{"id":12277,"date":"2025-08-28T16:29:00","date_gmt":"2025-08-28T20:29:00","guid":{"rendered":"https:\/\/teachersfirst.com\/blog\/?p=12277"},"modified":"2025-09-25T19:11:52","modified_gmt":"2025-09-25T23:11:52","slug":"dreaming-with-depth-using-thinking-routines-to-explore-mlks-speech-across-grade-levels","status":"publish","type":"post","link":"https:\/\/teachersfirst.org\/blog\/2025\/08\/dreaming-with-depth-using-thinking-routines-to-explore-mlks-speech-across-grade-levels\/","title":{"rendered":"Dreaming with Depth: Using Thinking Routines to Explore MLK\u2019s Speech Across Grade Levels"},"content":{"rendered":"\n

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\u2014but how do we help students truly hear them? On this anniversary of the \u201cI Have a Dream\u201d speech, we invite educators to move beyond passive listening and into active, age-appropriate reflection. By exploring the Thinking Routines Toolbox\u2014a collection of strategies developed by Project Zero at the Harvard Graduate School of Education (reviewed here<\/a>)\u2014and leveraging Padlet\u2019s new AI worksheet generator, teachers can guide students through meaningful engagement with King\u2019s message. Each routine offers a scaffold for curiosity, connection, and civic dialogue, tailored to the developmental needs of learners from kindergarten through high school.<\/p>\n\n\n

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Padlet\u2019s (reviewed here)<\/a> new tool, Padlet TA (reviewed here),<\/a> 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\u2014complete with embedded links to videos, websites, or uploaded materials that support the content. In this example, Padlet TA helps bring Dr. King\u2019s speech to life by pairing it with routines that invite students to observe, question, connect, and challenge ideas in developmentally meaningful ways.<\/p>\n\n\n\n

To support differentiated instruction, we\u2019ve selected three thinking routines\u2014each matched to a specific grade band and designed to help students engage with Dr. King\u2019s 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\u2019s worksheet generator, it\u2019s easier than ever to create tailored prompts and resources that bring each routine to life.<\/p>\n\n\n\n

Elementary (K-5): See, Think, Wonder<\/h2>\n\n\n\n

What Do You See in the Dream?<\/h3>\n\n\n\n

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\u2019 natural curiosity while developing foundational critical thinking skills.<\/p>\n\n\n\n

Start by sharing an image of Dr. King delivering his speech, reading a book about MLK\u2019s speech, or watching a video<\/a> of “I Have a Dream”\u00a0 <\/em>read aloud. After introducing Dr. King\u2019s speech, begin your exploration using the See, Think, Wonder thinking routine.<\/p>\n\n\n\n

See<\/strong>: “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.”<\/p>\n\n\n\n

Think<\/strong>: “What do you think King’s main message is? What makes you think that?” This step encourages students to form opinions based on evidence\u2014a crucial skill they’ll use throughout their academic careers.<\/p>\n\n\n\n

Wonder<\/strong>: “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<\/a>, or include additional questions<\/a> 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.<\/p>\n\n\n\n

Middle School (6-8): Claim, Support, Question<\/h2>\n\n\n\n

What Is the Dream Asking of Us?<\/h3>\n\n\n\n

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 \u201cdreams\u201d in the speech. After watching a video of Dr. King\u2019s speech<\/a>, consider using questions similar to these to conduct the Claim, Support, Question thinking routine.<\/p>\n\n\n\n

Claim<\/strong>: “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.<\/p>\n\n\n\n

Support<\/strong>: “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.<\/p>\n\n\n\n

Question<\/strong>: “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\u2014always a win for engagement.<\/p>\n\n\n\n

Use Padlet TA to create a worksheet<\/a> 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.<\/p>\n\n\n\n

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\u2019 thinking visible and shareable.<\/p>\n\n\n\n

High School (9-12): Connect, Extend, Challenge<\/h2>\n\n\n\n

How Does the Dream Live On?<\/h3>\n\n\n\n

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.<\/p>\n\n\n\n

Connect<\/strong>: “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<\/strong> routine encourages them to link King\u2019s message to prior knowledge, expand their perspectives, and grapple with tensions or contradictions. It\u2019s a powerful way to explore how the dream continues\u2014and what it demands of us now.<\/p>\n\n\n\n

Extend<\/strong>: “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.<\/p>\n\n\n\n

Challenge<\/strong>: “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.<\/p>\n\n\n\n

This example<\/a> worksheet includes the questions above as part of the prompt to create a ten-question exploration using the Connect, Extend, Challenge thinking routine.\u00a0<\/p>\n\n\n\n

Integrating Additional Technology and No-Tech Solutions<\/h2>\n\n\n\n

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.<\/p>\n\n\n\n

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.<\/p>\n\n\n\n

The goal isn’t just to “cover” the speech\u2014it’s to help students develop the tools they need to think critically about powerful ideas, both in King’s time and in our own.<\/p>\n\n\n\n

Dr. King\u2019s words continue to inspire, challenge, and call us to action. By pairing his speech with developmentally appropriate thinking routines\u2014and using tools like Padlet TA to scaffold student responses\u2014we 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.<\/p>\n\n\n\n

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.<\/p>\n\n\n\n

<\/p>\n","protected":false},"excerpt":{"rendered":"

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\u2014but how do we help students truly hear them? On this anniversary of the \u201cI Have a Dream\u201d speech, we invite educators to move beyond passive listening and … read more »<\/a><\/p>\n","protected":false},"author":4,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_lmt_disableupdate":"no","_lmt_disable":"","footnotes":""},"categories":[27],"tags":[177,50,54,278],"class_list":["post-12277","post","type-post","status-publish","format-standard","hentry","category-classroom-application","tag-frameworks","tag-instructional-strategies","tag-resources","tag-thinking-routines"],"modified_by":"Ruth Okoye","_links":{"self":[{"href":"https:\/\/teachersfirst.org\/blog\/wp-json\/wp\/v2\/posts\/12277","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/teachersfirst.org\/blog\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/teachersfirst.org\/blog\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/teachersfirst.org\/blog\/wp-json\/wp\/v2\/users\/4"}],"replies":[{"embeddable":true,"href":"https:\/\/teachersfirst.org\/blog\/wp-json\/wp\/v2\/comments?post=12277"}],"version-history":[{"count":8,"href":"https:\/\/teachersfirst.org\/blog\/wp-json\/wp\/v2\/posts\/12277\/revisions"}],"predecessor-version":[{"id":12455,"href":"https:\/\/teachersfirst.org\/blog\/wp-json\/wp\/v2\/posts\/12277\/revisions\/12455"}],"wp:attachment":[{"href":"https:\/\/teachersfirst.org\/blog\/wp-json\/wp\/v2\/media?parent=12277"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/teachersfirst.org\/blog\/wp-json\/wp\/v2\/categories?post=12277"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/teachersfirst.org\/blog\/wp-json\/wp\/v2\/tags?post=12277"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}