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Martin Luther King Jr. I Have a Dream Rhetorical Rap Exercise

Martin Luther King Jr. I Have a Dream Rhetorical Rap Exercise
Martin Luther King Jr. I Have a Dream Rhetorical Rap Exercise
Martin Luther King Jr. I Have a Dream Rhetorical Rap Exercise
Martin Luther King Jr. I Have a Dream Rhetorical Rap Exercise
Martin Luther King Jr. I Have a Dream Rhetorical Rap Exercise
Martin Luther King Jr. I Have a Dream Rhetorical Rap Exercise
Martin Luther King Jr. I Have a Dream Rhetorical Rap Exercise
Martin Luther King Jr. I Have a Dream Rhetorical Rap Exercise
Grade Levels
Common Core Standards
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1 MB|15 slides 8 pages
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Product Description
Great Martin Luther King Jr. Day or Black History Month exercise. Students will learn the elements of the Rhetorical Triangle and the SOAPS method of analyzing the Rhetorical Situation. Teacher leads KWL discussion of the Rhetorical Situation surrounding "I Have a Dream". Students analyze videos to gain deeper knowledge of the elements of SOAPS surrounding "I Have a Dream". Students write a 5 stanza rap (5 rhyming couplets) to express their knowledge of each element of the Rhetorical Situation.

VISIT THIS CUSTOM CATEGORY TO SEE OTHER INDIVIDUAL CIVIL RIGHTS RHETORICAL ANALYSIS ACTIVITIES

Link-CIVIL RIGHTS RHETORICAL ANALYSIS EXERCISES

Link-CIVIL RIGHTS RHETORICAL ANALYSIS EXERCISES

This lesson includes:

1, Teacher's Guide: Complete Instructions
2. PPT Lecture: For student notes and guiding the exercise
3. Video Links: For student analysis of rhetorical situation and sample raps
4. Student Notes and Worksheets
5. Active Listening Exercise


Lesson Plan:
CCSS: CCSS.ELA-LITERACY.SL.9-10.1.C CCSS.ELA-LITERACY.SL.9-10.1.D
CCSS.ELA-LITERACY.SL.9-10.6
ESSENTIAL QUESTIONS:
1. What are the elements of Aristotle's Rhetorical Triangle
2. What are elements of a rhetorical situation? (SOAPS)
3. What was the rhetorical situation surrounding "I Have A Dream"
ACADEMIC OBJECTIVES (All Students Will Be Able To):
1. Memorize the elements of the rhetorical situation
2. Identify the elements of the rhetorical situation of "I Have A Dream"
3. Create a 5 stanza rap that communicates the elements of the rhetorical situation surrounding "I Have A Dream"
DIRECT INSTRUCTION AND CLASSROOM ACTIVITIES:
 Place students in groups of 3-6
 DIRECT INSTRUCTION
 Definition of Rhetoric and Analysis
 Aristotle's Rhetorical Triangle
 SOAPS Method of evaluating the rhetorical situation
 TEACHER FACILITATED DISCUSSION (KWL Chart)
 Have students work in groups to discuss the first column of KWL
 Teacher leads discussion of student's prior knowledge (column 1)
 Have students work in groups to discuss the second column of KWL
 Teacher leads discussion of student's desired knowledge
 VIDEO ANALYSIS
 Show any or all of these videos to and have students complete the 3rd column of the KWL chart
Video #1 (MLK Biography)
https://www.youtube.com/watch?v=vaSrKSgCDNM
Video #2 (I Have A Dream Rap)
https://www.youtube.com/watch?v=3xPqiBd_xIw
Video #3 (Civil Rights Rap)
https://www.youtube.com/watch?v=84dar7FrNCw
 Teacher leads discussion of column 3 of KWL Chart
 SOAPS "I HAVE A DREAM" RAP EXERCISE
 Have students work in groups to follow the instructions on the worksheet and complete a rhetorical situation rap for "I Have A Dream"
FORMATIVE ASSESSMENT:
1. Student discussion and students share their poems with class. Poster project.


Total Pages
15 slides 8 pages
Answer Key
N/A
Teaching Duration
90 minutes
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