ALEX Classroom Resource

  

Exploring the Power of Martin Luther King, Jr.'s Words Through Diamante Poetry

  Classroom Resource Information  

Title:

Exploring the Power of Martin Luther King, Jr.'s Words Through Diamante Poetry

URL:

http://readwritethink.org/classroom-resources/lesson-plans/exploring-power-martin-luther-258.html

Content Source:

ReadWriteThink
Type: Lesson/Unit Plan

Overview:

This lesson asks students to explore the ways that powerful and passionate words communicate the concepts of freedom, justice, discrimination, and the American Dream in Martin Luther King, Jr.'s "I Have a Dream" speech. Students read, listen to, or view King's speech and pay close attention to his word use and use of literary devices. They analyze King's definitions of freedom, justice, discrimination, and dreams as demonstrated by the details in his speech. After a thorough exploration of the power of the speech, students choose powerful words and themes from the text and arrange them into original diamante poems.

While this lesson focuses on the "I Have a Dream" speech, it could be adapted to any of King's speeches, as well as to famous speeches by others, such as Franklin Delano Roosevelt's "Day of Infamy" speech, Lincoln's "Gettysburg Address," or Sojourner Truth's "Ain't I a Woman?"

Content Standard(s):
English Language Arts
ELA2015 (2015)
Grade: 9
1 ) Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [RL.9-10.1]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.9.1- Answer who, what, when, where, and why questions to analyze stories, using textual evidence and inferences as support.


English Language Arts
ELA2015 (2015)
Grade: 9
2 ) Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. [RL.9-10.2]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.9.2- Determine a theme or central idea. Identify how the theme develops throughout a text citing specific details; create an objective summary of a story.


English Language Arts
ELA2015 (2015)
Grade: 9
9 ) By the end of Grade 9, read and comprehend literature, including stories, dramas, and poems, in the Grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. [RL.9-10.10]

English Language Arts
ELA2015 (2015)
Grade: 9
10 ) Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [RI.9-10.1]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.9.10- Answer who, what, when, where, and why questions to analyze informational text, using textual evidence and inferences as support.


English Language Arts
ELA2015 (2015)
Grade: 9
11 ) Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. [RI.9-10.2]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.9.11- Identify how the main idea develops throughout a text; create an objective summary of an informational text.


English Language Arts
ELA2015 (2015)
Grade: 9
13 ) Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). [RI.9-10.4]

English Language Arts
ELA2015 (2015)
Grade: 9
14 ) Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). [RI.9-10.5]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.9.14- Analyze how the author's ideas or claims are developed in an informational text.


English Language Arts
ELA2015 (2015)
Grade: 9
17 ) Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. [RI.9-10.8]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.9.17- Identify the argument and/or claims in an informational text; evaluate whether information is true and necessary.


English Language Arts
ELA2015 (2015)
Grade: 10
23 ) Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. [W.9-10.3]

a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator, characters, or both; create a smooth progression of experiences or events. [W.9-10.3a]

b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. [W.9-10.3b]

c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. [W.9-10.3c]

d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. [W.9-10.3d]

e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. [W.9-10.3e]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.10.23- Compose narrative texts by introducing characters or a narrator, organizing events in sequence, and providing an ending related to the event sequence.


English Language Arts
ELA2015 (2015)
Grade: 10
24 ) Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 21-23 above.) [W.9-10.4]

English Language Arts
ELA2015 (2015)
Grade: 10
25 ) Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of the first three standards in the Language strand in Grades K-10.) [W.9-10.5]

English Language Arts
ELA2015 (2015)
Grade: 10
30 ) Write routinely over extended time frames, including time for research, reflection, and revision, and shorter time frames such as a single sitting or a day or two for a range of tasks, purposes, and audiences. [W.9-10.10]

English Language Arts
ELA2015 (2015)
Grade: 10
31 ) Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grade 10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively. [SL.9-10.1]

a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. [SL.9-10.1a]

b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed. [SL.9-10.1b]

c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. [SL.9-10.1c]

d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. [SL.9-10.1d]

English Language Arts
ELA2015 (2015)
Grade: 10
37 ) Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. [L.9-10.1]

a. Use parallel structure.* [L.9-10.1a]

b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. [L.9-10.1b]

c. Apply rules of subject-verb agreement when the subject is compound in form but singular in meaning and when the subject is plural in form but singular in meaning. (Alabama)


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.10.37- Demonstrate standard English grammar and usage when communicating.
ELA.AAS.10.37c- - Use a complete sentence with appropriate grammar and usage when asking and answering questions.
ELA.AAS.10.37c- Use correct subject-verb agreement.


English Language Arts
ELA2015 (2015)
Grade: 10
40 ) Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 10 reading and content, choosing flexibly from a range of strategies. [L.9-10.4]

a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase. [L.9-10.4a]

b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy). [L.9-10.4b]

c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology. [L.9-10.4c]

d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). [L.9-10.4d]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.10.40- Identify the meaning of an unknown word or phrase.
ELA.AAS.10.40a - use context clues to determine the meaning of a word or phrase that may have multiple meanings.
ELA.AAS.10.40c- Identify reference materials and their purposes; demonstrate the ability to use reference materials to find the pronunciation of a word or determine its meaning.
ELA.AAS.10.40d - Verify the meaning of a word using a dictionary.


English Language Arts
ELA2015 (2015)
Grade: 10
42 ) Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. [L.9-10.6]

English Language Arts
ELA2015 (2015)
Grade: 11
10 ) Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. [RI.11-12.1]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.11.10- Answer who, what, when, where, and why questions to analyze informational text, using textual evidence and inferences as support.


English Language Arts
ELA2015 (2015)
Grade: 11
13 ) Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in The Federalist No. 10). [RI.11-12.4]

English Language Arts
ELA2015 (2015)
Grade: 12
38 ) Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 12 reading and content, choosing flexibly from a range of strategies. [L.11-12.4]

a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase. [L.11-12.4a]

b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable). [L.11-12.4b]

c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage. [L.11-12.4c]

d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). [L.11-12.4d]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.12.38- Identify the meaning of an unknown word or phrase.
ELA.AAS.12.38a- Use context clues to determine the meaning of a word or phrase that may have multiple meanings.
ELA.AAS.12.38c- Identify reference materials and their purposes; demonstrate the ability to use reference materials to find the pronunciation of a word or determine its meaning.
ELA.AAS.12.38d - Verify the meaning of a word using a dictionary.


English Language Arts
ELA2015 (2015)
Grade: 12
40 ) Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. [L.11-12.6]

Tags: analyze, Diamante Poems, I Have a Dream, Martin Luther King Jr, poems, poetry, speech, Stapleless Book
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Author: Cassie Raulston