Memorial Design Dedication Speech · As students view the presentation, have them record their observations of the memorial designs on the graphic organizer. Moving On ... Wrapping

Memorial Design &

Dedication Speech

Using Text Models for Student Writing© 2015 K.Patrick (OCBeachTeacher)

Lesson Plan

What is Inspired Writing?

With Inspired Writing, students use the texts they read as models for their own

writing. This lesson provides students with inspiration from “The Gettysburg

Address” by Abraham Lincoln (or similar text). Students imitate at least one

characteristic of the text for their own authentic writing.

Overview

In this lesson, after students have completed a close reading of “The Gettysburg

Address,” a text emphasized by the Common Core, they will employ parallelism

in their own speeches. “The Gettysburg Address” contains one of the most

famous examples of parallelism in American history: “of the people, by the

people, for the people.” In the assignment, students brainstorm events and

people worthy of a memorial, design their memorials, and then use the writing

process to write a speech dedicating their memorial.

Common Core English Language Arts Anchor Standards

Read closely to determine what the text says explicitly and to make logical

inferences from it; cite specific textual evidence when writing or speaking to

support conclusions drawn from the text.

Analyze the structure of texts, including how specific sentences, paragraphs,

and larger portions of the text relate to each other and the whole.

Integrate and evaluate content presented in diverse formats and media,

including visually and quantitatively, as well as in words

Write informative/explanatory texts to examine and convey complex ideas

and information clearly and accurately through the effective selection,

organization, and analysis of content.

Produce clear and coherent writing in which the development, organization,

and style are appropriate to task, purpose, and audience.

Develop and strengthen writing as needed by planning, revising, editing,

rewriting, or trying a new approach

Prepare for and participate effectively in a range of conversations and

collaborations with diverse partners, building on others’ ideas and expressing

their own clearly and persuasively.

Demonstrate command of the conventions of standard English grammar and

usage when writing or speaking.

Demonstrate command of the conventions of standard English capitalization,

punctuation, and spelling when writing.

© 2015 K.Patrick(OCBeachTeacher)

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Getting Started

1. Distribute the handout and ask students to respond to the following journal

prompt: What national parks or memorials for battles, wars, events or

famous people have you visited or heard about?

2. Use cooperative learning and have the students complete think-pair-share

with their journals.

3. Show the power point with examples of current memorials in the United

States and from around the world. As students view the presentation, have

them record their observations of the memorial designs on the graphic

organizer.

Moving On

4. Have students complete the reading assignment for “The Gettysburg

Address” and respond to the questions. Periodically stop and share

responses in whole-class discussion to check for understanding.

5. If needed, complete an additional mini-lesson on the use of parallelism in

writing.

6. Continue to the brainstorming and designing of the memorials by following

the instructions on the handout. The teacher may want to create a list

displaying the events and people that the students brainstormed.

7. Direct students to complete their memorial designs. Depending on the

abilities and needs of the students, this may be completed as a class activity

(teacher can provide supplies and support) or assigned as a homework

activity.

8. After the memorials designs are completed, give students the instructions for

writing their speeches. If desired, provide the graphic organizer to help them

connect their reading to their own writing.

9. When students bring the finished drafts of their speeches to class, conduct a

peer review session. Distribute the guided peer review hand-out for them to

complete. The teacher should then encourage the students to revise, edit,

and polish their final speeches.

Wrapping Up

10. Provide time for students to share their work. Students could do a gallery

walk, read their speeches aloud, or share their memorials and speeches in

small groups. You can also display their work on a classroom bulletin board.










As you read and learn about each memorial in the power point, write a description of each one. Pay attention to how each design element is used to commemorate the people it honors. An example is provided.

Memorial Description Design Elements

Vietnam Memorial Two large marble walls

engraved with the names of

soldiers who died in the war.

The mirror-like surface reflects

the surrounding trees, lawns,

and monuments.

Its simplicity allows people who

visit to think quietly and honor

those who sacrificed and

served in the war. By reflecting

the surroundings, it appears to

blend in with the landscape.

What Makes a Memorial?










Pre-Reading

Journal: What national parks or memorials for battles, wars, events, or famous historical people have you visited or heard about? What did you see, read, and do there? Be prepared to share.

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Contextual Reading: Read the information about the Battle of Gettysburg at the following link (or one provided by your teacher):

http://www.nps.gov/gett/historyculture/index.htm

Write at least five interesting facts you learned about the battle.

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________











The Gettysburg Address

Four score and seven years ago our fathers brought forth on this

continent, a new nation, conceived in Liberty, and dedicated to the

proposition that all men are created equal.

Now we are engaged in a great civil war, testing whether that nation, or

any nation so conceived and so dedicated, can long endure. We are

met on a great battle-field of that war. We have come to dedicate a

portion of that field, as a final resting place for those who here gave their

lives that that nation might live. It is altogether fitting and proper that we

should do this.

