Honoring Dr. Martin Luther King Jr. with "I Have a Dream": A Mentor Text Sequence to Strengthen Writing and Ideas for Disciplinary Literacy Projects
Write Like Martin: Dreams Are Worth Repeating
Whether or not school was in session, I always found that the lessons embedded in Dr. Martin Luther King Jr.’s speeches were invaluable mentor texts for teaching writing and inspiring young people. My last year in the classroom, I was particularly moved by a tweet from Julia E. Torres, a librarian, educator, and activist, in which she shared a conversation she overheard:
“Just overheard a child in the hallway on the phone, ‘We are watching MLK videos again because you know they can neeeeever teach us anything new.’ This was a middle school student. Let’s think about that…”
That gave me pause. How often did I see my colleagues relying on MLK videos, or worse, skipping over this day entirely? How often had I felt like I couldn’t carve out the time to honor his legacy? I knew I needed to take the lesson of teaching dreams to a new level. I wanted my students to see Dr. Martin Luther King Jr. not just as a figure in history, but as an author to imitate and admire. His speeches made people listen to the issues that mattered. And no matter how pressured we feel to move through the curriculum, some lessons are simply more important.
On that day, it mattered. I reflected on how I could integrate Dr. King’s “I Have a Dream” speech into our mentor text work. The lesson wouldn’t take the entire hour, but my goal was clear: I wanted my students to notice the craft of his writing—specifically his use of repetition, metaphors, and the cadence of his voice—and then have them write about their own dreams in a similar way.
This post outlines the three-step process I used to teach his speech as a mentor text and offers further activities to extend the lesson.
Dr. Martin Luther King Jr. Day always provided a powerful opportunity to celebrate his legacy and inspire students to reflect on the ongoing work of promoting equality, justice, and community. But even after the holiday passed, I felt it was just as important to honor Dr. King—and other leaders—year-round by weaving their ideas and actions into regular instruction.
In English Language Arts classrooms, Dr. King’s speeches, letters, and essays serve as powerful mentor texts for rhetorical analysis, persuasive writing, and critical thinking. Here are three of his most impactful works that I recommend considering:
"I Have a Dream" (August 28, 1963): Explore the power of metaphor, repetition, and tone in one of the most iconic speeches in history.
"I’ve Been to the Mountaintop" (April 3, 1968): Analyze the speech’s vivid imagery, emotional appeal, and reflection on leadership.
"Letter from Birmingham Jail" (April 16, 1963): Dive into the art of argumentation, ethos, and the moral justification for civil disobedience.
Example Mentor Text Sequence
Step 1: Introduce Text Like a Book Talk
When I welcomed students to class, I would invite them to grab their writing journals and then transition into the text the same way I started every Monday—with a book talk. However, in this case, it was more like a “speech talk.”
During the speech talk, I showed a quick video about the “March on Washington.” Afterward, I played a video of Dr. Martin Luther King Jr.’s iconic “I Have a Dream” speech to transition into sentence noticing and naming work. I handed out printed copies of the speech and asked students to view it on the screen. Their viewing mission was to underline their favorite line or the one they thought was the most powerful. After viewing, students shared their underlined lines with a partner during an elbow share before we moved on to the next step.
Step 2: Noticing and Naming Sentence Moves
Next, I showed students two example sentences I had pulled from the speech. We copied them down together and then analyzed them as a class. Our goal was to identify the “big strategies” Dr. King used in his writing. I hoped students would notice his use of repetition and metaphors, which added depth and power to his words.
We also discussed Dr. King as an author:
Why did he choose the words he did?
What rhetorical moves was he making?
How did he capture people’s attention—through his writing, his delivery, or both?
My students often made observations like these:
“I see quotation marks because someone is talking.”
“I see the word ‘sweltering’ repeated.”
“I notice both sentences mention Mississippi.”
“I see commas that create pauses for quick breaths.”
“I see a repeat in ‘Let freedom ring…’”
Anticipating these observations, I prepared leading questions to guide deeper thinking, such as:
“Can freedom actually ring?”
“What literary device do we call that?”
This led to more complex discussions about metaphors, figurative language, and how repetition amplifies the power of a message.
Step 3: Provide a Prompt and Scaffolds to Make Writing Less Intimidating
Before students began writing, I often reviewed metaphors, as middle school students sometimes needed a refresher.
Then came my favorite part: giving them time to draft. I reminded myself not to worry if their drafts were “perfect.” My goal was simply to encourage thoughtful responses. I asked them to respond to a prompt about their dreams, incorporating at least one metaphor from a provided list or one they created themselves. I also encouraged them to experiment with repetition.
