INSTRUCTION AND CLASSROOM ACTIVITIES:
 DIRECT INSTRUCTION
 Definition of Rhetoric and Analysis
 Aristotle's Rhetorical Triangle
 Rhetorical/Literary Devices
 STUDENTS COMPLETE CLOSE READ EXERCISE
 Either as one exercise or in sections followed by class discussion
 TEACHER FACILITATED DISCUSSION
 Discuss students’ responses for each section of the close read
FORMATIVE ASSESSMENT:
1. Student close read worksheet and class discussion.
2. Student paragraphs
Total Pages 40 slides 28 pages