6/18/23, 5:58 PM Lesson Plan

First Read
I Have a Dream

LEARNING OBJECTIVE
After an initial reading and discussion of the speech, students will be able to identify and restate the key ideas and details of the
text.

STANDARDS
Application:
CCSS: RI.9-10.6, RI.9-10.1, RI.9-10.2, RI.9-10.4, RI.9-10.10, SL.9-10.1A, SL.9-10.1C, SL.9-10.1D, SL.9-10.2, SL.9-10.6, L.9-10.4A, L.9-
10.4C, L.9-10.4D, L.9-10.5, L.9-10.6
TIME
40 minutes

SUGGESTED GROUPING FOR ACTIVITIES

(In the table below, “X” means “applicable.”)

WHOLE GROUP PAIRS OR SMALL GROUPS ON THEIR OWN

Introduce the Text x x

(Optional) Developing x
Background Knowledge and
Cultural Awareness

(Optional) Revisit Academic x

and Content Vocabulary

Read and Annotate x

Text Talk x

(Optional) Answer Reading x

Comprehension Questions

Answer Think Questions x

(Optional) Peer Review and x

Reflect

Note: First Read lessons should be introduced whole group, but the Read and Annotate as well as Comprehension and Think
Questions can be assigned to students as homework to reinforce instruction and provide additional practice of the skills that
have been taught.

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ACCESS COMPLEX TEXT

The following areas may be challenging for students, particularly English Language Learners and Approaching grade-level
learners.
Specific Vocabulary
Difficult vocabulary, such manacles (chains), promissory note (a document that says you will pay money to
someone), hallowed (holy), and gradualism (gradual rather than sudden change) may need defining.
Remind students to use context clues while reading, and also to use a dictionary to define unfamiliar words.
Connection of Ideas
MLK ties many different ideas to the struggle for equality.
Have students annotate examples, such as tying justice for African Americans as a promissory note to the
Declaration of Independence and the Emancipation Proclamation, as well as using two songs (“America, the
Beautiful” and “Free At Last”), to connect the dream of equality to freedom from oppression.

ENTRY POINT
As students prepare to read “I Have a Dream,” share the following information with them to provide context.
The civil rights movement took place mainly in the 1950s and 1960s. The major goal was to achieve equal rights under
the law for African Americans, which despite government efforts, had been denied. Some protests became violent.
However, most protests were nonviolent on the part of those who participated. Such nonviolent protests including bus
boycotts, lunch counter sit-ins, and marches. Even when peaceful protestors were attacked, they did not respond with
violence.
The government tried to calm tensions, especially in the South, with the Civil Rights Acts of 1957, 1964, and 1965 to
protect voters’ rights and a Fair Housing Act in 1968.

1. Introduction
Instruction Scaffolding & Differentiation

Introduce the Text ELLs All Levels

As a class, watch the video preview and have students read Introduce the Text
the introduction in pairs to make connections to the video Pair with on-grade-level peers to read the introduction.
preview. Available scaffold:
Ask students the following questions: speaking frames
What part of the video stood out to you the most?
How do you think this speech relates to the poem
“Welcome to America”?

CCSS: SL.9-10.1C, SL.9-10.2, RI.9-10.1, RI.9-10.6

OPTIONAL
Developing Background Knowledge and Cultural Awareness
Help students learn about equity.
1. In small groups, have students search online for
illustrations showing the difference between equity
and equality.
2. As a class, share out the different information and
CCSS: L.9-10.10
images students found and what they say about equity
and equality.
Beyond
Independent Reading
Have students read “Emancipation Proclamation” by
President Abraham Lincoln in the StudySync Library. Discuss
why King references this document in his speech and the
impact of his doing so.

Discuss with students: For things to be equal do they have to

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Instruction Scaffolding & Differentiation

be the same? If people are different can they ever be equal?
Are there any situations where you feel people should be
treated unequally? Does practicing equity ensure there is
equality?