For students who struggled with the abstract concept of dreams, I gave them the option of writing about a problem they wanted to solve. Providing this choice was key because the prompts were deeply personal.
Extension Activity: Dear Martin
Another mentor text that is great to use alongside the list of speeches is Dear Martin by Nic Stone. I love the idea of letter writing to MLK like in Nic Stone’s book, and the extension activities are endless as more advanced writers can imitate the writing moves that Dr. Martin Luther King Jr. made across multiple speeches. The theme is always the same: See the passion in his writing to understand his purpose. He was the voice of a movement. What about the writing caused so many to join him in the fight for justice and equality?
Dear Martin by Nic Stone
Amazon Summary: “Justyce McAllister is a good kid, an honor student, and always there to help a friend—but none of that matters to the police officer who just put him in handcuffs. Despite leaving his rough neighborhood behind, he can't escape the scorn of his former peers or the ridicule of his new classmates.
Justyce looks to the teachings of Dr. Martin Luther King Jr. for answers. But do they hold up anymore? He starts a journal to Dr. King to find out.
Then comes the day Justyce goes driving with his best friend, Manny, windows rolled down, music turned up—way up, sparking the fury of a white off-duty cop beside them. Words fly. Shots are fired. Justyce and Manny are caught in the crosshairs. In the media fallout, it's Justyce who is under attack.”
Some Project Ideas for ELA Classrooms
Dream Narratives: Students write personal essays about their dreams for the future, connecting their aspirations to Dr. King’s vision in “I Have a Dream.”
Dream Poetry: Analyze and create poetry inspired by dreams, focusing on the use of metaphor, imagery, and tone.
Comparative Analysis: Compare Dr. King’s dream with other influential leaders’ visions, such as Gandhi or Nelson Mandela, examining rhetorical techniques and shared values.
Persuasive Speeches: Have students craft their own persuasive speeches about a cause they care about, using techniques found in Dr. King’s works.
Historical Research Essays: Students research the historical context of the civil rights movement and write essays connecting Dr. King’s messages to modern social justice issues.
Ideas for Disciplinary Literacy Projects
Incorporating historical context and connections across subject areas deepens students’ understanding of Dr. King’s impact. In art, students might study civil rights movement posters or create visual interpretations of his messages. In music, they could explore protest songs of the era. Gym and dance classes could reflect on themes of unity and cooperation through team-building activities or choreography inspired by the movement. Math classes might analyze data about social justice issues, while science lessons could explore ethical considerations in environmental justice—an issue Dr. King championed. World language classes could examine how King’s speeches and ideas resonate globally.
Ideas for Projects:
Social Studies
Dream for Society: Research a historical figure or movement with a dream of societal change. Create a presentation analyzing their strategies and impact.
Comparative Analysis: Compare Dr. King’s dream to other global leaders’ visions for their nations or movements (e.g., Gandhi, Nelson Mandela).
Science
Innovative Dreams: Study scientific pioneers (e.g., Marie Curie, Nikola Tesla) and how their dreams of discovery shaped our world. Students can create infographics or presentations.
Environmental Dreams: Propose a sustainable innovation to address climate change, modeling it after current research and scientific methods.
Math
Data Dreams: Collect and analyze data related to a dream (e.g., reducing poverty, increasing access to education). Represent findings through graphs or charts.
Building the Dream: Use geometric principles to design a model of a future city or building that represents equity and inclusion.
Art
Dreamscape Collages: Create visual representations of dreams using mixed media, inspired by surrealism or historical movements.
Civil Rights Mural: Design a mural depicting dreams for justice and equality, incorporating symbols and quotes.
Music
Dream Soundtrack: Compose a song or playlist that captures the essence of a personal or societal dream. Explain the choices in a reflective essay.
Musical Dreams: Study how protest songs express collective dreams for change and create a modern version.
Physical Education
Teamwork Dream Challenge: Create and implement a fitness plan emphasizing teamwork and achieving shared goals
Dream Game: Design a game or physical activity centered on inclusivity and collaboration.
World Languages
Global Dreams: Research how dreams for equality and opportunity are expressed in different cultures. Present findings in the target language.
Language Dreams: Write about personal aspirations in the target language, focusing on vocabulary and grammar mastery.
By weaving historical information into diverse subject areas, educators can emphasize the interdisciplinary relevance of Dr. King’s work and inspire students to carry his principles forward in their lives and communities. This integrated approach reinforces the idea that honoring leaders is a daily practice, embedded in our learning and actions throughout the year.
