district speech arts festivalcurriculum.tulsa.schooldesk.net/portals/tulsa/curriculum... · web...

DISTRICT SPEECH ARTS FESTIVAL

ELEMENTARY PACKET

2015-2016 School Year

Table of Contents

Page

Objectives3

Implementation Tips for Teachers4

General Information5

Calendar6

Elementary Area Semi-finals7

Entry Forms8-10

District Speech Arts FestivalGrades K-6

Objectives:

To further language arts goals through early and frequent exposure to speaking, listening, writing and reading activities

To encourage integration of the speech arts in numerous curriculum areas

To improve student communication skills

To provide all students a chance to positively reinforce their self-esteem

To develop confidence in student public speakers and performers

To allow Tulsa Public Schools patrons to view performances by some of the numerous young people involved in the speech arts

Implementation Tips for Elementary Teachers

There are numerous opportunities to incorporate speech arts activities into any elementary level/subject lesson. They could be focused around a school celebration or theme. They could be used to add interest to any content area unit. They could be used to make a piece of literature, an author, or literary characters come to life. You may have an assembly to celebrate a holiday and include in it an assortment of short speeches. Perhaps some students could speak about the person for whom your school is named. Self-esteem units would lend themselves to having students speak on their personal hero or favorite game, music, or sport. The possibilities are endless. As an additional benefit, providing classroom opportunities for young speakers may give your students the opportunity to put listening and good audience skills to use!

School speech festivals may be conducted during the regular school day in any class or in a special assembly. You may select six or seven finalists in each event for evaluation by a panel of judges for your school speech festival, which may be done in association with another school activity. Each school will then select two students in each event to represent their school in the area festivals.

Use the evaluative criteria listed on the ballots to help the students develop their speeches. Be very attentive to the notes to the judge on these pages as well as to the time constraints. Be certain the students understand HOW they will be judged.

If you have questions or need implementation assistance, please contact Amber Harrington at [email protected]

GENERAL INFORMATION

1.Select a date prior to February 17th, 2016 for your schools Speech Arts Festival.

2.Each elementary school may select two (2) students in each event in the primary (K- 2) category and two (2) students in each event in the intermediate (3-5) category to participate in the area speech festivals. These representatives should be selected from the schools speech festival by an impartial judge or panel of judges who heard all finalist participants in the category.

Three representatives in each event will be selected from each elementary area semi finals (March 2nd & 5th) to participate in the district finals.

3.Awards

A.All Semi-Final participants will receive a Certificate of Participation. Request the number needed from Amber Harrington via email [email protected] NO LATER THAN February 23rd

BThe top three students in each category at the finals level will receive plaques or trophies.

C.An Awards Assembly will recognize all finalists and each finalists

teacher.

4.All events except duet acting are events for individual students.

5.Any violation of time guidelines will result in a mandatory deduction of 25 points off of the overall score. This includes abusing (more than 15 seconds) the minimum and maximum time limits that are set.

6. Please remind your students to refrain from wearing spirit shirts or announcing their school in their introduction.

NOTE: Timing starts when a student begins to mime or speak in character. The introduction is part of the timed performance. Read the guidelines for the exact time limit for each event.

22

Speech Arts Festival Calendar

Prior to February 17th, 2016School-level speech festivals completed

Deadline for Entries: Friday, 19th, 2016

Mail the completed official school entry form to Shawna Wright at Memorial HS or email [email protected]

Group Semi-finals: School festival coordinators will be notified as to which group their school will be entered as no later than February 26th. Groups will be divided evenly based on the number of total entries.

Monday, March 1st Group I Elementary Semi-finals

Site: WILSON TEACHING & LEARNING

Time: 4:30 pm (K-2) 6:30pm (3-6)

Thursday, March 3rd Group II Elementary Semi-finals


Time: 4:30 pm (K-2) 6:30pm (3-6)

Finals:

Monday, March 8th K-2 Elementary FINALS

Site: WEBSTER HIGH SCHOOL

Time: DURING SCHOOL DAY(Teachers will be notified NO LATER THAN 12PM 3/6/15)

Tuesday, March 9th 3-6 Elementary FINALS

Site: WEBSTER HIGH SCHOOL

Time: DURING SCHOOL DAY

(Teachers will be notified NO LATER THAN 12PM 3/6/15)

Thursday, March 11th Awards Assembly


AUDITORIUM

Time: 6:00 p.m.

