Activity Overview
In this activity, students will define vocabulary words from the text, which will provide a stronger understanding of the speech. Accompanying these words are images that portray the definition of these words and display life during this time period.
Example Vocabulary Words from "I Have a Dream"
- segregation
- desolate
- tranquility
- brotherhood
- languish
- oppression
- discrimination
- emancipation
- decree
- momentous
- manacle
- exile
- appalling
- obligation
- insufficient
- swelter
- invigorating
- degenerate
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Demonstrate your understanding of the vocabulary words in "I Have a Dream" by creating visualizations.
- Choose three vocabulary words from the text and type them in the title boxes.
- Find the definition in a print or online dictionary.
- Write a sentence that uses the vocabulary word.
- Illustrate the meaning of the word in the cell using a combination of scenes, characters, and items.
- Alternatively, use Photos for Class to show the meaning of the words with the search bar.
Lesson Plan Reference
- [ELA-Literacy/RI/6/4] Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
Rubric
(You can also create your own on Quick Rubric.)
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| Word 1 - Sentence | Vocabulary word is used correctly in the example sentence in both meaning and context. | The meaning of the sentence can be understood, but the vocabulary word is used awkwardly or in the wrong context. | The vocabulary word is not used correctly in the example sentence. |
| Word 1 - Visualization | The storyboard cell clearly illustrates the meaning of the vocabulary word. | The storyboard cell relates to the meaning of the vocabulary word, but is difficult to understand. | The storyboard cell does not clearly relate to the meaning of the vocabulary word. |
| Word 2 - Sentence | Vocabulary word is used correctly in the example sentence in both meaning and context. | The meaning of the sentence can be understood, but the vocabulary word is used awkwardly or in the wrong context. | The vocabulary word is not used correctly in the example sentence. |
| Word 2 - Visualization | The storyboard cell clearly illustrates the meaning of the vocabulary word. | The storyboard cell relates to the meaning of the vocabulary word, but is difficult to understand. | The storyboard cell does not clearly relate to the meaning of the vocabulary word. |
| Word 3 - Sentence | Vocabulary word is used correctly in the example sentence in both meaning and context. | The meaning of the sentence can be understood, but the vocabulary word is used awkwardly or in the wrong context. | The vocabulary word is not used correctly in the example sentence. |
| Word 3 - Visualization | The storyboard cell clearly illustrates the meaning of the vocabulary word. | The storyboard cell relates to the meaning of the vocabulary word, but is difficult to understand. | The storyboard cell does not clearly relate to the meaning of the vocabulary word. |
Creating Vocabulary Journals for I Have a Dream
Introduction to Vocabulary Journals
Start the lesson by explaining the concept and purpose of a vocabulary journal. Emphasize that this journal will be a personal tool for students to explore and record new words they encounter in "I Have a Dream." Introduce the speech by Martin Luther King Jr., highlighting its historical context and significance. Explain that understanding the vocabulary will deepen their comprehension of the speech's message.
Identifying and Recording Vocabulary
Distribute copies of "I Have a Dream" and have students read through it, either individually or in groups. Instruct them to identify words that are new or challenging. As they come across these words, they should record them in their vocabulary journals. For each word, students should write the definition, a sentence from the speech using the word, and then craft their own sentence to demonstrate understanding.
Vocabulary Journal Activities
Encourage students to engage with their vocabulary journals through various activities: Word of the Day: Each day, select a word from a student's journal to discuss as a class. Illustrate the Word: Students can draw or find images that represent the meaning of their new words. Journal Share Time: Allocate time for students to share interesting words they’ve recorded, along with their sentences, fostering peer learning.
Reflection and Extension
Conclude the unit with a reflective activity where students look back over their vocabulary journals and discuss or write about how their understanding of the speech has evolved. Encourage them to think about the importance of vocabulary in comprehending historical texts. As an extension, students can use some of their new words to write a short paragraph or essay on a theme related to "I Have a Dream," such as equality, justice, or hope.
Frequently Asked Questions about I Have a Dream Speech Vocabulary
How does the vocabulary of "I Have a Dream" reflect the historical context of the speech?
The vocabulary of "I Have a Dream" intricately reflects the historical context of the Civil Rights Movement in the United States. During a time when African Americans were fighting for equality and civil rights, Martin Luther King Jr. strategically chose words that resonated with the struggle and aspirations of the era. Phrases like "the chains of discrimination," "the Negro is still languishing in the corners of American society," and "the fierce urgency of now" directly allude to the ongoing struggle against racial injustice. These word choices not only provide a vivid portrayal of the existing social inequalities but also align the speech with the broader narrative of freedom and justice. By integrating vocabulary that reflected both the harsh realities of the time and the hopeful aspiration for a better future, King effectively connected his message to the lived experiences and sentiments of his audience.
What examples of contrasting vocabulary are used in "I Have a Dream" and what do they signify?
King uses contrasting vocabulary in "I Have a Dream" to underscore the disparity between the American dream and the American reality for African Americans. He contrasts terms like "justice" and "injustice," "freedom" and "oppression," and "equality" and "segregation" to highlight the stark differences between the ideals of the American founding documents and the actual experiences of racial minorities. This use of antithetical language is effective in drawing attention to the incongruities and injustices that African Americans faced. By juxtaposing these opposites, King emphasizes the urgent need for change and frames the civil rights struggle as not just a fight for equality, but a quest to fulfill America's foundational promises.
What is the significance of the recurring theme of 'dream' in terms of vocabulary?
The recurring theme of 'dream' in King's speech is pivotal, both rhetorically and symbolically. The word 'dream' in the speech is used to articulate a vision of an ideal future where equality and harmony prevail. It transcends the literal sense to embody hope, aspiration, and the possibility of a transformative future. This theme is both a personal vision and a collective aspiration, encapsulating the hopes of millions for a society free from racial discrimination. By repeatedly using the term 'dream,' King emphasizes the non-material, aspirational aspect of the civil rights struggle – it's not just about tangible gains but about realizing a larger vision of equality and justice. This thematic use of 'dream' is central to the speech's emotional appeal and its enduring resonance, encapsulating a timeless aspiration for equality and social justice.
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