Detailed Lesson Plan in English 9

I. Objectives:
At the end of the lesson, the student must be able to:
a. analyze the speech of Dr. Martin Luther King Jr.;
b. explain the meaning of keywords and phrases in King’s I Have a Dream speech;
and
c. realize the importance of having a dream or a goal.

II. Subject Matter:

Topic: I Have A Dream
By: Martin Luther King Jr.
Materials: Laptop, Speaker and Tv.
Reference: A Journey Through Anglo-American Literature 9

III. Procedure
Teacher’s Activity Student’s Activity
A. Preparation
Good morning class! Good morning Ma'am!

-Prayer
-Checking of Attendance
-Classroom Management

B. Motivation
Before we jump into the discussion proper
let’s view and listen to the song “Imagine”
by John Lennon. List five (5) lines from
the song that strike you the most. Cite
your opinion about these lines.

(The teacher will play the lyric video to (Students do the activity)
the class)

C. Presentation

How did you find the video? (Students answer may vary)

Based on the lyric video, what do you

think is our topic all about? Ma’am about aspirations or dreams.

Very good! It is about a dream or having a

dream. Our topic is all about the speech
titled “I Have A Dream” by Martin Luther
King Jr.
Now, I want you to be acquainted to our
lesson objectives.

Kindly read. At the end of the lesson, the student

must be able to:
a. analyze the speech of Dr. Martin
Luther King Jr.;
b. explain the meaning of keywords
and phrases in King’s I Have a Dream
speech; and
c. realize the importance of having a
dream or a goal.
Let us hear the speech titled “I Have A
Dream” by Dr. Martin Luther King Jr. while
reading your copy that I have distributed.

Guide Questions:

1. Do you have any idea how it feels to be

an exile in your own land?

2. What could possibly happen if their

efforts for change would generate physical
violence in the process?

3. How can you make justice roll down

like waters, and righteousness like a
mighty stream?

4. Have you been mistakenly judged

before because of your physical
appearance?

5. Can you say you are free? How does it

feel to be free?

(Students listen and read attentively)

Now class, let us analyze the speech.

One hundred years later, the negro is still

languished in the corners of American
society and finds himself an exile in his
own land.
(Students answer may vary)
1. Do you have any idea how it feels to be
an exile in your own land?

(Students answer may vary)

2. What could possibly happen if their
efforts for change would generate physical
violence in the process?

“Until justice rolls down like waters

and righteousness like a mighty
stream,”

3. How can you make justice roll down (Students answer may vary)
like waters, and righteousness like a
mighty stream?

4. Have you been mistakenly judged (Students answer may vary)

before because of your physical
appearance?
(Students answer may vary)
5. Can you say you are free? How does it
feel to be free?

Use Metaphors to Highlight Contrasting

Concepts
Metaphors allow you to associate your
speech concepts with concrete images and
emotions.

To highlight the contrast between two

abstract concepts, consider associating
them with contrasting concrete
metaphors. For example, to contrast
segregation with racial justice, King
evokes the contrasting metaphors of dark
and desolate valley (of segregation) and
sunlit path (of racial justice.) daybreak - the time in the morning
 “joyous daybreak to end the long when daylight first appears; dawn.
long night -to have a night without
night of their
sleep; to be awake
captivity” [paragraph 2]
lonely island - unhappy as a result of
being without the companionship of
 “the Negro lives on a lonely others a lonely man
island of poverty in the midst of vast ocean - he salty water that
a vast ocean of material covers a large part of the surface of the
earth
prosperity” [3]
 dark and desolate valley - a low
 “rise from the dark and desolate point that they were passing through
valley of segregation to sunlit path - the path of happy
progress where dangers and difficulties,
the sunlit path of racial
violent ups and downs are reduced to a
justice” [6] minimum, if not altogether obviated.

sweltering summer - uncomfortably

 “This sweltering summer of the hot.
Negro’s legitimate discontent will invigorating autumn - This gives the
not pass until there is idea of equality a refreshing and
comfortable feeling.
an invigorating autumn of
freedom and equality.” [7] heat- symbolizes the stifling and
intolerable nature of racism.
 “sweltering with the heat of oasis- peaceful
oppression, will be transformed
into an oasis of freedom and
justice.” [19]
It is all about the speech titled “I Have
D. Generalization
A Dream” by Martin Luther King Jr.
What is our topic all about?
To make a change in white and black
citizens during the Civil Rights era. He
wanted to end racism in the United
What was Martin Luther King, Jr.’s dream?
States and wanted everyone to accept
the change in a non-violent way

He feels like an exile in his own land.

What did Martin Luther king Jr. feel in his

Inspired by Mahatma Gandhi's model of
own land?
nonviolent resistance
Why did Martin believe in using peaceful
protests like marches to change things?
This could result in injuries, destruction
of property, and potentially even loss of
life.
What could possibly happen if their efforts
for change would generate physical
violence in the process?
He was referring to something much
bigger than what one police officer or
What is he referring to in the line “justice one prosecutor does.
rolls down like waters and righteousness
like a mighty stream”?

E. Application
Direction: Analyze each section of the
speech and try to understand their
meaning. After reading the sections,
choose phrases that especially stood out
to you, and why they captured your
attention? Write these phrases on a paper
and discuss their meanings.
IV: Evaluation
Rubric
Vocabulary Understanding (5 pts)
Accuracy (5 pts)
Total =(10 pts)

V: Assignment
Illustrate your dream in life on a one long size bond paper. Then, explain it in 3-5
sentences.

Prepared by:
Angelica A. Sanda
Student

Checked by:
Engelbert A. Maggay. MT.
Cooperating Teacher