All-School Patriotic Speech Festival by dffhrtcv3


									All-School Patriotic
 Speech Festival
Reference Source

• Johnson, M. (2003). Primary
 Sources in the Library: A
 Collaboration Guide for
 Library Media Specialists.
 Worthington, Ohio: Linworth.
• Started at Eagleview Middle
  School, Colorado Springs, CO
• All 8th graders participate
• Select one piece from any of
  four categories
• Project takes one month
• Have students develop your
  own school list
• Can be simplified for
  elementary school or made
  more challenging for high
Library Introduction to
Historic School Recitation

• Use Making of America Web site
• Samuel Woodworth’s 1831 book:
 Melodies, Duets, Trios, Songs, and
 Ballads, Pastoral Amatory,
 Sentimental, Patriotic, Religious, and
 Miscellaneous. Together with
 Metrical Epistles, Tales, and
• Study recitation pieces from over
  170 years ago.
• Go to
• Click on <MoA Books>
• Click on <Browse MoA Books>
• Click on <W>
• Click on <Wo>
• Scroll to and click on <Woodworth>
• Search for <patriot*>
• Click on <results details>
• View as <image>
• Use American Memory Web site
• Read several selections from
  “Life Histories” on experiences
  with recitation in schools during
  the 1930’s
• Discuss why memorization is or
  isn’t useful to students today
• Discuss what students might
  learn from past great orators
• Go to
• Click on <Collection Finder>
• Click on <List All Collections>
• Click on <Life Histories, Federal
  Writers’ Project>
• Click on <Search by Keyword>
• Type in <recitation>
• Take your pick. “Recitation” is
 Peter A. Gilbert,
“It is not great ideas
 alone that move
 people’s hearts and
 minds, but great ideas
 eloquently expressed.
Introduction to Patriotic
• Use U.S. National Archives “Digital
  Classroom” Web site
• Listen to “A Date Which Will Live in
  Infamy” excerpt
• View Roosevelt’s draft
• Study new vocabulary
• Identify speech techniques:
  repetition, alliteration, emotionally
  charged words, appeal to self-
  preservation, and assurance of moral
Other activities:

• Compare Roosevelt’s speech
  to Patrick Henry’s “Give Me
  Liberty” speech
• Interview elder citizens who
  actually heard Roosevelt’s
History Collaboration
• Research individual who gave
  the speech selected
• Give students one non-
  competition speech without
  speaker’s name, title, or
  occasion—Students use clues
  to guess speaker, time period,
  issues, vocabulary meanings,
  possible audience, etc.
• Research era of chosen speech
English Collaboration
• Students each analyze selected
  speech, using form
• Whole class writes 5-paragraph
  essay on same non-competition
• Then each student writes 5-
  paragraph essay on own
  selected speech
Other Collaboration
• Drama: Work on historic oratorical
• Drama and Art: Help with costumes
  for Festival
• Art: Plan and prepare Festival
  decorations (lots of flags and
• Cooking: Study and prepare
  “historic” recipes for Festival
Still more:
• Music: Choose and practice
  patriotic songs for audience
  Sing-Along at Festival
• Technology: Prepare
  PowerPoint of song lyrics
• Parents’ club: Possible source
  of refreshments and prizes
• Community groups: Judges,
  prizes, publicity

• Everyone presents in class
  (receive judging form in
• Top # in each category compete
  in Semi-Finals
• Top Semi-Final Winners present
  at Festival Finals
• Over-all champion is named
Possible Judges
•   School board members
•   District administrators
•   City council members, legislators
•   Professors of English or speech
•   Active or retired military personnel
•   War veterans, medal winners
•   Former POW-MIAs
•   Police or fire fighters
•   Community activists
• Pledge and national anthem
• Sing-Along
• Speeches by Finalists
• Exhibition pieces by rest of class
  members before, between and after
• Sing-Along during judging
• Awards ceremony
• Refreshments!!!

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