Last Updated on 09/25/2025 by Ruth Okoye
On August 28, 1963, Dr. Martin Luther King Jr. stood before thousands and painted a dream of justice, dignity, and equality. His words still echo across classrooms today—but how do we help students truly hear them? On this anniversary of the “I Have a Dream” speech, we invite educators to move beyond passive listening and into active, age-appropriate reflection. By exploring the Thinking Routines Toolbox—a collection of strategies developed by Project Zero at the Harvard Graduate School of Education (reviewed here)—and leveraging Padlet’s new AI worksheet generator, teachers can guide students through meaningful engagement with King’s message. Each routine offers a scaffold for curiosity, connection, and civic dialogue, tailored to the developmental needs of learners from kindergarten through high school.
Padlet’s (reviewed here) new tool, Padlet TA (reviewed here), includes a worksheet generator designed to help educators integrate the structure of thinking routines into classroom activities. With just a few prompts, teachers can create age-appropriate worksheets that guide students through a selected routine—complete with embedded links to videos, websites, or uploaded materials that support the content. In this example, Padlet TA helps bring Dr. King’s speech to life by pairing it with routines that invite students to observe, question, connect, and challenge ideas in developmentally meaningful ways.
To support differentiated instruction, we’ve selected three thinking routines—each matched to a specific grade band and designed to help students engage with Dr. King’s speech in developmentally meaningful ways. Whether students are wondering about what they see, building claims from evidence, or challenging their own assumptions, these routines offer a pathway into deeper understanding. And with Padlet TA’s worksheet generator, it’s easier than ever to create tailored prompts and resources that bring each routine to life.
Elementary (K-5): See, Think, Wonder
What Do You See in the Dream?
Young learners respond best to concrete, visual approaches that help them break down complex ideas into manageable pieces. The See, Think, Wonder framework is well-suited for this age group because it provides an opportunity to build upon students’ natural curiosity while developing foundational critical thinking skills.
Start by sharing an image of Dr. King delivering his speech, reading a book about MLK’s speech, or watching a video of “I Have a Dream” read aloud. After introducing Dr. King’s speech, begin your exploration using the See, Think, Wonder thinking routine.
See: “What do you notice about the words King uses? What images does he paint with his language?” This encourages students to look closely at the text without feeling overwhelmed by in-depth analysis. They might notice repeated phrases, such as “I have a dream,” or vivid imagery, like “sweltering with the heat of injustice.”
Think: “What do you think King’s main message is? What makes you think that?” This step encourages students to form opinions based on evidence—a crucial skill they’ll use throughout their academic careers.
Wonder: “What questions do you have about King’s dream? What do you wonder about the time period when he gave this speech?” This opens up natural opportunities for further research and discussion. Use Padlet TA to create a worksheet with three questions, or include additional questions while still focusing on the ‘see, think, wonder’ routine by including specific instructions in your prompt. Add a link to a video or image to provide additional information to include in the worksheet.
Middle School (6-8): Claim, Support, Question
What Is the Dream Asking of Us?
Middle schoolers are ready for more advanced analysis, but using a clear structure helps focus their thinking. The Claim, Support, Question framework encourages them to analyze the speech while offering ways to expand their thinking beyond the words and toward the “dreams” in the speech. After watching a video of Dr. King’s speech, consider using questions similar to these to conduct the Claim, Support, Question thinking routine.
Claim: “What is King’s main claim or argument in this speech?” This forces students to identify the central thesis rather than getting lost in beautiful language.
Support: “What specific evidence from the text supports this claim?” Here’s where students dive into quotes, examples, and rhetorical devices. They might identify how King uses repetition, metaphor, or biblical allusions to strengthen his argument.
Question: “What questions does this raise about the civil rights movement, the effectiveness of peaceful protest, or ongoing issues today?” This connects historical learning to contemporary issues—always a win for engagement.
Use Padlet TA to create a worksheet that helps middle school students focus on the three thinking processes of this routine by including specific guiding questions and a clear prompt to focus on considering claims, support, and questions.
Tools like Kami (reviewed here) also work wonderfully here, allowing students to highlight text, add comments, and collaborate on digital copies of the speech. The annotation process itself becomes part of the learning, making students’ thinking visible and shareable.
High School (9-12): Connect, Extend, Challenge
How Does the Dream Live On?
High school students can handle more complex thought processes. The Connect, Extend, Challenge framework encourages them to think critically not only about what King said, but also about how his ideas fit into broader conversations about justice and social change.
Connect: “How does this speech connect to other texts, historical events, or current social movements you know about?” Students might draw parallels to contemporary movements or other historical speeches they’ve studied. High school learners benefit from routines that stretch their thinking and invite personal reflection. The Connect, Extend, Challenge routine encourages them to link King’s message to prior knowledge, expand their perspectives, and grapple with tensions or contradictions. It’s a powerful way to explore how the dream continues—and what it demands of us now.
Extend: “What new ideas does King’s speech add to your thinking about justice, equality, or effective advocacy?” This question encourages students to go beyond simple comprehension and toward genuine intellectual growth.
Challenge: “What aspects of King’s message or approach might be questioned or debated? What assumptions does he make?” This is where critical thinking shines; students learn to examine and question historical issues using a contemporary perspective.
This example worksheet includes the questions above as part of the prompt to create a ten-question exploration using the Connect, Extend, Challenge thinking routine.
Integrating Additional Technology and No-Tech Solutions
Padlet TA offers flexibility for sharing and editing worksheets. Choose from several export options that allow users to send the content to Google Forms, Google Docs, Word, PDF, or create collaborative Padlets that include the ability to add supporting documents and information. Select the option that best suits your tech setup and student needs.
Sometimes the most meaningful discussions happen when students work without technology. For a no-tech solution, use colored sticky notes to allow students to share their responses and encourage further discussion. The framework matters more than the format.
The goal isn’t just to “cover” the speech—it’s to help students develop the tools they need to think critically about powerful ideas, both in King’s time and in our own.
Dr. King’s words continue to inspire, challenge, and call us to action. By pairing his speech with developmentally appropriate thinking routines—and using tools like Padlet TA to scaffold student responses—we can help learners not only understand history, but see themselves as part of its ongoing story. Whether students are wondering, questioning, or challenging, they are engaging in the kind of reflection that keeps the dream alive.
How do you use thinking routines in your classroom? What other suggestions do you have to enhance the teaching of the I Have a Dream speech? Share your ideas in the comments as we learn together.