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English I Through ESOL: I have a Dream Page 1

English I Through ESOL

Nonfiction: “I have a Dream” Martin Luther King Jr. FCAT Reading & Writing Focus:

Methods of Persuasion (See Appendices for FCAT Skill, Spool Writing & Strategies)

FCAT Support Skills: First person speech, Point of View, Author’s Purpose, Author’s Theme Language Focus: Future with “will” (See Appendix for Grammar Point) Text: Prentice Hall Literature: Gold Level

English Spanish Haitian Creole Portuguese brotherhood (goodwill) hermandad, fraternidad fratènite (bòn volonte) fraternidade (boa vontade) challenges buena voluntad defi desafios Constitution desafíos konstitisyon Constituição creed constitución kwayans, fwa crença crooked credo vòlè, entelijan tortuosos curvaceous torcido; tortuoso bafon curvas declares sinuosos, curvados deklare declara demand declara mande exigir demonstrations exigiendo demonstrasyon manifestações públicas denied manifestaciones rejte negado desert negó dezè deserto discords desierto diskòd discórdias discrimination discordias, desacuerdos diskriminasyon discriminação dream discriminación rèv sonho enjoyed sueño rejwi, kontan usufruíam exalted disfrutaban egzalte exaltados former engrandecerán, destacados ansyen que deixou de ser (ex) guarantees fueron, anteriores garanti garante hamlet garantiza ti lokalite vilarejo heightening aldea wotè enormes injustice grandes enjistis injustiça judges injusticia Jij julga legal juzga legal jurídico liberty legal libète liberdade mighty libertad ki gen fòs poderosas, poderoso oasis poderosas frechè nan dezè oásis opportunities oasis opòtinite oportunidades oppression oportunidades opresyon opressão prestigious opresión prestijye prestigioso prodigious prestigioso pwodijye extraordinárias protests prodigiosas pwotès protestos reluctant protestas rekalsitran contrários a uma idéia revealed reacios revele revelada rights revelada dwa direitos roots derechos rasin raízes self-evident raíces evidans pèsonèl evidente por si só struggled evidente lit, goumen lutavam sweltering lucharon chalè sifokan sufocante transform sofocante transfòme se transformará


English Summary

“I have a Dream” Martin Luther King Jr.

The Civil Rights Movement began in the US in the 1950’s. Many citizens were denied their constitutional right to freedom of speech because of their race. They struggled for the same legal and civil rights that other citizens enjoyed. The United States Constitution guarantees these civil rights to all citizens. The struggle for equal rights included public demonstrations where leaders spoke out, and legal challenges in the US courts. During the 1960’s laws were passed to force reluctant members of society to practice equal rights without discrimination based on race. One of the most famous leaders of the Civil Rights Movement was Martin Luther King Jr. Martin Luther King Jr. was born in Atlanta, Georgia in 1929, and was assassinated in 1968. He was the son of a minister, and became a minister himself. Martin Luther King Jr. organized peaceful, nonviolent protests and demonstrations for equal rights for all Americans. In 1964, at the age of 35, Martin Luther King Jr. earned the prestigious Nobel Peace Prize.

On August 28, 1963, in Washington, D.C., Martin Luther King Jr. made an important speech in front of 250,000 people. These people were marching peacefully in Washington to demand new civil rights laws and equal opportunities for jobs for minorities. King’s famous speech was on television for all Americans to see and hear. In his speech, Martin Luther King Jr. recognizes the difficulties of the times, but he still has a dream. King’s dream comes from and has roots in the American dream. One day the nation will rise up and live out the creed or belief of what the Constitution says, “We hold these truths to be self-evident, that all men are created equal.” King has a dream that the sons of former slaves and the sons of former slaveholders in Georgia will sit together at the table of brotherhood and goodwill. King compares Mississippi to a desert, with sweltering heat of oppression and injustice. Then King dreams that Mississippi will transform into an oasis of freedom and justice.

The author dreams that his four little children someday will live in a nation that judges people by the content of their character, not the color of their skin. King speaks about Alabama’s practice of nullification and interposition, which means that they can reject federal laws if they interfere with the state’s rights. King dreams that little black boys and little black girls will join hands with little white boys and little white girls, and walk together as brothers and sisters.

Martin Luther King Jr. compares the civil rights struggle to the earth. The valleys will be lifted up and exalted, the mountains and hills will be lowered, the rough places will be flat plains, and the crooked places will be straight. King’s dream refers to a passage in the Bible that tells how the glory of the Lord will be revealed to all flesh, or people. King’s hope and faith is to change the “jangling discords” or noisy disagreements of the nation into a beautiful symphony of brotherhood. All men will work together, pray together, struggle together, go to jail together, and stand up for freedom together. We all will be free one day. On that day, all of God’s children will sing with new meaning the song “America.” The song says, “My country ‘tis of thee, sweet land of liberty, of thee I sing; Land where my father died, land of the pilgrim’s pride, from every mountainside, let freedom ring”. All people must be free if America is to become a great nation.

Martin Luther King Jr. repeats the words, “let freedom ring” ten times, as he declares freedom from the prodigious, wonderful hilltops of New Hampshire to the mighty, heightening mountains of New York and Pennsylvania. Let freedom ring from the snowcapped Rocky Mountains of Colorado to the curvaceous, curvy peaks California. Freedom will ring on every big hill and every little molehill. Freedom will ring in every little hamlet and every big city. All of God’s children, black and white, Protestants, Jews, Gentiles and Catholics will join hands. They will all sing the words of the old Negro spiritual song. The song says, “Free at last! Free at last! Thank God Almighty, we are free at last!”


Spanish Summary

“Tengo un sueño” de Martin Luther King, Jr. El movimiento por los derechos civiles comenzó en los Estados Unidos de América en los años

1950. A muchos ciudadanos se les negó su derecho constitucional a la libertad de expresión debido a su raza, y lucharon por tener los mismos derechos civiles y legales que otros ciudadanos disfrutaban. La Constitución de los Estados Unidos de América garantiza estos derechos civiles a todos los ciudadanos. La lucha por la igualdad de derechos incluía manifestaciones donde los líderes expresaban sus puntos de vista, y desafíos legales en los tribunales del país. Durante los años 1960 se aprobaron leyes para obligar a los reacios miembros de la sociedad a que pusieran en práctica la igualdad de derechos sin discriminación basada en la raza. Uno de los líderes más famoso del movimiento por los derechos civiles fue Martin Luther King, Jr, nacido en Atlanta, Georgia en 1929 y quien murió asesinado en 1968. Al igual que su padre se había convertido en pastor. Martin Luther King, Jr. organizó protestas y demostraciones en forma pacífica y sin violencia por la igualdad de derechos para todos los estadounidenses y en 1964, a la edad de 35 años, obtuvo el prestigioso Premio Nobel de la Paz.

El 28 de agosto de 1963 Martin Luther King, Jr. dio un importante discurso en Washington, D.C. frente a 250.000 personas, quienes marcharon pacíficamente por la ciudad, exigiendo nuevas leyes para los derechos civiles y la igualdad de oportunidades de trabajo a favor de las minorías. El famoso discurso fue transmitido por televisión para que todos los estadounidenses pudieran verlo y escucharlo. Por medio de este discurso Martin Luther King, Jr. reconoce las dificultades de esos tiempos; pero, sin embargo, plantea que aún tiene un sueño que proviene y tiene sus raíces en el sueño americano; que un día la nación se sublevará y vivirá el credo o lo que asevera la Constitución: “Afirmamos que estas verdades son evidentes, que todos los hombres han sido creados iguales.” Sueña que, tanto los hijos de padres que fueron esclavos como de los que fueron dueños de esclavos en Georgia, se sentarán juntos a la mesa de la hermandad y de la buena voluntad. También compara a Misisipi con un desierto de calor sofocante, de opresión e injusticia, y luego sueña que se transformará en un oasis de libertad y justicia.

El autor sueña que sus pequeños cuatro hijos algún día vivirán en una nación que juzgue a las personas por su carácter, no por el color de su piel. Asimismo, habla de los procedimientos de anulación e interposición puestos en práctica en Alabama, cuya intención era que se pudieran rechazar las leyes federales, si éstas interferían con los derechos del estado. Imagina que los niños negros y los blancos se tomarán de la mano, y caminarán juntos como hermanos.

Martin Luther King, Jr. compara la lucha por los derechos civiles con la Tierra. Los valles se convertirán en cumbres, las montañas y colinas en llanos, los lugares escabrosos serán nivelados y los tortuosos serán enderezados. El sueño de King se refiere a un pasaje en la Biblia que dice cómo la gloria de Dios será revelada a todos; su esperanza y fe es transformar los “sonidos discordantes” o las discrepancias escandalosas de la nación en una bella sinfonía de hermandad donde todos los hombres trabajarán, rezarán, lucharán, defenderán la libertad e irán a la cárcel juntos. Todos seremos libres algún día, y cuando llegue ese momento, todos los hijos de Dios cantarán la canción “América” con un nuevo sentido. Su letra dice así: “Mi país es tuyo, dulce tierra de libertad, a ti te canto; tierra donde murieron mis antepasados, tierra del orgullo de los peregrinos de ambas laderas de la montaña, que repique la libertad”. Todo el mundo debe ser libre para que los Estados Unidos de América se convierta en una gran nación.

Martin Luther King Jr. repite diez veces las palabras, “¡que repique la libertad!”, al declararla desde las cimas de las colinas prodigiosas y maravillosas de Nuevo Hampshire hasta las poderosas y grandes montañas de Nueva York y Pensilvania. Que repique la libertad desde las Montañas Rocosas cubiertas de nieve en Colorado hasta las pendientes sinuosas de California. La libertad repicará desde las más altas colinas hasta los montículos de tierra más pequeños, desde las más pequeñas aldeas hasta las más grandes ciudades. Todos los hijos de Dios, negros y blancos, protestantes, judíos, cristianos y católicos unirán las manos y cantarán la letra de la vieja canción espiritual del negro que dice: “¡Al fin somos libres! ¡Al fin somos libres! ¡Gracias Dios Omnipotente, al fin somos libres!

The Department of Multicultural Education Spanish Translation Team certifies that this is a true and faithful translation of the original document – (561) 434-8620 November 2005 – SY05-1231


Haitian Creole Summary

“Mwen gen yon rèv” Martin Luther King Jr. Mouvman Dwa Sivil yo te kòmanse nan peyi Etazini nan ane 1950 yo. Anpil sitwayen te

jwenn dwa libète dekspresyon konstitisyonèl yo foule anba pye akoz koulè yo. Yo t ap goumen pou menm dwa sivil ak legal lòt sitwayen yo t ap benefisye. Konstitisyon peye Etazini garanti tout sitwayen dwa sivil sa yo. Nan batay pou dwa komen yo te genyen manifestasyon piblik kote lidè yo pran lapawòl ak defi legal nan tribinal Etazini yo. Pandan ane 1960 yo, yo t ap pase lwa pou fòse manm rekasiltran sosyete a pou pratike dwa komen san diskriminasyon ki te baze sou koulè. Youn nan lidè popilè nan Mouvman Dwa Sivil yo se te Martin Luther King Jr. Martin Luther King Jr. te fèt nan Atlanta, Georgia an 1929 epi yo te asasine l an 1968. Li te pitit yon pastè, epi l te vini yon pastè tou. Martin Luther King Jr. te konn òganize pwotestasyon ak manifestasyon pasifik, san vyolans pou tout Ameriken benefisye menm dwa. An 1964, lè l te gen 35 an, Martin Luther King Jr. te resevwa pri prestijye Nobel lapè.

