academia & speech contest manual - wake up the … · bible storytelling ... 2015-2016 academia...

Archdiocese of San Antonio Department of Catholic Schools

2718 West Woodlawn Avenue San Antonio, TX 78228 (210) 734-1958 Fax (210) 734-9112

academia & speech contest manual

Catholic Arts & Academic Competition

2015-2016 ACADEMIA & SPEECH CONTEST MANUAL

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CONTENTS

CONTEST INFORMATION.........................................................................................2

CONTEST ATTIRE......................................................................................................2

SCHEDULE.................................................................................................................2

ENTRY LIMITS............................................................................................................3

BIBLE STORYTELLING.............................................................................................3

BIBLICAL HEROES AND SAINTS.............................................................................8

COMPREHENSIVE MATH........................................................................................10

IMPROMPTU SPEAKING.........................................................................................12

KNOWING MY FAITH...............................................................................................17

ORIGINAL ORATORY..............................................................................................19

SPELLING.................................................................................................................24

WITNESS TO THE WORD........................................................................................28

With God all things are possible.

~Matthew 19:26~


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CONTEST INFORMATION Students will deepen their academic knowledge of the Catholic Faith by demonstrating learned skills and God-given talents. **BLUE & ZONE Date: February 20, 2016 Location: The Atonement Academy Time: 8:30 a.m. **RED ZONE Date: February 27, 2016 Location: Rolling Hills Catholic School Time: 8:30 a.m. **(See CAAC Handbook for Zone designation – page 4)

Student Entry Fee per category: $5.00 (No fee for substitute entries)

CONTEST ATTIRE

Students participating in testing categories must wear school uniform. Students in speech/performance categories including Impromptu Speaking, Original Oratory, Bible Storytelling, and Witness to the Word must wear “Sunday Best” for grades 1st – 4th, and “Business Professional” for grades 5th – 12th. “Sunday Best” for BOYS is dress trousers, collared button down shirt, shoes, optional tie. “Sunday Best” for GIRLS is appropriate and modestly fitting dress, knee length or longer skirts, or slacks with shoes. “Business Professional” includes suits, ties, dresses, skirts. Attire: Testing Categories - School Uniform Speech Categories - “Sunday Best” grades 1st – 4th “Business Professional” grades 5th – 12th

SCHEDULE CATEGORY TIME 1-2 3-4 5-6 7-8 9-10 11-12

BIBLICAL HEROES & SAINTS 8:30-10 X X

ORIGINAL ORATORY-Prelims 8:30-10 X X X

BIBLE STORYTELLING - Prelims 10-11:30 X X

COMPREHENSIVE MATH 10-11:30 X X X X

SPELLING 11:30-1 X X

WITNESS TO THE WORD - Prelims 11:30-1 X X X X

Comprehensive Math winners posted

IMPROMPTU - Prelims 1-2:30 X X

KNOWING MY FAITH-Prelims 1-2:30 X X X

Spelling winners posted

BIBLE STORYTELLING - Finals 2:30-4 X X

WITNESS TO THE WORD - Finals 2:30-4 X X X X

ORIGINAL ORATORY-Finals 2:30-4 X X X

IMPROMPTU - Finals 2:30-4 X X

Awards will conclude the contest after final round.


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ENTRY LIMITS

GRADES: 1 2 3 4 5-6 7-8 9-10 11-12

Spelling 3 3 3 3

Math 3 3 3 3

Biblical Heroes 3 3 3

Know My Faith 3 3 3

Bible Storytelling 3 3

Witness2Word 3 3 3 3

Original Oratory 3 3 3

Impromptu 3 3

Schools may enter up to three (3) students per grade or combined level plus one (1) substitute.

Only students submitted as a “substitute” in the category may compete in lieu of registered

student. Students may compete outside their grade level as long as it is greater than their current

grade, not below. (Example: 5th grade student may compete at the 7th-8th grade level but NOT in

a 4th grade level category.)

