6TH GRADE WRITING : NOV 18-22 Argument Writing
MON 21
WOW words
Author’s Chair for
Argument essays
TUES 22
Author’s Chair
for argument
essays
TARGET
WED 23
On-Demand writing
lesson power point
with organizer
TARGET
I can listen and give
meaningful feedback.
THURSDAY 24
On-Demand writing
prompt choice from
ppt
 60 minutes to
complete
TARGET
I can listen and give
meaningful
feedback.
I can take notes in order
to understand what is
presented.
FRIDAY 25
Score On-Demand
pieces in class using
rubric
TARGET
TARGET
I can respond to an ondemand prompt using
effective writing skills.
I can score an on-demand
writing piece using a
rubric.
COMMON CORE STANDARDS:
W.6.1 Write arguments to support claims with clear reasons and relevant evidence.
W.6.1a Introduce claim(s) and organize the reasons and evidence clearly.
W.6.1b Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an
understanding of the topic or text
CCSS.ELA-Literacy.WHST.6-8.4 Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience.
6TH GRADE READING : NOV 18-22 Roll of Thunder, hear My Cry.
MON 21
Socratic
Seminar
TUES 22

The Logan’s Dream
“Point of View”
Poem activity
Students may
use provided
discussion
questions or
generate their
own.
TARGET
I can come prepared
and contribute to
discussions.
WED 23


Close read “Dreaming an American
Dream” by Martin Luther King Jr.
Watch the video of this speech.

Have students use the Examples of
THURSDAY 24

Socratic
Seminar
FRIDAY 25
Target Check
Inferencing:
Something to
Sneeze at
Literary Terms in the “I Have a Dream
Speech” sheet and highlight the
language in the speech as they read.
http://www.youtube.com/watch?v=HRIF4_Wz
U1w
TARGET
I can write a poem from a
character’s perspective.
TARGET
I can understand what I read by using close
reading strategies.
I can identify the use of figurative language
when I read.
TARGET
TARGET
I can contribute to a
collegial discussion..
I can demonstrate my
understanding of how
an author uses
inferencing.
COMMON CORE STANDARDS:
SL.6.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by
referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
RL.6.6 Explain how an author develops the point of view of the narrator or speaker in a text.
L.6.5a Interpret figures of speech (e.g., personification) in context.
RI.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and
technical meanings.
RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
SL.6.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by
referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
Author’s Chair Writing Response
Instructions: As you listen to each author present his/her writing piece, give feedback to help him/her
improve the writing piece. Keep in mind the mode of writing as you give feedback.
Short story: Pay attention to the plot (Beginning, rising action climax, resolution), use of
descriptive details for the setting, character development (descriptions, details, dialogue),
pacing (how fast or slow the story is presented) and interest to the reader.
Memoir: This should be a personal account of an event in the author’s life. Did he/she give you
enough details to help you understand the event? Can you feel the author’s pain or excitement?
Is there enough information? Does the timeline make sense? Are the characters developed?
Poetry: Did the author use any figurative language (similes, personification, metaphors,)? Are
the descriptions vivid? Is the word choice appropriate? How about the flow of the poem?
Persuasive/Argument Writing: Did the author include a hook, a thesis and 3 main points in the
introduction? Did the author use strong claims and supporting arguments? Were there
examples or statistics? Was the conclusion strong?
Informative Writing: Did the author include a hook, a thesis and 3 main points in the
introduction? Did the author include strong support and examples for each main point? Was the
conclusion strong?
------------------------------------------------------------------------------------------------------------------------------------------------On a half sheet of paper, write the following: (Each author will receive a half sheet from each student. This
provides lots of feedback!)
Name of author: ______________________________ Pd: _____
1) Three things I like about your writing piece:
2) Suggestions for improvement:
3) Other Comments:
You may include your name or remain anonymous.
WOW Assessment Rubric
Name: _______________________________________ Pd: ____ Score: ______/30
_______ Capitalization: Correct words in the sentence are capitalized. (5 pts)
_______ Punctuation: Each sentence has correct punctuation. (5 pts)
_______ Spelling: All words are correctly spelled. (5 pts)
_______ Sentence Types: Each sentence type is used at least once and is presented accurately. Simple,
Compound or Complex (See below) (10 pts)
_______ Neatness: Writing is neat. (5 pts)
Simple sentences: also called an independent clause, contains a subject and a verb, and it expresses a complete thought.
