I Have a Dream: Exploring Nonviolence in Young Adult Texts

Learning Resource Type

Classroom Resource

Subject Area

English Language Arts

Grade(s)

9, 10, 11, 12

Overview

In this lesson, students identify how the rapper, Common, and writer, Walter Dean Myers, reinterprets Martin Luther King Jr.'s dream of nonviolence in their own works. This lesson also aims to expose high school students to nonviolent options of conflict-resolution. To activate prior knowledge, students will watch Martin Luther King Jr.'s “I Have a Dream” speech and read Doreen Rappaport's picture book, Martin's Big Words, and recall how he approached conflict. The students will connect Dr. King's answer to conflict-resolution with Common's interpretation of nonviolence, as demonstrated in his song, “A Dream”. The students will also connect this dream of nonviolence to Walter Dean Myers' short story, “Monkeyman,” from the book 145th Street. Students are assigned a particular homework task prior to reading the short story in order to encourage a text-based discussion on characterization and conflict. The students will be introduced to Dr. King's Six Principles of Nonviolence and compose a thesis essay as a final assessment.

English Language Arts (2021) Grade(s): 9

ELA21.9.R2
Read and comprehend a variety of literary texts to develop a literal and figurative understanding as appropriate to the type of text, purpose, and situation.

Vocabulary

Literary texts
Literal understanding
Figurative understanding
Text
Purpose
Situation

Knowledge

Students know:

Necessary skills to read and comprehend a variety of literary texts.
Strategies to analyze literary text to develop a literal and figurative understanding.
Literary texts have different intended meanings depending on the genre, purpose, and situation.

Skills

Students are able to:

Read and comprehend a variety of literary texts.
Develop literal and figurative understanding of literary texts appropriate to the text, purpose, and situation.

Understanding

Students understand that:

Literary texts can be understood on both a literal and figurative level.

English Language Arts (2021) Grade(s): 9

ELA21.9.R3
Utilize active listening skills in formal and informal conversations, following predetermined norms.

Vocabulary

Active listening
Formal conversations
Informal conversations
Predetermined norms

Knowledge

Students know:

Active listening skills.
Strategies to identify formal and informal settings.
Engage in formal and informal conversations.
Predetermined norms for formal and informal discussions.

Skills

Students are able to:

Demonstrate active listening skills during formal and informal discussions.
Practice predetermined norms for formal and informal discussions.

Understanding

Students understand that:

Conversations and discussions follow predetermined norms which help us actively listen and gain understanding.

English Language Arts (2021) Grade(s): 9

ELA21.9.R4
Use digital and electronic tools appropriately, safely, and ethically.

Vocabulary

Digital tools
Electronic tools
Appropriately
Safely
Ethically

Knowledge

Students know:

Digital and electronic tools must be used appropriately, safely, and ethically.

Skills

Students are able to:

Engage in safe and ethical behavior when using digital and electronic tools.

Understanding

Students understand that:

Safe behaviors, interactions that keep you out of harm's way, are necessary when using digital and electronic tools.
Ethical behavior, interactions that align to one's moral code, are necessary when using digital and electronic tools.

English Language Arts (2021) Grade(s): 9

ELA21.9.R5
Utilize a writing process which includes planning, revising, editing/peer-editing, and rewriting to create a focused, organized, and coherent piece of writing for a specific purpose and audience.

Vocabulary

Writing process
Plan
Revise
Edit
Peer-edit
Rewrite
Focused
Organized
Coherent
Purpose
Audience

Knowledge

Students know:

The writing process steps are to plan, revise, edit, and rewrite.
Editing can be completed by the writer or by a peer.
Peer-editing skills.
Completed writing projects should be focused, organized, and coherent, and written for a specific purpose and intended audience.

Skills

Students are able to:

Plan, revise, edit, and rewrite to create a focused, organized, and coherent piece of writing.
Compose a writing piece for a specific purpose and intended audience.
Engage in the peer-editing process.

Understanding

Students understand that:

Writing is a process that requires multiple drafts, edits, and versions.

English Language Arts (2021) Grade(s): 9

ELA21.9.4
Analyze how authors use characterization, connotation, denotation, figurative language, literary elements, and point of view to create and convey meaning in a variety of texts.

Vocabulary

Characterization
Connotation
Denotation
Figurative language
Literary elements
Point of view

Knowledge

Students know:

Authors choose to write from a particular point of view and use specific literary elements and vocabulary words to convey their intended meaning.

Skills

Students are able to:

Identify characterization, connotation, denotation, figurative language, literary elements, and point of view in a variety of texts.
Analyze how characterization, connotation, denotation, figurative language, literary elements, and point of view creates and conveys meaning in a variety of texts.

Understanding

Students understand that:

Authors select particular literary elements and devices to create and convey meaning within their written work.

English Language Arts (2021) Grade(s): 9

ELA21.9.6
Compare and/or contrast the perspectives in a variety of fiction, nonfiction, informational, digital, and multimodal texts produced from diverse historical, cultural, and global points of view, not limited to the grade-level literary focus.

Vocabulary

Fiction texts
Nonfiction texts
Perspectives
Informational texts
Digital texts
Multimodal texts
Historical viewpoints
Cultural viewpoints
Global viewpoints

Knowledge

Students know:

Strategies to identify the perspective of fiction, nonfiction, informational, digital, and multimodal texts.
Strategies to identify the historical, cultural, and global viewpoints of a variety of texts.
Methods to compare and contrast texts.

