Using Martin Luther King’s “I Have a Dream” Speech in the EFL Classroom: A Lesson Plan

Mark Mallinder, Taiwan

Mark Mallinder is an English instructor at National Changhua University of Education. He has been teaching a variety of college-level courses to Taiwanese EFL learners. His research interests include reading instruction and using multimedia in language classrooms. E-mail: markc@cc.ncue.edu.tw

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Introduction
Lesson plan: Using the MLK, Jr. speech in the EFL classroom
Stage one: Introducing EFL students to MLK, Jr. and his “Dream.”
Stage two: Reading the speech.
Stage three: Watching/listening to MLK, Jr. deliver his “Dream” speech.
Stage four: Student speeches.
Stage five: Individual taped student readings of “I Have a Dream.”
Conclusion
Reference

Introduction

One of the most recognizable America names known to people throughout the world is Martin Luther King, Jr. This is no doubt due in large part to his remarkable and galvanizing speech “I Have a Dream,” which he delivered at the Lincoln Memorial in Washington, DC, on August 28, 1963. In the speech, Dr. King spoke eloquently and passionately about the unfair treatment people of color had been receiving in the United States. In addition to using the English-language in a way that revealed him to be a very intelligent and well-educated person- he had earned a PhD from Boston University- King was at the forefront in the civil rights movement which was unfolding in America at that time. While it is true that “his dream” has not yet become a reality, it is undeniable that he gave a voice to millions of Americans who desperately needed someone to speak on their behalf, and lives were absolutely changed for the better due to King’s wonderful ability to clearly articulate the awful plight many American people were being forced to endure.

For many EFL students, it is in language classrooms that they hear the name Martin Luther King Jr. for the first time, and become a little bit familiar with his most famous speech “I Have a Dream.” This usually happens because EFL teachers want their students to have at least some knowledge of King’s speech. Yet, unfortunately, it is possible, even likely, that this wonderful speech is perceived by many EFL students as simply being a well-known speech by a famous man, but not having any real benefit for them as language learners. This may be the result of well-meaning and dedicated EFL teachers themselves not fully recognizing how this speech can help their students, and, therefore, choosing to devote very little time to the actual content of the speech. However, the consequence of giving this speech merely a cursory examination in the language classroom is that opportunities for language learning are being lost.

In this paper I want to offer some ideas to any EFL teachers who want to give their students a chance to read and better understand the importance of this most beautifully written speech, while at the same time helping them to make improvements in English.

Lesson plan: Using the MLK, Jr. speech in the EFL classroom

While it is relatively easy to explain to an EFL class the reasons why Martin Luther King, Jr. gave his “I Have a Dream” speech, and the importance of the speech, the actual speech itself can be very challenging for many students learning English. This is due to the language that is used in the speech. It is likely that EFL students who read “I Have a Dream” will be encountering vocabulary words, such as “momentous,” “degenerate” and “invigorating” which they are not familiar with at all. Thus, to ensure that students in an EFL class can gain any lasting benefit from this lesson plan, I believe that teachers should make certain that their students have reached a sufficient proficiency level in English, such as high intermediate or advanced, so that they will not become overwhelmed by any vocabulary words used in the speech. In my classes, I usually use this speech with university freshman English major students who are in their 2nd semester, and this activity takes place over the entire semester. This lesson plan is meant to be incorporated into an existing class, and I usually set aside 10-15 minutes for each of the lessons.

Stage one: Introducing EFL students to MLK, Jr. and his “Dream.”

(Time: 10-15 minutes)

1. Prior to presenting this speech to a class, the teacher should try to become very knowledgeable about MLK, Jr. and the events which were taking place in America at the time the speech was given. I would suggest that handout/s be created which could be given to a class prior to reading the speech, so that the students will have a better understanding about the speech and MLK, Jr. The handout/s may include information such as

Background information about Martin Luther King, Jr.:

1. His place and date of birth;
2. Educational information about him;
3. Information about his wife and number of children they had;
4. His profession and any professional titles he held;
5. Where and when he died;
6. Why he decided to give his “I Have a Dream” speech.