Nan dat 28 out 1963, nan Washington, D.C., Martin Luther King Jr. te fè yon gwo diskou enpòtan nan prezans 250.000 moun. Moun sa yo t ap fè yon mach pasifik nan Washington pou mande nouvo lwa sou dwa sivil ak menm opòtinite pou travay pou minorite yo. Diskou fame King nan te nan televizyon pou tout Ameriken wè ak tande. Nan diskou l la, Martin Luther King Jr. rekonèt kòman epòk la te difisil, kwak sa, li toujou gen yon rèv. Rèv King nan soti ak pran rasin nan rèv ameriken an. Yon jou nasyon an ap leve epi l pral viv daprè kondisyon oswa kwayans nan sa konstitisyon an di, “Nou konnen verite sa yo kòm verite fondamantal, ke tout moun kreye egal.” King gen yon rèv kote pitit ansyen esklav yo ansanm ak pitit ansyen mèt esklav nan Georgia pral chita ansanm bòkote tab fratènite ak bòn volonte. King konpare Mississippi ak yon dezè, ki gen yon chalè sifokan opresyon ak injistis k ap soufle li. Konsa, rèv King se pou Mississippi transfòme an yon jwayo libète ak jistis.

Rèv otè a se pou yon jou kat pitit li yo ap viv nan yon nasyon ki jije moun sou karaktè yo, men pa daprè koulè po yo. King pale sou pwosedi anilasyon ak entèpozisyon Alabama, ki vle di yo kab rejte lwa federal yo si yo entèfere ak dwa eta yo. Rèv King se pou ti gason nwa ak ti fi nwa mache men nan men ak ti gason blan ansanm ak ti fi blan yo, epi ap mache ansanm tankou frè ak sè.

Martin Luther King Jr. konpare lit dwa sivil la tankou latè. Vale yo ap elve ak etale yo, montay ak kolin yo ap abese, plas enpratikab yo pral tounen plèn, epi kote ki gen malis ap vin nan ladwati. Rèv King nan fè referans nan Labib ki di kòman glwa Seyè a pral revele l ak tout moun, oswa tout pèp. Espwa ak lafwa King se transfòme “diskòd nuizib sa yo” oswa eskandal mezantant nasyon an an yon bèl senfoni fratènite. Tout moun ap travay ansanm, priye ansanm, goumen ansanm, ale nan prizon ansanm, ak kanpe pou libète ansanm. Nou tout pral lib yon jou. Jou sa a, tout pitit Bondye yo pral pran chante chan “America” avèk yon ton nouvo. Chan an di, “Peyi m nan soti nan ou, tè dous ak libète, se pou ou m ap chante; Tè kote papa m te mouri, tè fyète pèleren yo, soti nan yon montay rive nan yon lòt, kite libète reye”. Fòk tout moun lib si Etazini dwe vin yon gran nasyon.

Martin Luther King Jr. repete pawòl sa yo, “kite libète reye” dis fwa, pandan l ap deklare libète depi sou tèt yon bèl, gwo kolin nan New Hampshire rive jis nan wotè gra montay New York ak Pennsylvania. Kite libète reye depi sou montay wòch anba nèj nan Colorado rive jis nan bafon somè koube nan California. Libète pral sonnen sou chak gwo mòn ak chak ti somè. Libète pral sonnen nan chak ti lokalite ak nan chak grann vil. Tout pitit Bondye yo, nwa ak blan, pwotestan, jwif, payen, ak katolik pral mete men ansanm. Yo pral chante chan espirityèl ansyen Nèg yo. Chan an di, “Finalman lib! Finalman lib! Mèsi Dye toupuisan, nou finalman lib!” Translated by the Creole Translation Team of the Multicultural Education Department School District of Palm Beach County – November 2006- SY051231- Phone (561) 434-

8620


Portuguese Summary

“Eu Tenho Um Sonho”, de Martin Luther King Jr.

O Movimento pelos Direitos Civis teve início nos EUA, na década de 1950. O direito constitucional da liberdade de expressão era negado a muitos cidadãos, por motivos raciais. Eles lutavam pelos mesmos direitos legais e civis que outros cidadãos usufruíam. A Constituição dos Estados Unidos garante direitos civis a todos os cidadãos. A luta pelos direitos de igualdade se deu através de manifestações públicas, onde os líderes protestavam e através de desafios ao sistema jurídico nos tribunais dos EUA. Durante a década de 1960 criaram-se leis para forçar os membros da sociedade, contrários a esta idéia, a praticar direitos de igualdade sem discriminação racial. Um dos líderes mais famosos do Movimento pelos Direitos Civis foi Martin Luther King Jr., nascido em Atlanta, Geórgia, em 1929 e assassinado em 1968. Ele era filho de um pastor, o que ele também se tornou mais tarde. Martin Luther King Jr. organizava protestos e manifestações pacíficos, não-violentos, em prol dos direitos de igualdade para todos os americanos. Em 1964, aos 35 anos de idade, Martin Luther King Jr. conquistou o prestigioso Prêmio Nobel da Paz.

Em 28 de agosto de 1963, em Washington, D.C., Martin Luther King Jr. fez um importante discurso para 250.000 pessoas. Estas pessoas estavam realizando uma passeata pacífica em Washington, para exigir novos direitos civis e oportunidades de trabalho igualitárias para as minorias. O famoso discurso de King foi televisionado, para que todos os americanos pudessem vê-lo e ouvi-lo. Em seu discurso ele falou sobre as dificuldades que enfrentavam na época, mas que mesmo assim ele tinha um sonho. O sonho de King se origina e está enraizado no sonho americano. Um dia a nação se erguerá e viverá a crença ou o ideal da Constituição, que diz: “Nós acreditamos que esta verdade seja evidente por si só, que todos os homens são criados iguais.” King tem o sonho de que os descendentes daqueles que deixaram de ser escravos e donos de escravos na Geórgia se sentarão juntos à mesa da fraternidade e da boa vontade. King compara o Mississippi a um deserto, com o calor sufocante da opressão e da injustiça. King sonha então que o Mississippi se transformará num oásis de liberdade e justiça.

O autor sonha que um dia seus quatro filhos pequenos viverão em uma nação onde serão julgados pelo conteúdo de seu caráter e não pela cor de sua pele. King fala sobre a prática de negação e intervenção no Alabama, o que significa que as leis federais podem ser rejeitadas se estiverem interferindo nos direitos do Estado. King sonha que meninos negros e meninas negras unirão as mãos com meninos brancos e meninas brancas e caminharão juntos como irmãos e irmãs.

Martin Luther King Jr. compara a luta pelos direitos civis à Terra. Os vales serão erguidos e exaltados, as montanhas e as colinas virão abaixo, os lugares toscos serão aplainados e os lugares tortuosos se tornarão retos. O sonho de King se refere a uma passagem da Bíblia que descreve como a glória do Senhor será revelada a toda a carne ou a todas as pessoas. A esperança e a fé de King são de transformar as “discórdias estridentes” ou os desacordos dissonantes da nação em uma bela sinfonia de fraternidade. Todos os homens trabalharão juntos, rezarão juntos, lutarão juntos, se encarcerarão juntos e defenderão a liberdade juntos. Um dia, todos seremos livres. Neste dia, todos os filhos de Deus cantarão a canção “América” com um outro significado. A canção diz: “Meu país, doce terra de liberdade, eu te canto; terra onde meu pai morreu, terra do orgulho dos peregrinos, deixemos soar o sino da liberdade de todas as montanhas.” Para que a América se torne uma grande nação, todos terão que ser livres.

Martin Luther King Jr. repete as palavras “deixemos soar o sino da liberdade” dez vezes, quando declara a liberdade desde o topo das extraordinárias e maravilhosas colinas de New Hampshire até as poderosas e enormes montanhas de Nova York e Pensilvânia. Deixemos soar o sino da liberdade desde as montanhas Rocky do Colorado, cobertas de neve, até as ladeiras curvas e irregulares da Califórnia. O sino da liberdade soará em todas as grandes montanhas e em todas as pequenas colinas. O sino da liberdade soará em todo vilarejo e em toda cidade grande. Todos os filhos de Deus, homens negros e homens brancos, protestantes, judeus, gentios e católicos, poderão dar as mãos e cantar nas remotas palavras espirituais dos negros. A canção diz: "Livres afinal! Livres afinal! Graças ao Deus Todo Poderoso, somos livres afinal!” The Department of Multicultural Education Translation Team certifies that this is a true and faithful translation of the original document. February 2006 - (561) 434-8620 - SY 05-1231


Beginning Listening Activities

Minimal Pairs Objective: Auditory discrimination of confusing sounds in words Procedure: Write a word pair on the board. (Example: there-dare) Write #1 above the first, #2 above the second. The teacher models by pronouncing one of the words without indicating which. Teams guess which word they heard, #1, or #2. Pronounce both words in the pair. Teams guess the order they heard (1-2, 2-1). Call out the numbers 1 or 2. Teams respond with the word (Can be done with sentences). Use both words in the pair in otherwise identical sentences. (Example: The Constitution is the heart of US government. The contribution is the heart of US government.) Teams decide which sentence has meaning, and which is silly. (Award points for correct responses.) I have a Dream: Minimal Pairs Activity: legal/regal former/farmer jail/Yale rights/whites plains/plans flesh/fresh roots/loots curve/curb singer/zinger true/through

Bingo Objective: Auditory comprehension of vocabulary from the lesson Procedure: Choose vocabulary words or phrases from the lesson summary list or from students' classroom texts. Give each team a blank Bingo card. Each team writes vocabulary words/text phrases you provide on the board in the spaces of their choice. Randomly select sentences from the text and read them aloud. Teams mark their Bingo spaces when they hear the word or phrase.

Intermediate Listening Activities

Team Spelling Test Objective: Listen for lesson vocabulary words & collaborate with others to spell them correctly. Procedure: Place ten vocabulary words (or fewer depending on time) in a pocket chart or on a chalk tray. Teams get 3-5 minutes to study the words. Hide the words from view. Each team uses one pencil and one sheet of paper. (Team name at top; numbers 1-10 down the left margin) Read the spelling words as you would during a traditional spelling test. The first team member writes word number one with the team's help, and then passes the paper and pencil to the second team member who will write word number two, etc. Students on each team take turns. Teams exchange papers. Place the 10 words back in view. Teams check each other's tests. A team gets one point for each word spelled correctly. Options: Ask for additional information. For example, you may ask teams to write a sentence with the word in it. You might ask for a specific tense, plural form, opposite, etc. An alternative technique is to have each team member complete all spelling items on his/her own paper. Team members are allowed to help each other. On completion, collect the one paper of your choice. The grade on that paper will count for each team member. I have a Dream: Team Spelling Activity: Teams spell the words and use each in a simple sentence. challenges, crooked, desert, discrimination, guarantees, heightening, prestigious, prodigious, struggles, sweltering


Follow Directions Objective: Listen for the purpose of following spoken directions. Procedure: With one piece of paper and one pencil, team members take turns writing on paper what the teacher directs to complete a task.

a) For example, there might be a list of dates. The teacher might say the following: Draw a circle around 1492. Make a star in front of 1546. Connect 1322 and 1673 with a line.

b) The teacher might direct teams to make changes to a sentence. Example: He sailed to the Americas in 1492. The teacher says, “Circle the verb. Put a box around the preposition”.

c) Another example: Change the verb to the present tense. Add 505 years to the date. Change the subject to the third person plural.

d) The teacher might also direct teams to complete a drawing, or draw the route of an explorer on a map. Teams that complete the exercise correctly get a point.

