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Taking action to support a movement for social change.

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The inclusion of all groups of people, race, ethnicity.

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The separation go a minority group from the majority.

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Unfair treatment of a minority group.

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The repetition of a word/phrase at the beginning of a sentence.

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An argument with an appeal to logic through the use of evidence to support a claim.

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An argument with an appeal to the emotions of the audience.

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An argument with an appeal to the author's credibility/status.

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Basic human rights and freedoms granted to citizens.

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An expression of language (spoken, written, etc.) with the means to persuade.

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                                  Word Wall 

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                                  Word Wall 

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- "Freedom Summer" by Deborah Wiles
- "How to Use Rhetoric to Get What You Want" Video
- "Social Change" Video
- Rhetorical Devices Source
- Ethos Pathos Logos Source
- Rhetorical Triangle
- The Autobiography of Malcom X
- "I Have a Dream" Speech by Martin Luther King Jr.
- "Ballad of Birmingham" by Dudley Randall
-  NY Times Article
- The Hate You Give - By Angie Thomas
- "Changes" By 2Pac

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Martin Luther King, Jr. I Have A Dream Speech

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Students will be prompted as a project to recreate a “I Have a Dream” Speech, but tweak the subject to a social injustice (past or present) they are passionate about. Students will be prompted to appeal to a targeted audience, and take into account the context around the topic they choose to address.

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Students will engage in the "Pair - Share" portion of the strategy and discuss a loud their findings and provide reasoning to their peers through discussion. The class will then come together as a whole to discuss their arguments.

Before class ends, students will then be given an Exit Ticket in which they write a paragraph discussing an important rhetorical device they discovered in the speech, and proceed to asses its effectiveness in the speech and the overall effect it had on the Martin Luther King Jr.'s argument.

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Students will be instructed to watch the video, then proceed to read the speech after video has ended. They will annotate the speech for rhetorical devices they have found, and will engage in the "Read - Write" portion of the "Read - Write - Pair -Share" strategy by jotting down their findings in their notes.

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Students are instructed on the following:

“Engage in a brief free write on the sticky note on your desk over the following question: ‘What do you know about Martin Luther King Jr and his legacy on the Civil Rights Movement?’ Once finished answering, place your answer on the board”

The sticky notes will be placed on the board and read aloud by the teacher to activate background knowledge and provide context.

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TEKS: Analyze famous speeches for rhetorical structures and devices used to convince the readers of the authors’ propositions.

Objective: SWBAT identify rhetorical devices in artifacts and analyze their overall effect on its targeted audience.

Purpose: Gives students an opportunity to practice analyzing argument effectiveness and utilize rhetorical devices and techniques as evidence to support their claims.

Materials: Copies of Martin Luther King Jr.'s "I Have a Dream" Speech and link to the video of the speech

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10A) Analyze the relevance, quality, and credibility of evidence given to support or oppose an argument for a specific audience.

10B) Analyze famous speeches for rhetorical structures and devices used to convince the readers of the authors’ propositions.

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                                        Content Goal:

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                                        Content Goal:

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How has literature inspired social change throughout our history?