Skills

Students are able to:

Compare and contrast perspectives in fiction, nonfiction, informational, digital, and multimodal texts.
Compare and contrast diverse historical, cultural, and global viewpoints demonstrated in a variety of texts.

Understanding

Students understand that:

The texts they read will have a variety of historical, cultural, and global viewpoints, which offer a multitude of perspectives on different topics.
Similar and different ideas and themes can be presented in a variety of textual formats.

English Language Arts (2021) Grade(s): 9

ELA21.9.8
Through active listening, evaluate tone, organization, content, and non-verbal cues to determine the purpose and credibility of a speaker.

Vocabulary

Active listening
Tone
Organization
Content
Nonverbal cues
Purpose
Credibility

Knowledge

Students know:

Active listening skills.
Strategies to evaluate the tone, organization, and content of spoken language.
Methods to identify nonverbal cues of a speaker.

Skills

Students are able to:

Listen actively to a speaker to evaluate the tone, organization, and content of spoken language.
Evaluate a speaker's nonverbal cues.
Listen actively to determine the credibility of a speaker and the purpose of the presentation.

Understanding

Students understand that:

Spoken language can be analyzed similarly to the way one analyzes a text and an author.

English Language Arts (2021) Grade(s): 9

ELA21.9.9
Compose both short and extended narrative, informative/explanatory, and argumentative writings that are clear and coherent, use an appropriate command of language, and demonstrate development, organization, style, and tone that are relevant to task, purpose, and audience.

Vocabulary

Short writings
Extended writings
Narrative writing
Argumentative writing
Informative/explanatory writing
Writing development
Writing organization
Style
Tone
Task
Purpose
Audience
Command of language

Knowledge

Students know:

Writing pieces can be short, such as a paragraph, or extended, such as constructed responses and essays.
A narrative is a piece of writing that tells a story.
The purpose of argumentative writing is to convince the reader to take action or adopt a particular position.
Informative or explanatory text is a piece of writing that provides factual information that was gathered from multiple research sources.
The development, organization, style, and tone of writing will change depending on the writing task, the purpose of the writing, and the intended audience.
Formal academic writing should demonstrate an appropriate command of language.

Skills

Students are able to:

Compose short and extended clear, coherent narrative, argument, and informative/explanatory writings.
Identify the writing task, the purpose of writing, and the intended audience in order to appropriately adapt the development, organization, style, and tone of the writing.
Demonstrate command of the written language.

Understanding

Students understand that:

There are different genres of writing that serve various purposes.
The writing task, purpose, and audience should be considered in the development, organization, style, and tone of the writing.
Formal academic writing should display their command of the English language.

English Language Arts (2021) Grade(s): 9

ELA21.9.18
Analyze a speaker’s rhetorical, aesthetic, and organizational choices in order to determine point of view and purpose.

Vocabulary

Rhetorical choices
Aesthetic choices
Organizational choices
Point of view
Purpose

Knowledge

Students know:

Speakers organize their speech to indicate the point of view and purpose of the presentation.
Listeners can assess a speaker's rhetorical, aesthetic, and organizational choices to determine the point of view and purpose of the presentation.

Skills

Students are able to:

Identify and describe a speaker's rhetorical, aesthetic, and organizational choices.
Evaluate a speaker's rhetorical, aesthetic, and organizational choices to determine the point of view and purpose of the presentation.

Understanding

Students understand that:

Speakers make rhetorical, aesthetic, and organizational choices that affect the overall effectiveness of their presentations.
Active listening is critical to evaluating the rhetorical, aesthetic, and organizational choices of a speaker's presentation.

The language of a speech is affected by a speaker's purpose and point of view, which then affects rhetorical, aesthetic, and organizational choices.

English Language Arts (2021) Grade(s): 10

ELA21.10.R2
Read and comprehend a variety of literary texts to develop a literal and figurative understanding as appropriate to the type of text, purpose, and situation.

Vocabulary

Literary texts
Literal understanding
Figurative understanding
Text
Purpose
Situation

Knowledge

Students know:

Necessary skills to read and comprehend a variety of literary texts.
Strategies to analyze literary text to develop a literal and figurative understanding.
Literary texts have different intended meanings depending on the genre, purpose, and situation.

Skills

Students are able to:

Read and comprehend a variety of literary texts.
Develop literal and figurative understanding of literary texts appropriate to the text, purpose, and situation.

Understanding

Students understand that:

Literary texts can be understood on both a literal and figurative level.

English Language Arts (2021) Grade(s): 10

ELA21.10.R3
Utilize active listening skills in formal and informal conversations, following predetermined norms.

Vocabulary

Active listening
Formal conversations
Informal conversations
Predetermined norms

Knowledge

Students know:

Active listening skills.
Strategies to identify formal and informal settings.
Engage in formal and informal conversations.
Predetermined norms for formal and informal discussions.

Skills

Students are able to:

Demonstrate active listening skills during formal and informal discussions.
Practice predetermined norms for formal and informal discussions.

Understanding

Students understand that:

Conversations and discussions follow predetermined norms which help us actively listen and gain understanding.

English Language Arts (2021) Grade(s): 10

ELA21.10.R4
Use digital and electronic tools appropriately, safely, and ethically.

Vocabulary

Digital tools
Electronic tools
Appropriately
Safely
Ethically

Knowledge

Students know:

Digital and electronic tools must be used appropriately, safely, and ethically.

Skills

Students are able to:

Engage in safe and ethical behavior when using digital and electronic tools.