OFFICIAL ENTRY FORMGrades K 2 FINALS

School Principal___________________

Festival Coordinator(s) __________________________________________________

RETOLD STORY:

Entry #1

Entry #2

PROSE INTERPRETATION:

Entry #1

Entry #2

POETRY INTERPRETATION:

Entry #1

Entry #2

ORIGINAL ORATORY:

Entry #1

Entry #2

HUMOROUS/DRAMATIC DUETS:

Entry #1

Entry #2

Judges namePhone and/or email contact Date available to judge

1.____________________________________________________________________________________

2. ____________________________________________________________________________________

3. ____________________________________________________________________________________

4_____________________________________________________________________________________

5. ____________________________________________________________________________________

Please complete this official form and mail to Amber Harrington at Edison HSOR email [email protected]

OFFICIAL ENTRY FORMGrades 3 6 FINALS

School Principal___________________

Festival Coordinator(s) __________________________________________________

SHAKESPEARE

Entry #1________________________________

Entry #2________________________________

RETOLD STORY:

Entry #1

Entry #2

PROSE INTERPRETATION:

Entry #1

Entry #2

POETRY INTERPRETATION:

Entry #1

Entry #2

ORIGINAL ORATORY:

Entry #1

Entry #2

HUMOROUS/DRAMATIC DUETS:

Entry #1

Entry #2

Judges namePhone and/or email contact Date available to judge

1.____________________________________________________________________________________

2. ____________________________________________________________________________________

3. ____________________________________________________________________________________

4_____________________________________________________________________________________

5. ____________________________________________________________________________________

Please complete this official form and mail to Amber Harrington at Edison HS OR email [email protected]

K-2

EVENTS

Reminder: All Introductions MUST include Author & Title(s)

1. ORIGINAL ORATORY

2. HUMOROUS & DRAMATIC DUETS

3. POETRY

4. PROSE

5. RETOLD STORY

K-2

EVENTS

ORIGINAL ORATORY

(formerly known as Expository)

The purpose of the Original Oratory is broad. This speech can be on any subject the student chooses. It may also be an informative speech. It must be written by the student, although the teacher may offer suggestions as to organization, content, style, etc., and should be memorized.

NOTECARDS, COSTUMES & PROPS ARE ALLOWED at this grade level.

Note: The speech may be about a famous person, but it cannot be a speech made or written by that person.

Time: K-2 time limits are two to five minutes with a 10 second leeway over or under time.

Timing begins when a performer starts speaking and this includes an introduction.

All students must adhere to time minimums and maximums.

A mandatory 15-point deduction rule applies.

INTRODUCTION/CONCLUSION: (5 TO 10 points)

The introduction is part of the timed speech.

Was the subject easily defined? Was the introduction attention-getting? Was there a definite conclusion?

ORGANIZATION: (5 TO 15 points)

Was the speech thoroughly organized? Did it have a clear purpose? Were note cards distracting?

DELIVERY: (15 to 40 points)

Were good eye contact and a variety of gestures utilized? Was movement purposeful? Did the speaker use a variety of vocal patterns? Was the language varied and challenging?

OVERALL EFFECT: (5 to 15 points)

Did the speaker demonstrate an overall unity in the presentation? Were you informed about the topic? Did the speaker use effective energy levels and creativity in dealing with the topic? Were visual aids used well?

_______________ TOTAL DEDUCTIONS:

Abuse of time limit (more than 10 seconds of either overtime or under time) is a 15 point deduction.

TOTAL SCORE

Judge's Remarks: (You may use the reverse side.)

HUMOROUS & DRAMATIC DUETS

For this grade level, Humorous Duet and Dramatic Duet will be combined into one category.

The event shall consist of a cutting from a single work of published, worthwhile literature

containing two or more characters. In no case may a school use more than two (2) students to interpret all characters and perform all these functions. Additional wording may be added only for the purpose of introduction, transition, and conclusion. Authors wording may not be altered. This is a memorized event. Use of script is not permissible.

However, for this grade level, they may receive prompting.

COSTUMES & PROPS ARE ALLOWED at this grade level.

Time: K-2 time limits are four to seven minutes with a 10 second leeway over or under time. Timing begins when a performer starts speaking and this includes an introduction.



The duet must be memorized. There is a mandatory 25-point deduction for use of a script.

INTRODUCTION: (5 to 15 points)

The introduction is part of the timed event.

