!["I Have A Dream" Ethos, Pathos, and Logos](http://cdn.storyboardthat.com/storyboard-srcsets/kristy-littlehale/-i-have-a-dream--ethos--pathos--and-logos.png ""I Have A Dream" Ethos, Pathos, and Logos")
Activity Overview
Subject: English Language Arts
Grade Level: 9-12
Time Allotment: 90 minutes (this can vary)
Unit: "I Have a Dream" Ethos, Pathos, Logos
Bring Martin Luther King, Jr.’s “I Have a Dream” speech into your ELA classroom with this dynamic rhetorical analysis lesson. Students will explore the persuasive power of ethos, pathos, and logos, and visually organize their findings using a storyboard template. This lesson is designed for maximum engagement and critical thinking, helping students connect historical rhetoric to modern communication.
Objectives
- Define and identify ethos, pathos, and logos in persuasive texts.
- Analyze how Martin Luther King, Jr. uses rhetorical strategies in “I Have a Dream.”
- Cite textual evidence to support their analysis.
- Create a storyboard that visually represents examples of ethos, pathos, and logos from the speech.
Procedure
-
Introduction to Rhetorical Appeals (15 minutes):
- Briefly introduce ethos, pathos, and logos with definitions and examples.
- Discuss why these strategies are important in persuasive writing and speeches.
-
Read and Listen to “I Have a Dream” (15 minutes):
- Distribute copies of the speech or project it for the class.
- Play an audio or video recording of Dr. King delivering the speech.
- Encourage students to annotate the text and note any powerful language or emotions.
-
Storyboard Activity (45 minutes):
- Introduce the storyboard template and model how to fill it out.
- Have students work individually or in pairs to create a storyboard illustrating examples of each rhetorical appeal from the speech.
- Encourage creativity and thoughtful analysis.
-
Class Discussion and Reflection (15 minutes):
- Invite students to share their storyboards and insights.
- Facilitate a class discussion on how rhetorical strategies made Dr. King’s speech so impactful.
- Reflect on how students can use these strategies in their own writing and speaking.
Ready to inspire your students? Download the storyboard template and start your “I Have a Dream” rhetorical analysis lesson today!
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: I Have a Dream Rhetorical Analysis
You’re about to explore one of the most powerful speeches in American history! As you listen to and read Dr. Martin Luther King, Jr.’s “I Have a Dream” speech, you’ll learn how he uses three important persuasive techniques: ethos (credibility), pathos (emotion), and logos (logic).
Your Task
-
Read and Listen
- Carefully read along as you listen to Dr. King’s “I Have a Dream” speech.
- Pay attention to words, phrases, or sections that stand out to you.
-
Identify Rhetorical Appeals
- As you read, look for examples of:
- Ethos: How does Dr. King show he is trustworthy or knowledgeable?
- Pathos: Where does he use language that appeals to emotions?
- Logos: What facts, evidence, or logical arguments does he use?
- Highlight or jot down at least one example of each.
-
Create Your Storyboard
- Open the storyboard template provided by your teacher.
- For each rhetorical appeal (ethos, pathos, logos), do the following:
- Write the example from the speech in your own words or quote it directly.
- Explain why it fits that appeal (ethos, pathos, or logos).
- Illustrate the example with a drawing, image, or symbol that represents its meaning or impact.
-
Review and Share
- Double-check your storyboard for accuracy and creativity.
- Be ready to present your storyboard and explain your examples to the class.
Tip: Use your imagination! Your storyboard should show not just what Dr. King said, but how his words made people feel and why they were so persuasive.
Ready to get started? Open your storyboard template and begin your “I Have a Dream” rhetorical analysis!