Understanding

Students understand that:

Safe behaviors, interactions that keep you out of harm's way, are necessary when using digital and electronic tools.
Ethical behavior, interactions that align to one's moral code, are necessary when using digital and electronic tools.

English Language Arts (2021) Grade(s): 10

ELA21.10.R5
Utilize a writing process which includes planning, revising, editing/peer-editing, and rewriting to create a focused, organized, and coherent piece of writing for a specific purpose and audience.

Vocabulary

Writing process
Plan
Revise
Edit
Peer-edit
Rewrite
Focused
Organized
Coherent
Purpose
Audience

Knowledge

Students know:

The writing process steps are to plan, revise, edit, and rewrite.
Editing can be completed by the writer or by a peer.
Peer-editing skills.
Completed writing projects should be focused, organized, and coherent, and written for a specific purpose and intended audience.

Skills

Students are able to:

Plan, revise, edit, and rewrite to create a focused, organized, and coherent piece of writing.
Compose a writing piece for a specific purpose and intended audience.
Engage in the peer-editing process.

Understanding

Students understand that:

Writing is a process that requires multiple drafts, edits, and versions.

English Language Arts (2021) Grade(s): 10

ELA21.10.3
Analyze how an author’s cultural perspective influences style, language, and themes.

Vocabulary

Cultural perspective
Style
Language
Theme

Knowledge

Students know:

An author's cultural perspective influences the style, language, and themes of their work.

Skills

Students are able to:

Identify the style, language, and theme of text.
Analyze how an author's cultural perspective influenced their work's style, language, and theme.

Understanding

Students understand that:

An author's cultural perspective affects word choice, style, theme, and other aspects of a text.

English Language Arts (2021) Grade(s): 10

ELA21.10.4
Interpret an author’s use of characterization, connotation, denotation, figurative language, literary elements, and point of view to create and convey meaning in a variety of texts.

Vocabulary

Characterization
Connotation
Denotation
Figurative language
Literary elements
Point of view

Knowledge

Students know:

Authors choose to write from a particular point of view and use specific literary elements and vocabulary words to convey their intended meaning.

Skills

Students are able to:

Identify characterization, connotation, denotation, figurative language, literary elements, and point of view in a variety of texts.
Interpret how characterization, connotation, denotation, figurative language, literary elements, and point of view creates and conveys meaning in a variety of texts.

Understanding

Students understand that:

Authors select particular literary elements and devices to create and convey meaning within their written work.

English Language Arts (2021) Grade(s): 10

ELA21.10.6
Compare and/or contrast the perspectives in a variety of fiction, nonfiction, informational, digital, and multimodal texts produced from diverse historical, cultural, and global viewpoints, not limited to the grade-level literary focus.

Vocabulary

Fiction texts
Nonfiction texts
Perspectives
Informational texts
Digital texts
Multimodal texts
Historical viewpoints
Cultural viewpoints
Global viewpoints

Knowledge

Students know:

Strategies to identify the perspective of fiction, nonfiction, informational, digital, and multimodal texts.
Strategies to identify the historical, cultural, and global viewpoints of a variety of texts.
Methods to compare and contrast texts.

Skills

Students are able to:

Compare and contrast perspectives in fiction, nonfiction, informational, digital, and multimodal texts.
Compare and contrast diverse historical, cultural, and global viewpoints demonstrated in a variety of texts.

Understanding

Students understand that:

The texts they read will have a variety of historical, cultural, and global viewpoints, which offer a multitude of perspectives on different topics.
Similar and different ideas and themes can be presented in a variety of textual formats.

English Language Arts (2021) Grade(s): 10

ELA21.10.8
Through active listening, evaluate tone, organization, content, and non-verbal cues to determine the purpose and credibility of a speaker.

Vocabulary

Active listening
Tone
Organization
Content
Nonverbal cues
Purpose
Credibility

Knowledge

Students know:

Active listening skills.
Strategies to evaluate the tone, organization, and content of spoken language.
Methods to identify nonverbal cues of a speaker.

Skills

Students are able to:

Listen actively to a speaker to evaluate the tone, organization, and content of spoken language.
Evaluate a speaker's nonverbal cues.
Listen actively to determine the credibility of a speaker and the purpose of the presentation.

Understanding

Students understand that:

Spoken language can be analyzed similarly to the way one analyzes a text and an author.

English Language Arts (2021) Grade(s): 10

ELA21.10.9
Compose both short and extended narrative, informative/explanatory, and argumentative writings that are clear and coherent, use an appropriate command of language, and demonstrate development, organization, style, and tone that are relevant to task, purpose, and audience.

Vocabulary

Short writings
Extended writings
Narrative writing
Argumentative writing
Informative/explanatory writing
Writing development
Writing organization
Style
Tone
Task
Purpose
Audience
Command of language

Knowledge

Students know:

Writing pieces can be short, such as a paragraph, or extended, such as constructed responses and essays.
A narrative is a piece of writing that tells a story.
The purpose of argumentative writing is to convince the reader to take action or adopt a particular position.
Informative or explanatory text is a piece of writing that provides factual information that was gathered from multiple research sources.
The development, organization, style, and tone of writing will change depending on the writing task, the purpose of the writing, and the intended audience.
Formal academic writing should demonstrate an appropriate command of language.

Skills

Students are able to:

Compose short and extended clear, coherent narrative, argument, and informative/explanatory writings.
Identify the writing task, the purpose of writing, and the intended audience in order to appropriately adapt the development, organization, style, and tone of the writing.
Demonstrate command of the written language.

