1. Warm-Up (Tuesday) Directions Read the selection entitled, “Mean Clouds” Answer the questions and be prepared to defend your answers. Exchange Papers 1.D 2.C 3.D 4.C 5.B 6.A 7.C 8.B

2. Change of plans… So sorry, the lab that I had was needed for mandatory meetings today. – We got bumped. I want you to rewrite your letter to the editor in your neatest handwriting on a clean sheet of paper using proper business format. – Another option: Typing the paper at home and putting it in my drop box. I must also have a printed version with your planning information.

3. Once finished Staple together: – all of your planning sheets – Rough draft – FINAL draft on top – BE SURE your name is on the documents Get the reading assignment

4. Reading Assignment Read each of the selections. Complete the Worksheet (front and back) for the selections that are highlighted on your reading selections sheet.

5. Warm-Up Wednesday Terms 1.Analogy 2.Symbolism 3.use of chronology 4.Personification 5.Metaphor 6.figurative language Definition a)Representative of something else b)Human qualities to an object or abstract notion c)Comparison between 2 things that are similar in some way often to make it easier to understand d)Comparison of 2 unlike things e)Sequenced by time f)Not literal meaning

6. Dictionary Game Directions: The teacher will present a term and everyone has to guess the definition. The closest definition wins the points. Play "Dictionary" with the terms. Students can work in groups of two or three. Analogy Symbolism use of chronology Personification Metaphor figurative language effective use of repetition

7. My Dreams 1.Students define "Dreams" in their own words. 2.Students complete the following sentences: Life without Dreams......... Dreams make life............ 3.Students make a list of their dreams 4.Students illustrate or create a collage that reflect their dreams.

8. Langston Hughes Students read and discuss Langston Hughes’ work: Mother to Son Dream Deferred Thank You, Ma'm Madam and the Rent Man Literature Circles – each group will go over their worksheets. Look for figurative language and author’s message for the selections.

9. Literature Circle Assignments Group Number Story or PoemGroup Members 1Mother to Son Thank You, Ma'm Karlie, Rebecca, Mallory. Brandon S. 2Dream Deferred Thank You, Ma'm Taylor, Bryce, Katelyn, Elizabeth 3Madam and the Rent Man Thank You, Ma'm Hannah, Brandon K, Jaylan 4Mother to Son Thank You, Ma'm Sarah, Patrick, Aislinn, Charles 5Dream Deferred Thank You, Ma'm William, Esther, Gerald 6Madam and the Rent Man Thank You, Ma'm Xavier, Mason, Justice, Look for figurative language and author’s message for the selections.

10. Mother to Son The author creates a metaphor comparing life to a crystal stair (case). Locate the descriptor and use a brace map to think about what each thing reminds you of. In the frame of reference determine the theme of the poem, or the author’s message to the reader. Makes me think of…

11. A Dream Deferred Locate the imagery and use a brace map to think about how your would react to each image. In the frame of reference determine the theme of the poem, or the author’s message to the reader. Makes me think of…

12. Madam and the Rent Man This type of poem tells a story. Create a flow map with pictures and dialogue to retell the story. You must stay true to the poem. In the frame of reference, write the theme or message that the author is conveying to the reader.

13. Thinking Maps Get in your groups and complete the thinking maps. We will be hanging these around the room, for a gallery walk. As you have finished a map, ask Mrs. Yoder where it should be hung. You have exactly 5 minutes to complete these.

14. Langston Hughes For each selection, students will bring in pictures that could represent the work. (These could be photos, drawings, or internet pictures.) A collage of the photos will be put on display.

15. Life without dreams… Dreams make life…. Dreams My Dreams: (List 5 things)

16. I Have A Dream

17. Clip Audio Clip http://www.americanrhetor ic.com/speeches/mlkihavea dream.htm http://www.americanrhetor ic.com/speeches/mlkihavea dream.htm Video Clip http://www.youtube.com/w atch?v=PbUtL_0vAJk http://www.youtube.com/w atch?v=PbUtL_0vAJk After listening to the speech, write down your thoughts. What do you already know about this topic? What message was the speaker trying to convey? So what…. Why does this matter today?

18. What did MLK Dream of? What did Dr. King do to accomplish his dream? Create a picture of one of Dr. King’s “dreams”

19. Reading & Marking the Text Using the text "I Have a Dream"I Have a Dream 1. Reread the speech – metaphors in pink similes in yellow highlighting metaphors in pink and similes in yellow. 2. To what documents did he refer and why did he include them? Underline these references and in the margin write why you think he might have included these. 3.Underline figurative language. (These are phrases that are not meant literally.) 4.Highlight or underline repeated phrases in another color, or underline with a colored pencil.