I have a Dream: Follow Directions Activity: Provide teams with the two maps of the United States and colored markers, colored pencils or crayons. Students will listen and follow directions to identify the abbreviations for the states and locate the states mentioned in the speech “I Have a Dream” by Martin Luther King Jr. Directions for Map #1: a) Find the abbreviation for the state of Georgia. Color Georgia yellow. b) Find the abbreviation for the state of Alabama. Color Alabama pink. c) Find the abbreviation for the state of New York. Color New York green. d) Find the abbreviation for the state of Pennsylvania. Color Pennsylvania blue. e) Find the abbreviation for the state of Colorado. Color Colorado orange. f) Find the abbreviation for the state of California. Color California purple. g) Find the abbreviation for the state of Mississippi. Color Mississippi brown. h) Find the abbreviation for the state of New Hampshire. Color New Hampshire black. Directions for Map #2: a) Find the state of Georgia. Color Georgia blue. b) Find the state of Alabama. Color Alabama purple. c) Find the state of New York. Color New York orange. d) Find the state of Pennsylvania. Color Pennsylvania yellow. e) Find the state of Colorado. Color Colorado green. f) Find the state of California. Color California pink. g) Find the state of Mississippi. Color Mississippi black. h) Find the state of New Hampshire. Color New Hampshire brown.


Map #1

Map #2


Dictation Objective: Listen to discriminate words in sentences and reproduce them in writing. Procedure: Dictate sentences from the lesson, saying each sentence only two times (once if listening skills allow) Team members take turns writing the sentences, assisting each other. (Teams can write sentences on the board to correct them in class, or collect as a quiz.) Option: An alternative technique is to have each team member complete all dictation items on his/her own paper. Team members are allowed to help each other. On completion, collect one paper of your choice. The grade on that paper will count for each team member. Option: Dictate a sentence with an important word left out. Offer four choices for teams to write. Example: Columbus landed in… a) Boston b) Haiti c) Argentina d) England Option for Dictating Dates or mathematical concepts/formulas: Can be written in number form or in word form (fourteen hundred and ninety-two) (All sides are equal in an equilateral triangle.) Dictate the question, so teams can write them down. Then each team answers the question in the group. (What kind of polygon has two parallel sides?) I have a Dream: Dictation Activity: a) King’s dream comes from and has roots in the American dream. b) The United States Constitution guarantees these civil rights to all citizens. c) One of the most famous leaders of the Civil Rights Movement was Martin Luther King Jr. d) King compares Mississippi to a desert, with sweltering heat of oppression and injustice. e) Then King dreams that Mississippi will transform into an oasis of freedom and justice.

Proficient Listening Activities Interview

Objective: Role play a verbal interaction in the form of an interview Procedure: You play the role of an informative person relative to the topic of the unit. Choose a representative from each team and distribute the questions among them. These students play the role of journalists. Provide students with these questions to interview you in your new role. Teams must coach their representative, and take notes of the answers for Writing Activity #1, Language Experience Story. I have a Dream: Interview Activities: You play the role of Martin Luther King Jr. Choose several students to play the role of a journalist. Provide these students with the questions below. They take turns asking you questions. Students not asking questions must take notes of Martin Luther King Jr.’s answers. (Students should save notes for Writing Act #1, Language Experience Story)

a) Where were you born? b) What was your family like? c) What career did you choose? d) Why did you get involved with the Civil Rights Movement? e) What is your opinion of the governor of Alabama? f) Can you describe Mississippi? g) What are the hilltops like in New Hampshire? h) What prestigious awards have you earned/ i) What are the mountains like in New York? j) What is the name of the mountains in Pennsylvania? k) What mountain chain runs through Colorado? l) What is your dream or vision of the future in the US? m) What are the words to the Negro spiritual that you made famous?


Beginning Speaking Activities

Intentional Intonation Objective: Auditory discrimination and oral production of intonation/stress patterns in spoken English Procedure: Write the sentence on the board and then say it, stressing one word. Teams take turns explaining the special meaning the emphasis brings to the sentence. Repeat this process several times with the same sentence, each time emphasizing a different word. Example: All for one and one for all! (not none) …..(not, “None for one and one for all!) All for one and one for all! (not from) …..(not, All from one and one for all!) All for one and one for all! (not three) …..(not, “All for three and one for all!) All for one and one for all! (not or) …..(not, “All for one or one for all!”) All for one and one for all! (not everyone) …..(not, “All for one and everyone for all!”) All for one and one for all! (not to)….. (not, “All for one and one to all”!) All for one and one for all! (not nobody) …..(not, “All for one and one for nobody!”) I have a Dream: Intentional Intonation Activities:

We all will be free one day. (not you) We all will be free one day. (not three) We all will be free one day. (not might) We all will be free one day. (not go) We all will be free one day. (not prisoners) We all will be free one day. (not another) We all will be free one day. (not year)

Backwards Build-up Objective: Auditory discrimination and oral reproduction of rhythmic patterns of spoken English Procedure: Students practice the intonation, stress, and punctuation of sentences by repeating, by teams, the increasingly larger fragments of a sentence modeled by you. Repeat each line (as necessary) until teams can pronounce the segments well. Continue to build up to the complete sentence. Teams completing the exercise correctly get a point. Example: …in fourteen hundred and ninety-two …blue in fourteen hundred and ninety-two …the ocean blue in fourteen hundred and ninety-two …sailed the ocean blue in fourteen hundred and ninety-two Columbus sailed the ocean blue in fourteen hundred and ninety-two. I have a Dream: Backward Build-up Activity: a) The struggle for equal rights included public demonstrations where leaders spoke out, and

legal challenges in the US courts. b) Martin Luther King Jr. organized peaceful, nonviolent protests and demonstrations about

equal rights for all Americans. c) On August 28, 1963, in Washington, D.C., Martin Luther King Jr. made an important speech

in front of 250,000 people. d) All men will work together, pray together, struggle together, go to jail together, and stand up

for freedom together. e) King’s dream refers to a passage in the Bible that tells how the glory of the Lord will be

revealed to all flesh or people.


Intermediate Speaking Activities

Charades Objective: Oral production to determine word meaning and context of new lesson vocabulary Procedure: Team members guess who/what the teacher (or student) is silently role-playing. (Ex: famous person, geometric shape, scientific theory) The team guessing correctly gets point. I have a Dream: Charades Activity: Suggestions: dream, brotherhood (goodwill), declare, demand, deny, prestigious, prodigious, reluctant, mighty, reveal, struggle, sweltering, transform

Mixed-up Sentence Grades 6-8 SSS Language Arts Benchmarks: LA.A.1.3.2, LA.C.1.3.4, LA.D.1.3.1 Objective: Each team consults to give spoken directions to correct a “mixed-up” sentence. Procedure: Write a sentence on the board that contains lesson vocabulary and grammar, but scramble the order of the words and put a capital letter or two in the wrong places(s). Tell the class the way the sentence should read. Example sentence: A dicot seed has two parts. You might write on the board: “tWo a seed dicot hAs parts”. The person whose turn it is must verbally give directions to make a correction after consulting with the team. The teacher follows the exact directions given and, if correct, gives the team a point. Then s/he calls on next team. Example: “Move the A to the front”. You might decide to erase letter “a” in “part” and put it at the beginning of the sentence. Perhaps you erase an “a” and rewrite it on the wall somewhere in front of the classroom. In both cases, you were not given the detailed instructions necessary to complete the task, and you would move on to the next group without awarding a point. You are looking for a response something like, “Remove the first capital A and replace it with a lower case A.” Directions like these get teams points. Continue until the sentence is reorganized, with a capital at the beginning and a period at the end. Notes: This activity is very difficult and takes several weeks to master. Students will prefer to show you what to do, but do not let them. The idea is to tell you, not show you. The first time you use the activity do not spend more than five minutes. Stop and discuss the kinds of directions they need to give in the future. Do not give up on this activity, no matter how immature the students.

Proficient Speaking Activities

Twenty Questions Grades 6-8 SSS Language Arts Benchmarks: LA.C.1.3.4, LA.C.3.3.2, LA.C.3.3.3 Objective: Ask oral questions about a photo or picture to determine meaning of vocabulary words. Procedure: A student from one team selects a photo or picture without showing it to members of teams. Teams take turns asking YES/NO questions about the picture. The picture holder can only answer yes or no. If a team guesses correctly, it receives 20 points minus the number of questions that have been asked divided by two. Ex: Is it from the fifteenth Century? Is it a boat? I have a Dream: Twenty Questions Activity: Photo or picture suggestions: Constitution, crooked, curvaceous, demonstrations, desert, hamlet, oasis, protests, roots


FCAT FOCUS READING SKILL: Using Methods of Persuasion

Teacher-Student Grammar Notes are provided as a teaching resource or student study notes. What to do and what to watch for- Authors write to influence or persuade a reader to agree with an opinion or take a certain action. Examples of persuasive writing include

Newspapers Advertisements Magazines Speeches Articles+ Books

Think carefully and evaluate persuasive writing: There are ways to determine if a writer has presented enough evidence to agree or disagree with the opinion presented. You must think critically and skillfully before being influenced by what you read. There are two ways writers persuade their readers, reasoning, and emotion. As a critical reader, pay attention to how effective the writer is in making the argument. Writers often use faulty reasoning and faulty emotional appeals to persuade you.

FAULTY REASONING Writers appeal to your ability to reason. Be careful to study the evidence. Sometimes you are persuaded at first. After looking again, you may discover faulty or incorrect reasoning. Here are several kinds of faulty reasoning to look out for. Selected Evidence: Another way to persuade is to choose only the information that makes your opinion look good. By presenting only one part of the evidence, you can persuade. However, the whole truth is not necessarily being presented. Example:

There are three thousand students studying seven subjects a day with homework every night. There simply is not enough time for them to participate in extracurricular activities. Those activities use several thousand dollars a year that should be used to improve academics at the school.

Either/or Thinking: A suggestion that there are only two ways of looking at a problem may be faulty or incorrect. There may really be more ways of seeing the issue. Example:

Either your assignments are turned in on time, or you fail the course. My neighbor’s trash is making a terrible mess since he got his dog.

Circular Reasoning: Sometimes a writer tries to prove his point by stating the same point over and over in different ways. Example:

You should be responsible because there are things you should do. You must complete the things you are responsible for. You know this to be the truth.

Over-generalizations: A generalization is a statement that applies to many people in many different situations. An overgeneralization is something that covers so many situations that is impossible to prove or disprove. Example:

Every man woman and child in this country wants to have more money to enjoy. Faulty Cause and Effect: Sometimes a writer put two events together, one following the other. The suggestion is that the first event caused the second event. The two events may not be in a cause and effect relationship. The writer must go on to prove this. Ex:

Two men were seen leaving the store at the time of the robbery.