1.
Amy and John like to play outside.
Compound Sentences: contains two independent clauses joined by a coordinator. The coordinators are as follows: for, and, nor, but,
or, yet, so. (Helpful hint: The first letter of each of the coordinators spells FANBOYS.)
1. I tried to speak Spanish, and my friend tried to speak English.
2. Joe played football, so Maria went shopping.
Complex sentences: has an independent clause joined by one or more dependent clauses. A complex sentence always has a
subordinator such as because, since, after, although, or when or a relative pronoun such as that, who, or which.
1. When he handed in his homework, he forgot to give the teacher the last page.
2. After they finished studying, Joe and Suzie went to the movies.
Scoring Rubric for Kentucky On-Demand Writing
Modifed for CCMS 6th grade writing
1) _______ The writer provides relevant background information or restates the task. 10 pts
2) _______ The writer uses appropriate and effective examples, details, facts, explanations, descriptions, or
arguments. 10 pts
3) _______ The writer consistently organizes the writing by using a logical progression of ideas that flows
within and between paragraphs. 10 pts
4) _______ The writer consistently uses a variety of sentence lengths and structures. 10 pts
5) _______ The writing includes a variety of transitional words and phrases that connects ideas and guides
the reader. 10 pts
6) _______ The writer maintains an appropriate voice or tone. 10 pts (Voice is the distinct personality, style, or
point of view of a piece of writing or any other creative work. It is something that makes your writing sound uniquely
like you. Tone is your attitude. The reader knows by the way you use your words how you feel about a topic.)
7) _______ The writer consistently chooses words that are appropriate to the intended audience and purpose of
the writing. 10 pts
8) _______ The writer consistently uses correct grammar, usage, and mechanics (e.g., spelling, punctuation,
capitalization) to communicate effectively and clarify the writing. 10 pts
9) _______ The writer has used his/her time effectively and has completed the piece in the allotted time. (60
minutes) 10 pts
10) _______ The writer has provided a neatly written or typed paper. 10 pts
On-Demand Prompts
Prompt # 1
Your school district is considering a rule that students may not carry backpacks to school. Do
you agree or disagree? Write a letter to the school board to persuade them to support your
opinion.
Prompt # 2
Eating the proper foods is very important in order to stay healthy. Often, young people like to
eat junk foods and they do not eat healthy fruits and vegetables. Write a speech to the 6 th grade
class to persuade them that a balanced diet is important in staying healthy.
--------------------------------------------------------------------------------------------------------------------------On-Demand Prompts
Prompt # 1
Your school district is considering a rule that students may not carry backpacks to school. Do
you agree or disagree? Write a letter to the school board to persuade them to support your
opinion.
Prompt # 2
Eating the proper foods is very important in order to stay healthy. Often, young people like to
eat junk foods and they do not eat healthy fruits and vegetables. Write a speech to the 6 th grade
class to persuade them that a balanced diet is important in staying healthy.
Chapter 4 Discussion Questions
1. At the beginning of chapter 4, what is wrong with Cassie?
2. Why doesn't Cassie tell Mama or Big Ma about the bus incident or the night men?
3. How does T.J. say he gets out of doing work. Have you ever used his method? Do you think his parents
realize what is going on? What does this say about TJ?
4. What does T.J. say have been the latest actions of the night men?
5. What details on page 75 support an analysis that the Logan children should feel relieved about the night men?
6. Why does T.J. "go back to get his cap" when the other children leave? What does this say about his
character?
7. What do the Logan children think of Mr. Morrison? Does Stacey feel the same as his brothers and sister?
What does Stacey’s reaction say about him? Why wouldn’t Little Man react the same way?
8. Explain how the Logan children ended up at the Wallace store. What would your reaction have been? Would
you do the same thing as Stacey or would you tell Mama the truth? What does this action say about Stacey?