Were the author and title identified? Was an adequate background established to set the scene?

ACTING/ROLE IDENTIFICATION: (10 to 40 points)

Was each character well established? Were external qualities established: posture, movement, gesture, mannerisms, voice, and dress?

ENSEMBLE: (10 to 25 points)

Did the actors work well together? Did they show good direction? Was there a variety of movement? Was the scene well paced including the building of climax?


Was the scene unified? Did all elements work toward a positive theatrical experience?

_______________________ TOTAL DEDUCTIONS:

Use of script is a 25 point deduction.

Abuse of time limit (more than 10 seconds) is a 15 point deduction.

TOTAL SCORE


K-2

EVENTS

POETRY

The purpose of the interpretation of poetry is to allow the student performer to utilize oral presentation skills to capture the interest of an audience through the medium of poetry.

The purpose of the introduction is: (a) to arouse and stimulate the interest of the audience in what is to follow; (b) to reflect adequate understanding by the reader of the author and his works, particularly in the selection read; (c) to make the audience feel that the reader appreciates an opportunity to read to them, and that the interpreter has a real, lively, and enthusiastic interest in the selection.

COSTUMES, PROPS, & GESTURES ARE ALLOWED at this grade level.

SCRIPT IS OPTIONAL at this grade level.

Time: K-2 time limits are one to five minutes with a 10 second leeway over or under time. Timing begins when a performer starts speaking and this includes an introduction.



__________INTRODUCTION: (1 to 10 points)


Were the title and author given? Was a mood established? Was the introduction inventively handled?

__________INTERPRETATION: (15 to 40 points)

Was the vocal interpretation clear, expressive and varied? Did the performer maximize an expressive face and effective bodily expression? Were you involved in the performance?

__________DELIVERY: (5 to 20 points)

Did the performer use good volume and speaking rate? Did the speaker have good eye contact and acceptable pronunciation? Did the speaker demonstrate vocal variety within the selection?

__________OVERALL EFFECT: (5 to 10 points)

Did all elements of the interpretation blend well? Were the performers energy level, the prop usage and other performance factors unified?

__________TOTAL DEDUCTIONS:

Abuse of time limit (more than 10 seconds of either overtime or under time) is a 15-point deduction.

__________TOTAL SCORE

Judges Remarks: (You may use the reverse side.)

PROSE

The purpose of this contest is for the student to find the meaning of printed prose and to communicate the meaning to his listeners through vocal control. Character voices are acceptable. Eye contact should be directed toward the audience. Prose is defined as any published material of literary merit (novel, short story, or essay), except poetry or drama. The competitor may use a single work or a collection of shorter works by the same author or a collection of shorter works that are thematically related. The reader may edit or cut his material as he sees fit.



Time: K-2 time limits are one to five minutes with a 10 second leeway over or under time. Timing begins when a performer starts speaking and this includes an introduction.



__________Introduction: (1 to 10 points)



__________Interpretation: (15 to 40 points)

Was the vocal interpretation clear, expressive and varied? Did the performer maximize an expressive face and effective body expression? Were you engaged in the performance?

__________Delivery: (5 to 20 points)

Did the performer use good volume, appropriate rate, good eye contact, acceptable pronunciation, and demonstrate vocal variety within the selection? Was the script effectively handled?

__________Overall Effect: (5 to 10 points)

Did all elements of the interpretation blend well? Were the performers energy level, the storys understandability, the prop usage and other performance factors unified?


Failure to have a book or manuscript in hand is a 25-point deduction.


_________TOTAL SCORE


K-2

EVENTS

RETOLD STORY

Retold Story (storytelling) allows a student to utilize a variety of communication means to retell a published authors story. The speaker may select any published story and retell that story within the time limits. The storyteller will want to combine vocal variety, energy, physical movement, gestures and all other elements of good oral interpretations in the delivery of the story. The performance will be evaluated based on audience appeal, continuity of the story, oral interpretation skills, and his/her ability to connect the story to the audience. Examples of stories for retelling include fables, fairy tales, childrens stories, folklore and historical occurrences. The performance should include an introduction, which includes the author and title of the selection to be presented. Movement to enhance the storytelling is allowed.


***NO SCRIPT - USE OF SCRIPT OR NOTES WILL RESULT IN A MANDATORY 25 POINT DEDUCTION.

Time: K-2 time limits are two to five minutes with a 10 second leeway over or under time. Timing begins when a performer starts speaking and this includes an introduction.



