I Have a Dream and Rhetorical Devices Grade 9 MyPerspectives
English
8th Grade - University
CCSS covered
Used 168+ times
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About
This quiz examines Martin Luther King Jr.'s "I Have a Dream" speech through the lens of rhetorical analysis, making it appropriate for grade 9 English Language Arts students. The questions systematically assess students' understanding of rhetorical devices including metaphor, simile, allusion, anaphora, and parallelism, while requiring them to analyze King's strategic use of ethos, pathos, and logos throughout the speech. Students must demonstrate comprehension of extended metaphors like the "bad check" analogy and the "valley and mountain" imagery, identify specific allusions to foundational American documents and biblical texts, and understand how King's word choices and repetitive structures serve his persuasive purpose. The quiz also tests vocabulary comprehension of key terms and requires students to interpret the speech's tone, main focus, and underlying messages about racial justice and equality. To succeed, students need strong reading comprehension skills, familiarity with rhetorical terminology, and the ability to connect textual evidence to larger thematic concepts. This quiz was created by a classroom teacher who designed it for students studying American literature and rhetoric in grade 9. The assessment serves multiple instructional purposes, functioning effectively as a comprehensive review tool after students have studied the speech in depth, or as a formative assessment to gauge understanding of rhetorical analysis concepts. Teachers can use this quiz for homework assignments to reinforce classroom discussions about King's persuasive techniques, as a warm-up activity to activate prior knowledge before deeper analysis, or as preparation for essay writing about the speech's rhetorical effectiveness. The variety of question types, from identifying specific rhetorical devices to interpreting symbolic imagery and analyzing King's strategic choices, makes it valuable for differentiated instruction and supports students in developing critical thinking skills essential for literary analysis. This assessment aligns with Common Core standards CCSS.ELA-LITERACY.RL.9-10.4 for analyzing word choice and meaning, CCSS.ELA-LITERACY.RI.9-10.6 for determining author's purpose and rhetoric, and CCSS.ELA-LITERACY.RI.9-10.9 for analyzing seminal U.S. documents and their themes.
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50 questions
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1.
MULTIPLE CHOICE QUESTION
30 sec • 1 pt
"...and we will not be satisfied until 'justice rolls down like waters, and righteousness like a mighty stream.'" What rhetorical device is stated here?
Tags
CCSS.RI.11-12.5
CCSS.RI.9-10.5
2.
MULTIPLE CHOICE QUESTION
1 min • 1 pt
At the end of his speech, Dr. King repeatedly calls out, "Let freedom ring." Which is NOT a reason why he did this?
Tags
CCSS.RL.2.6
CCSS.RL.8.3
3.
MULTIPLE CHOICE QUESTION
30 sec • 1 pt
"Now is the time" and "We cannot be satisfied" are both examples of
Tags
CCSS.L.8.5A
4.
MULTIPLE CHOICE QUESTION
30 sec • 1 pt
The overall tone of King's speech is
Tags
CCSS.RL.6.4
CCSS.RL.3.4
CCSS.RL.2.4
CCSS.RL.5.4
CCSS.RL.1.4
5.
MULTIPLE CHOICE QUESTION
30 sec • 1 pt
2. King makes a comparison between a promissory note and the
Tags
CCSS.RI.2.9
CCSS.RI.3.9
CCSS.RL. 6.7
CCSS.RL.4.7
CCSS.RL.6.9
6.
MULTIPLE CHOICE QUESTION
30 sec • 1 pt
Martin Luther King, Jr. uses the image of “the valley” to represent
Tags
CCSS.RL.2.6
CCSS.RL.8.3
7.
MULTIPLE CHOICE QUESTION
30 sec • 1 pt
Which metaphor illustrates the broken promises to “her citizens of color”
Tags
CCSS.RL.8.4
CCSS.RL.7.4
CCSS.RL.5.5
CCSS.RL.8.5
CCSS.RL.3.5
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