9. Why won't Mr. Morrison tell Mama about the children being at the Wallace store? Do you think he should or
shouldn’t tell? If he tells, how would it be different then the children telling? Which would be worse?
10. Describe how the Logan's acquired their land and the conflicts they have faced in keeping it.
11. Why does Mama take her children to Smelling’s Creek to see Mr. Berry? Why would she do this, do you
think this was more effective than lecturing the kids about going to the Wallace store? Why and How?
12. How do the children feel about seeing Mr. Berry? Have you ever seen anyone who made you feel
uncomfortable? What should you not do when encountering someone who makes you feel this way?
13. What happened to Mr. Berry and his nephews?
14. What consequences might come from Mama trying to convince her neighbors not to shop at the Wallace
store? What does Mama’s stance say about her?
Guidelines for Socratic Dialogue
The Paideia Seminar
What is a Socratic Dialogue?
A Socratic Dialogue is based on the questioning techniques of Socrates, a Classical Greek
philosopher, who was convinced that the surest way to attain reliable knowledge was through the
practice of disciplined conversation. This Socratic method of teaching is based on Socrates’ theory
that it is more important to enable students to think for themselves than to merely fill their heads
with “right” answers. Participants will seek deeper understanding of complex ideas in the text
through rigorously thoughtful dialogue. Dialogue assumes that many people have pieces of
answers and that cooperation can lead to a greater understanding.
What is the Paideia Seminar?
The Paideia Seminar enables students to work collaboratively to understand, make meaning and
find common ground. Students are given opportunities to examine a common piece of text. After
the student reads the common text carefully, several questions are posed, primarily open-ended,
world connection, universal theme, and literary analysis questions. Dialogue is exploratory,
and participants will respond to one another with respect by carefully listening instead of
interrupting. Students are encouraged to paraphrase essential elements of another’s ideas before
responding, either in support of or in disagreement. Members of the dialogue look each other in
the eyes and use each other’s names.
How is the seminar conducted?
Every student prepares three questions. Students are divided into two divisions: the outer circle
and the inner circle. Within the outer circle is a “hot seat.”
Outer Circle
 Asks questions, observes, critiques the process and takes notes.
 When a student has a question to ask the inner circle, then the student goes to the “hot seat”
and waits to ask the question. After asking the question, the student returns to the outer
circle.
Inner Circle
 Addresses the question using evidence from the text. Cites examples, passages from the text
to support answers.
 Makes relevant comments during the seminar which show response to the previous
speaker’s ideas. Helps to enlarge understanding of the text and ideas generated by the
seminar.
 Shows attentiveness through body language: sitting up straight, looking at the speaker.
 Realizes this is not a debate, so support others’ comments and does not belittle or criticize.
Paideia Participant Preparations
What do we all do before we come to a Paideia Seminar?
1. Read the text thoroughly, annotating (marking or using sticky notes to highlight passages)
2. Become familiar with unique vocabulary.
3. Prepare a chart or data sheet that indicates you have explored various features of the text.
4. Brainstorm themes relevant to the text.
5. Create questions.
Pre-Socratic Seminar Question Writing:
(All examples are based on Roll of Thunder, Hear My Cry)
1) This long chapter is largely concerned with honor and punishment. Describe what this means.
OPEN ENDED QUESTION:
Write an insightful question about the text that will require proof, insights, and group
discussion to discover or explore the answer to the question.
Example: Why does Jeremy still stay friends with the Logans even though kids laugh
at him and the Logans aren’t very friendly?
WORLD CONNECTION QUESTION:
Write a question connecting the text to the real world.
Example: Are there any situations in the world today that are similar to those in Roll
of Thunder, Hear My Cry? What are there? Explain.
UNIVERSAL THEME QUESTION:
Write a question dealing with a theme of the text that will encourage group discussion about
the universality of the text.
Example: The book Roll of Thunder, Hear My Cry explores the theme of
“overcoming the odds.” Give examples where someone in the book had to
“overcome the odds” and make a connection to another literary work.
LITERARY ANALYSIS QUESTION:
Write a question dealing with the author’s style. Your question may focus on how the
author manipulates point of view, characterization, and language.