FCAT FOCUS READING SKILL: Using Methods of Persuasion (Continued)

FAULTY EMOTIONAL APPEALS Writers use emotion very effectively to persuade their readers. Be sure that there is solid evidence to prove the author’s point. Don’t just be convinced by an appeal to your emotions. There are several faulty emotional appeals to watch for below. Loaded Language: Words are chosen based on their positive or negative connotation. Connotation is the positive or negative feeling associated with a word. Examples:

My enemy is ignorant, immoral, and pathological. My friend is righteous, trustworthy, and faithful.

Transfer: Transferring positive or negative feelings about someone or something that is familiar to someone or something else that is not familiar is called transfer. Examples:

A convicted criminal goes to court dressed like a school principal with a fresh haircut to persuade the judge not to send him to jail. A politician attends a community center spaghetti dinner dressed in jeans and kisses all of the babies and grandmothers to persuade common people to vote for him. A television commercial shows pictures of war refugees in the middle of a formal dinner for wealthy businesspersons to persuade you that they don’t care.

Exaggeration: Making something bigger than the truth is to exaggerating. Exaggeration is sometimes called overstatement. Writers can describe something much bigger than it really is. Exaggeration is common in advertisements. Examples:

She has a heart as big as the world. This cream makes you look twenty years younger. Businesses cannot be successful without the latest XYZ computer.

Bandwagon: Sometimes writers argue that you should believe something because there are many people who agree. Bandwagon is asking you to get on the “bandwagon” like everyone else. Examples: Over 20 million Americans watch this game show. It must be good.

The candidate has 70% of the vote in the latest poll. You should vote for her too. Name-calling: A way to keep from discussing the important issues is simply to call someone or something a name. Examples:

Don’t vote for a big-spending, “more taxes” candidate. She is a taker, not a giver, and a fair-weather friend.


Beginning Reading Activities

Pre Reading Grades 6-8 SSS Language Arts Benchmarks: LA.A.1.3.1, LA.C.1.3.1, LA.C.1.3.3, LA.C.1.3.4 Objective: Listen to a short series of oral sentences in order to answer simple questions. Procedure: Use the short summary paragraph below (5-10 sentences). Read the paragraph to the class two times. Then read the paragraph a 3rd time, stopping at the end of each sentence to ask questions. Ask several questions for each sentence, and ask a variety of types of questions (i.e. yes/no, either/or, and “wh-“). Ask the questions at a quick pace, and if the group cannot answer quickly enough, move on to the next group. Example: Columbus sailed to America in 1492. Sample Questions: Did Columbus sail to America? Did Columbus sail to Europe? Did Columbus sail to Europe or America? Where did he sail? Did King Ferdinand sail to America? Did Columbus or King Ferdinand sail to America? Who sailed to America? Did he sail in 1942? Did he sail in 1492 or 1942? When did he sail? Option: Read the paragraph a 4th time. Ask questions again. End the activity by dictating the paragraph to the teams. Allow collaboration within the team. Collect/grade one dictation from each team. Each student on the team receives the same grade. I have a Dream: Pre Reading Activity: During the Civil Rights Movement in the US, citizens protested for equal rights and against racial discrimination. One of the most famous leaders of the Civil Rights Movement was Martin Luther King Jr. Martin Luther King Jr. organized peaceful, nonviolent demonstrations for equal rights for all Americans. Martin Luther King Jr. earned the prestigious Nobel Peace Prize. In a civil rights march on Washington in 1963, Martin Luther King Jr. made an important speech in front of 250,000 people. In his speech, King shared his dream or vision for the future. Someday he hoped his four little children would be judged by the content of their character, not the color of their skin. Both black and white children would walk together as brothers and sisters. All of God’s children would sing the words together, “Free at last! Free at last! Thank God Almighty, we are free at last!”


Intermediate-Proficient Reading Activities

Total Recall Objective: Read a text in order to ask and answer short questions. Procedure: Teams prepare 3 (or more) questions and their answers from the text. Teams are allowed to write notes about the text. Teams take turns asking each other their questions, and challenging incorrect responses. Responding teams are not allowed to raise hands. The team asking the question chooses which team answers. The same question cannot be asked twice. If a team does not answer correctly, it loses a point and the team asking the question gets a point. When a team does not agree with the answer that the questioner deems correct, it can challenge that team. The challenging team must prove that it is also correct or that the questioning team is incorrect. It does not need to prove both. All teams can join a challenge on either side (questioner's side or respondent's side), but they must do so immediately. (Teams may wait to see how many teams are joining each side, which is unfair.). Once the teams have taken sides on a challenge, they look up the answer in the book. All teams siding with the correct answer get 2 points, and losers lose 2 points.

Story Grammars Objective: Identify a common organizational pattern or “grammar” of a reading text. Procedure: Introduce story grammars by using the Language Experience Approach. The second time, have each group prepare one. Once groups have mastered story grammars, individuals can prepare their own, but include incentives for the group to help individual members. For example, you might want to give a team a point for each member who receives a grade of B or higher. Example: Setting:___, Characters:___, ___,Problem:___, Goal:___, Events Leading to goal (list in order):___, ___, ___,Resolution: ___(Three possibilities include: character solves problem, character learns to live with problem, problem defeats character) Note: Story grammars help students understand that most stories have a common organization, and they help students to write reports, evaluate the quality of stories, and write their own stories.

Judgment Objective: Read a text for the purpose of identifying facts and opinions. Procedure: On five separate strips of paper, each team writes (or copies) 5 sentences from the text that show facts and opinions. Teams write their team name on the backs of the 5 strips, and swap their sentences. Teams read the sentence strips they have, and place them in either a fact basket or opinion basket in front of the room. The teacher reads each sentence strip from the two baskets. For each, the teams decide if the sentence was correctly placed. If correct, the team with its name on the strip gets a point. If not correct, that team loses a point. (This encourages effective writing.) Option: This activity may be adapted to focus on cause/effect, reality/fantasy or inferred/explicit.


True or False

Objective: Read a text passage for the purpose of making true and false statements about it. Procedure: Teams make a “T” chart (2 columns with titles--one side is for true, the other side is for false). Teams make three true or false statements about the text. A representative from the first team reads one statement aloud. The other teams listen and place their token on the appropriate side of their True/False chart. The questioning team decides which choices are correct. Each correct answer earns a team a point. In a disagreement, follow the challenge rules of Total Recall.

Scan Objective: Scan a text for the purpose of asking and answering simple questions. Procedure: 1. Teams write 3 questions about an assigned text. Next to each question, they write page

number and paragraph number where the answer is located. 2. A representative from each team asks the team’s questions. The other teams get 60

seconds for each question to scan the text, find the answer, page and paragraph numbers, and write them on a sheet of paper. Any team not getting the answer within that time loses a point.

3. Any time a responding team loses a point, the questioning team gets a point. The responding teams take turns reading out their page and paragraph numbers. Then the questioning team reads its page and paragraph numbers.

4. Team respondents who have the same answer as the questioner get an automatic point. Respondents who do not have the same answer as the questioner are not automatically wrong. Both the questioner and respondent read aloud their chosen paragraph. The questioner then decides if the respondent is also correct (Many times the answer to a question can be found in more than one place in a text). If the respondent is also correct, the respondent gets a point.

5. If the questioner says that the respondent is incorrect, the respondent may challenge (as in Total Recall). The responding team must prove that it is also correct or that the questioner is incorrect. It does not need to prove both. Other teams may join one side or the other. The teacher then decides who wins. Winning teams get 2 points and losers lose 2 points.


Beginning- Writing Activities Language Experience Story

Objective: Use student-created writing as a text as a model for individual student writings, for rereading or other written activities, including Story Grammars, RAFT, and Spool Writing. Procedure: Language Experience instruction involves asking students to talk about some item of relevance to the class. You may use information from Listening Activity “Interview” or information learned in other unit activities. Individual team members and teams take turns offering sentences to be added to the text. You write individual contributions on the board, including non-standard forms or word order. Then ask teams to correct or change the text to standard English grammar and syntax and to decide on an organizational format. Assist teams in making necessary adjustments. After the text is corrected, students copy it in their notebooks, or you can type and distribute it.

Indirect Speech Objective: Write a familiar dialog in paragraph form, using indirect or reported speech. Procedure: Use the dialog in this lesson written for Presenting Activity “Dialog”. After teams have completed presenting their dialogs (see Presenting Activities), have each group write the dialog in a paragraph format using indirect speech. Example: COLUMBUS: “I need money to buy ships to sail west.” Columbus asked the queen for some money to sail to the west. Teams use one piece of paper and one pencil only. Each member takes a turn writing a line of the dialog. Other team members can offer help, but they cannot write it for the individual whose turn it is to write. Collect and grade. Each member of the team gets the same grade. I have a Dream: Indirect Speech Activity: Use the dialog in this lesson written for Presenting Activity “Dialog”. Example: Martin Luther King Jr. to Television Journalist: I dream that people will be judged by the content of their character, not the color of their skin. Martin Luther King Jr. told the television journalist that he dreamed that people would be judged by the content of their character, not the color of their skin.

Intermediate-Proficient Writing Activities Language Experience Story

Objective: Create a collaborative writing text to use as a model for re-reading, individual student writing or other written activities (including Story Grammars, RAFT, and Spool Writing) Procedure: Language Experience Story instruction involves asking students to talk about some item of relevance to the class. (You may use information from Listening Activity 6, the Interview, or information learned in other unit activities.) Teams take turns, through individual members, offering sentences to be added to the text. You write their contributions on the board, including non-standard forms and word order. Ask groups to change the text to standard English grammatical and lexical forms and to decide on an acceptable organizational format. Help the groups when they cannot make all of the necessary adjustments. After the text is corrected, students copy it in their notebooks, or you can type and distribute it.


Framed Paragraphs Objective: Use a “frame” (outline or template) for writing a paragraph that contains a main idea (topic sentence), supporting details, and a summary statement (conclusion). Note: Framed paragraphs are most useful in preparing students for exam questions. In fact, framed paragraphs make very good exam questions. Procedure: Introduce framed paragraphs to the class by creating a story collectively using the language experience approach. The second time you assign framed paragraphs, have each group prepare one. Once the groups have mastered framed paragraphs, each student prepares his/her own. Include incentives for the group to help individual team members. For example, give a team one point for each member who receives a grade of B or higher. After constructing a model paragraph with the class, groups, pairs, or individuals find examples in text. Social Studies Example: There are many cultures of people living in Florida. First.... Second.... Third.... These groups and others.... Language Arts Example: ..., a character in the novel... by... is.... An example of this behavior is... Another example is.... Finally.... Therefore, this character is... Science Example: OBSERVATION: After observing... HYPOTHESIS: I think... MATERIALS: 1…2…3… PROCEDURE: 1…2…3… DATA: 1…2…3… ANALYSIS: The results of the experiment show.... This was caused by.... Therefore, my hypothesis was/was not correct because....