But, in a larger sense, we can not dedicate -- we can not consecrate --

we can not hallow -- this ground. The brave men, living and dead, who

struggled here, have consecrated it, far above our poor power to add or

detract. The world will little note, nor long remember what we say here,

but it can never forget what they did here. It is for us the living, rather, to

be dedicated here to the unfinished work which they who fought here

have thus far so nobly advanced. It is rather for us to be here dedicated

to the great task remaining before us -- that from these honored dead we

take increased devotion to that cause for which they gave the last full

measure of devotion -- that we here highly resolve that these dead shall

not have died in vain -- that this nation, under God, shall have a new birth

of freedom -- and that government of the people, by the people, for the

people, shall not perish from the earth.

Abraham Lincoln

November 19, 1863

During Reading

Parallelism is the use of a series of words, phrases, or sentences that have similar grammatical form. “The Gettysburg Address” contains one of the most famous examples of parallelism in American history: “of the people, by the people, for the people.” The grammatical structure that is repeated here is the prepositional phrases.

Parallelism affects a piece of writing in many ways. It helps words flow together; it calls attention to important ideas, and it unifies different ideas in a composition. As you read and listen to the speech, identify another example of parallelism and write it below:

_____________________________________________________________________________________________________________________________________________________________________________________________________________________

Post Reading

Respond to the following questions after reading the speech.

What happened on “four score and seven years ago”? _____________________________________________________________________________________________________________________________________________________________________________________________________________________

What does Lincoln say is the purpose of his speech?

_____________________________________________________________________________________________________________________________________________________________________________________________________________________

Who does he say consecrated the battlefield?

_____________________________________________________________________________________________________________________________________________________________________________________________________________________

What does he want the listeners to do?

_____________________________________________________________________________________________________________________________________________________________________________________________________________________









Create Your Memorial

Planning

1.Brainstorm a list of wars, important events, or people who you think

deserve a memorial and speech (Iraq War Veterans, Sandy Hook Victims,

Rosa Parks, Steve Jobs, etc.).

2.Choose an event or person and think about what this memorial will

symbolize. For instance, does this person deserve to be honored because

of his courage? Or, during this event, did many people overcome a

hardship?

3.Review your graphic organizer identifying characteristics of current

memorials and choose which design elements you will include in your

own.

4.Plan what each design element will represent. Maybe you will select

red, blue, and white flowers to show patriotism, or perhaps you will include

a slide show projection with photos of people being honored.

Designing

5. Choose one of the following for your design:

Write 1 -2 paragraphs describing the design of your memorial. Write

what you would see: where are objects placed? what colors are used?

what elements (garden, statue, etc.) would you use?

Draw an illustration of your memorial. Label what each part of the

memorial represents and draw it to scale. Use color to enhance the

design.

Build a three-dimensional model of your memorial. Gather your

materials and then assemble your scene.

Evaluation Criteria

•Shows originality and critical thinking.

•Chooses relevant images, colors, and design elements.

•Follows directions completely and carefully.

•Demonstrates considerable effort and attentiveness.










Write Your Speech

On a separate sheet of paper, draft a short speech (at least 1 page) to

be delivered at an imaginary ceremony dedicating your memorial. Use

at least one example of parallelism (highlight your example) in your

speech. Use “The Gettysburg Address” as a model. You may want to

include the following:

Greet your audience.

Identify the war, event, or person (people) who are being honored.

Include a brief description of what may have happened or what

sacrifices were made.

Share the influence or impact of the event.

Identify a goal or possible solution.

Provide a brief description or explanation of the memorial’s design.

Conclude by thanking the audience, including a call for action, or

ending with a thought to contemplate

Evaluation Criteria

•Demonstrates use of the writing process (brainstorming/planning, draft,

peer response, proofreading, etc.)

•Conveys ideas in a controlled and compelling manner. Speech shows

excellent insight – a good sense of the world, people, and situations. It

effectively demonstrates the complexities and implications of ideas.

Speech uses details to enhance meaning.

•Writing is organized in a way that enhances meaning. Paragraphs are

well-developed and ordered clearly. Speech maintains clear focus and

uses effective transitions.

•Well-chosen words convey intended message in a precise and powerful

way. Writing uses rich, effective vocabulary words which demonstrate an

appropriate tone for the audience and occasion.

•A strong grasp of standard writing conventions is apparent (spelling,

punctuation, usage, capitalization, grammar). Paragraphs are indented.

Varied sentence structures create rhythm and flow.

•Speech is neatly written in blue/black pen or typed with a proper

heading. Parallelism is correctly used and identified.










Plan Your Speech

Write the topic of the speech below:_____________________________________________________________________________________

In a sentence or two, state your topic, the

problem and/or examples of the current

situation.

Greet your audience and identify your purpose.

Include a brief description of what

happened/or what sacrifices were

made.

Include parallelism to create

rhythm, unify ideas, or call

attention to an important idea. What is your goal? What is your solution?

Conclude by thanking the audience, including a call for

action and/or ending with a thought to contemplate.










