MAIN STREET MIDDLE SCHOOL SUMMER PRE­AP PERFORMANCE TASK Due Dates: Essay and Speech final copies (electronic copy) emailed to ​
[email protected]​
— by 8am on August 5, 2016 Essay and Speeches given on site—week of August 5, 2016. Part 1 Read the following speech by Queen Elizabeth I of England in 1588. My loving people, We have been persuaded by some that are careful of our safety, to take heed how we commit our selves to armed multitudes, for fear of treachery; but I assure you I do not desire to live to distrust my faithful and loving people. Let tyrants fear. I have always so behaved myself that, under God, I have placed my chiefest strength and safeguard in the loyal hearts and good­will of my subjects; and therefore I am come amongst you, as you see, at this time, not for my recreation and disport, but being resolved, in the midst and heat of the battle, to live and die amongst you all; to lay down for my God, and for my kingdom, and my people, my honor and my blood, even in the dust. I know I have the body but of a weak and feeble woman; but I have the heart and stomach of a king, and of a king of England too, and think foul scorn that Parma or Spain, or any prince of Europe, should dare to invade the borders of my realm: to which rather than any dishonor shall grow by me, I myself will take up arms, I myself will be your general, judge, and rewarder of every one of your virtues in the field. I know already, for your forwardness you have deserved rewards and crowns; and We do assure you in the word of a prince, they shall be duly paid you. In the mean time, my lieutenant general shall be in my stead, than whom never prince commanded a more noble or worthy subject; not doubting but by your obedience to my general, by your concord in the camp, and your valor in the field, we shall shortly have a famous victory over those enemies of my God, of my kingdom, and of my people. "Speech by Elizabeth I ­ Spanish Armada July 1588." ​
Learning: English Timeline​
. British Library. Web. 27 Apr. 2016. http://www.bl.uk/learning/timeline/item126630.html​
. Part 2 Fill out the graphic organizer below. Then use the information from the graphic organizer to write an essay. What is Queen Elizabeth’s main purpose for writing the speech? What is the main claim of the speech? What is the author’s point? What does Queen Elizabeth say about her own personality, strength, or abilities? Use evidence from the speech. What does Queen Elizabeth say that might make her audience feel excited or encouraged? Use evidence from the speech. What facts or information does Queen Elizabeth give to convince her audience of her point? Use evidence from the speech. Who is the intended audience for the speech? When you use examples from the speech, you can either use the exact words or your won words. If you use the exact words from the speech, you need to put them in quotation marks and add a citation to the end of the sentence. An example is below. When Queen Elizabeth says, “Let tyrants fear,” she boosting her soldiers’ confidence (Speech by Elizabeth I­ July 1588). When you put the speech into your own words, you don’t need quotation marks, but you still need the citation. An example is below. Queen Elizabeth makes her soldiers feel strong by telling them that even evil kings should be scared of them (Speech by Elizabeth I­ July 1588). All essays must be in MLA format. If you don’t have a printer at home, you may submit a neat, professional handwritten essay. Sloppy work will receive a failing grade. Part 3 Teen Issues Persuasive Speech Assignment Purpose: For students to use rhetorical strategies and prepare a persuasive speech on a relevant teen issue of your choice. Your task: Select a current topic important to teenagers from the list below, or you can come up with your own topic, if you receive teacher approval. The goal of the speech is to inform and persuade your intended audience to do something about your essential topic. It is important that you are passionate about your issue, so please take the necessary time to research various issues listed below: ●
Immigration ●
Year­round Schooling ●
Free College ●
Technology Addiction ●
Student Health and Fitness ●
Global Warming ●
Eating Disorders ●
Bullying ●
Cyber­bullying ●
Role of Sports in Schools ●
Fracking ●
Video Game Addiction Requirements: 1. Research your topic. 2. Write the speech using rhetorical devices. 3. Record speech in suitable format. 4. Submit recorded speech to [email protected] by 8am on August 5, 2016 Parameters: 1. 60 second maximum length 2. Must have reputable sources attached to final copy with internal citations. See http://owl.english.purdue.edu/owl/resource/747/02​