Understanding

Students understand that:

There are different genres of writing that serve various purposes.
The writing task, purpose, and audience should be considered in the development, organization, style, and tone of the writing.
Formal academic writing should display their command of the English language.

English Language Arts (2021) Grade(s): 10

ELA21.10.13
Interpret a digital audio source to determine subject, occasion, audience, purpose, tone, and credibility.

Vocabulary

Digital audio source
Credibility
Subject
Occasion
Audience
Purpose
Tone

Knowledge

Students know:

Active listening skills.
Digital audio sources have various subjects, appropriate occasions, intended audiences, purposes, and tones.
A credible source is free from bias and supported with relevant evidence.

Skills

Students are able to:

Listen and interpret various attributes of a digital source, including its subject, occasion, audience, purpose, tone, and overall credibility.

Understanding

Students understand that:

Actively listening can help interpret and evaluate important aspects of a digital audio source, including its credibility, intended audience, and overall subject, occasion, purpose, and tone.

English Language Arts (2021) Grade(s): 10

ELA21.10.18
Analyze a speaker’s rhetorical, aesthetic, and organizational choices in order to determine point of view and purpose.

Vocabulary

Rhetorical choices
Aesthetic choices
Organizational choices
Point of view
Purpose

Knowledge

Students know:

Speakers organize their speech to indicate the point of view and purpose of the presentation.
Listeners can assess a speaker's rhetorical, aesthetic, and organizational choices to determine the point of view and purpose of the presentation.

Skills

Students are able to:

Identify and describe a speaker's rhetorical, aesthetic, and organizational choices.
Evaluate a speaker's rhetorical, aesthetic, and organizational choices to determine the point of view and purpose of the presentation.

Understanding

Students understand that:

Speakers make rhetorical, aesthetic, and organizational choices that affect the overall effectiveness of their presentations.
Active listening is critical to evaluating the rhetorical, aesthetic, and organizational choices of a speaker's presentation.
The language of a speech is affected by a speaker's purpose and point of view, which then affects rhetorical, aesthetic, and organizational choices.

English Language Arts (2021) Grade(s): 11

ELA21.11.R2
Read and comprehend a variety of literary texts to develop a literal and figurative understanding as appropriate to the type of text, purpose, and situation.

Vocabulary

Literary texts
Literal understanding
Figurative understanding
Text
Purpose
Situation

Knowledge

Students know:

Necessary skills to read and comprehend a variety of literary texts.
Strategies to analyze literary text to develop a literal and figurative understanding.
Literary texts have different intended meanings depending on the genre, purpose, and situation.

Skills

Students are able to:

Read and comprehend a variety of literary texts.
Develop literal and figurative understanding of literary texts appropriate to the text, purpose, and situation.

Understanding

Students understand that:

Literary texts can be understood on both a literal and figurative level.

English Language Arts (2021) Grade(s): 11

ELA21.11.R3
Utilize active listening skills in formal and informal conversations, following predetermined norms.

Vocabulary

Active listening
Formal conversations
Informal conversations
Predetermined norms

Knowledge

Students know:

Active listening skills.
Strategies to identify formal and informal settings.
Engage in formal and informal conversations.
Predetermined norms for formal and informal discussions.

Skills

Students are able to:

Demonstrate active listening skills during formal and informal discussions.
Practice predetermined norms for formal and informal discussions.

Understanding

Students understand that:

Conversations and discussions follow predetermined norms which help us actively listen and gain understanding.

English Language Arts (2021) Grade(s): 11

ELA21.11.R4
Use digital and electronic tools appropriately, safely, and ethically.

Vocabulary

Digital tools
Electronic tools
Appropriately
Safely
Ethically

Knowledge

Students know:

Digital and electronic tools must be used appropriately, safely, and ethically.

Skills

Students are able to:

Engage in safe and ethical behavior when using digital and electronic tools.

Understanding

Students understand that:

Safe behaviors, interactions that keep you out of harm's way, are necessary when using digital and electronic tools.
Ethical behavior, interactions that align to one's moral code, are necessary when using digital and electronic tools.

English Language Arts (2021) Grade(s): 11

ELA21.11.R5
Utilize a writing process which includes planning, revising, editing/peer-editing, and rewriting to create a focused, organized, and coherent piece of writing for a specific purpose and audience.

Vocabulary

Writing process
Plan
Revise
Edit
Peer-edit
Rewrite
Focused
Organized
Coherent
Purpose
Audience

Knowledge

Students know:

The writing process steps are to plan, revise, edit, and rewrite.
Editing can be completed by the writer or by a peer.
Peer-editing skills.
Completed writing projects should be focused, organized, and coherent, and written for a specific purpose and intended audience.

Skills

Students are able to:

Plan, revise, edit, and rewrite to create a focused, organized, and coherent piece of writing.
Compose a writing piece for a specific purpose and intended audience.
Engage in the peer-editing process.

Understanding

Students understand that:

Writing is a process that requires multiple drafts, edits, and versions.

English Language Arts (2021) Grade(s): 11

ELA21.11.1
Read, analyze, and evaluate complex literary and informational texts written from various points of view and cultural perspectives, with an emphasis on works of American literature.

Vocabulary

Analyze
Evaluate
Complex literary text
Complex informational texts
Points of view
Cultural perspectives
American literature

Knowledge

Students know:

Necessary skills to read, analyze, and evaluate complex literary and informational texts.
Strategies to identify and describe various points of view and cultural perspectives.