Planning Your Speech – Example with “The Gettysburg Address”

Write the topic of the speech below:We should honor our soldiers and ensure that the ideals of liberty and equality prevail.

In a sentence or two, state your topic, the

problem and/or examples of the current

situation.

Now we are engaged in a great civil

war, testing whether the nation or any

nation so conceived and so

dedicated can long endure.

Greet your audience and identify your purpose.

We are met on a great battle-field of the war. We have come to

dedicate a portion of that field as a final resting place for those who

here gave their lives that the nation might live.

Include a brief description of what

happened/or what sacrifices were

made.

The brave men, living and dead,

who struggled here, have

consecrated it far above our poor

power…

Include parallelism to create

rhythm, unify ideas, or call

attention to an important idea.

….and that government

of the people, by the

people, for the people

we can not dedicate --

we can not consecrate --

we can not hallow

What is your goal? What is your solution?

It is for us the living, rather, to be dedicated

here to the unfinished work, which they who

fought here have thus far so nobly

advanced.

Conclude by thanking the audience, including a call for

action and/or ending with a thought to contemplate.

….that this nation, under god, shall have a new

birth of freedom










Writer’s Name: _________________________________Reader’s Name:_________________________________

Guided Peer Response

Directions: Read your partner’s draft and answer the questions below.

Give specific, thoughtful feedback.

1. What event or person has been described? Do you find the ideas

interesting? Why/Why not?

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

2. What details are particularly surprising or interesting? What examples

or descriptions are missing?

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

3. Circle transitional words and phrases. What parts of the paper are

confusing? Make suggestions to help improve the organization of ideas.

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

4. What words seem too general or lack description (i.e., nice, cool, fun,

stuff, things). What words seem powerful and/or specific?

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

5. What tone (somber, hopeful, angry, etc.) has your partner used? Is this

effective? Why/Why not?

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________










Revising Your Draft

1. Read the feedback your partner gave you.

2. Think about the answers given. You may or may not agree with the

comments, but be sure that there are three things that you can improve

or change (if not, you may want to have another reader give

constructive criticism.)

3. Look in a thesaurus for synonyms that might be used for general words

or words that have been repeated. What words can you change?

4. Make your writing "tight." What can you delete? Look for…

Words that repeat the meaning of other words

Delete words or phrases that are redundant (terrible tragedy, future

outcome, each individual)

5. Add, change, and delete information in a different colored pencil

and/or pen.

After you have revised your draft, write three changes (word choice,

ideas, organization, etc.) that you made to your draft below (be specific):

1._____________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

2._____________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

3._____________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________




























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Pre-Reading

KEY

Journal: What national parks or memorials for battles, wars, events, or famous historical people have you visited or heard about? What did you see, read, and do there? Be prepared to share.

Answers will vary. Many students may have visited Washington, D.C., and seen famous memorials including the Washington Monument, White House, or Abraham Lincoln Memorial. They may have simply visited local memorials and monuments in you community. Some may have traveled to historic battlefields. Other students may have even traveled to memorials like the Holocaust Memorial, Eifel Tower, Nelson’s Column in London, People’s Hero Monument in Beijing, etc.

Contextual Reading: Read the information about the Battle of Gettysburg at the following link:


Write at least five interesting facts you learned about the battle.

•It was fought over three days in July of 1863.

•The Confederacy was winning the battle at first but it turned against them on July 3.

•The Union victory was called “"High Water Mark of the Rebellion.”

•Every church, home, and public building was used to treat the wounded.

•Prominent citizens of Gettysburg were concerned that the thousands of soldiers who died needed a proper graveyard.

•Orator Edward Everett spoke before Abraham Lincoln.











During Reading

Parallelism is the use of a series of words, phrases, or sentences that have similar grammatical form. “The Gettysburg Address” contains one of the most famous examples of parallelism in American history: “of the people, by the people, for the people.” The grammatical structure that is repeated here is the prepositional phrases.

Parallelism affects a piece of writing in many ways. It helps words flow together; it calls attention to important ideas, and it unifies different ideas in a composition. As you read and listen to the speech, identify another example of parallelism and write it below:

we can not dedicate -- we can not consecrate -- we can not hallow

Post Reading

Respond to the following questions after reading the speech.

What happened on “four score and seven years ago”?

The founding fathers wrote the constitution that guarantees American rights such as, “all men are created equal.”

What does Lincoln say is the purpose of his speech?

They have come “to dedicate a portion of that field, as a final resting place for those who here gave their lives that that nation might live.”

Who does he say consecrated the battlefield?

The soldiers who fought the battle have consecrated the land. He includes both the soldiers who died and those who survived.

What does he want the listeners to do?

He says they must “be dedicated here to the unfinished work” of the soldiers who fought at Gettysburg. He is trying to inspire the Union soldiers and public to continue the fight so there will be victory for the Union and freedom for everyone.










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Memorial Design Dedication Speech · As students view the presentation, have them record their observations of the memorial designs on the graphic organizer. Moving On ... Wrapping

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