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Lesson 2: I Have a Dream Language arts goals: Use complex and compound-complex structures; use context to understand meaning. Social studies goal: Analyze and explain the way groups, societies, and cultures address human needs and concerns. Time required: 40 minutes. Materials Needed: I Have a Dream student reproducible, pencil/pen. Directions: 2. Review the deliberate choices King makes in this speech, including diction, figurative language, imagery, and syntax. Ask students: How do King's word choices represent the state of society and government during this time? 3. As a class, outline the sequence of thoughts in King's speech by determining: What is King's thesis? What point does he make in each paragraph to prove his thesis? How does King conclude his argument? What effect does King intend to have on his audience, and who is the "we" he is addressing? 4. Instruct students to visit www.usconstitution.net/dream.html and read the second half of this famous speech, which begins: "I say to you today, my friends, so even though we face the difficulties of today and tomorrow, I still have a dream. It is a dream deeply rooted in the American dream." Students should identify King's diction, syntactic, and figurative language choices and be able to explain how the two halves of this speech work together. Wrap-up: Return to the free-writing compositions from Lesson 1. Instruct students to create a cohesive, targeted outline from their free-writing compositions based on the question: How does your American dream compare to that of your parents?
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