I have a Dream: Framed Paragraphs Activities: Sample #1: First Person Speech

Suggested Topics: Use this as a starter for First Person Narration: a) The writer Martin Luther King Jr. is the narrator, and the speech is through his moral eyes. b) The writer added personal references to his own children and the future of all children. c) The writer is persuasive in expressing the idea that when one person loses one freedom,

all of society has lost. d) We learn King is a religious, moral man with belief in God and faith. We also learn that he

has little children of his own. e) By the writer telling the story, we experience the bandwagon effect. If we all don’t work for

civil rights, we fail the nation, the society, and each other. f) King expresses real emotion and passion about his ideas...

The writer, _____ uses first person narration in his/her _____ (speech, story, poem, drama, essay, article, etc.) The character (or writer) _____ narrates the _____ (speech, story, poem, drama, etc.). When the _____ (speech, story, poem, drama etc.) is told in _____’s (this person’s) own words, _____ (the reader connects more personally, the story is more real, the reader identifies with his/her point of view, the reader learns more about the person etc.) One example is _____. Another example is _____. Also, _____ Finally, we learn that _____ because the story is told in the words of _____ (an important character, the writer)

Sample #2: Point Of View

_____, the author of _____, writes from _____’s (the character’s, his/her own) point of view. _____ uses the first person, “I” to show the story through the eyes of _____ (himself, herself, a character’s name, etc.) The writer speaks through _____’s (a character’s his/her own) eyes. This point of view in the story is evident in _____. For example, _____ Another example is _____. Another example is _____. _____’s (a character’s his/her own) point of view is subjective because _____. In conclusion, the author uses _____’s (the character’s, his/her own point of view to show _____.

I have a Dream: Framed Paragraphs Activities: (Continued on next page)


Sample #3: Author’s Purpose Suggestion: King does not inform, explain or entertain. His purpose is to persuade.

In the essay/novel/poem/story/drama _____ by _____, the writer uses _____ to _____ (purpose) (Topic Sentence) The writer uses _____ to tell/show the reader _____ and _____ (Author’s purpose- Detail #1). The reader makes a connection with the author and his/her purpose when _____ because _____. (Detail #2) The author’s purpose is important to the author because_____ and it is important to the reader because the writer wants to _____ (show, tell about, create, demonstrate, share, etc.) Sample #4: Author’s Theme Suggestions: Freedom & liberty, social responsibility, morality & patriotism

One theme of _____ by _____ is _____ (Topic Sentence) An example is _____. This illustrates the theme of _____ because_____. (Detail #1) Another example that shows that _____ is _____ because_____ (Detail #2) The third example of the theme is _____ because_____. (Detail #3) The point I think the author is making is _____. All of these examples are part of the author’s theme. (Conclusion) I have a Dream: Framed Paragraphs Activities: (Continued on next page)


I have a Dream: Framed Paragraphs Activities (Continued from previous page):

Sample #2: (Identifying Significant Details) Examples of questions to use as prompts: a) Who is the main character in Act I, Scene 1? b) What does he/she do? c) What does he/she see and hear? d) Where does he/she go when he/she arrived in Amsterdam? e) When was he/she there before and why? f) How does he/she react to what he/she sees and hears? g) Why does he/she want to leave? In Act 1, Scene 1 of the play, The Diary of Anne Frank, by Frances Goodrich and Albert Hackett, there are several significant details that help the reader follow the action. (Topic Sentence) First, _____ (who) (Detail #1.) Another important detail is_____ (what) (Detail #2.) The third detail important to the story is _____ (where) (Detail #3.) Also significant is _____ (when) (Detail #4). A key element in the chapters is _____ (why) (Detail #5). Finally, the author tells_____ (how) (Detail #6.) All of these details are significant because _____. (Conclusion) Sample #3: (Literary Device-Flashback) Use this as a starter: At the end of Scene 1, Mr. Frank reads Anne’s diary, and Anne’s story from the past begins in a flashback in Anne’s own words. Details: a) Scene 1 provides information about the characters, their setting and the problems they face.

(This is the background for the play: The persecution of the Jews and the holocaust during World War II, the interior and exterior of the hiding place where the characters spent two years, etc.)

b) Mr. Frank reads Anne’s diary and remembers the story through Anne’s words. c) The blurring together of Mr. Frank’s and Anne’s voices as the lights dim makes the

transition from the present (1945 after the war) to the past (1942 during the war). At the end of Act I Scene 1 of the play, The Diary of Anne Frank, Frances Goodrich and Albert Hackett use flashback to present a story from the past. First, Scene 1 takes place in the present _____. This is important to the story because_____ (Detail #1). In addition, at the end of Scene 1, _____. This information gives the reader incites into _____ and _____ (Detail #2). Finally, the authors use flashback in a dramatic way when_____. These details help to _____ (Detail #3). Flashback is an important tool the authors use to connect details from the past like_____, _____ and _____with present elements in the story (Restate key points briefly).


Opinion/Proof

Objective: Organize ideas/information to find supporting evidence for an opinion. (pre-writing) Procedure: Introduce the concept by having students read a selection from which opinions can be formed. Draw a “T” chart on the board. On the left side of the “T”, write OPINION and on the right, PROOF. Under OPINION, write the students’ opinion(s) of the selection. For each opinion, students must find factual statements from the text that support the opinion. Example: OPINION: Napoleon was a great leader. PROOF: He ended the revolution. He drew up a new constitution. He made taxation fair. He chose government workers for their ability. Option: Opinion/Proof may be used for several written activities described in this document, including Story Grammars, RAFT, and Spool Writing. It can also be used by students as a format for note taking from books, videos, and lectures. Option: Teams can write their opinions and support with proof. (think/pair/share activity). I have a Dream: Opinion/Proof Activity: Opinion/Proof may be used for several written activities described in this document, including Story Grammars, RAFT, and Spool Writing. Students can also use it as a format for note taking from books, videos, and lectures. Allow teams to write their own opinion to support with proof if they are at a proficient level. This can be used as a think/pair/share activity. Use the following as a starter for less proficient students: Opinion Martin Luther King Jr. was an excellent speaker. Proof King is very persuasive and he uses methods of persuasion. He uses faulty reasoning effectively by giving selected evidence for his opinions. (Example: King gives an opinion of the governor of Alabama, but no evidence.) He uses faulty reasoning effectively with either/or thinking. (Example: King implies that anything less than complete, total, perfect freedom is not freedom at all.) He uses faulty reasoning effectively with circular reasoning. (Example: King always comes back to references about children and brotherhood.) He uses faulty reasoning effectively with over-generalizations. (Example: King implies that he is a spokesperson for freedom, not just civil rights.) He uses faulty reasoning effectively with cause and effect. (Example: the civil rights cause is holy and religious to King-Bible references) He uses faulty emotional appeals effectively like loaded language. (Example: King repeats, “I have a dream”, and “Let freedom ring” repeatedly.) He uses faulty emotional appeals effectively like transfer and bandwagon. (Example: King references children, including his own, several times.) He uses faulty emotional appeals effectively like exaggeration and name-calling. (Examples: King refers to the governor of Alabama whose “…lips are dripping with interposition and nullification”. King uses exaggeration throughout with comparisons to nature, music, eating dinner, “every hamlet”,” every city”, etc.)


Spool Writing Objective: Write a “spool” (5-paragraph essay with an introduction, 3-paragraph body of supporting arguments with evidence, and a concluding paragraph. Procedure: Use graphic organizers, the summary, modeled writing, and guided writing to plan prewriting activities for developing a “spool”. A spool is a five-paragraph essay in which the first paragraph is an introduction (controlling idea, or thesis). The next three paragraphs make up the body of the essay. Each of these paragraphs begins with an argument sentence to support the thesis and has three supporting sentences for the argument sentence. The weakest argument should be presented in the first paragraph of the body, and the strongest argument in the last paragraph of the body. The final (5th) paragraph is the concluding paragraph, which begins with a restatement of the thesis sentence, and is followed by a restatement of the three argument statements of the body. Introduce the spool essay by creating a story collectively using the Language Experience Approach. The second time you use spool writing, each group prepares one. Once the groups have mastered the spool essay, each student prepares his/her own, but include incentives for the team to help individual members. For example, you might want to give a team one point for each member who receives a grade of B or higher. Suggested Topics: Use these ideas as starters for methods of persuasion:

a) He uses faulty reasoning effectively by giving selected evidence for his opinions. (Example: King references only on opinion of the governor of Alabama.)

b) He uses faulty reasoning effectively with either/or thinking. (Example: King implies that anything less than complete, total, perfect freedom is not freedom at all.)

c) He uses faulty reasoning effectively with circular reasoning. (Example: King always comes back to references about children and brotherhood.)

d) He uses faulty reasoning effectively with over-generalizations. (Example: King implies that he is a spokesperson for freedom, not just civil rights.)

e) He uses faulty reasoning effectively with cause and effect. (Example: the civil rights cause is holy and religious to King-Bible references)

f) He uses faulty emotional appeals effectively like loaded language. (Example: King repeats, “I have a dream”, and “Let freedom ring” several times in the speech.)

g) He uses faulty emotional appeals effectively like transfer and bandwagon. (Example: King references children, including his own, several times.)

h) He uses faulty emotional appeals effectively like exaggeration and name-calling. (Examples: King refers to the governor of Alabama whose “…lips are dripping with interposition and nullification”. King uses exaggeration throughout with comparisons to nature, music, eating dinner, “every hamlet”,” every city”, etc.)

I have a Dream: Spool Writing Activities Continued on next page:


SAMPLE FORMAT FOR METHODS OF PERSUASION

In the chapter/passage/story/piece/poem _____, by _____, (the author, name a character) _____ tries to persuade _____ (the reader or another character) to _____ (take a certain action, agree or disagree with an opinion, etc. - Topic sentence/introduction). He/she uses several methods to persuade, including _____, _____ and _____ (briefly state methods chosen – faulty reasoning or emotional appeal - selected evidence, either/or thinking, circular reasoning, over-generalizations, faulty cause and effect, loaded language, transfer, exaggeration, bandwagon, name-calling).

The first method of persuasion used is_____ (indicate type #1 chosen). An example is that (the author, character) _____ (does, says, etc). Using this kind of persuasion, he/she tries to convince _____ to _____. Another example is ______. (Explain it here.) _____. This reasoning (or emotion) is faulty because _____.

Another type of persuasion used is _____(indicate type #2 chosen). For example, the character (or author) is (does) ______ (Explain here). The reader can figure out that _____. Another example is _____ (Explain). It is clear that this reasoning (emotion) is faulty because_____.

A third type of persuasion used by _____ to persuade _____ is _____(type #3 chosen). (Explain it here.) _____. In addition,_____. This method of persuasion is effective because it appeals to _____.

The author uses _____(type #1), _____(type #2, and _____(type #3) methods of persuasion in this reading. The reader (or character) is convinced (or not convinced) to _____. These methods of persuasion in the reading prove to be effective (or not effective) because _____. I have a Dream: Spool Writing Activities Continued on next page:


RAFT

Objective: Write on a topic in a specific format, understanding role as a writer and audience. R-A-F-T is a system for students to practice their role as a writer (R), their audience (A), the format of their work (F), and the topic of the content (T). Examples: persuade a soldier to spare your life, demand equal pay for equal work, or plead for a halt to coal mining in our valley.

• (R): For role (R), of the writer, the writer considers who s/he is (Examples-a soldier, Abraham Lincoln, a slave, a blood cell, or a mathematical operation).