Introduction/Conclusion: (5 to 15 points)

__________The introduction is part of the timed speech.

Were the author and title stated? Did the teller include some creative elements in the introduction? Was there a definite conclusion?


Did the storyteller utilize good volume, rate and enunciation? Was pronunciation consistent? Was there good eye contact? Did the storyteller demonstrate an ease of presentation? Did the story have continuity?

__________Animation: (5 to 20 points)

(Energy; physical/facial use; gestures)

Did the teller maximize body expression in retelling the story? Was facial expression maximized?

__________Overall Effect: (5 to 15 points) (Audience Appeal)

Was the story understandable? Did the storyteller use a variety of facial and body expressions? Were props, costumes and set pieces (if used) relevant to the story? Was the storytellers energy level effective?


Use of script is a 25-point deduction.


___________ Total ScoreJudges Remarks (You may use the reverse side)

3-6

EVENTS

*** 6th graders: You MUST be an elementary student in order to compete in the Elementary section of the Speech Arts Festival.

Reminder: All Introductions MUST include Author & Title(s)

1. ORIGINAL ORATORY

2. HUMOROUS & DRAMATIC DUETS

3. POETRY

4. PROSE

5. RETOLD STORY

6. SHAKESPEARE

3-6

EVENTS

ORIGINAL ORATORY

(formerly known as Expository)

The purpose of the Original Oratory is broad. This speech can be on any subject the student chooses. It may also be an informative speech. It must be written by the student, although the teacher may offer suggestions as to organization, content, style, etc., and should be memorized.

NOTECARDS, COSTUMES & PROPS ARE ALLOWED at this grade level.

Note: The speech may be about a famous person, but it cannot be a speech made or written by that person.

Time: 3rd-6th time limits are three to five minutes with a 10 second leeway over or under time. Timing begins when a performer starts speaking and this includes an introduction.



INTRODUCTION/CONCLUSION: (5 TO 10 points)

_____________The introduction is part of the timed speech.

Was the subject easily defined? Was the introduction attention-getting? Was there a definite conclusion?

ORGANIZATION: (5 TO 15 points)

Was the speech thoroughly organized? Did it have a clear purpose? Were note cards distracting?

DELIVERY: (15 to 40 points)

Were good eye contact and a variety of gestures utilized? Was movement purposeful? Did the speaker use a variety of vocal patterns? Was the language varied and challenging?


Did the speaker demonstrate an overall unity in the presentation? Were you informed about the topic? Did the speaker use effective energy levels and creativity in dealing with the topic? Were visual aids used well?

_______________ TOTAL DEDUCTIONS:

Abuse of time limit (more than 10 seconds of either overtime or under time) is a 15 point deduction.

TOTAL SCORE


HUMOROUS & DRAMATIC DUETS

For this grade level, Humorous Duet and Dramatic Duet will be combined into one category.

The event shall consist of a cutting from a single work of published, worthwhile literature

containing two or more characters. In no case may a school use more than two (2) students to interpret all characters and perform all these functions. Additional wording may be added only for the purpose of introduction, transition, and conclusion. Authors wording may not be altered. This is a memorized event. Use of script is not permissible.

However, for this grade level, they may receive prompting.

COSTUMES & PROPS ARE ALLOWED at this grade level.

Time: 3rd-6th time limits are four to seven minutes with a 10 second leeway over or under time. Timing begins when a performer starts speaking and this includes an introduction.



The duet must be memorized. There is a mandatory 25-point deduction for use of a script.

INTRODUCTION: (5 to 15 points)

The introduction is part of the timed event.

Were the author and title identified? Was an adequate background established to set the scene?

ACTING/ROLE IDENTIFICATION: (10 to 40 points)

Was each character well established? Were external qualities established: posture, movement, gesture, mannerisms, voice, and dress?

ENSEMBLE: (10 to 25 points)

Did the actors work well together? Did they show good direction? Was there a variety of movement? Was the scene well-paced including the building of climax?


Was the scene unified? Did all elements work toward a positive theatrical experience?

_______________________ TOTAL DEDUCTIONS:

Use of script is a 25 point deduction.

Abuse of time limit (more than 10 seconds) is a 15 point deduction.

TOTAL SCORE


3-6

EVENTS

POETRY

The purpose of the interpretation of poetry is to allow the student performer to utilize oral presentation skills to capture the interest of an audience through the medium of poetry.