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient 33 Points | Emerging 25 Points | Beginning 17 Points | |
|---|---|---|---|
| Ethos, Pathos, and Logos | The elements of ethos, pathos, and logos are correctly identified and depicted, and an appropriate quote or summary is provided. There are at least 2 examples provided for each rhetorical element. | Most of the elements of ethos, pathos, and logos are correctly identified and depicted, and an appropriate quote or summary is provided. There are at least 2 examples provided for each rhetorical element. | The elements of ethos, pathos, and logos are incorrectly identified and depicted. Quotes and summaries may be missing or too limited. Only one example may have been provided for each rhetorical element. |
| Artistic Depictions | The art chosen to depict the scenes are accurate to the work of literature. Time and care is taken to ensure that the scenes are neat, eye-catching, and creative. | The art chosen to depict the scenes should be accurate, but there may be some liberties taken that distract from the assignment. Scene constructions are neat, and meet basic expectations. | The art chosen to depict the scenes is inappropriate. Scene constructions are messy and may create some confusion, or may be too limited. |
| English Conventions | Ideas are organized. There are few or no grammatical, mechanical, or spelling errors. | Ideas are mostly organized. There are some grammatical, mechanical, or spelling errors. | Ideas may be disorganized or misplaced. Lack of control over grammar, mechanics, and spelling reflect a lack of proofreading. |
Activity Overview
Subject: English Language Arts
Grade Level: 9-12
Time Allotment: 90 minutes (this can vary)
Unit: "I Have a Dream" Ethos, Pathos, Logos
Bring Martin Luther King, Jr.’s “I Have a Dream” speech into your ELA classroom with this dynamic rhetorical analysis lesson. Students will explore the persuasive power of ethos, pathos, and logos, and visually organize their findings using a storyboard template. This lesson is designed for maximum engagement and critical thinking, helping students connect historical rhetoric to modern communication.
Objectives
- Define and identify ethos, pathos, and logos in persuasive texts.
- Analyze how Martin Luther King, Jr. uses rhetorical strategies in “I Have a Dream.”
- Cite textual evidence to support their analysis.
- Create a storyboard that visually represents examples of ethos, pathos, and logos from the speech.
Procedure
-
Introduction to Rhetorical Appeals (15 minutes):
- Briefly introduce ethos, pathos, and logos with definitions and examples.
- Discuss why these strategies are important in persuasive writing and speeches.
-
Read and Listen to “I Have a Dream” (15 minutes):
- Distribute copies of the speech or project it for the class.
- Play an audio or video recording of Dr. King delivering the speech.
- Encourage students to annotate the text and note any powerful language or emotions.
-
Storyboard Activity (45 minutes):
- Introduce the storyboard template and model how to fill it out.
- Have students work individually or in pairs to create a storyboard illustrating examples of each rhetorical appeal from the speech.
- Encourage creativity and thoughtful analysis.
-
Class Discussion and Reflection (15 minutes):
- Invite students to share their storyboards and insights.
- Facilitate a class discussion on how rhetorical strategies made Dr. King’s speech so impactful.
- Reflect on how students can use these strategies in their own writing and speaking.
Ready to inspire your students? Download the storyboard template and start your “I Have a Dream” rhetorical analysis lesson today!
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: I Have a Dream Rhetorical Analysis
You’re about to explore one of the most powerful speeches in American history! As you listen to and read Dr. Martin Luther King, Jr.’s “I Have a Dream” speech, you’ll learn how he uses three important persuasive techniques: ethos (credibility), pathos (emotion), and logos (logic).
Your Task
-
Read and Listen
- Carefully read along as you listen to Dr. King’s “I Have a Dream” speech.
- Pay attention to words, phrases, or sections that stand out to you.
-
Identify Rhetorical Appeals
- As you read, look for examples of:
- Ethos: How does Dr. King show he is trustworthy or knowledgeable?
- Pathos: Where does he use language that appeals to emotions?
- Logos: What facts, evidence, or logical arguments does he use?
- Highlight or jot down at least one example of each.
-
Create Your Storyboard
- Open the storyboard template provided by your teacher.
- For each rhetorical appeal (ethos, pathos, logos), do the following:
- Write the example from the speech in your own words or quote it directly.
- Explain why it fits that appeal (ethos, pathos, or logos).
- Illustrate the example with a drawing, image, or symbol that represents its meaning or impact.
-
Review and Share
- Double-check your storyboard for accuracy and creativity.
- Be ready to present your storyboard and explain your examples to the class.
Tip: Use your imagination! Your storyboard should show not just what Dr. King said, but how his words made people feel and why they were so persuasive.
Ready to get started? Open your storyboard template and begin your “I Have a Dream” rhetorical analysis!