Example: Thunder can symbolize (mean) many things, depending on how it is
described. Explain what thunder symbolizes throughout the book.
Listening and Speaking in a Seminar
Practice how to agree or disagree with a comment by using the following:
INNER CIRCLE
1. I agree with __________ because ___________, but I want to add another reason why I
think ____________________.
2. I disagree with _____________ because ________________.
3. I’m not sure why ________________ said __________________. Could you reword
your comments to help me understand?
4. I understand your point, ________________________, but I want to add/disagree/give
another example _________________________.
5. This is what I think you are saying, ______________________, and I would like to
add/or disagree by saying ____________________________.
OUTER CIRCLE CRITIQUE
1. What was the most interesting question? ______________________________
__________________________________________________________________
2. What was the most interesting idea to come from a participant? ____________
__________________________________________________________________
3. If you could have added something to an answer or comment, what would it have been?
_____________________________________________________
__________________________________________________________________
4. What question would you have liked to ask to the inner circle based on their discussions?
____________________________________________________
__________________________________________________________________
Paideia Notes
EVERONE WILL BE TAKING NOTES FOR EACH QUESTION!!
1. Question: ____________________________________________________________________
_____________________________________________________________________________
Answer: _____________________________________________________________________
_____________________________________________________________________________
2. Question: ____________________________________________________________________
_____________________________________________________________________________
Answer: _____________________________________________________________________
_____________________________________________________________________________
3. Question: ____________________________________________________________________
_____________________________________________________________________________
Answer: _____________________________________________________________________
_____________________________________________________________________________
4. Question: ____________________________________________________________________
_____________________________________________________________________________
Answer: _____________________________________________________________________
_____________________________________________________________________________
5. Question: ____________________________________________________________________
_____________________________________________________________________________
Answer: _____________________________________________________________________
_____________________________________________________________________________
6. Question: ____________________________________________________________________
_____________________________________________________________________________
Answer: _____________________________________________________________________
_____________________________________________________________________________
7. Question: ____________________________________________________________________
_____________________________________________________________________________
Answer: _____________________________________________________________________
_____________________________________________________________________________
8. Question: ____________________________________________________________________
_____________________________________________________________________________
Answer: _____________________________________________________________________
_____________________________________________________________________________
9. Question: ____________________________________________________________________
_____________________________________________________________________________
Answer: _____________________________________________________________________
_____________________________________________________________________________
10. Question: ____________________________________________________________________
_____________________________________________________________________________
Answer: _____________________________________________________________________
_____________________________________________________________________________
Speech Transcript: I Have a Dream – Martin Luther King Jr.
Note: The highlighted words and phrases will help you as you search for figurative language on your worksheet. Do not
write on this sheet!!!!!
[1] I am happy to join with you today in what will go down in history as the greatest demonstration for freedom in the
history of our nation.
[2] Five score years ago, a great American, in whose symbolic shadow we stand today, signed the Emancipation
Proclamation. This momentous decree came as a great beacon light of hope to millions of Negro slaves who had been
seared in the flames of withering injustice. It came as a joyous daybreak to end the long night of their captivity.
[3] But one hundred years later, the Negro still is not free. One hundred years later, the life of the Negro is still sadly
crippled by the manacles of segregation and the chains of discrimination. One hundred years later, the Negro lives on a
lonely island of poverty in the midst of a vast ocean of material prosperity. One hundred years later, the Negro is still
languished in the corners of American society and finds himself an exile in his own land. And so we’ve come here today
to dramatize a shameful condition.
[4] In a sense we’ve come to our nation’s capital to cash a check. When the architects of our republic wrote the
magnificent words of the Constitution and the Declaration of Independence, they were signing a promissory note to which
every American was to fall heir. This note was a promise that all men, yes, black men as well as white men, would be
guaranteed the “unalienable Rights” of “Life, Liberty and the pursuit of Happiness.” It is obvious today that America has
defaulted on this promissory note, insofar as her citizens of color are concerned. Instead of honoring this sacred
obligation, America has given the Negro people a bad check, a check which has come back marked “insufficient funds.”