Performance categories are combined for grades 1st through 12th. Testing categories in grades 1st

through 4th are administered by individual grades; testing categories in grades 5th through 12th are

combined.

BIBLE STORYTELLING

In this category, students will select and prepare a re-telling of a story from the Bible using creative expression. The performance may be dramatic or humorous. For practice, teachers can use stories from children's books of literary merit. Students must say an introduction that includes their name, title of story, and author or section of the bible the story is found. No

costumes, props or chairs are allowed. Five (5) minutes maximum time.

2015-16 BIBLE STORYTELLING THEME

“Exploring the Old Testament and the men and women who obeyed God’s will”


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Event Description

Students select a published story that meets a specified theme and perform the story for no more than five (5) minutes. Students select a story that would be appropriate for young children and tell the story as if presenting to that audience. Manuscripts are not permitted.

Considerations for Selecting Stories

Students in Bible Storytelling select material based on biblical characters or biblical events. Children’s books are commonly chosen as material. Students can also look for collections of stories on various themes. Considerations for an appropriate piece include the student’s personality, physical and vocal performance range, and school standards.

Basic Understandings

Storytelling consists of sharing a story with an audience, performed as if the audience were a group of young children. The story must meet the theme of the tournament and not exceed five minutes. Students may use a full range of movement to express themselves. As there are so many different types of stories that can be performed, it is important to observe rounds to see what other students are using.

Research

Storytelling research involves going to libraries and bookstores and enjoying their vast collections of children’s books. Keep in mind that five minutes includes an introduction. Thus, the story must be fully conveyed in a very limited frame of time. Students should choose stories that are not only fun but have a story with sufficient plot and character development to keep the audience entertained and engaged. Often one of the most difficult tasks is finding a piece that fits the theme. Before going to the bookstore or library, take a moment to look for lists of stories online. A simple Google keyword search will net many results. Students may also want to go to sources such as Amazon that provide recommendations on related books to get some additional ideas.

Structural Components

Your cutting is the 5 minute portion of the story you are performing. The cutting consists of your arrangement of the narrative and what aspects of the story you’ve decided to tell. Your cutting may look something like this (taken from Interpretation of Literature, Bringing Words to Life). *Note that these times are approximations.

Introduction Example: Achbar the mouse is ready to board a great ark, but when two mice ahead of him are selected, Achbar doesn’t want to be left behind. He decides to stowaway but will he be caught by the old man- and will they ever see dry land again? - A Stowaway on Noah’s Ark by Charles Santore.


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INTRODUCTION • 0:30 – 1:00

The student, in his/her own words, discusses the literature. Must be memorized and include the title

and author.

EXPOSITION & INCITING INCIDENT • 1:00 – 2:30

Engages the audience in character, setting, and theme. Sends the conflict into motion.

RISING ACTION & CLIMAX • 2:30 – 4:15

Complicates the conflict. Creates emotional peak of the performance.

FALLING ACTION & RESOLUTION • 4:15 – 5:00

Resolves the conflict. Concludes the story.

Blocking is a term used to describe movement in a performance. Sometimes blocking is expressive in nature, symbolizing how a character is feeling emotionally, while at other times blocking denotes events that are occurring in the imagined space. Keep in mind that movement should always be motivated by elements in the text or derived from the telling of the story. Blocking for the sake of blocking is not necessary. Blocking is one type of nonverbal communication, which may also include gestures, facial expressions, posture, and eye contact. Much of oral interpretation is contained in the nonverbal elements of performance as tone, setting, mood, and character all can be established through various physical representations.