for a very clear explanation as to how to use parenthetical documentation for sources that include authors’ names and those that do not. 3. Must include effective rhetorical devices. 4. Presenter may use only one visual aid, but a visual is not required. Assessment: See rubric on webpage. Due Dates: Speech final copy (electronic copy)— by 8am on August 5, 2016 Speeches given on site—week of August 5, 2016. Part 1 Read the following excerpt from a speech by Frederick Douglass on July 5, 1852 I am not included within the pale of this glorious anniversary! Your high independence only reveals the immeasurable distance between us. The blessings in which you, this day, rejoice, are not enjoyed in common.­The rich inheritance of justice, liberty, prosperity and independence, bequeathed by your fathers, is shared by you, not by me. The sunlight that brought light and healing to you, has brought stripes and death to me. This Fourth July is yours, not mine. You may rejoice, I must mourn. To drag a man in fetters into the grand illuminated temple of liberty, and call upon him to join you in joyous anthems, were inhuman mockery and sacrilegious irony. Do you mean, citizens, to mock me, by asking me to speak to­day? If so, there is a parallel to your conduct. And let me warn you that it is dangerous to copy the example of a nation whose crimes, towering up to heaven, were thrown down by the breath of the Almighty, burying that nation in irrevocable ruin! I can to­day take up the plaintive lament of a peeled and woe­smitten people! […] I was born amid such sights and scenes. To me the American slave­trade is a terrible reality. When a child, my soul was often pierced with a sense of its horrors. I lived on Philpot Street, Fell’s Point, Baltimore, and have watched from the wharves, the slave ships in the Basin, anchored from the shore, with their cargoes of human flesh, waiting for favorable winds to waft them down the Chesapeake. There was, at that time, a grand slave mart kept at the head of Pratt Street, by Austin Woldfolk. His agents were sent into every town and county in Maryland, announcing their arrival, through the papers, and on flaming “​
hand­bills​
,” headed CASH FOR NEGROES. These men were generally well dressed men, and very captivating in their manners. Ever ready to drink, to treat, and to gamble. The fate of many a slave has depended upon the turn of a single card; and many a child has been snatched from the arms of its mother by bargains arranged in a state of brutal drunkenness. […] What, to the American slave, is your 4th of July? I answer; a day that reveals to him, more than all other days in the year, the gross injustice and cruelty to which he is the constant victim. To him, your celebration is a sham; your boasted liberty, an unholy license; your national greatness, swelling vanity; your sounds of rejoicing are empty and heartless; your denunciation of tyrants, brass fronted impudence; your shouts of liberty and equality, hollow mockery; your prayers and hymns, your sermons and thanksgivings, with all your religious parade and solemnity, are, to Him, mere bombast, fraud, deception, impiety, and hypocrisy­a thin veil to cover up crimes which would disgrace a nation of savages. There is not a nation on the earth guilty of practices more shocking and bloody than are the people of the United States, at this very hour. Douglass, Frederick, Philip Sheldon Foner, and Yuval Taylor. ​
Frederick Douglass: Selected Speeches and Writings​
. Chicago: Lawrence Hill, 1999. Print. Part 2 Fill out the graphic organizer below. Then use the information from the graphic organizer to write an essay. What is Douglass’s main purpose for writing the speech? What is the main claim of the speech? What is the author’s point? How does Douglass show that he is an authority on the subject of slavery? Use examples from the speech. What does Douglass say that might inspire strong feelings in his audience? Use evidence from the speech. What facts or information does Douglass use to prove his point? Use examples from the speech. Who is the intended audience for the speech? What rhetorical devices does Douglass use? Use examples from the speech. When you use examples from the speech, you can either use the exact words or your own words. If you use the exact words from the speech, you need to put them in quotation marks and add a citation to the end of the sentence. An example is below. By stating that “many a child has been snatched from the arms of its mother” Douglass evokes strong feelings from the audience, who might feel sorry for orphaned children (Douglass) When you put the speech into your own words, you don’t need quotation marks, but you still need the citation. An example is below. When Douglass talks about all the horrors of the slave trade that he saw as a child, he shows that he is an authority on the subject (Douglass). All essays must be in MLA format. If you don’t have a printer at home, you may submit a neat, professional handwritten essay. Sloppy work will receive a failing grade. Part 3 Teen Issues Persuasive Speech Assignment Purpose: For students to use rhetorical strategies and prepare a persuasive speech on a relevant teen issue of your choice. Your task: Select a current topic important to teenagers from the list below, or you can come up with your own topic, if you receive teacher approval. The goal of the speech is to inform and persuade your intended audience to do something about your essential topic. It is important that you are passionate about your issue, so please take the necessary time to research various issues listed below: ●