Skills

Students are able to:

Read complex texts.
Analyze elements within complex texts.
Evaluate text based on specific criteria provided by teacher.

Understanding

Students understand that:

Texts written from various cultural perspectives and viewpoints can provide them with valuable information about the thoughts, opinions, and experiences of others.

English Language Arts (2021) Grade(s): 11

ELA21.11.3
Analyze how an author explicitly exhibits his/her cultural perspective in developing style and meaning.

Vocabulary

Analyze
Cultural perspective
Style
Meaning

Knowledge

Students know:

An author's cultural perspective influences the style and meaning of their work.

Skills

Students are able to:

Identify the style and meaning of text.
Analyze how an author explicitly exhibits his/her cultural perspective in a text.

Understanding

Students understand that:

An author's cultural perspective affects word choice, style, theme, and the overall meaning of a text.

English Language Arts (2021) Grade(s): 11

ELA21.11.6
Analyze a text’s explicit and implicit meanings to make inferences about its theme and determine the author’s purpose.

Vocabulary

Analyze
Explicit
Implicit
Inferences
Theme
Author's purpose

Knowledge

Students know:

Strategies to comprehend explicit and implicit text meaning.
Inference skills.
Methods to identify the theme and purpose of a text.

Skills

Students are able to:

Making inferences about the theme and purpose of a text by analyzing a text's explicit and implicit meanings.

Understanding

Students understand that:

Text often has an explicitly stated meaning and an implied meaning.
They can combine their explicit and implicit understanding to infer the theme and the author's purpose for writing the text.

English Language Arts (2021) Grade(s): 11

ELA21.11.7
Compare and/or contrast the perspectives in a variety of fiction, nonfiction, informational, digital, and multimodal texts produced from diverse historical, cultural, and global viewpoints, not limited to the grade level literary focus.

Vocabulary

Fiction texts
Nonfiction texts
Perspectives
Informational texts
Digital texts
Multimodal texts
Historical viewpoints
Cultural viewpoints
Global viewpoints

Knowledge

Students know:

Strategies to identify the perspective of fiction, nonfiction, informational, digital, and multimodal texts.
Strategies to identify the historical, cultural, and global viewpoints of a variety of texts.
Methods to compare and contrast texts.

Skills

Students are able to:

Compare and contrast perspectives in fiction, nonfiction, informational, digital, and multimodal texts.
Compare and contrast diverse historical, cultural, and global viewpoints demonstrated in a variety of texts.

Understanding

Students understand that:

The texts they read will have a variety of historical, cultural, and global viewpoints, which offer a multitude of perspectives on different topics.
Similar and different ideas and themes can be presented in a variety of textual formats.

English Language Arts (2021) Grade(s): 11

ELA21.11.10
Through active listening, evaluate tone, organization, content, and non-verbal cues to determine the purpose and credibility of a speaker.

Vocabulary

Active listening
Tone
Organization
Content
Nonverbal cues
Purpose
Credibility

Knowledge

Students know:

Active listening skills.
Strategies to evaluate the tone, organization, and content of spoken language.
Methods to identify nonverbal cues of a speaker.

Skills

Students are able to:

Listen actively to a speaker to evaluate the tone, organization, and content of spoken language.
Evaluate a speaker's nonverbal cues.
Listen actively to determine the credibility of a speaker and the purpose of the presentation.

Understanding

Students understand that:

Spoken language can be analyzed similarly to the way one analyzes a text and an author.

English Language Arts (2021) Grade(s): 11

ELA21.11.11
Compose and edit both short and extended products in which the development and organization are relevant and suitable to task, purpose, and audience, using an appropriate command of language.

Vocabulary

Compose
Edit
Short products
Extended products
Writing development
Writing organization
Task
Purpose
Audience
Command of language

Knowledge

Students know:

Writing products can be short, such as a paragraph, or extended, such as constructed responses and essays.
The skills required by the writing process.
The development and organization of writing will change depending on the writing task, the purpose of the writing, and the intended audience.
Formal academic writing should demonstrate an appropriate command of language.

Skills

Students are able to:

Compose short and extended writing products.
Identify the writing task, the purpose of writing, and the intended audience in order to appropriately adapt the development and organization of the writing.
Demonstrate command of the written language.

Understanding

Students understand that:

There are different genres of writing that serve various purposes.
The writing task, purpose, and audience should be considered in the development and organization of the writing.
Formal academic writing should display their command of the English language.

English Language Arts (2021) Grade(s): 11

ELA21.11.21
Analyze a speaker’s rhetorical, aesthetic, and organizational choices in order to determine point of view, purpose, and effectiveness.

Vocabulary

Rhetorical choices
Aesthetic choices
Organizational choices
Point of view
Purpose
Effectiveness

Knowledge

Students know:

Speakers organize their speech to indicate the point of view and purpose of the presentation.
Listeners can assess a speaker's rhetorical, aesthetic, and organizational choices to determine the point of view, purpose, and effectiveness of the presentation.

Skills

Students are able to:

Identify and analyze a speaker's rhetorical, aesthetic, and organizational choices.
Evaluate a speaker's rhetorical, aesthetic, and organizational choices to determine the point of view, purpose, and effectiveness of the presentation.