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient 33 Points | Emerging 25 Points | Beginning 17 Points | |
|---|---|---|---|
| Ethos, Pathos, and Logos | The elements of ethos, pathos, and logos are correctly identified and depicted, and an appropriate quote or summary is provided. There are at least 2 examples provided for each rhetorical element. | Most of the elements of ethos, pathos, and logos are correctly identified and depicted, and an appropriate quote or summary is provided. There are at least 2 examples provided for each rhetorical element. | The elements of ethos, pathos, and logos are incorrectly identified and depicted. Quotes and summaries may be missing or too limited. Only one example may have been provided for each rhetorical element. |
| Artistic Depictions | The art chosen to depict the scenes are accurate to the work of literature. Time and care is taken to ensure that the scenes are neat, eye-catching, and creative. | The art chosen to depict the scenes should be accurate, but there may be some liberties taken that distract from the assignment. Scene constructions are neat, and meet basic expectations. | The art chosen to depict the scenes is inappropriate. Scene constructions are messy and may create some confusion, or may be too limited. |
| English Conventions | Ideas are organized. There are few or no grammatical, mechanical, or spelling errors. | Ideas are mostly organized. There are some grammatical, mechanical, or spelling errors. | Ideas may be disorganized or misplaced. Lack of control over grammar, mechanics, and spelling reflect a lack of proofreading. |
How to Use Ethos, Pathos, and Logos in Creative Writing Assignments
Introducing Ethos, Pathos, and Logos
Start the lesson by explaining ethos, pathos, and logos. These are persuasive techniques used to convince an audience and are crucial in effective communication and writing. Use simple, relatable examples to describe each: ethos as establishing credibility or trust, pathos as appealing to emotions, and logos as using logic or reason. Reference "I Have a Dream" to show how Martin Luther King Jr. effectively used these techniques.
Analyzing Examples from "I Have a Dream"
After the introduction, move on to analyzing specific parts of "I Have a Dream" where King employs ethos, pathos, and logos. Break down the speech into sections and work with students to identify which technique is being used in each section. Discuss how each technique serves the overall purpose of the speech and enhances its persuasive power. This exercise not only reinforces their understanding of the concepts but also illustrates how these techniques can be effectively combined.
Writing Exercise Using Ethos, Pathos, and Logos
Now that students have a solid understanding of ethos, pathos, and logos, and have seen them in action, challenge them to write their own short essays, speeches, or letters employing these techniques. Provide a template or outline to help them structure their writing. Encourage them to think about an issue or topic they are passionate about, as this will naturally lend itself to the persuasive style of writing.
Peer Review and Reflective Discussion
Conclude the lesson with a peer review session. Students exchange their writings with each other for review. Encourage them to provide feedback specifically on the use and effectiveness of ethos, pathos, and logos in the piece. Finally, bring the class together for a reflective discussion. Ask students to share their experiences of writing with these techniques and how their perspective on persuasive writing has changed.
Frequently Asked Questions about Ethos, Pathos, and Logos in "I Have a Dream"
What is the main objective of the “I Have a Dream” rhetorical analysis lesson plan?
The main objective is to help students identify and analyze the use of ethos, pathos, and logos in Martin Luther King, Jr.’s “I Have a Dream” speech, deepening their understanding of rhetorical strategies and persuasive language.
How do students analyze rhetorical devices in the “I Have a Dream” speech?
Students read and listen to the speech, identify examples of ethos, pathos, and logos, and use a storyboard template to visually organize and explain their findings.
What grade levels is the “I Have a Dream” rhetorical analysis lesson plan appropriate for?
This lesson plan is suitable for middle school and high school students, typically grades 6–12.
What are ethos, pathos, and logos in the context of the “I Have a Dream” speech?
Ethos refers to Dr. King’s credibility and character, pathos appeals to the audience’s emotions, and logos uses logic and evidence to support his message.
Why is “I Have a Dream” considered a powerful example of rhetoric
The speech masterfully combines rhetorical devices like repetition, metaphor, and allusion to inspire and persuade, making it a landmark in American oratory.
Can this lesson plan be adapted for different learning styles?
Yes, the lesson includes reading, listening, group discussion, and visual activities like storyboarding, making it adaptable for various learners.
Are there extension activities for deeper exploration of the speech?
Yes, many lesson plans offer extension activities such as writing essays, creating original speeches or poems, and further research on the Civil Rights Movement.
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