Immigration ●
Year­round Schooling ●
Free College ●
Technology Addiction ●
Student Health and Fitness ●
Global Warming ●
Eating Disorders ●
Bullying ●
Cyber­bullying ●
Role of Sports in Schools ●
Fracking ●
Video Game Addiction Requirements: 1. Research your topic. 2. Write the speech using rhetorical devices. 3. Record speech in suitable format. 4. Submit recorded speech to [email protected] by 8am on August 5, 2016 Parameters: 1. 60 second maximum length 2. Must have reputable sources attached to final copy with internal citations. See http://owl.english.purdue.edu/owl/resource/747/02​
for a very clear explanation as to how to use parenthetical documentation for sources that include authors’ names and those that do not. 3. Must include effective rhetorical devices. 4. Presenter may use only one visual aid, but a visual is not required. Assessment: See rubric on webpage. Due Dates: Speech final copy (electronic copy)— by 8am on August 5, 2016 Speeches given on site—week of August 5, 2016. List of Rhetorical Terms and Definitions Alliteration: the beginning of several consecutive or neighboring words have the same sound. Allusion: a reference to a well­known person, place, event, literary work, or work of art. Writers do not usually explain their allusion since they expect the readers to be aware of the things to which they refer. Anadiplosis: the repetition of the last word in one clause or sentence and the first words at the beginning of the next clause or sentence. Anaphora: the repetition of the same word or group of words at the beginning of a series of clauses or sentences. Antithesis: two opposing ideas found side by side to help bring attention to a message by the author. Author’s point of view on subject: position from which a writer addresses a topic to include beliefs, assumptions, and biases. Author’s purpose: the author’s reason for writing. It may be to inform, the persuade, or to entertain. Call to action: request or petition by the writer to move the reader to take a stand on the issue. Cause and effect: a cause is something that makes something else happen; an effect is what happens as a result of the cause. Claim: a debatable or controversial statement the speaker makes with the intent to prove it. Controlling idea: an idea that makes a reader ask a question. Epigraph: a quotation set at the beginning of a literary work or one of its divisions to suggest a theme. Evaluative question: seeks a judgment by the answerer, such as the value, worth, or truth of the text or its contents. Factual claim: claims to offer evidence. Factual support: researchable support for the topic of piece. Imagery: a word or phrase that appeals to one or more of the five senses of taste, touch, smell, sight, and sound. Inferential question: cannot be answered by looking at the text itself, but can be answered by inference or reference to some outside information. Literal question: can be answered solely by referencing the text itself. Loaded words:have strong emotional overtones or connotations and which evoke strongly positive or negative reactions beyond their literal meaning. Logical deduction: builds or evaluates deductive arguments which are attempts to show that a conclusion results from a set of premises or hypotheses. Metaphor: figure of speech in which something is described as though it were something else. It points out a similarity between two things. An extended metaphor continues for more than a line or two. Order of importance: a pattern of organization where information is prioritized by the speaker in a hierarchy of value Parallel structure: a grammatical or structural similarity between sentences or parts of sentences. It involves the arrangement of words, phrases, sentences, and paragraphs so that elements of equal importance are equally developed and similarly phrased. Problem/solution: requires reader to identify a problem and consider multiple solutions and possible results. Repetition: a device where words, sounds, and ideas are used more than once to enhance rhythm and to create emphasis. Sequence of events: historical events are often presented in chronological order; directions occur in sequence; change follows a logical order; and scientific observations are usually recorded in a precise order Simile: a figure of speech that makes a direct comparison between two unlike subjects, using the words like or as in the comparison. Symbolism: anything that stands for or represents something else. Symbols are usually concrete (touchable) objects or images that represent abstract ideas. Synthesis: the combining of often very different ideas into an ordered whole.