[5] But we refuse to believe that the bank of justice is bankrupt. We refuse to believe that there are insufficient funds in
the great vaults of opportunity of this nation. And so, we’ve come to cash this check, a check that will give us upon
demand the riches of freedom and the security of justice.
[6] We have also come to this hallowed spot to remind America of the fierce urgency of Now. This is no time to engage in
the luxury of cooling off or to take the tranquilizing drug of gradualism. Now is the time to make real the promises of
democracy. Now is the time to rise from the dark and desolate valley of segregation to the sunlit path of racial justice.
Now is the time to lift our nation from the quicksands of racial injustice to the solid rock of brotherhood. Now is the time
to make justice a reality for all of God’s children.
[7] It would be fatal for the nation to overlook the urgency of the moment. This sweltering summer of the Negro’s
legitimate discontent will not pass until there is an invigorating autumn of freedom and equality. Nineteen sixty-three is
not an end, but a beginning. And those who hope that the Negro needed to blow off steam and will now be content will
have a rude awakening if the nation returns to business as usual. And there will be neither rest nor tranquility in America
until the Negro is granted his citizenship rights. The whirlwinds of revolt will continue to shake the foundations of our
nation until the bright day of justice emerges.
[8] But there is something that I must say to my people, who stand on the warm threshold which leads into the palace of
justice: In the process of gaining our rightful place, we must not be guilty of wrongful deeds. Let us not seek to satisfy our
thirst for freedom by drinking from the cup of bitterness and hatred. We must forever conduct our struggle on the high
plane of dignity and discipline. We must not allow our creative protest to degenerate into physical violence. Again and
again, we must rise to the majestic heights of meeting physical force with soul force.
[9] The marvelous new militancy which has engulfed the Negro community must not lead us to a distrust of all white
people, for many of our white brothers, as evidenced by their presence here today, have come to realize that their destiny
is tied up with our destiny. And they have come to realize that their freedom is inextricably bound to our freedom.
[10] We cannot walk alone.
[11] And as we walk, we must make the pledge that we shall always march ahead.
[12] We cannot turn back.
[13] There are those who are asking the devotees of civil rights, “When will you be satisfied?” We can never be satisfied
as long as the Negro is the victim of the unspeakable horrors of police brutality. We can never be satisfied as long as our
bodies, heavy with the fatigue of travel, cannot gain lodging in the motels of the highways and the hotels of the cities. We
cannot be satisfied as long as the negro’s basic mobility is from a smaller ghetto to a larger one. We can never be
satisfied as long as our children are stripped of their self-hood and robbed of their dignity by signs stating: “For Whites
Only.” We cannot be satisfied as long as a Negro in Mississippi cannot vote and a Negro in New York believes he has
nothing for which to vote. No, no, we are not satisfied, and we will not be satisfied until “justice rolls down like waters,
and righteousness like a mighty stream.”
[14] I am not unmindful that some of you have come here out of great trials and tribulations. Some of you have come
fresh from narrow jail cells. And some of you have come from areas where your quest — quest for freedom left you
battered by the storms of persecution and staggered by the winds of police brutality. You have been the veterans of
creative suffering. Continue to work with the faith that unearned suffering is redemptive. Go back to Mississippi, go back
to Alabama, go back to South Carolina, go back to Georgia, go back to Louisiana, go back to the slums and ghettos of
our northern cities, knowing that somehow this situation can and will be changed.
[15] Let us not wallow in the valley of despair, I say to you today, my friends.
[16] And 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.
[17]I have a dream that one day this nation will rise up and live out the true meaning of its creed: “We hold these truths
to be self-evident, that all men are created equal.”
[18] I have a dream that one day on the red hills of Georgia, the sons of former slaves and the sons of former slave
owners will be able to sit down together at the table of brotherhood.
[19] I have a dream that one day even the state of Mississippi, a state sweltering with the heat of injustice, sweltering
with the heat of oppression, will be transformed into an oasis of freedom and justice.
[20] I have a dream that my four little children will one day live in a nation where they will not be judged by the color of
their skin but by the content of their character.
[21] I have a dream today!