Understanding

Students understand that:

Speakers make rhetorical, aesthetic, and organizational choices that affect the overall effectiveness of their presentations.
Active listening is critical to evaluating the rhetorical, aesthetic, and organizational choices of a speaker's presentation.
The language of a speech is affected by a speaker's purpose and point of view, which then affects rhetorical, aesthetic, and organizational choices.

English Language Arts (2021) Grade(s): 12

ELA21.12.R2
Read and comprehend a variety of literary texts to develop a literal and figurative understanding as appropriate to the type of text, purpose, and situation.

Vocabulary

Literary texts
Literal understanding
Figurative understanding
Text
Purpose
Situation

Knowledge

Students know:

Necessary skills to read and comprehend a variety of literary texts.
Strategies to analyze literary text to develop a literal and figurative understanding.
Literary texts have different intended meanings depending on the genre, purpose, and situation.

Skills

Students are able to:

Read and comprehend a variety of literary texts.
Develop literal and figurative understanding of literary texts appropriate to the text, purpose, and situation.

Understanding

Students understand that:

Literary texts can be understood on both a literal and figurative level.

English Language Arts (2021) Grade(s): 12

ELA21.12.R3
Utilize active listening skills in formal and informal conversations, following predetermined norms.

Vocabulary

Active listening
Formal conversations
Informal conversations
Predetermined norms

Knowledge

Students know:

Active listening skills.
Strategies to identify formal and informal settings.
Engage in formal and informal conversations.
Predetermined norms for formal and informal discussions.

Skills

Students are able to:

Demonstrate active listening skills during formal and informal discussions.
Practice predetermined norms for formal and informal discussions.

Understanding

Students understand that:

Conversations and discussions follow predetermined norms which help us actively listen and gain understanding.

English Language Arts (2021) Grade(s): 12

ELA21.12.R4
Use digital and electronic tools appropriately, safely, and ethically.

Vocabulary

Digital tools
Electronic tools
Appropriately
Safely
Ethically

Knowledge

Students know:

Digital and electronic tools must be used appropriately, safely, and ethically.

Skills

Students are able to:

Engage in safe and ethical behavior when using digital and electronic tools.

Understanding

Students understand that:

Safe behaviors, interactions that keep you out of harm's way, are necessary when using digital and electronic tools.
Ethical behavior, interactions that align to one's moral code, are necessary when using digital and electronic tools.

English Language Arts (2021) Grade(s): 12

ELA21.12.R5
Utilize a writing process which includes planning, revising, editing/peer-editing, and rewriting to create a focused, organized, and coherent piece of writing for a specific purpose and audience.

Vocabulary

Writing process
Plan
Revise
Edit
Peer-edit
Rewrite
Focused
Organized
Coherent
Purpose
Audience

Knowledge

Students know:

The writing process steps are to plan, revise, edit, and rewrite.
Editing can be completed by the writer or by a peer.
Peer-editing skills.
Completed writing projects should be focused, organized, and coherent, and written for a specific purpose and intended audience.

Skills

Students are able to:

Plan, revise, edit, and rewrite to create a focused, organized, and coherent piece of writing.
Compose a writing piece for a specific purpose and intended audience.
Engage in the peer-editing process.

Understanding

Students understand that:

Writing is a process that requires multiple drafts, edits, and versions.

English Language Arts (2021) Grade(s): 12

ELA21.12.3
Evaluate how an author explicitly exhibits his/her cultural perspective in developing style and meaning.

Vocabulary

Evaluate
Cultural perspective
Style
Meaning

Knowledge

Students know:

An author's cultural perspective influences the style and meaning of their work.

Skills

Students are able to:

Identify the style and meaning of text.
Evaluate how an author explicitly exhibits his/her cultural perspective in a text.

Understanding

Students understand that:

An author's cultural perspective affects word choice, style, theme, and the overall meaning of a text.

English Language Arts (2021) Grade(s): 12

ELA21.12.4
Evaluate an author’s use of characterization, figurative language, literary elements, and point of view to create and convey meaning.

Vocabulary

Evaluate
Characterization
Figurative language
Literary elements
Point of view
Create
Convey

Knowledge

Students know:

Authors choose to write from a particular point of view and use specific literary elements and vocabulary words to convey their intended meaning.
Methods to evaluate characterization, figurative language, literary elements, and point of view.

Skills

Students are able to:

Identify characterization, figurative language, literary elements, and point of view in a variety of texts.
Evaluate how characterization, figurative language, literary elements, and point of view creates and conveys meaning in a variety of texts.

Understanding

Students understand that:

Authors select particular literary elements and devices to create and convey meaning within their written work.

English Language Arts (2021) Grade(s): 12

ELA21.12.6
Analyze a text’s explicit and implicit meanings to make inferences about its theme and determine the author’s purpose.

Vocabulary

Analyze
Explicit
Implicit
Inferences
Theme
Author's purpose

Knowledge

Students know:

Strategies to comprehend explicit and implicit text meaning.
Inference skills.
Methods to identify the theme and purpose of a text.

Skills

Students are able to:

Making inferences about the theme and purpose of a text by analyzing a text's explicit and implicit meanings.

Understanding

Students understand that:

Text often has an explicitly stated meaning and an implied meaning.
They can combine their explicit and implicit understanding to infer the theme and the author's purpose for writing the text.

English Language Arts (2021) Grade(s): 12

ELA21.12.7
Compare and/or contrast the perspectives in a variety of fiction, nonfiction, informational, digital, and multimodal texts produced from diverse historical, cultural, and global viewpoints, not limited to the grade level literary focus.