• (A): For audience (A), the writer considers to whom s/he is writing (Examples-to a mother, to Congress, to a child.)

• (F): Format (F) determines what form the communication will take. (Examples-letter, speech, obituary, conversation, memo, recipe or journal)

• (T): The topic (T) consists of a strong verb as well as the focus. Procedure: Introduce RAFT by creating a story collectively using the Language Experience Approach. The second time you assign RAFT, have each group prepare one. Model for students, explaining that all writers must consider their role as a writer, their audience, the format, and the topic These four components are critical in every written assignment. Assist teams to brainstorm ideas about a topic. Work with teams to list possible roles, audiences, formats, and strong verbs that are appropriate for each topic. Once the groups have mastered RAFT, have each student prepare his/her own, but include incentives for the group to help individual members. For example, you might want to give a team a point for each member who receives a grade of B or higher. I have a Dream: RAFT Activity: Students write according to role, audience, format, & topic. Students understand their role as a writer, and consider their audience, the format, and the topic. This topic may be used as a RAFT exercise.

R: Your role as writer is Martin Luther King Jr. A: Your audience is parents of the children in your church. F: The format of your writing is a sermon. T: Your topic is to write to persuade the parents to be moral, nonviolent, peaceful, and of good character for the sake of their children.


FCAT Writing

FCAT Writing: Lesson Topic: (Persuasive or Expository Prompt) Distribute the planning sheets and writing folders containing the prompts to the students. Provide students with the writing situation and directions for writing. Remind the students to budget their time: approximately ten minutes on brainstorming and prewriting, twenty-five minutes on drafting, ten minutes on editing. Record the time and give students the command to begin. After 45 minutes, ask the students to stop writing and place their planning sheets inside their folders. I have a Dream: FCAT Writing Activity (Persuasive Prompt):

Writing Situation Everyone has an opportunity to speak in public at some time. When an issue is very important it is sometimes easier to speak to a group when you want to persuade them to understand your message if you feel very emotional or passionate about your message. Sometimes it is important because you want action taken or a change made... Directions for Writing Before you write, think of a message you feel very strongly about and you would like to tell people so they understand. What are your message and your point? What do you think people really should know? Why do you fee so strongly about this? Can you give examples or details? Is there some action that should be taken? Why? Now, write to tell your message and persuade people to understand, take some action, or make an important change.


Beginning Presenting Activities

Dialog Objective: Write a short dialog of 4-6 lines between two familiar characters. Procedure: A dialog can be between 2 historical characters, 2 fictional characters in a story, novel, play, etc. or between 2 imaginary characters such as a germ and a white blood cell. The topic of the dialog should be related to the subject being studied, and the grammar and vocabulary used in the dialog should reflect the grammar and vocabulary focus of the unit. Model each line of the dialog, having the entire class repeat after you. Then, say each line and call on whole teams to repeat the line. Then say each line and call on individual students to repeat the line. Practice dialog lines using the whole class, a whole team, and individuals until students can know the lines of the dialog. Example:

Character A: These items are expensive. We are not selling very many. Character B: We need to sell more of them. Character A: But, then the price will decrease! Character B: But, we will still get more money because the volume will increase. Character A: We do not have enough money to make more than we do now. Character B: Then we will borrow some money by issuing bonds.

Option 1: You take the part of A and the class takes the part of B. Then you take part B and the class takes A. Then work with whole teams and you, then individuals and you, then groups and groups, then individuals and individuals. Move back and forth among these combinations until you think the majority have adequate intonation, stress, and pronunciation. Option 2: Erase two words at random from each line during repetition. Then erase two more, two more, and so on until there are no words left on the board. Option 3: Each group chooses a member to represent them by presenting the dialog with a member from another group in front of the class. If the representative can say his/her lines correctly then the group gets a point. Option 4: Have each group rewrite the dialog from memory. Groups are to use one piece of paper and one pencil or pen only. Each member takes a turn writing a line of the dialog. Other team members can offer help but they cannot write it for the individual whose turn it is to write. Collect the paper and grade it. Each member of the team gets the same grade. I have a Dream: Dialog Activity:

Mr. Frank: I’ve come to say goodbye. I’m leaving here, Miep. Miep: But Amsterdam is your home. Your business is here, and you’re needed here. Mr. Frank: I can’t stay in Amsterdam. It has too many memories for me. Miep: There are some of your papers here. We found them after you left. Mr. Frank: Burn them, all of them. Miep: There are letters, and notes. Look it’s Anne’s diary. Burn this?


Intermediate Presenting Activities

Show and Tell Objective: Present orally on a familiar topic and respond to questions on the topic. Procedure: A student brings something to class related to the subject at hand and, within 3 minutes, makes an oral presentation about it. Teams take turns asking the student questions about it. For each question the presenter can answer, his/her team gets a point. For each question he/she cannot answer, the team loses a point.

Proficient Presenting Activities

Making the News Objective: Present orally to a group on a familiar academic topic in a news format. Procedure: Teams take turns developing a 3-4 four-minute news broadcast about the subject being studied. There may be several related stories. There must be one story (no matter how short) for each member of the group. The reporting group may refer to notes but not to the text. Other teams can refer to their texts, and have the opportunity to each ask two questions of the reporting team. The reporting team members take turns answering questions, but other team members may help them. The questioning group gets two points for each question the reporting group cannot answer. The reporting group gets a point for each question it can answer. Follow the rules for Total Recall when there is a challenge. Examples: Columbus gets the jewels from the Queen of Spain, the long voyage, Hispaniola landing I have a Dream: Making the News Activities: King Speaks in Washington 250,000 Demonstrate Equal Rights for All

Intermediate-Proficient Viewing Activities

Total Recall, True or False, Judgment Objective: View a video or speech for the purpose of asking and answering simple questions, making true and false statements, and distinguish facts from opinions. Procedure: Modify reading activities, such as Total Recall, True or False, and Judgment to use when viewing a video or speech. The effectiveness of a challenge is not as high as with a written text.


Beginning Vocabulary Activities

Line of Fortune Objective: Identify and recreate words and word parts from spelling clues. Procedure: (This activity is very similar to Hangman, but involves more complex team decision-making.) Choose a word from the lesson’s vocabulary and write the appropriate number of dashes to represent the letters of the word. For example, for the word dicot you would draw five dashes. A team member guesses a letter. If the letter is not found in the word, write the letter under the dashes and move on to the next team. If their letter is found in the word, then write the letter on the appropriate dash. When a team guesses correctly, they have the option to guess the word. If they choose not to guess the word, call on the next team. If they choose to guess and successfully guess the word, then they receive ten points minus the number of letters written under the dashes from incorrect previous guesses, and the game is over. If they choose to guess and do not guess the word, then they lose points equal to the number of letters written under the dashes, and you call on the next team. If no team can guess the word before ten incorrect letters are written under the dashes then all teams lose points equal to the number of teams in the class.

Concentration Objective: Identify vocabulary words and their meanings. Preparation: On twenty 8” x 5” index cards, write the numbers 1-20, one number per card. Place these cards in order, 3 per line in a pocket chart. On another 20 index cards, write, one word per card, 10 vocabulary items from the lesson 2 times each. Shuffle these cards and place them behind the numbered cards. Procedure: Teams will match the vocabulary words with their meanings. Choose one team to go first. A member of that team picks two numbers. Remove those cards from the chart, leaving the words behind them visible to the class. The student reads the words, with the team’s assistance if needed. If the words match, leave them showing and give the team a point. If they do not match, replace the numbers and call on the next team. Option: Instead of writing each noun 2 times, write it once in the singular and once in the plural. When working with verbs, write one in the present tense and one in the past. Matching variations such as these helps the students understand that, despite certain differences in the visible spelling of two words, they are still semantically related at a deeper level. I have a Dream: Concentration Activity: Match vocabulary words with their meanings:

protest (n) demonstration, march, rally discord disagreement, conflict, argument (accord) prestigious important, impressive, major prodigious phenomenal, extraordinary, huge, enormous oasis retreat, refuge, sanctuary liberty freedom, independence heightening increasing, intensifying hamlet village, small town, rural reluctant unwilling, hesitant self-evident clear, obvious, apparent


Intermediate Vocabulary Activities Jeopardy

Objective: Use clues to identify vocabulary words, characters’ names, places, etc. in the story. Preparation: Place 3 cards across the top of a pocket chart, the first with the letter A printed on it, the second with B, and the third with C. Down the left side of the chart (one per line), place three cards with the numbers 2, 3, and 4 respectively. Place three easier vocabulary items (not visible to the class) next to the number 1 card, and below each of the letter cards, place 3 more difficult words on line 2 in the same manner, place three of the most difficult words on line three. Procedure: Choose one team to go first. A member of that team picks the word s/he wants to guess (“2-C” for example). Give the student a definition of clue for the word (This animal barks.) The student, with the help of his team, responds with the word presented in question format (What is a dog?). If the answer is correct, that team gets 2, 3, or 4 points, depending on the word’s level of difficulty. If the answer is incorrect, the next team tries for the same word but for one point less than the previous team. For example, if the first team guessed incorrectly for a word worth 3 points, the next team to try would get 2 points if it answered correctly. If it too guessed incorrectly, the next team would get one point if it answered correctly. If no team can answer correctly before the points are reduced to zero, then all teams lose 1 point. I have a Dream: Jeopardy Activity:

Question Answer a) What prestigious award was given to M.L.King Jr. Nobel Peace Prize a) A synonym for prejudice, injustice, or inequity discrimination a) Who Martin Luther King Jr. was civil rights leader of ‘50’s-60’s b) Where freedom for all is written in law US Constitution b) When Martin Luther King Jr. gave the famous speech August 28, 1963 b) What the prodigious hills of New Hampshire are like huge, extraordinary c) Why King spoke to the protesters civil rights c) Where the famous march for civil rights was Washington, DC c) Another way to describe very hot weather in Mississippi sweltering

Wrong Word Objective: Identify, analyze, and correct errors in vocabulary usage. Procedure: Teams find the word that is “wrong” and correct it. Teams get a point for each correction. Read a sentence with a wrong word in it. Examples: The contribution tells us how the government will operate. (should be Constitution) Many people have moved to Florida for the arctic climate. (should be tropical) When teams get good at this activity, embed an incorrect sentence among other correct sentences. Teams can make sentences with incorrect words for other teams to correct. I have a Dream: Wrong Word Activity:

a) The opposite of discord is concord. (accord) b) King said that Mississippi is a dessert state sweltering with the heat of injustice. (desert) c) King said to let freedom ring from the curvaceous peeks of California. (peaks) d) My country this of thee, sweet and of liberty, of thee I sing. (‘tis, land) e) Land where my fathers died, land of the picker’s pride…(pilgrim’s) f) Martin Luther King Jr. said that the rough places would be made plains and the crooked

places straight. (planes, strait)


Classification Objective: Classify vocabulary into two or three groups. Procedure: Model the activity, beginning with several words for teams to classify into groups. Ask students to identify an appropriate label for the groups they create. Discuss other words that could go into each group. Each team gets out one pencil and one sheet of paper. The captain writes team name and divides the paper into the appropriate number of columns (groups). The captain labels columns for classifications and sets timer for 5 minutes. Team members take turns writing words in appropriate columns (as in the Team Spelling Test). Note that words do not have to come from the lesson vocabulary. When the timer rings, collect papers. Teams get one point for each word they place correctly. Spelling should not count.