Organizing

Students should map out all of the activities of the story. This outline provides a snapshot of what takes place and allows for easy review when deciding what to cut or keep in the performance. In addition to maintaining any major plot points in the story, students will want to select the most humorous and most dramatic parts of the storyline to draw in the audience. Coaches can assist in choosing the most relevant sections of the story and include those in the master manuscript. Once you have your cutting, take the time to “beat out” your manuscript. This means reading the script aloud and making notes as you go. As you read aloud, use symbols to indicate shorter pauses “/” or longer pauses “//.” Consider the emotional qualities behind each line. Consider how the lines affect your verbal and nonverbal communication. Indicate potential choices for blocking, nonverbal expressions, and audience engagement in the manuscript. Taking notes in the preparatory stages is very important for any type of performance. Read your script aloud. Eliminate any excess language that sounds awkward or is unnecessarily redundant. After organizing, some students will consider cutting the piece differently as a result of choices that are made. As a final step, make sure that the introduction successfully represents the manuscript and performance choices.

Practicing

As Storytelling must be memorized, the first step after cutting and analyzing your piece is to memorize it. As it is a short event with simplified language, many competitors might find that memorizing a story is very easy. Other students struggle to memorize even short performances. Here are some things to keep in mind as you memorize your story.


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Our brains are a muscle. The more time you practice memorizing, the better you become. The more cues that you can give your brain to aid memorization the better. Sitting down staring at a script, re-reading the lines in your head, will not be beneficial. Memorize the story with the intent to perform it. Type up a clean version with only your finalized text and blocking. Then, tape it to the wall and actively memorize. Read the lines aloud moving with them as indicated by your cutting. Sometimes, it’s helpful to do this in front of a mirror, so you can evaluate the effectiveness of your movements. It is helpful to memorize a paragraph at a time, building off of the paragraph that came before. This will significantly decrease the time it takes to memorize your performance. Once memorized, you and your coach can then build off of the choices you’ve made for your story. Adjustments to blocking, characterization, and line delivery can be made. Once the student has a solid grasp of the story, the coach and student can do some timed run-throughs with both oral and written comments. Focus on the big picture in early practices. Work on analysis of blocking, engagement with the audience, and energy. Consider carefully how students are using their voice, including pause, pitch, tone, volume, diction, and inflection. Eventually the student will be ready for line-by-line practices. Line-by-line is characterized by intensive rehearsal on each section of the story, at times on every line, until the best possible interpretation is achieved at that moment. Make sure the performance is within the time limits. The student is now ready to do some performances in front of other students, coaches, or even an audience. Attend tournaments and review ballots. At this stage, feedback is incredibly important. Take note of all comments, as having a fresh perspective on an interpretation is vitally important. Students must be willing to take that feedback and make modifications. Even the most naturally talented of performers need practice! Respect the time and resources of your coach and school. Be sure to give it your best effort every day and you will be successful no matter the tournament outcome.

Performance Tips

It may sound cliché, but confidence is key! If you’ve put the legwork in, you should feel confident in the product you’ve created. Walk into that round with your head held high, ready to show the world what you’ve got! Trust what you and your coach created. Do what you practiced, and if you feel compelled to “try something new,” review it with your coach beforehand. Consistency is key. It’s hard to evaluate what to change in practice if your performance in the round is completely different than what you’ve been working on. Pay attention to other performers. Smile! Be a warm, inviting audience member. There is nothing worse than getting up to perform and having an audience that either stone faces you or won’t look you in the eye. Think of it this way: if your round is 45 minutes long, you are only speaking for 5 of those minutes. The remaining minutes are for you to listen, learn, and support your competitors. Congratulate your competitors on a good performance after the round ends, and make friends during downtime. Be gracious, and keep criticisms of other performers to yourself, even if someone else tries to start a negative conversation.