CCSS: RI.9-10.6, SL.9-10.1C

OPTIONAL
Revisit Academic and Content Vocabulary Prompt students
to use the Academic and Content vocabulary when discussing
equity and equality. Provide students with the following list,
and challenge students to use a minimum of five words
throughout their discussion.

accuracy
conform
enhance
expand
flexible
integral
precise
potential
transform
various
CCSS: L.9-10.6​

2. Read
Instruction Scaffolding & Differentiation

Read and Annotate Beginning & Intermediate ELLs

Have students independently read and annotate the excerpt. Read and Annotate
Ask students to use the annotation tool as they read to: Have students read the ELL text synopsis instead of the text.
1. Make connections to ideas in other texts and to Encourage students to use a dictionary or thesaurus as they
society or the world around you as you read the read. Available scaffolds:
speech. visual glossary
2. For each boldfaced word, annotate to supply a ELL text synopsis
possible meaning, and then use print or digital
resources to clarify and validate the meaning. For
Advanced & Advanced High ELLs
multiple-meaning words, use context to determine
Read and Annotate
intended meaning.
Have students use the visual glossary for support as they
3. Highlight any other unfamiliar vocabulary and note read. Available scaffold:
definitions and pronunciations. visual glossary
4. Make connections to personal experience or ideas in
other texts. Approaching
Read and Annotate

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Instruction Scaffolding & Differentiation

Check for Success - Reading Comprehension Have students use the visual glossary for support as they
Ask small groups to provide examples of connections they read. Available scaffold:
made and how they were formed. Project exemplar visual glossary
connections as a model for students as they continue
reading.
Prepare for Advanced Courses
Analyze for Enrichment: Onomatopoeia
If students struggle to make meaningful connections, show
Remind students that onomatopoeia is the use of a word as
and discuss the following examples:
an imitation of a sound, such as buzz or hiss. Tell students
As I read, I can think about the ideas in the text and
that they will listen again to lines 28 to 41, this time with the
how they relate to other historical texts I have read
purpose of noticing onomatopoeia. 
about civil rights.
Ask students:
I can connect ideas in the text to what I know about 1. What example of onomatopoeia did you notice?
civil rights in the current world around me. (Sample Answer: The word “ring” and the repetition of
the phrase “Let freedom ring” creates a sound and
Check for Success - Vocabulary rhythm that is similar to a ringing bell.)
Ask students to locate the boldfaced word prosperity in the 2. What mood, or emotional response, might this use of
text. If students struggle to figure out the word’s meaning, onomatopoeia create in the audience? (Sample
show and discuss the following routine: Answer: This use of onomatopoeia along with the
Biblical language is reminiscent of a ringing church
Look at Paragraph 3. Ask yourself: bell, which creates a joyous and triumphant mood that
Is the word a noun, a verb, an adjective, or an adverb? envisions a day of freedom and equality for all.)
What image is used to illustrate “prosperity”? What
image is the word compared to?
What feelings do these images create for the
possibility of “prosperity” for the Negro? Is it positive
or negative?
Finally, have students use a print or digital resource to look
up prosperity to help determine the precise meaning and
usage, as needed.

CCSS: RI.9-10.1, RI.9-10.4, RI.9-10.6, RI.9-10.10, L.9-10.4C,

L.9-10.6

Text Talk Beginning & Intermediate ELLs

1. From what did the Emancipation Proclamation free Text Talk
some African Americans? From what are they still not Available scaffold:
free? (See Paragraphs 2 and 3: The Proclamation freed speaking frames
them from slavery, but not segregation and
discrimination.)
Advanced & Advanced High ELLs
2. At the time of King’s speech, what was true for African Text Talk
Americans who wanted to vote in an election? (See Available scaffolds:
Paragraph 13: In states like Mississippi, they are not speaking frames
allowed to vote. In states like New York, they see
paragraph guide
nothing to vote for.)
3. What specific dream does King have for Alabama?
(See Paragraph 22: He dreams that black children will Approaching
one day join hands with white children as sisters and Text Talk
brothers.) Available scaffolds:
speaking frames
4. How did exploring the contrast between equity and
equality deepen your understanding the ideas paragraph guide
presented in King’s speech? (Answers will vary.)