Background information about the speech:

1. Where and when the speech took place;
2. How many people were in attendance when MLK, Jr. gave the speech;
3. The racial makeup of the people at the speech;
4. The response of people when the speech was being given;
5. The importance of the speech in America;
6. Changes which occurred, if any, in America after the speech.

This information can be gathered from the internet without cost to the teacher, and the students and teacher can read the handout/s together in class. At this time, any questions which the students may have can be answered by the teacher.

Stage two: Reading the speech.

(Time: 10-15 minutes each week until the entire speech has been read in class).

1. The students should be given individual copies of the entire “I Have a Dream” speech.
2. The teacher should begin by reading the title of the speech, and then asking students to repeat what has just been read. Then, a teacher can read the first sentence from the first paragraph, and, again, ask students to repeat what has been read.
3. After a sentence has been read, the teacher should call on individual students to read out loud the sentences which have already been read. Doing this will help the teacher determine which, if any, of the students are having any difficulty with pronunciation. At this time, the teacher can give some brief definitions to particular words.
4. After the allotted time for this individual lesson has expired, this particular lesson can end.
5. Teachers should continue on with stage two each week until the whole speech has been read by an entire class.

Stage three: Watching/listening to MLK, Jr. deliver his “Dream” speech.

(Time: approximately 20 minutes).

1. During this stage, students will be watching the entire “I have a dream” speech. The length of the speech is less than 20 minutes, so it can be shown completely during one class.
2. In order to change this stage from a passive to an active one, teachers should encourage students to pay attention to how King actually delivers the speech, i.e., his rate of speaking, and how he raises and lowers his voice at different times to emphasize a word or point he is making, and to take notes which reveal the thoughts and feelings they are having about King and the speech while he is speaking.
3. Students can be given a homework assignment in which they write a brief speech (2-3 minutes) which explain their feelings toward either MLK, Jr. or his speech. The students should be told that they will be giving their speech in the next week’s class.

Stage four: Student speeches.

(Time: approximately 1-2 hours, depending on the size of the class).

1. Each student in the class will be given 2-3 minutes to share their thoughts about MLK, Jr. or his “I have a dream” speech.”
2. To ensure that each student pays attention to their classmate’s presentations, I suggest that all of the students should be asked to hand over to the teacher their prepared speeches, and then the teacher can simply give them back to each student when it is their time to speak.
3. During the student’s speeches, I think it is best for the teacher to write some comments about each person’s presentation. Then, at a later time during the semester, the teacher can speak to each student individually, or in small groups, and he/she can share the comments which were written while each student was speaking.

Stage five: Individual taped student readings of “I Have a Dream."

(Time: will vary with each student).

1. Students will record themselves reading the entire “I Have a Dream” speech. They will send the recording to the teacher.
2. After viewing all or part of each recording, the teacher will give individual feedback to the students.
3. The teacher can give a score to each recording, and incorporate that score into the students overall grade.

Conclusion

In this paper, I have tried to show how one of history’s greatest speeches, “I Have a Dream,” given by, arguably, one of history’s greatest orators, Martin Luther King, Jr., can be used in an EFL class. By studying and discussing this speech, EFL students will not only find the vocabulary to be beneficial to them as language learners, but they will also have an opportunity to gain a better understanding about vital issues, such as equality and justice, which affect people in every society. Finally, it is my deepest hope that the lesson plan presented here will be useful to both teachers and students in EFL classes everywhere.

Reference

www.americanrhetoric.com/speeches/mlkihaveadream.htm

Please check the Methodology and Language for Secondary course at Pilgrims website.
Please check the Creative Methodology for the Classroom course at Pilgrims website.
Please check the Drama Techniques for the English Classroom course at Pilgrims website.