Beginning Grammar Activities Teacher-Student Grammar Notes are provided as a teaching resource or student study notes.

FUTURE TENSE WITH “will” The future tense expresses action (or makes a statement about something) occurring in the future time. (Note: Shall is sometimes used, especially in formal speech, with the subjects I or We. Examples: I shall always return home. We shall never betray the king.) Future Time: Tomorrow Megan will call the doctor. The students will graduate in 2010. Future Events: The weather will be rainy and overcast. Someday, I will be a famous lawyer. Willingness: The phone is ringing. I’ll get it. I’ll wash the dishes for you.

Forms with Will: Affirmative Statements

Will + the simple form of the verb I will call my friend to invite her. He will be at the party tonight.

Negative Statements

Will not (won’t)+ the simple form of the verb I will not call her. (I won’t call her.) He will not be there. (He won’t be there.)

Questions Will + (subject) +simple form of verb (?) Will the author write more stories? Will Joni run in the race tomorrow?

Short Answers

Affirmative: Yes, I (you, he, she, it, we, they) will. Negative: No, I (you, he, she, it, we, they) won’t.

Contractions

(Pronouns) I’ll, you’ll, he’ll, she’ll it’ll, we’ll, they’ll Will not is usually contracted (won’t): He won’t do his work. I won’t be there.

Note: Another way of expressing future action is "to be going to". It is also used to express future time, especially a prior plan. Examples: I’m going to clean my room tomorrow. He’s going to buy a car. Marie is going to meet me there.

Word Order Cards Objective: Identify and use appropriate word order in sentences. Procedure: Choose some of the more complex sentences of the summary to cut up for this exercise. After writing a sentence on a sentence strip, cut up the sentence into individual words. Shuffle the words. With the team's support, one member rearranges the words to reform the sentence. The team gets a point if the cards are rearranged correctly.


Modified Single Slot Substitution Drill

Objective: Substitute alternative vocabulary, syntax, and grammatical forms in a familiar sentence in a single slot. Procedure: The teacher writes a sentence on the board and underlines one word. Teams take turns replacing the underlined word with a new word. When students can no longer think of substitutes, the teacher underlines a different word, and the activity continues. Example: The soldiers who surrendered were killed. Possible substitutions for killed: butchered, kissed, hugged, spared The soldiers who surrendered were butchered. Possible substitutions for surrendered: spared, killed, ran, slept The soldiers who surrendered were spared. Possible substitutions for soldiers: people, police, robbers, children Notes: • Sometimes, changing one word necessitates changing another word as well. The queen was dancing when the soldiers arrived. (Substitute king and queen) The king and queen were dancing when the soldiers arrived. • It is not necessary for the sentences to be historically correct, sensible, or even possible. It is

important for the correct part of speech to be used. I have a Dream: Modified Single Slot Substitution: (a) The song (b) says, (c) “Free at last! Free at last! Thank God Almighty, we are free at last!” Possibilities:

a) the words, the lyrics, the message, the phrases b) tell(s), go(es), declare(s), exclaim(s) c) “My country ‘tis of thee”, “America, America, God shed his grace on thee”, “Let freedom

ring”, “land of the pilgrim’s pride”.


Intermediate Grammar Activities Sentence Builders

Objective: Expand sentences by adding new words in the appropriate order in a sentence. Procedure: The teacher says a sentence, and, after a pause, an additional word or words. Teams must make a new sentence that adds the new word(s) in the correct place in the teacher's original sentence. Give a point for each correct answer. Example:

Teacher: Fish is a food. (healthy) Team Response: Fish is a healthy food. Teacher: Fish is a healthy food. (fresh) Team Response: Fresh fish is a healthy food.

I have a Dream: Sentence Builders: a) People were marching. (These)

These people were marching. ( peacefully) These people were marching peacefully. (in Washington) These people were marching peacefully in Washington to demand laws. (new) These people were marching peacefully in Washington to demand new laws. (civil rights) These people were marching peacefully in Washington to demand new civil rights laws. (and opportunities) These people were marching peacefully in Washington to demand new civil rights laws and opportunities. (equal) These people were marching peacefully in Washington to demand new civil rights laws and equal opportunities. (for jobs) These people were marching peacefully in Washington to demand new civil rights laws and equal opportunities for jobs. (for minorities) These people were marching peacefully in Washington to demand new civil rights laws and equal opportunities for jobs for minorities.

Continue with the following: b) King recognizes the difficulties. (Martin Luther) (Jr.) (in his speech) (of the times) (but he has

a dream) (still) c) The nation will rise up. (one day) (and live out) (the creed) (or belief) (of what the

Constitution says) d) King has a dream. (that the sons will sit together) (of former slaves) (and the sons of former

slaveholders) (in Georgia) (at the table) (of brotherhood) (and goodwill) e) His four little children will live. (the author dreams that) (someday) (in a nation) (that judges

people) (by the content of their character) (not the color of their skin)


Multiple Slot Substitution Drills Objective: Substitute alternative vocabulary, syntax, and grammatical forms in a familiar sentence in a multiple slots. Procedure: This drill is often taught together with or right after the single slot substitution drill. Its organization is similar to single slot substitution, but more that one part of the sentence changes. Give a point for each correct answer. Example: Columbus sailed in 1492. (Pizarro) Pizarro sailed in 1492. (1524) Pizarro sailed in 1524. (arrived) Pizarro arrived 1n 1524. I have a Dream: Multiple Slot Substitution Activities: (a) The Civil Rights Movement (b) began (c) in the US (d) in the 1950’s. Possibilities:

finished, in the north, the war, the marches, in Mississippi, after the 1950’s, the protests, started, in the 1960’s, was new, in the south, was going on, five decades ago, commenced, the Great Society, later in the decade, in Washington, the demonstrations, next door, was over, in social studies class, a long time ago, ended


Flesh it Out

Objective: Use key words in the appropriate order in a grammatically correct sentence. Procedure: The teacher gives the key words of a sentence and teams puts them into a grammatically correct sentence. Give points for correct answers in the oral format. Give grades in the written format. Key words: he/sail/america/1492. Answer: He sailed to America in 1492. Key words: he/sail/america/? (past)(yes/no) Answer: Did he sail to America? I have a Dream: Flesh it Out Activities: a) King/be/son/minister/become/minister/himself b) 1964/age/35/Martin Luther King Jr./earn/prestigious/Nobel Peace Prize c) King/famous/speech/be/television/all/American/see/hear d) on/that/day/all/God/children/sing (future)/new/meaning/song/“America” e) all/people/must/be/free/if/America/be/become/great/nation

Transformation Exercises Objective: Change the form or format of a sentence according to the situation. Procedure: Students change the format of a sentence based on teacher directions or prompts. Give points for correct answers in the oral format. Give grades in the written format. Examples: 1. Is it raining? (Answer the question, yes.) Yes, it is raining. 2. It is raining. (Ask a yes/no question.) Is it raining? 3. Many Indians died from disease. Many Indians died from starvation. (Combine 2 sentences into one sentence.) Many Indians died from disease and starvation. I have a Dream: Transformation Exercises: Students respond by changing “going to” to the future time with “will.”

Example: Is he going to earn an award for his work? Will he earn an award for his work?

a) The United States Constitution is always going to guarantee these civil rights to all citizens. b) Mississippi is going to transform into an oasis of freedom and justice. c) We all are going to be free one day. d) On that day, all of God’s children are glint to sing with new meaning the song “America.” e) Freedom is going to ring in every little hamlet and every big city. f) All of God’s children are going to join hands. g) They all are going to sing the words of the old Negro spiritual song, “Free at Last!” h) When there is injustice, leaders are going to speak out and demand changes. i) All members of society are going to practice equal rights without discrimination. j) There are going to be new civil rights laws and equal opportunities for jobs.


Who What, When, Where, How, Why Objective: Listen to a sentence and respond to “Wh" questions in writing. Procedure: Read a sentence and then ask the “wh" questions about it. Teams write a short answer on a numbered sheet of paper. Example: Teacher: The heart constantly pumps blood to the body 24 hours a day to keep the body alive. What…? (Teams write heart.) Where…? (Teams write to the body) How...? (Teams write constantly) Why…? (Teams write to keep the body alive) When…? (Teams write 24 hours a day). Team members take turns writing answers on the board (for class discussion) or on a team/individual paper (for a grade). An alternative technique is to have each team member complete all items on his/her own paper. Team members are allowed to help each other. On completion of the activity, collect the one paper of your choice. The grade on that paper will count for each team member. I have a Dream: Who, What, When, Where, How, Why Activities: a) King dreams that someday little black boys and little black girls will join hands with little white

boys and little white girls, and walk together as brothers and sisters. (who, what, when, how) b) King’s hope and faith is to change the “jangling discords” or noisy disagreements of the

nation into a beautiful symphony of brotherhood. (who, what, where) c) Many citizens were denied their constitutional right to freedom of speech because of their

race. (who, what, why) d) Let freedom ring joyfully now from the snowcapped Rocky Mountains of Colorado to the

curvaceous, curvy peaks California. (what, when, where, how) e) During the 1960’s in the US, laws were passed to force reluctant members of society to

practice equal rights without discrimination based on race. (who, what, when, where, how)


Sentence Stretchers Objective: Expand grammatically correct sentences by adding new words in appropriate order Procedure: One team begins by making a sentence orally that contains the language or content focus of the lesson. (Make the starter sentence as short as possible.) For example, in a lesson focusing on weather and on adjectives, the first team might say, The cloud is floating. The first team gets a point. Other teams take turns expanding the sentence, getting a point each time something is added successfully or until teams run out of expansions. The white cloud is floating. The fluffy white cloud is floating in the sky. The fluffy white cloud that looks like a boat is floating in the sky. Etc. I have a Dream: Sentence Stretcher: Begin with the sentence: Martin Luther King Jr. repeats the words. Martin Luther King repeats the words, “let freedom ring”. Martin Luther King Jr. repeats the words, “let freedom ring” ten times. Martin Luther King Jr. repeats the words, “let freedom ring” ten times, as he declares freedom. Martin Luther King Jr. repeats the words, “let freedom ring” ten times, as he declares freedom from the prodigious hilltops. Martin Luther King Jr. repeats the words, “let freedom ring” ten times, as he declares freedom from the prodigious hilltops of New Hampshire. Martin Luther King Jr. repeats the words, “let freedom ring” ten times, as he declares freedom from the prodigious hilltops of New Hampshire to the heightening mountains. Martin Luther King Jr. repeats the words, “let freedom ring” ten times, as he declares freedom from the prodigious hilltops of New Hampshire to the mighty, heightening mountains. Martin Luther King Jr. repeats the words, “let freedom ring” ten times, as he declares freedom from the prodigious hilltops of New Hampshire to the mighty, heightening mountains of New York and Pennsylvania.