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Instruction Scaffolding & Differentiation

CCSS: RI.9-10.1, RI.9-10.2, SL.9-10.1A, SL.9-10.1D
Beyond
Text Talk
Ask each Beyond grade level student to write one additional
discussion question. Then have one or two students facilitate
a discussion, using their questions to guide the conversation.

CCSS: SL.9-10.1

3. Reading Quiz (Optional)

Instruction Scaffolding & Differentiation

Answer Reading Comprehension Questions

Circulate the room as students answer the multiple-choice
questions.

CCSS: RI.9-10.1, RI.9-10.6, L.9-10.4A

4. Think
Instruction Scaffolding & Differentiation

Answer Think Questions Beginning ELLs

Circulate as students answer Think Questions independently.
See the answer key for sample responses.
CCSS: L.9-10.4C, L9-10.5, RI.9-10.1, RI.9-10.2
Answer Think Questions
Work directly with students before they submit their
responses. Entering students may need additional support
from peers of a higher proficiency level. Alternatively, you
may have Entering students respond orally while you record
their responses. Available scaffolds:
sentence frames
word bank

Intermediate ELLs
Answer Think Questions
Work directly with students before they submit their
responses. Available scaffold:
sentence frames

Advanced & Advanced High ELLs

Answer Think Questions
Have students discuss the questions in a small group before
submitting their responses. Available scaffold:
text-dependent question guide

Approaching
Answer Think Questions
Have students discuss the questions in a small group before
submitting their responses. Available scaffold:
text-dependent question guide

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Instruction Scaffolding & Differentiation

OPTIONAL
Peer Review and Reflect
Instruct students to use the peer review instructions and
rubric to complete two peer reviews.

CCSS: SL.9-10.6, W.9-10.5, W.9-10.6

ANSWER KEY

3. Reading Quiz

Question: 1
CCSS: RI.9-10.1, RI.9-10.4
Explanations:
A. Incorrect. This does not describe what the speaker hopes will happen when he returns to the South after his speech.
B. Correct. The speaker says this right after he says, “This is our hope, and this is the faith that I go back to the South with.”
C. Incorrect. This does not describe what the speaker hopes will happen when he returns to the South after his speech.
D. Incorrect. This does not describe what the speaker hopes will happen when he returns to the South after his speech.

Question: 2
CCSS: RI.9-10.1, RI.9-10.4, RI.9-10.5
Explanations:
A. Correct. Dr. King lists several areas and states throughout the United States where freedom should ring.
B. Incorrect. Freedom is indeed important to Dr. King, but this is not why he repeats the phrase.
C. Incorrect. Dr. King does believe we are one nation, but his repetition of “Let Freedom Ring” describes places across the
country where people are not currently really free.
D. Incorrect. The speaker is not interested in telling his audience all the places he has visited.

Question: 3
CCSS: RI.9-10.1
Explanations:
A. Correct. The speaker calls slavery a “withering injustice” after he praises the Emancipation Proclamation.
B. Incorrect. The speaker never mentions the weather during his speech.
C. Incorrect. The speaker is not happy with the current treatments of African Americans, but he does not use the phrase
“withering injustice” to describe it.
D. Incorrect. The speaker does not start his speech talking about current politicians.

Question: 4
CCSS: RI.9-10.1, RI.9-10.6
Explanations:
A. Incorrect. The speaker does use “we” and “us” throughout the speech, but there is a specific moment where he
mentions the importance of other races besides African Americans.
B. Incorrect. This is not the main way the speaker appeals to different kinds of people in his speech.
C. Correct. The speaker says that African Americans should not distrust all white people.
D. Incorrect. The speaker is not only speaking to African Americans in his speech.

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Question: 5
CCSS: RI.9-10.1
Explanations:
A. Incorrect. Although true, this speech was delivered in the 1960s and therefore can’t be used to make this inference.
B. Incorrect. The speaker directly states that the United States is a vast ocean of prosperity, but this is not an inference.
C. Incorrect. The speaker says that the purpose of his speech is to “dramatize a shameful condition,” but this is not the best
inference supported by the passage.
D. Correct. The speaker begins talking about the current state of freedom for African Americans after mentioning the
Emancipation Proclamation in the previous paragraph.

