Title: I Have a Dream Speech

Subject/Grade Level/ Date(s): Social Studies/ 3rd Grade/ April 6th, 2016

Time Requirements: 1 hour

Materials List: 1 piece of paper for rough draft, one piece of paper for final, pencil

Type of Lesson: small group, individual, whole group

Connection to Standards:
-3.SL.4. Report on a topic or text, tell a story, or recount an experience with appropriate facts
and relevant, descriptive details, speaking clearly at an understandable pace.

-Strand 1: Concept 9: PO 1: Recognize that individuals worked for and supported the rights
and freedoms of others.

Instructional Objective:
-SWBAT analyze Martin Luther King Jr.s I have a dream speech
-SWBAT create their own speeches about issues that they care about.

Active Instructional Plan: How will you teach your lesson step by step? What will you expect
the students to be doing? What will you/the teacher be doing? Consider including each of the following
within your instructional plan:
Anticipatory Set: We will ask students what they learned from Martin Luther King Jr.s speech
(we introduced this on day 4). We will ask them what he stood up for, what his speech was about, etc.
We will write their answers up on the board.
Questions: Why was Martin Luther King, Jr. so passionate about his cause? Do you think his
speech made a difference? What are you passionate about? Do you think that you can change the
world?
Modeling: We will bring up an issue that we are very passionate about: bullying. We will tell
the students why we are so passionate about this topic. We will then brainstorm ideas about why
bullying is wrong, and how we can end bullying.
Guided Practice: Students will work together in partners, creating a very short speech about
what they can do to end bullying. We will be walking around, answering their questions and assuring
that they understand how to create a speech. We will have several students share their speeches once
everybody has finished.
Independent Practice: Students will brainstorm topics with a partner that they are passionate
about. They will then individually create a web with main ideas that they want to have in their speech.
Once their webs are approved by an adult, they can move on to create final drafts of their speeches.
Their speeches must incorporate the issue that they are passionate about, why that issue needs to
change, and how they are planning on implementing a change in their community.
Closure: We will ask for several students to share their speeches with the class. After
students share, we will ask the class the following questions for a group discussion: Do you believe that
the issue that you are passionate about can be resolved? Do you believe that you can make a change
in the world, just like Martin Luther King, Jr.? How?

Assessment/Evaluation: We will be assessing and evaluating throughout the lesson. We will be

walking around, assuring that their ideas are in line with the assignment. We will also be measuring
success during the class discussion. We will know if students understand how much Martin Luther
King, Jr. contributed through the answers that they provide during the class discussion. We will have a
final evaluation of their understanding by reading their speeches. At the end of the lesson, they will turn
in the final drafts of their speeches. We will use their speeches to see if they understood the task,
prevalent issues in society, and how they can change issues that they care about. If they address all of
the previous topics, it will be considered a success.

Modifications/Differentiation: For students who have difficulty writing, we can pair them with a
buddy or have them narrate their speeches to us so that we can write it for them. Students who are
ELLs can be paired with a bilingual buddy so that they can have all of their translations/questions
answered. For students who have trouble speaking, we can read their speeches to the class for them.