Look it Up Objective: Identify specific grammatical structures and change them according to the situation. Procedure: Teams look up sentences in their text that have a specific grammatical structure. As an oral practice, teams get a point for a correct answer. As a written exercise, it can be graded. Version One: Discuss the grammar point with the students then have them find example sentences in their texts. You might want to limit the pages they are to search. Version Two: Write sample sentences on the board in a tense not usually used in the text. Ask students to find similar sentences in the text and to determine the difference between the text sentences and the sentences on the board. In history books, for example, most sentences are in the past tense, so the sentences you write on the board would be in the present tense. During a discussion of the difference between the text sentences and your sentences, you would help the class discover why the text uses past tense sentences so often. Version Three - Students locate sentences in the text with a specific grammatical structure and then restate or rewrite the sentence in a new form specified by you. Example: change statements into questions, affirmative to negative, past to present or passive voice to active. I have a Dream: Look it Up: Teams locate examples of the future tense with “will” in the text and in the summary.


Rewrite the Paragraph

Objective: Identify specific grammatical structures and change them according to the situation. Procedure: Use a paragraph based on the text, and language focus structures of the lesson. Teams read and discuss necessary changes. Members work together to rewrite a grammatically correct paragraph with the changes. Collect one paper from each team for a grade. (Examples: Change one verb tense to another, nouns to pronouns, adverbs to adjectives, etc.) I have a Dream: Rewrite the Paragraph Activity: Teams will rewrite the paragraph changing the past tense to the future tense with “will”. During the Civil Rights Movement in the US, citizens protested for equal rights and against racial discrimination. One of the most famous leaders of the Civil Rights Movement was Martin Luther King Jr. Martin Luther King Jr. organized peaceful, nonviolent demonstrations for equal rights for all Americans. Martin Luther King Jr. earned the prestigious Nobel Peace Prize. In a civil rights march on Washington, Martin Luther King Jr. made an important speech in front of 250,000 people. In his speech, King shared his dream or vision for the future. Someday he hoped his four little children would be judged by the content of their character, not the color of their skin. Both black and white children would walk together as brothers and sisters. All of God’s children would sing the words together, “Free at last! Free at last! Thank God Almighty, we are free at last!” (Answer: During the Civil Rights Movement in the US, citizens will protest for equal rights and against racial discrimination. One of the most famous leaders of the Civil Rights Movement will be Martin Luther King Jr. Martin Luther King Jr. will organize peaceful, nonviolent demonstrations for equal rights for all Americans. Martin Luther King Jr. will earn the prestigious Nobel Peace Prize. In a civil rights march on Washington, Martin Luther King Jr. will make an important speech in front of 250,000 people. In his speech, King will share his dream or vision for the future. Someday he hopes his four little children will be judged by the content of their character, not the color of their skin. Both black and white children will walk together as brothers and sisters. All of God’s children will sing the words together, “Free at last! Free at last! Thank God Almighty, we are free at last!”)


Name _____________________________________ Date _____________ I have a Dream: Exercise 1 Fill in the blanks with the correct word.

speech

judged

together

content

discrimination

prestigious

protested

color

civil

nonviolent

During the Civil Rights Movement in the US, citizens __________ for equal rights and

against racial __________. One of the most famous leaders of the Civil Rights Movement was

Martin Luther King Jr. Martin Luther King Jr. organized peaceful, __________ demonstrations

for equal rights for all Americans. Martin Luther King Jr. earned the __________ Nobel Peace

Prize. In a __________ rights march on Washington in 1963, Martin Luther King Jr. made an

important speech in front of 250,000 people. In his __________, King shared his dream or

vision for the future. Someday he hoped his four little children would be __________ by the

__________ of their character, not the __________ of their skin. Both black and white children

would walk together as brothers and sisters. All of God’s children would sing the words

__________, “Free at last! Free at last! Thank God Almighty, we are free at last!”


Name ________________________ Date _____________ I have a Dream: Exercise 2 Read each sentence and decide if it is true or false. If it is true, write the word “true” on the line. If the sentence is false, rewrite the sentence to make it a true. 1. Many citizens experienced discrimination because of their race.

______________________________________________________________________

2. King’s famous speech was on DVD for all Americans to see and hear.

______________________________________________________________________

3. The Civil Rights Movement began in the US in the 1970’s.

______________________________________________________________________

4. The United States Constitution guarantees civil rights to all citizens.

______________________________________________________________________

5. The Constitution says, “We hold these truths to be self-evident, that nobody is equal.”

______________________________________________________________________

6. One of the most famous leaders of the Civil Rights Movement was Martin Luther King Jr.

______________________________________________________________________

7. King’s dream has its roots in the American dream.

______________________________________________________________________

8. During the 1960’s laws were passed for equal rights without discrimination based on race.

______________________________________________________________________

9. Martin Luther King Jr. said that all people must be free if America is to be a great nation.

______________________________________________________________________

10. The Constitution says, ““Free at last! Free at last! “

______________________________________________________________________


Technique Evidence

1. 1.

2. 2.

3. 3.

4. 4.

5. 5.

6. 6.

7. 7.

8. 8.

9. 9.

10. 10.

Name ____________________________ Date __________ Unit 5 Lesson 3: Exercise 3 (FCAT Practice/Reading Comprehension) Identify the persuasive techniques that make emotional appeals and the evidence in the speech “I Have A Dream” by Martin Luther King Jr.

Emotional Appeals Exaggeration overstatement that makes something bigger or better than the truth Bandwagon agreeing because many other people already agree Name-Calling calling names avoids other questions Loaded Language chooses words because of the positive or negative (feeling) associated Transfer giving familiar positive or negative feelings to someone or something else


Technique Evidence

1. 1.

2. 2.

3. 3.

4. 4.

5. 5.

6. 6.

7. 7.

8. 8.

9. 9.

10. 10.

Name _____________________ Date _______ I have a Dream: Exercise 4 (FCAT Practice/Reading Comprehension) Identify the faulty reasoning persuasive techniques and the evidence in the speech “I Have A Dream” by Martin Luther King Jr.

Faulty Reasoning Over-generalizations cover so many situations they are impossible to prove or disprove Either/or Thinking suggests that there are only two ways of looking at a problem Circular Reasoning repeating the same point “over and over” in different ways Faulty Cause and Effect puts two events together like a cause and effect, but they aren’t Selected Evidence choosing only the information that makes your opinion look good


Name _________________________ Date ________ I have a Dream: Exercise 5 Fill in the blanks.

The Civil Rights Movement __________ in the US in __________ 1950’s. Many citizens

were __________ their constitutional right to __________ of speech because of __________

race. They struggled for __________ same legal and civil __________ that other citizens

enjoyed. __________ United States Constitution guarantees __________ civil rights to all

__________. The struggle for equal __________ included public demonstrations where

__________ spoke out, and legal __________ in the US courts. __________ the 1960’s laws

were __________ to force reluctant members __________ society to practice equal

__________ without discrimination based on __________. One of the most __________

leaders of the Civil __________ Movement was Martin Luther __________ Jr. Martin Luther

King __________. was born in Atlanta, __________ in 1929, and was __________ in 1968. He

was __________ son of a minister, __________ became a minister himself. __________ Luther

King Jr. organized __________, nonviolent protests and demonstrations __________ equal

rights for all __________. In 1964, at the __________ of 35, Martin Luther __________ Jr.

earned the prestigious __________ Peace Prize.

On August __________, 1963, in Washington, D.C., __________ Luther King Jr. made

__________ important speech in front __________ 250,000 people. These people __________

marching peacefully in Washington __________ demand new civil rights __________ and equal

opportunities for __________ for minorities. King’s famous __________ was on television for

__________ Americans to see and __________. In his speech, Martin __________ King Jr.

recognizes the __________ of the times, but __________ still has a dream. __________ dream

comes from and __________ roots in the American __________. One day the nation

__________ rise up and live __________ the creed or belief __________ what the Constitution


says, “__________ hold these truths to __________ self-evident, that all men __________

created equal.” King has __________ dream that the sons __________ former slaves and the

__________ of former slaveholders in __________ will sit together at __________ table of

brotherhood and __________. King compares Mississippi to __________ desert, with

sweltering heat __________ oppression and injustice. Then __________ dreams that

Mississippi will __________ into an oasis of __________ and justice.

The author __________ that his four little __________ someday will live in __________

nation that judges people __________ the content of their __________, not the color of

__________ skin. King speaks about __________ practice of nullification and __________,

which means that they __________ reject federal laws if __________ interfere with the state’s

__________. King dreams that little __________ boys and little black __________ will join

hands with __________ white boys and little __________ girls, and walk together __________

brothers and sisters.

Martin __________ King Jr. compares the __________ rights struggle to the

__________. The valleys will be __________ up and exalted, the __________ and hills will be

__________, the rough places will __________ flat plains, and the __________ places will be

straight. __________ dream refers to a __________ in the Bible that __________ how the glory

of __________ Lord will be revealed __________ all flesh, or people. __________ hope and

faith is __________ change the “jangling discords” __________ noisy disagreements of the

__________ into a beautiful symphony __________ brotherhood. All men will __________

together, pray together, struggle __________, go to jail together, __________ stand up for

freedom __________. We all will be __________ one day. On that __________, all of God’s

children __________ sing with new meaning __________ song “America.” The song

__________, “My country ‘tis of __________, sweet land of liberty, __________ thee I sing;

Land __________ my father died, land __________ the pilgrim’s pride, from __________


mountainside, let freedom ring”. __________ people must be free __________ America is to

become __________ great nation.

Martin Luther __________ Jr. repeats the words, “__________ freedom ring” ten times,

__________ he declares freedom from __________ prodigious, wonderful hilltops of

__________ Hampshire to the mighty, __________ mountains of New York __________

Pennsylvania. Let freedom ring __________ the snowcapped Rocky Mountains __________

Colorado to the curvaceous, __________ peaks California. Freedom will __________ on every

big hill __________ every little molehill. Freedom __________ ring in every little __________

and every big city. __________ of God’s children, black __________ white, Protestants, Jews,

Gentiles __________ Catholics will join hands. __________ will all sing the __________ of the

old Negro __________ song. The song says, “__________ at last! Free at __________! Thank

God Almighty, we __________ free at last!”


Name ____________________________ Date __________ I have a Dream: Exercise 6 Rewrite the sentences changing “going to” to the future time with “will.” 1. All citizens are still going to have a dream.

______________________________________________________________________

2. One day the nation will rise up and live out the creed of what the Constitution says.

______________________________________________________________________

3. The sons of former slaves and slaveholders are going to sit together in goodwill.

______________________________________________________________________

4. Someday little children are going to live in a nation that judges people by the content

of their character, not the color of their skin.

______________________________________________________________________

______________________________________________________________________

5. Little black boys and girls are going to join hands and walk with white boys and girls.

______________________________________________________________________

6. The valleys are going to be lifted up and the mountains are going to be lowered.

______________________________________________________________________

7. Rough places are going to be flat, and crooked places are going to be straight.

______________________________________________________________________

8. The Lord is going to reveal glory to all people.

______________________________________________________________________

9. Hope and faith are going to change disagreements into symphonies.

______________________________________________________________________

10. All men are going to stand up for freedom together.

______________________________________________________________________

11. Citizens are going to declare freedom from the hilltops of New Hampshire

______________________________________________________________________

12. Freedom is going to ring from the snowcapped Rocky Mountains.

______________________________________________________________________

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Subject: English II Through ESOL - SDPBC Web CMS · English I Through ESOL ... de expresión debido a su raza, y lucharon por tener los mismos ... Martin Luther King, Jr. compara