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3rd & 4th Grade OLD TESTAMENT Joseph (son of Jacob) David Noah Abraham Moses Miriam Joshua Samson Ruth Esther Daniel NEW TESTAMENT Jesus, Our Savior Mary of Nazareth Paul Peter Mary of Bethany John the Baptist

3rd & 4th Grade SAINTS St. Joan of Arc St. John Bosco St. Juan Diego St. Agnes St. Elizabeth of Portugal St. Theresa of Avila St. Philomena St. Cecilia St. George St. Augustine St. Francis of Assisi St. Patrick St. Rose of Lima St. Gregory the Great St. Margaret Mary St. Monica St. Gerard

After God rejects Cain’s offering, Cain becomes jealous of his brother: A. Seth B. Abel C. David D. Adam

St. Bernadette was best known as a saint who received visions from the Virgin Mary in a cave near:

A. Madrid B. Israel C. Rome D. Lourdes

BIBLICAL HEROES AND SAINTS

Students will complete a multiple choice test on selected heroes from the Bible and Catholic Saints. Students will have thirty (30) minute to complete fifty (50) questions. Scantron sheets will be used to mark answers. The test will include tie breaker questions.

In order to prepare students for the “Biblical Heroes and Saints” test, you’ll want to compile notes that touch on each of the listed people. Start with your Religion textbook. It is more important to understand the significance of the person to our faith. Use the textbook, internet, and other resources to develop notes.


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5th & 6th Grade SAINTS

St. Joan of Arc St. John Bosco St. Juan Diego St. Agnes St. Elizabeth of Portugal St. Theresa of Avila St. Margaret of Scotland St. Philomena St. Cecilia St. George St. Benedict St. Augustine St. Andrew St. Francis of Assisi St. Patrick St. Rose of Lima St. Gregory the Great St. John Berchman St. Leo the Great St. Margaret Mary St. Monica St. Thomas More St. Gerard St. Louis

After Cain slayed Abel, Adam and Eve had another child named:A. Seth B. Lamech C. David D. Enoch

Emperor Napoleon III’s wife helped St. Bernadette achieve her vision to build a:

A. Church in Paris B. Statue of Mary C. Church at the cave D. Shrine for Jesus E.

BIBLICAL HEROES AND SAINTS

5th & 6th Grade OLD TESTAMENT

Gideon Deborah Queen of Sheba Joseph (son of Jacob) David Noah Abraham Moses Miriam Joshua Samson Ruth Hannah Samuel Esther Daniel NEW TESTAMENT Jesus, Our Savior Mary of Nazareth Paul Joanna the Apostle Peter Martha Mary of Bethany Woman with the illness John the Baptist Zechariah


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COMPREHENSIVE MATH

Grades 5-6, 7-8: The students will have thirty (30) minutes to complete a fifty (50) question multiple choice test. The test will consist of basic math, algebraic equations, and geometry. Calculators are NOT permitted. Scantron sheets may be used to mark answers.

Grades 9-10, 11-12: The students will have forty (40) minutes to complete a sixty (60) question multiple choice test. The test will consist of basic mathematics, algebra I and II, geometry, trigonometry, math analysis, analytic geometry, pre-calculus and elementary calculus. Students may use calculators. Contestants will be allowed the use of any commercially available silent hand-held calculator. Small, hand-held computers are NOT permitted. Scantron sheets will be used to mark answers.

EXAMPLES OF COMPREHENSIVE MATH TEST Grades 5-6, 7-8

Mary has 8 more apples than John. Together they have 14 apples. How many apples does John have?

A. 6 B. 22 C. 11 D. 3

Evaluate: (11 +19)/2(5)

A. 3 B. 2 C. 4 D. 12

Grades 9-10, 11-12

If x+y=5 and xy=1 then 𝑥3 + 𝑦3 =

A. 125 B. 124 C. 122 D. 115 E. 110

The area of a rectangle is 300 sq. cm. The ratio of its length to its width is 4:3. The perimeter of the

rectangle is

A. 125 B. 112 C. 100 D. 70 E. 35

GRADING THE COMPREHENSIVE MATH TEST Students will receive five (5) points for each correct answer. No points will be given or subtracted for unanswered questions, and one (1) point shall be deducted for an incorrect answer. In the event of a tie, the formula for percent accuracy shwll be used to break the tie. The formula is: percent accuracy=number of problems correct (/) divided by number of problems attempted. The contestant with the highest percent accuracy shall be awarded the higher place. Example for tie for 2nd place and 5th place: Awards will be read as 1st, 2nd, 2nd, 4th, 5th, and 5th. 3rd and 6th place will not be awarded. Only six (6) students will receive top recognition regardless of the actual ranking.