[22] I have a dream that one day, down in Alabama, with its vicious racists, with its governor having his lips dripping
with the words of “interposition” and “nullification” — one day right there in Alabama little black boys and black girls
will be able to join hands with little white boys and white girls as sisters and brothers.
[23] I have a dream today!
[24] I have a dream that one day every valley shall be exalted, and every hill and mountain shall be made low, the rough
places will be made plain, and the crooked places will be made straight; “and the glory of the Lord shall be revealed and
all flesh shall see it together.”
[25] This is our hope, and this is the faith that I go back to the South with.
[26] With this faith, we will be able to hew out of the mountain of despair a stone of hope. With this faith, we will be
able to transform the jangling discords of our nation into a beautiful symphony of brotherhood. With this faith, we will
be able to work together, to pray together, to struggle together, to go to jail together, to stand up for freedom together,
knowing that we will be free one day.
[27] And this will be the day — this will be the day when all of God’s children will be able to sing with new meaning:
[28] My country ’tis of thee, sweet land of liberty, of thee I sing.
[29] Land where my fathers died, land of the Pilgrim’s pride,
[30] From every mountainside, let freedom ring!
[31] And if America is to be a great nation, this must become true.
[32] And so let freedom ring from the prodigious hilltops of New Hampshire.
[33] Let freedom ring from the mighty mountains of New York.
[34] Let freedom ring from the heightening Alleghenies of Pennsylvania.
[35] Let freedom ring from the snow-capped Rockies of Colorado.
[36] Let freedom ring from the curvaceous slopes of California.
[37] But not only that. Let freedom ring from Stone Mountain of Georgia.
[38] Let freedom ring from Lookout Mountain of Tennessee.
[39] Let freedom ring from every hill and molehill of Mississippi.
[40] From every mountainside, let freedom ring.
[41] And when this happens, when we allow freedom ring, when we let it ring from every village and every hamlet,
from every state and every city, we will be able to speed up that day when all of God’s children, black men and white
men, Jews and Gentiles, Protestants and Catholics, will be able to join hands and sing in the words of the old Negro
spiritual:
[42] Free at last! Free at last!
[43] Thank God Almighty, we are free at last!
Reference Sheet for “I Have a Dream” Tasks
A) Lesson #1: Emphasize Phrases by Repeating at the Beginning of Sentences
Anaphora (repeating words at the beginning of neighboring clauses) is a commonly used rhetorical device.
Repeating the words twice sets the pattern, and further repetitions emphasize the pattern and increase the
rhetorical effect.
Example: “One hundred years later…” [paragraph 3]
B) Lesson #2: Repeat Key “Theme” Words Throughout Your Speech
Repetition in forms like anaphora is quite obvious, but there are more subtle ways to use repetition as well.
One way is to repeat key “theme” words throughout the body of your speech.
Example: The word, “dream” is used (11 times)
C) Lesson #3: Evoking historic and literary references is a powerful speechwriting technique which can
be executed explicitly (a direct quotation) or implicitly (allusion).
You can improve the credibility of your arguments by referring to the (appropriate) words of credible
speakers/writers in your speech. Consider the allusions used by Martin Luther King Jr.:

“Five score years ago…” [paragraph 2] refers to Lincoln’s famous Gettysburg Address speech, which
began “Four score and seven years ago…” This allusion is particularly poignant given that King was
speaking in front of the Lincoln Memorial.
D) Lesson #4: Use Metaphors to Highlight Contrasting Concepts
Metaphors allow you to associate your speech concepts with concrete images and emotions.
To highlight the contrast between two abstract concepts, consider associating them with contrasting concrete
metaphors. For example, to contrast segregation with racial justice, King evokes the contrasting metaphors of
dark and desolate valley (of segregation) and sunlit path (of racial justice.)
Example: “joyous daybreak to end the long night of their captivity” [paragraph 2]
These are opposite concepts.
I Have a Dream Group Tasks
Names: _____________________, ______________________, _____________________.
_______________________________
Pd: _______
Directions: Use the provided speech and the reference sheet to help you complete the tasks below. You will
work with your table to complete this assignment. We will discuss these elements as a class.
1) Find three examples of Anaphora and repetition in this speech.