The purpose of the introduction is: (a) to arouse and stimulate the interest of the audience in what is to follow; (b) to reflect adequate understanding by the reader of the author and his works, particularly in the selection read; (c) to make the audience feel that the reader appreciates an opportunity to read to them, and that the interpreter has a real, lively, and enthusiastic interest in the selection.



Time: 3rd-6th time limits are two to five minutes with a 10 second leeway over or under time. Timing begins when a performer starts speaking and this includes an introduction.



__________INTRODUCTION: (1 to 10 points)



__________INTERPRETATION: (15 to 40 points)

Was the vocal interpretation clear, expressive and varied? Did the performer maximize an expressive face and effective bodily expression? Were you involved in the performance?

__________DELIVERY: (5 to 20 points)

Did the performer use good volume and speaking rate? Did the speaker have good eye contact and acceptable pronunciation? Did the speaker demonstrate vocal variety within the selection?

__________OVERALL EFFECT: (5 to 10 points)

Did all elements of the interpretation blend well? Were the performers energy level, the prop usage and other performance factors unified?



__________TOTAL SCORE


PROSE

The purpose of this contest is for the student to find the meaning of printed prose and to communicate the meaning to his listeners through vocal control. Character voices are acceptable. Eye contact should be directed toward the audience. Prose is defined as any published material of literary merit (novel, short story, or essay), except poetry or drama. The competitor may use a single work or a collection of shorter works by the same author or a collection of shorter works that are thematically related. The reader may edit or cut his material as he sees fit.






__________Introduction: (1 to 10 points)



__________Interpretation: (15 to 40 points)

Was the vocal interpretation clear, expressive and varied? Did the performer maximize an expressive face and effective body expression? Were you engaged in the performance?


Did the performer use good volume, appropriate rate, good eye contact, acceptable pronunciation, and demonstrate vocal variety within the selection? Was the script effectively handled?

__________Overall Effect: (5 to 10 points)

Did all elements of the interpretation blend well? Were the performers energy level, the storys understandability, the prop usage and other performance factors unified?



_________TOTAL SCORE


3-6

RETOLD STORY

Retold Story (storytelling) allows a student to utilize a variety of communication means to retell a published authors story. The speaker may select any published story and retell that story within the time limits. The storyteller will want to combine vocal variety, energy, physical movement, gestures and all other elements of good oral interpretations in the delivery of the story. The performance will be evaluated based on audience appeal, continuity of the story, oral interpretation skills, and his/her ability to connect the story to the audience. Examples of stories for retelling include fables, fairy tales, childrens stories, folklore and historical occurrences. The performance should include an introduction, which includes the author and title of the selection to be presented. Movement to enhance the storytelling is allowed.


***NO SCRIPT - USE OF SCRIPT OR NOTES WILL RESULT IN A MANDATORY 25 POINT DEDUCTION.




__________Introduction/Conclusion: (5 to 15 points)




Did the storyteller utilize good volume, rate and enunciation? Was pronunciation consistent? Was there good eye contact? Did the storyteller demonstrate an ease of presentation? Did the story have continuity?



Did the teller maximize body expression in retelling the story? Was facial expression maximized?


Was the story understandable? Did the storyteller use a variety of facial and body expressions? Were props, costumes and set pieces (if used) relevant to the story? Was the storytellers energy level effective?


Use of script is a 25-point deduction.


___________ Total Score

Judges Remarks (You may use the reverse side)

Shakespeare

3-6

In preparation for their monologue performance, students analyze the physical, emotional, and social dimensions of their character. Contemporary translations of Shakespearean material will not be accepted.

Students may choose a piece to perform from the following selections.


***NO SCRIPT - USE OF SCRIPT OR NOTES WILL RESULT IN A MANDATORY 25 POINT DEDUCTION. This section is not timed.

__________Introduction/Conclusion: (5 to 15 points)




Did the performer utilize good volume, rate and enunciation? Was pronunciation consistent? Was there good eye contact?



Did the performer maximize body expression in the monologue or sonnet? Was facial expression maximized?


Was the piece understandable? Did the performer use a variety of facial and body expressions? Were props, costumes and set pieces (if used) relevant to the story? Was the performers energy level effective?