Vocabulary

Fiction texts
Nonfiction texts
Perspectives
Informational texts
Digital texts
Multimodal texts
Historical viewpoints
Cultural viewpoints
Global viewpoints

Knowledge

Students know:

Strategies to identify the perspective of fiction, nonfiction, informational, digital, and multimodal texts.
Strategies to identify the historical, cultural, and global viewpoints of a variety of texts.
Methods to compare and contrast texts.

Skills

Students are able to:

Compare and contrast perspectives in fiction, nonfiction, informational, digital, and multimodal texts.
Compare and contrast diverse historical, cultural, and global viewpoints demonstrated in a variety of texts.

Understanding

Students understand that:

The texts they read will have a variety of historical, cultural, and global viewpoints, which offer a multitude of perspectives on different topics.
Similar and different ideas and themes can be presented in a variety of textual formats.

English Language Arts (2021) Grade(s): 12

ELA21.12.11
Compose, edit, and revise both short and extended products in which the development, organization, and style are relevant and suitable to task, purpose, and audience, using an appropriate command of language.

Vocabulary

Compose
Edit
Revise
Short products
Extended products
Writing development
Writing organization
Writing style
Task
Purpose
Audience
Command of language

Knowledge

Students know:

Writing products can be short, such as a paragraph, or extended, such as constructed responses and essays.
The skills required by the writing process.
The development, organization, and style of writing will change depending on the writing task, the purpose of the writing, and the intended audience.
Formal academic writing should demonstrate an appropriate command of language.

Skills

Students are able to:

Compose, edit, and revise short and extended writing products.
Identify the writing task, the purpose of writing, and the intended audience in order to appropriately adapt the development, organization, and style of the writing.
Demonstrate command of the written language.

Understanding

Students understand that:

There are different genres of writing that serve various purposes.
The writing process is a series of steps that improve writing over time.
The writing task, purpose, and audience should be considered in the development, organization, and style of the writing.
Formal academic writing should display their command of the English language.

English Language Arts (2021) Grade(s): 12

ELA21.12.16
Analyze elements of audible communications and evaluate their effectiveness in terms of subject, occasion, audience, purpose, tone, and credibility of digital sources.

Vocabulary

Analyze
Audible communications
Evaluate
Effectiveness
Subject
Occasion
Audience
Purpose
Tone
Credibility
Digital sources

Knowledge

Students know:

Active listening skills.
Digital audible communications have various subjects, appropriate occasions, intended audiences, purposes, and tones.
Digital audible communications can include effects like words, music, and sound effects that impact the source's effectiveness.
A credible source is free from bias and supported with relevant evidence.

Skills

Students are able to:

Listen and analyze elements of a digital audible communication source, including its subject, occasion, audience, purpose, tone, and overall credibility.
Evaluate the effectiveness of elements included in a digital audible communication source.

Understanding

Students understand that:

Actively listening can help analyze and evaluate important aspects of a digital audible communication source including its credibility, intended audience, and overall subject, occasion, purpose, and tone.

English Language Arts (2021) Grade(s): 12

ELA21.12.21
Analyze a speaker’s rhetorical, aesthetic, and organizational choices in order to determine point of view, purpose, and effectiveness.

Vocabulary

Rhetorical choices
Aesthetic choices
Organizational choices
Point of view
Purpose
Effectiveness

Knowledge

Students know:

Speakers organize their speech to indicate the point of view and purpose of the presentation.
Listeners can assess a speaker's rhetorical, aesthetic, and organizational choices to determine the point of view, purpose, and effectiveness of the presentation.

Skills

Students are able to:

Identify and analyze a speaker's rhetorical, aesthetic, and organizational choices.
Evaluate a speaker's rhetorical, aesthetic, and organizational choices to determine the point of view, purpose, and effectiveness of the presentation.

Understanding

Students understand that:

Speakers make rhetorical, aesthetic, and organizational choices that affect the overall effectiveness of their presentations.
Active listening is critical to evaluating the rhetorical, aesthetic, and organizational choices of a speaker's presentation.
The language of a speech is affected by a speaker's purpose and point of view, which then affects rhetorical, aesthetic, and organizational choices.

CR Resource Type

Lesson/Unit Plan

Resource Provider

ReadWriteThink

License Type

Custom

http://readwritethink.org/classroom-resources/lesson-plans/have-dream-exploring…

Custom License Type (URL)

http://www.readwritethink.org/util/legal.html

Approved Date

2019-06-12

Owner (Author)

raulstoncg

I Have a Dream: Exploring Nonviolence in Young Adult Texts

Learning Resource Type

Subject Area

Grade(s)

Overview

ELA21.9.R2 Read and comprehend a variety of literary texts to develop a literal and figurative understanding as appropriate to the type of text, purpose, and situation.

Vocabulary

Knowledge

Skills

Understanding

ELA21.9.R3 Utilize active listening skills in formal and informal conversations, following predetermined norms.

Vocabulary

Knowledge

Skills

Understanding

ELA21.9.R4 Use digital and electronic tools appropriately, safely, and ethically.

Vocabulary

Knowledge

Skills

Understanding

ELA21.9.R5 Utilize a writing process which includes planning, revising, editing/peer-editing, and rewriting to create a focused, organized, and coherent piece of writing for a specific purpose and audience.

Vocabulary

Knowledge

Skills

Understanding

ELA21.9.4 Analyze how authors use characterization, connotation, denotation, figurative language, literary elements, and point of view to create and convey meaning in a variety of texts.