20. Metaphors “joyous daybreak to end the long night of their captivity” [paragraph 2] “the Negro lives on a lonely island of poverty in the midst of a vast ocean of material prosperity” [3] “rise from the dark and desolate valley of segregation to the sunlit path of racial justice” [6] “This sweltering summer of the Negro’s legitimate discontent will not pass until there is an invigorating autumn of freedom and equality.” [7] “sweltering with the heat of oppression, will be transformed into an oasis of freedom and justice.” [19] What are the effects of these metaphors on the reader? What do you notice about the comparisons? Create a Cause & Effect Map for these metaphors. On a clean sheet of paper FOR:

21. Figurative Language “seared in the flames of withering injustice“ "manacles of segregation and the chains of discrimination“ "whirlwinds of revolt" "oasis of freedom and justice“ "symphony of brotherhood“ What are the effects of these terms on the reader?

22. Repeated phrases Use of repeated phrases in MLK’s speech Effects on the reader

23. Repeated phrases “We must”: (p 8) “Now is the time” (p 6) “We can never (cannot) be satisfied (p 13) “Go back to…” (p14) “I have a dream” (p 16-24) “With this faith” (p26) “One hundred years later” (paragraph 3) Use of repeated phrases in MLK’s speech “Let freedom ring (from)…” (p27-41) Effects on the reader

24. Allusion – reminds of another text “Five score years ago” Refers to “Life, Liberty, and the Pursuit of Happiness” Refers to “It came as a joyous daybreak to end the long night of their captivity.” Refers to What does the author want the reader to recall? What analogy do these references create for the reader? Why important?

25. Staple together All of the “I Have a Dream” Class work All maps, reading and response journals

27. Think-pair-share In what specific ways does King call forth his experience as a preacher to lend persuasive power to the speech? How might that have impacted what he said?

28. Finding Literary Devices Literary DeviceDefinition What does the term mean? Example (cite paragraph) Analogy Symbolism AllusionsGive the details Personification MetaphorFind 3 examples Figurative Language RepetitionExplain why its effective

29. Where in the speech can you spot the rhetorical devices of: Ethos Pathos Logos

30. Figurative Language What examples of figurative language can be found in the text? (For example, "seared in the flames of withering injustice"; "manacles of segregation and the chains of discrimination"; "whirlwinds of revolt"; "oasis of freedom and justice"; "symphony of brotherhood." How do these uses enhance the overall impact of the speech? What oratorical devices does King use to add vitality and force to his speech? (For example, use of refrains such as "I have a dream," "let freedom ring" and "we can never be satisfied"; multiple shifts in sentence lengths; dramatic shifts in tone, such as from enraged to cautionary to hopeful; use of questions as well as exclamations, such as "when will you be satisfied?" and "I have a dream today!") In what specific ways does King call forth his experience as a preacher to lend persuasive power to the speech? (For example, he uses several images that call to mind both the plight of black Americans as well as the Old Testament Hebrews under the oppression of slavery -"the manacles of segregation" and the "chains of discrimination"; the final line of the speech invokes "the old Negro spiritual" and is steeped in Biblical influence -"Free at last, free at last; thank God Almighty, we are free at last!"

31. JFK’s Speech John F. Kennedy's inauguration speech of 1961 Compare the rhetoric and Literary devices

32. “I Have a Dream Too!” Directions: Create your own "I Have a Dream Too!" speech by filling in the blanks I have a dream that one day this nation will ____________________________________ I have a dream that one day _________________________________________________ I have a dream that ________________________________________________________ I have a dream today. I have a dream that one day _________________________________________________ I have a dream today. I have a dream that one day _________________________________________________ This is my hope and faith. With this faith we will be able to _______________________ ___________________________________________________ _____________________ This will be the day when __________________________________________________ When we let freedom 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 the words of the old Negro spiritual, "Free at last! Free at last! Thank God Almighty, we are free at last!"

33. Sharing Students will pair up with a student near them They will share their dream worksheets with one another. I will ask each pair to share a dream with the class.

34. Lesson Four: Students engage in the writing process (Prewriting, drafting, revising, editing, and publishing) for their own "I Have a Dream Speech." Lesson Five: Students create a PowerPoint presentation using the images taken throughout this “Dream” unit. While delivering their written speech, their PowerPoint presentation is shown. Lesson Six: Students create a pod cast of their speeches and an audio CD is made as a collection from the pod casts. Final Project: A collection of student writing and images are bound into a tenth grade Dream Book. Cross-Curriculum Ideas This unit can easily be expanded into a cross curriculum unit on Dreams. History units on wars or with the Holocaust unit, as well as exploring what the Great American Dream was for immigrants. Science can examine the quest of landing on the moon. Math could incorporate calculations that reflect the cost of dreams (cost of education, purchases of desired items, etc.)