___________ Total Score

Judges Remarks (You may use the reverse side)

HAMLET

O, what a rogue and peasant slave am I!Is it not monstrous that this player here,But in a fiction, in a dream of passion,Could force his soul so to his own conceitThat from her working all his visage wann'd,Tears in his eyes, distraction in's aspect,A broken voice, and his whole function suitingWith forms to his conceit? and all for nothing!For Hecuba!What's Hecuba to him, or he to Hecuba,That he should weep for her?

HAMLET

To be, or not to be: that is the question:Whether 'tis nobler in the mind to sufferThe slings and arrows of outrageous fortune,Or to take arms against a sea of troubles,And by opposing end them? To die: to sleep;No more; and by a sleep to say we endThe heart-ache and the thousand natural shocksThat flesh is heir to, 'tis a consummationDevoutly to be wish'd. To die, to sleep;To sleep: perchance to dream: ay, there's the rub;For in that sleep of death what dreams may comeWhen we have shuffled off this mortal coil,Must give us pause:

MACBETH

Is this a dagger which I see before me,The handle toward my hand? Come, let me clutch thee.I have thee not, and yet I see thee still.Art thou not, fatal vision, sensibleTo feeling as to sight? or art thou butA dagger of the mind, a false creation,Proceeding from the heat-oppressed brain?I see thee yet, in form as palpableAs this which now I draw.Thou marshall'st me the way that I was going;And such an instrument I was to use.Mine eyes are made the fools o' the other senses,Or else worth all the rest;

JULIET

Thou know'st the mask of night is on my face,Else would a maiden blush bepaint my cheekFor that which thou hast heard me speak to-nightFain would I dwell on form, fain, fain denyWhat I have spoke: but farewell compliment!Dost thou love me? I know thou wilt say 'Ay,'And I will take thy word: yet if thou swear'st,Thou mayst prove false; at lovers' perjuriesThen say, Jove laughs. O gentle Romeo,If thou dost love, pronounce it faithfully:

PUCK

If we shadows have offended,Think but this, and all is mended,That you have but slumber'd hereWhile these visions did appear.And this weak and idle theme,No more yielding but a dream,Gentles, do not reprehend:if you pardon, we will mend:And, as I am an honest Puck,If we have unearned luckNow to 'scape the serpent's tongue,We will make amends ere long;Else the Puck a liar call;So, good night unto you all.Give me your hands, if we be friends,And Robin shall restore amends.

PORTIA

The crow doth sing as sweetly as the lark,When neither is attended, and I thinkThe nightingale, if she should sing by day,When every goose is cackling, would be thoughtNo better a musician than the wren.How many things by season season'd areTo their right praise and true perfection!Peace, ho! the moon sleeps with EndymionAnd would not be awaked.

Sonnet CXXX

My mistress' eyes are nothing like the sun;Coral is far more red than her lips' red;If snow be white, why then her breasts are dun;If hairs be wires, black wires grow on her head.I have seen roses damask'd, red and white,But no such roses see I in her cheeks;And in some perfumes is there more delightThan in the breath that from my mistress reeks.I love to hear her speak, yet well I knowThat music hath a far more pleasing sound;I grant I never saw a goddess go;My mistress, when she walks, treads on the ground:And yet, by heaven, I think my love as rareAs any she belied with false compare.

Sonnet CXVI

Let me not to the marriage of true mindsAdmit impediments. Love is not loveWhich alters when it alteration finds,Or bends with the remover to remove:O no! it is an ever-fixed markThat looks on tempests and is never shaken;It is the star to every wandering bark,Whose worth's unknown, although his height be taken.Love's not Time's fool, though rosy lips and cheeksWithin his bending sickle's compass come:Love alters not with his brief hours and weeks,But bears it out even to the edge of doom.If this be error and upon me proved,I never writ, nor no man ever loved.

Sonnet XXVII

Weary with toil, I haste me to my bed,The dear repose for limbs with travel tired;But then begins a journey in my head,To work my mind, when body's work's expired:For then my thoughts, from far where I abide,Intend a zealous pilgrimage to thee,And keep my drooping eyelids open wide,Looking on darkness which the blind do seeSave that my soul's imaginary sightPresents thy shadow to my sightless view,Which, like a jewel hung in ghastly night,Makes black night beauteous and her old face new.Lo! thus, by day my limbs, by night my mind,For thee and for myself no quiet find.

district speech arts festivalcurriculum.tulsa.schooldesk.net/portals/tulsa/curriculum... · web...

Documents