Another Look at Close Reading

High School Lesson Plan
Close Reading Martin Luther King Junior’s  I Have A DreamSpeech

• I Have a Dream:  Complete text of speech.  http://www.archives.gov/press/exhibits/dream-speech.pdf
• I Have a Dream Speech:  Audio  http://www.americanrhetoric.com/speeches/mlkihaveadream.htm
• Facts about the speech:   http://www.cnn.com/2013/08/28/us/mlk-i-have-a-dream-9-things/
• Video recording of the speech:  http://www.youtube.com/watch?v=HRIF4_WzU1w

1. Provide a SHORT focus lesson on the background for this speech (Information in Facts resource above).
2. Pass out the complete text to students.
3. As students read along, have them listen to the audio of King delivering the speech.  Be sure to mention that because of King’s rhetorical style, it’s important to not only read the speech but also to listen to it delivered in his own voice.
4. First Reading (meaning); 
   1. As you read through the speech SLOWLY, look for what you think are the main points that King is trying to make. 
   2. Underline, highlight, and annotate the text to point out these main points.
5. Second Reading (vocabulary and diction): 
   1. One of the most powerful elements of this speech is King’s use of language.  As you read, look for words that seem to have particular meaning.
   2. Highlight words that strike you as important.  Annotate by saying why you think they are important and powerful.
   3. In your small groups, discuss the words each of you highlighted.  Be ready to share with the entire class.
6. Third Reading:  Looking for Patterns and Figurative Language:
   1. Important elements of powerful speeches include repetition and use of literary devices such as figurative language (similes and metaphors), allusions, and visual imagery.  As you read through this speech for a third time, highlight elements of repetition and literary devices.  Note:  If your students are not familiar with literary devices, you will need to help them with this.
   2. In your groups share what you highlighted and discuss how these elements add to the power of the speech.  Be ready to share out.
7. Now that you’ve read and studied this speech, let’s actually watch it being delivered (Watch video).
   1. What do you notice in watching the speech that you did not notice when reading it?
   2. How does King’s speaking style add to the power of the speech?  What are some speaking techniques that you notice him using?
8. Writing Activity:  Some people claim that the I Have A Dream Speech is one of the most powerful speeches ever delivered in American History.  Do you think this is an accurate statement?  Why or why not?  Using evidence from the text, write an essay that supports or refutes this claim.
   1. Teacher Model:  Lead a group discussion in which you model finding a couple of reasons for this being considered one of the most powerful and a couple of reasons for not doing so.
   2. Share a mentor text of an argumentative essay that uses evidence from the text to back up the arguments.
   3. Have students look back through their annotated texts and come up with additional elements from the speech itself that support or refute the claim.
   4. Remember that in argument writing, you must cite evidence from the source to back up your argument. 
   5. Students write draft of essay
   6. Students share their drafts in workshopping groups.
   7. Students revise and edit their essays before turning them in.