Vocabulary

Knowledge

Skills

Understanding

ELA21.9.6 Compare and/or contrast the perspectives in a variety of fiction, nonfiction, informational, digital, and multimodal texts produced from diverse historical, cultural, and global points of view, not limited to the grade-level literary focus.

Vocabulary

Knowledge

Skills

Understanding

ELA21.9.8 Through active listening, evaluate tone, organization, content, and non-verbal cues to determine the purpose and credibility of a speaker.

Vocabulary

Knowledge

Skills

Understanding

ELA21.9.9 Compose both short and extended narrative, informative/explanatory, and argumentative writings that are clear and coherent, use an appropriate command of language, and demonstrate development, organization, style, and tone that are relevant to task, purpose, and audience.

Vocabulary

Knowledge

Skills

Understanding

ELA21.9.18 Analyze a speaker’s rhetorical, aesthetic, and organizational choices in order to determine point of view and purpose.

Vocabulary

Knowledge

Skills

Understanding

ELA21.10.R2 Read and comprehend a variety of literary texts to develop a literal and figurative understanding as appropriate to the type of text, purpose, and situation.

Vocabulary

Knowledge

Skills

Understanding

ELA21.10.R3 Utilize active listening skills in formal and informal conversations, following predetermined norms.

Vocabulary

Knowledge

Skills

Understanding

ELA21.10.R4 Use digital and electronic tools appropriately, safely, and ethically.

Vocabulary

Knowledge

Skills

Understanding

ELA21.10.R5 Utilize a writing process which includes planning, revising, editing/peer-editing, and rewriting to create a focused, organized, and coherent piece of writing for a specific purpose and audience.

Vocabulary

Knowledge

Skills

Understanding

ELA21.10.3 Analyze how an author’s cultural perspective influences style, language, and themes.

Vocabulary

Knowledge

Skills

Understanding

ELA21.10.4 Interpret an author’s use of characterization, connotation, denotation, figurative language, literary elements, and point of view to create and convey meaning in a variety of texts.

Vocabulary

Knowledge

Skills

Understanding

ELA21.9.R2
Read and comprehend a variety of literary texts to develop a literal and figurative understanding as appropriate to the type of text, purpose, and situation.

ELA21.9.R3
Utilize active listening skills in formal and informal conversations, following predetermined norms.

ELA21.9.R4
Use digital and electronic tools appropriately, safely, and ethically.

ELA21.9.R5
Utilize a writing process which includes planning, revising, editing/peer-editing, and rewriting to create a focused, organized, and coherent piece of writing for a specific purpose and audience.

ELA21.9.4
Analyze how authors use characterization, connotation, denotation, figurative language, literary elements, and point of view to create and convey meaning in a variety of texts.

ELA21.9.6
Compare and/or contrast the perspectives in a variety of fiction, nonfiction, informational, digital, and multimodal texts produced from diverse historical, cultural, and global points of view, not limited to the grade-level literary focus.

ELA21.9.8
Through active listening, evaluate tone, organization, content, and non-verbal cues to determine the purpose and credibility of a speaker.

ELA21.9.9
Compose both short and extended narrative, informative/explanatory, and argumentative writings that are clear and coherent, use an appropriate command of language, and demonstrate development, organization, style, and tone that are relevant to task, purpose, and audience.

ELA21.9.18
Analyze a speaker’s rhetorical, aesthetic, and organizational choices in order to determine point of view and purpose.

ELA21.10.R2
Read and comprehend a variety of literary texts to develop a literal and figurative understanding as appropriate to the type of text, purpose, and situation.

ELA21.10.R3
Utilize active listening skills in formal and informal conversations, following predetermined norms.

ELA21.10.R4
Use digital and electronic tools appropriately, safely, and ethically.

ELA21.10.R5
Utilize a writing process which includes planning, revising, editing/peer-editing, and rewriting to create a focused, organized, and coherent piece of writing for a specific purpose and audience.

ELA21.10.3
Analyze how an author’s cultural perspective influences style, language, and themes.

ELA21.10.4
Interpret an author’s use of characterization, connotation, denotation, figurative language, literary elements, and point of view to create and convey meaning in a variety of texts.

ELA21.10.6
Compare and/or contrast the perspectives in a variety of fiction, nonfiction, informational, digital, and multimodal texts produced from diverse historical, cultural, and global viewpoints, not limited to the grade-level literary focus.

ELA21.10.8
Through active listening, evaluate tone, organization, content, and non-verbal cues to determine the purpose and credibility of a speaker.

ELA21.10.9
Compose both short and extended narrative, informative/explanatory, and argumentative writings that are clear and coherent, use an appropriate command of language, and demonstrate development, organization, style, and tone that are relevant to task, purpose, and audience.

ELA21.10.13
Interpret a digital audio source to determine subject, occasion, audience, purpose, tone, and credibility.

ELA21.10.18
Analyze a speaker’s rhetorical, aesthetic, and organizational choices in order to determine point of view and purpose.

ELA21.11.R2
Read and comprehend a variety of literary texts to develop a literal and figurative understanding as appropriate to the type of text, purpose, and situation.

ELA21.11.R3
Utilize active listening skills in formal and informal conversations, following predetermined norms.

ELA21.11.R4
Use digital and electronic tools appropriately, safely, and ethically.

ELA21.11.R5
Utilize a writing process which includes planning, revising, editing/peer-editing, and rewriting to create a focused, organized, and coherent piece of writing for a specific purpose and audience.