1. Learning Agenda for January 17th Hines/Dalton 7 th Grade ELA All Periods

2. Get Ready for Learning Enter the classroom quietly Have a seat and place the following items on your desk: – ELA binder – Pen or pencil Place your backpacks under your desk Create a new notebook entry – Date: 1/17/2013 – Title: Why are we out of school on Monday for King’s holiday? – Write as much as you know about why we do not have to attend school.

3. Group Sharing

4. Essential Questions  What are some dreams that Dr. Martin Luther King, Jr. had for America?  What are some dreams that you have?

5. ELACC7RI1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELACC7SL1: Engage effectively in a range of collaborative discussions (one-on- one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

6. Building Background In 1950's America, the equality of man envisioned by the Declaration of Independence was far from a reality. People of color — blacks, Hispanics, Asians — were discriminated against in many ways, both overt and covert. The 1950's were a turbulent time in America, when racial barriers began to come down due to Supreme Court decisions, like Brown v. Board of Education; and due to an increase in the activism of blacks, fighting for equal rights.

7. Martin Luther King, Jr., a Baptist minister, was a driving force in the push for racial equality in the 1950's and the 1960's. In 1963, King and his staff focused on Birmingham, Alabama. They marched and protested non-violently, raising the ire of local officials who sicced water cannon and police dogs on the marchers, whose ranks included teenagers and children. The bad publicity and break-down of business forced the white leaders of Birmingham to concede to some anti-segregation demands.

8. Thrust into the national spotlight in Birmingham, where he was arrested and jailed, King helped organize a massive march on Washington, DC, on August 28, 1963. His partners in the March on Washington for Jobs and Freedom included other religious leaders, labor leaders, and black organizers. The assembled masses marched down the Washington Mall from the Washington Monument to the Lincoln Memorial. Many celebrities were in support of Dr. King.

9. King's appearance was the last of the event; the closing speech was carried live on major television networks. On the steps of the Lincoln Memorial, King evoked the name of Lincoln in his "I Have a Dream" speech, which is credited with mobilizing supporters of desegregation and prompted the 1964 Civil Rights Act. The next year, King was awarded the Nobel Peace Prize.

10. Learning Overview Watch a video clip.video clip Closely read Dr. King’s “I Have A Dream Speech” aloud. Create a class chart of the "dreams" that Martin Luther King expressed within the speech. We must use textual evidence and cite the text. AC only: Think about the things you dream for yourself, your family, your country, and the world. Express those dreams in your own “We Have a Dream Too" written response.

11. 12.I say to you today, my friends, so even though we face the difficulties of today and tomorrow, I still have a dream. It is a dream deeply rooted in the American dream. 13.I have a dream that one day this nation will rise up and live out the true meaning of its creed: "We hold these truths to be self- evident: that all men are created equal." 14.I have a dream that one day on the red hills of Georgia the sons of former slaves and the sons of former slave owners will be able to sit down together at the table of brotherhood. 15.I have a dream that one day even the state of Mississippi, a state sweltering with the heat of injustice, sweltering with the heat of oppression, will be transformed into an oasis of freedom and justice. 16.I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character. “I Have A Dream Speech” Dr. Martin Luther King, Jr. August 28, 1963

12. 16.I have a dream today. 17.I have a dream that one day, down in Alabama, with its vicious racists, with its governor having his lips dripping with the words of interposition and nullification; one day right there in Alabama, little black boys and black girls will be able to join hands with little white boys and white girls as sisters and brothers. 18.I have a dream today. 19.I have a dream that one day every valley shall be exalted, every hill and mountain shall be made low, the rough places will be made plain, and the crooked places will be made straight, and the glory of the Lord shall be revealed, and all flesh shall see it together.

13. King had a dream that… (according to our classes) 1.Everyone is equal and should be treated the same. 2.Everyone will come together and work out their differences. 3.Everyone will be respected and treated fairly, especially in the South. 4.Kids will not be treated wrong just because of their skin color. 5.Black and white (all) kids can be friends and play together in the state of Alabama. 6.Everything that is complicated will become easier and peaceful.

14. Create a class chart of the "dreams" that Martin Luther King expressed within the speech. We must use textual evidence and cite the text.  As a group identify one of Dr. King’s dreams.  Write the dream on the large sticky note.  What does the text say explicitly/exactly?  Where did you get the text from?  Paragraph?  Line(s)?  Writing why you, as a group, selected this dream.  Place your sticky note on the class chart.  Located in the hallway.

15. Advanced Content Performance Task Students will work with a partner to create their version of Dr. King’s famous “I Have A Dream” speech. The poem will be titled, “We Have A Dream Too!” Students do have the option of working alone. This assignment will be presented in class on Tuesday, January 22 nd. No exceptions ! Students do have the option of adding to the speech but can not remove or rearrange any parts of the historical speech. Prompts and visuals are NOT needed for the speech. Please see the blog posts for the assignment sheet and rubric. Formative assessment. Worth 24 points.