Question 6
CCSS: RI.9-10.1
Explanations:
A. Incorrect. This line celebrates the Emancipation Proclamation, but does not state what was to follow.
B. Correct. Dr. King directly states that the Emancipation Proclamation did not free all African Americans.
C. Incorrect. This sentence supports the answer, but it addresses economic freedom specifically, not freedom in general.
D. Incorrect. This sentence does not provide enough details to support the answer.

Question: 7
CCSS: RI.9-10.1, RI.9-10.2
Explanations:
A. Incorrect. This is vague, and not the passage’s central idea.
B. Incorrect. This is not the central idea of the passage.
C. Correct. Dr. King believes that this “legitimate discontent” is not temporary and that revolt will continue.
D. Incorrect. One can hope, but this is not the central idea of the passage.

Question: 8
CCSS: RI.9-10.1
Explanations:
A. Correct. This supports the answer to question 7, explaining that African Americans will continue to fight for their rights
until they are granted.
B. Incorrect. This sentence does not support the answer to question 7.
C. Incorrect. This sentence does not support the answer to question 7.
D. Incorrect. This sentence does not occur in the passage.

Question: 9
CCSS: L.9-10.4A

Definition Word

Conforming to the rules legitimate

Not enough insufficient

Impressively great in size prodigious

A period of success or profitability prosperity

Persistent harassment persecution

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Impossible to separate from other things inextricably

Question: 10
CCSS: L.9-10.4A, RI.9-10.1
Explanations:
A. Correct. Persecution refers to hostile or ill treatment at the hands of an oppressor.
B. Incorrect. Persecution is a much stronger word than a mere annoyance.
C. Incorrect. This is not the correct part of speech or definition.
D. Incorrect. This is not the correct part of speech or definition.

4. Think

Question Number: 1
CCSS: RI.9-10.1
Skill: Textual Evidence
Question: What does King encourage those who come from persecution to do next? Explain.
Sample Answer: King encourages the people to go back to their homes. He encourages them to continue the struggle with the
faith that the suffering they have endured is not their fault and can save them, and that the situation can and will be changed.

Question Number: 2
CCSS: RI.9-10.1, RI.9-10.2
Skill: Textual Evidence
Question: How does King address nonviolence in “I Have a Dream”? Cite evidence from the text to support your answer.
Sample Answer: King believes that nonviolence is the only way. King says, “We must not allow our creative protest to
degenerate into physical violence. Again and again, we must rise to the majestic heights of meeting physical force with soul
force.”

Question Number: 3
CCSS: RI.9-10.1, RI.9-10.2
Skill: Textual Evidence
Question: What does King say will happen “when we allow freedom to ring”? Give examples.
Sample Answer: King says that when freedom is allowed to ring, the day will come faster when everyone “will be able to join
hands and sing ‘free at last.’” Examples of everyone are “black men and white men, Jews and Gentiles, Protestants and
Catholics.”

Question Number: 4
CCSS: L.9-10.4C
Skill: Word Meaning
Question: Read the following dictionary entry:

legitimate
le•git•i•mate /ləˈjidəmət/

adjective
1. (of a child) born of parents who are lawfully married
2. ruling by hereditary right
3. reasonable; able to be defended by logic
4. lawful; according to the law
Which definition most closely matches the meaning of legitimate as it is used in paragraph 7? Write the correct definition of
legitimate here and explain how you figured out its meaning.
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Sample Answer: The closest match is 3. King uses this word to describe the “discontent” felt by African Americans that will not
reasonably go away until there is freedom and equality. Therefore, legitimate means “reasonable and can be defended by logic.”

Question Number: 5
CCSS: L.9-10.5
Skill: Context Clues
Question: Which context clues helped you determine the meaning of the word inextricably as it is used in paragraph 9 of “I
Have a Dream”? Write your definition of inextricably and indicate the clues that helped you figure out the meaning of the word.
Sample Answer: I think inextricably means “cannot be separated.” The word bound is a context clue because it means “joined,
or tied together.” The speaker talks about how the destiny and freedom of the Negro community and their white brothers is
“tied up.”

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