35. Jackdaw A “jackdaw” is an old-fashioned word for a crow, and crows are known to steal things and put them in caches. Bring a previously constructed jackdaw on another subject (person, place, event) to class. Display the documents and objects in the model jackdaw and explain how they relate to the subject (you might have the kids guess the subject of the jackdaw). Tell the students that the container must also relate to the subject matter. Note: I used a jackdaw on the Hiroshima bombing. The container was a paper grocery bag decorated to look like a Japanese floating candlebox (used to commemorate dead relatives in a Japanes festival). Inside were two children’s books Sadako and Hiroshia No Pika, a watch smashed at the time the bomb dropped, a pair of chopsticks, an origami crane (created), a Japanese flag (created), a poem scroll about war (created), a calendar page for August 1945 with notes about events before and after bombing (created), a banner from an anti- nuclear protest (created), directions for making a paper crane, statistics on death and injuries following the bombing, pictures of “Fat Man” and “Little Boy,” picture of the Enola Gay, picture of the day Pearl Harbor was bombed, leaflet dropped to Japanese citizens prior to bombing (created). Go over the rubric used to evaluate their jackdaw. Remind them that the subject of the jackdaw is the speech, not Martin Luther King, Jr., although items about him will definitely be appropriate to use in this project. Explain that they will have to create some items (example from model: August 1945 calendar page, origami crane), others they include as is (example: watch, chopsticks). Remind students that weapons are not appropriate for inclusion. Encourage neatness and creativity in completion of their projects.

36. Student Input Student input 4. Create a list of ten documents and ten objects to include in their jackdaw (ultimately they will have five of each). What type of documents/objects could be used to illustrate important moments in the life of Dr. King (remind them they need to relate in some way to the speech)? Can they think of documents/objects mentioned directly in his speech? What objects/documents could be included as concrete examples of similes/metaphors, other symbolic things? 5. Have each student develop a list of possible containers. How might the container relate to the speech or be altered to relate to the speech? 6. Student will use their lists of objects and documents to choose those items for inclusion in their jackdaw. Students will need to use supplies, reference materials, and computer to create some items. It is possible some items will need to be labeled. For example, one of my students had a wonderful rusty short length of chain in a plastic bag labeled “chains of discrimination.” 7. Students will construct the jackdaw container by decorating and modifying shape/size of box/bag. 8. Students will place objects and documents in their finished container. 9. Have students present jackdaws in class. 10. Place the most outstanding examples in media center or some other appropriate place.

37. We have a dream.... Page Views: 548 Advanced Search Log in to rate this plan! Overall Rating: (5.0 stars, 1 ratings) Advanced SearchLog in Keywords: Community, History, Flip ULTRA, Videos, MLK Jr., I have a dream, Editing Subject(s): Photography, Information Skills, Music, Animation, Writing, Technology, Social Skills, Video, Art, Social Studies, Speech and Language, History Grades 4 through 8 School: New Market Elementary School, Sophia, NC Planned By: Betsey Dixon Original Author: Betsey Dixon, Sophia Step 1: Students should watch Martin Luther King Jr.'s "I have a dream" speech. They should then be engaged in a classroom discussion about the speech. For example, what was the meaning of the speech? What was MLK Jr. trying to accomplish? Who was he trying to reach? Were his dreams attainable? Step 2: Students should then discuss some dreams that they have. This can include goals that they have for their school or their community. Discuss with the students valid, thought provoking dreams, not simply "pizza everyday for lunch". Step 3: Introduce the project to the students. Inform them that they will be using the Flip ULTRA Camcorders to create their own 'I have a dream" speech. However, instead of just one person doing the speech, it will be a montage of different people around the school stating what their ideals are for the school community. Step 4: Have student brainstorm on who they should interview and how they should approach them. Have them create a list, as a class, of the students, faculty, staff, and possibly community members, whom they would like to include. Step 5: Divide the students into groups of 2 or 3. Divide the list, previously made, and decipher who will interview who. Each group will be allowed to take 1 Flip ULTRA Camcorder around the school to do their interviews. Step 6: Students are taught the proper care and use of the Flip ULTRA Camcorders. They should be comfortable using the camcorders, as well as connecting them to the computer and uploading their videos. Step 7: Let the filming begin!!! Students go around the school/community and collect their interviews, asking the individuals what they would like to see in the future of their school. Step 8: When they are all finished they will bring the Flip ULTRA Camcorders back together and upload all of their collected videos onto a computer. The students can then use the computer to edit their videos and put them together in one long stream of dreams. In this step the students, tell the students they are the editors! They can edit the videos together so that one person's dream feeds right into another. One person could finish another's sentence. Let the students really use their creativity! Step 9: The students should add an introduction and closing to their video. They can change the coloring effect, possibly making it black and white or adding text. Music can also be added for an extra effect. Step 10: This video can be added to the school webpage or some other form of media to show the community what the dreams of the school community are. This lesson is a great way to bring staff, students, and community members together as a whole and celebrate what they look forward to for the future of their school.CommunityHistoryFlip ULTRAVideosMLK Jr.I have a dreamEditingPhotographyInformation SkillsMusicAnimation WritingTechnologySocial SkillsVideoArtSocial StudiesSpeech and LanguageHistoryNew Market Elementary SchoolBetsey Dixon