 ___________________________________________________
 ___________________________________________________
 ___________________________________________________
2) Find 4 key theme words in this speech.




___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
3) Find two examples of quotations or allusions that make reference to some
historical event or person. (Biblical or literary)
 __________________________________________________
 ___________________________________________________
4) Find examples of contrasting metaphors in this speech.
 ___________________________________________________
 ___________________________________________________
 ___________________________________________________
.
THINKBOOK QUESTIONS: (Discuss as a group and write individual responses in your
THINKBOOKS.)
A) Using figurative language, Dr. King identifies clear, concrete goals he hopes this speech will help achieve. Identify
at least one of those goals.
B) Martin Luther King Jr. gave this speech in 1963. In the nearly 50 years since this moment, his "I Have a Dream"
speech has become an iconic message that still moves people.
C) Why do you think that Martin Luther King Jr.'s "I Have a Dream Speech" was and is so powerful?
This speech identifies the goals of the Civil Rights Movement to overcome segregation and racism. Using the "I have a
dream" speech structure, identify the new dreams of your generation. Consider the injustices still plaguing the United
States for ideas. Your list of dreams should include at least 5 images of your version of an ideal American
Examples of Literary Terms in the “I Have a Dream Speech”
Alliteration----The repetition of sounds makes the speech more catchy and memorable.
In a sense we have come to our nation’s capital to cash a check.
We cannot be satisfied as long as a Negro in Mississippi cannot vote and a Negro in New York believes he has
nothing for which to vote. No, no…
I have a dream that my four little children will one day live in a nation where they will not be judged by the color of
their skin but by the content of their character.
Allusion
By using a classic American President’s speech and a famous African-American spiritual as bookends to the
speech, he is demonstrating the equivalent worth of both cultures.
The speech begins with “Five score years ago…”, a reference to the Gettysburg Address and ends with the “words
of the old Negro spiritual, ‘Free at last! free at last! Thank God Almighty, we are free at last!’”
Assonance
Like alliteration, assonance adds an element of musical poetry to the speech.
We must forever conduct our struggle on the high plane of dignity and discipline.
Hyperbole
We could call this example hyperbole, because King is using lots of “alls” and “every”s. But this hyperbole belies a
seriousness; he believes that true justice will only come when every person believes in freedom for all.
And when this happens, when we allow freedom to ring, when we let it ring from every village and every hamlet,
from every state and every city, we will be able to speed up that day when all of God’s children, black men and white
men, Jews and Gentiles, Protestants and Catholics, will be able to join hands and sing.
Personification
King is casting American society as a person who has done African-Americans wrong. He believes that people who
are fighting for civil rights aren’t fighting a person, but rather a system.
It is obvious today that America has defaulted on this promissory note insofar as her citizens of color are concerned.
Instead of honoring this sacred obligation, America has given the Negro people a bad check, a check which has
come back marked “insufficient funds.”
Simile
This simile demonstrates the power of justice and righteousness, as well as the belief that equality is a natural thing.
It’s also one of the most famous lines of the speech.
No, no, we are not satisfied, and we will not be satisfied until justice rolls down like waters and righteousness like a
mighty stream.
The Logan’s Dream
Roll of Thunder, Hear My Cry
Martin Luther King Jr. spoke to a quarter of a million people and presented his famous “I Have a Dream”
speech.
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Read King’s speech.
Choose a character from Roll of Thunder, Hear My Cry
Write a poem from the chosen character’s perspective about a dream they would have based on their
experiences so far in the novel.
The characters in this novel lived over 3o years before this speech was given. What kind of dreams would they
have had? Think about the frustrations that some of the characters may have and how they wish things were
different. How would their wishes for the future be similar to Martin Luther King Jr.?
Character
Dreams or wishes for their future
Requirements:
1.
2.
3.
4.
5.
Poem must ne neatly written
Title your poem
Remember, poetry cab rhyme…but doesn’t have to!!
Minimum 10 lines.
Must focus on One character from “Roll of Thunder” and express his/her thoughts and feelings
accurately.
6. Repetitive element (example: “I have a dream” repeats in Martin Luther King Jr’s speech