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PRACTICING FOR COMPREHENSIVE MATH One of the main keys to success on the math contest is knowledge. The more problems they work and the more knowledge they gain, the more successful they will become. Time testing is not important while practicing. Identifying types of problems and working them without time constraints is more advantageous than time testing. 1. Students should learn to look for and identify “quick hitters”. These are the obvious crunchers, drawings, and one-liners. Pass out page 1 of a math test and have the students put “QH” next to the ones they think are quick hitters. After discussing why they marked the ones they did on page 1, move to page 2. Do not work them at this time. 2. After finding the quick hitters on all of the pages, have the students work them. 3. Do the same as #1 and 2 above except have them look for “do-ables” and mark them "DO". "Do-ables" are the ones that they should be able to do if they have enough time and can remember how. 4. Do the same as #1 and 2 above except have them look for the “can’t-dos” and mark them "XDO". "Can’t-dos" are important to mark because the coach can see where the weak spots in the student's math knowledge are. 5. Students should be encouraged to practice and learn number sense tricks, since many times the tricks show up on the math test. 6. Students should be very familiar with their calculator. Also, they need to learn when to use their calculator and when not to. Paper and pencil and/or mental math is sometimes much faster than punching buttons. (You may want the students to mark all of the problems they think they need to use a calculator on with a "C". You can see if they are wasting time using the calculator.) 7. I suggest that students create cards (3x5) with drawings, formulas, and shortcuts. Let them use these when working on tests. They can carry them with them to look over when they have free time. 8. Time testing can take place a couple of days before competition. One time test before actual competition is plenty. 9. Working problems is the key to success. The more problems they choose to work the better they will become.


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IMPROMPTU Grades 3-4, 5-6: Contestant draws three topics, selects one and prepares a speech within three minutes, then presents without notes and without props (such as anything held in hand or touched). The contest gives participants experience in thinking, organizing, formulating clear thoughts, and delivering those thoughts to an audience

effectively. The total maximum time limit for each student is seven (7) minutes.

Event Description

Impromptu is a public speaking event where students have seven total minutes to select a topic, brainstorm their ideas, outline the speech, and finally, deliver the speech. The speech is given without notes and uses an introduction, body, and conclusion. The speech can be light-hearted or serious.

Considerations for Impromptu

Students who do Impromptu take their prompt and organize a speech following a basic structure. Students consider the use of humor, personal anecdote, historical perspectives, news stories, and logic to help formulate their ideas when preparing the speech. The speech should be easy to follow with a central thesis and supporting points.


Impromptu is a public speaking event that tests a student’s ability to analyze a prompt, process his or her thoughts, organize the points of the speech, and deliver them in a clear, coherent manner. Students’ logic is extremely important. They must be able to take an abstract idea and put together a speech that has a thesis and supporting information.


In an Impromptu round the speaker draws three prompts from an envelope. After drawing the three prompts, the student must select one and begin brainstorming their ideas for the speech. In total, a student has seven minutes. This seven minutes may be divided up by the student however they see fit. For instance, they could brainstorm and outline their ideas for 3 minutes and then deliver a speech for 4, or brainstorm and outline for 1 minute and speak for 6 minutes. There is no minimum amount of time required for brainstorming and no minimum amount of time for speaking. Therefore, the student should work to develop the best possible structure and reasoning in as short amount of time as possible. Sometimes kids think that it’s more impressive to speak for longer, but if the ideas aren’t clear or well developed, it can detract from the overall performance.

Organizing

An Impromptu speech follows a basic structure where a student presents an introduction, body, and conclusion.

The introduction is an opportunity for the speaker to grab the audience’s attention. This can be done in a number of ways, including a startling fact, relevant humor, current event, or a narrative. . After getting the attention of the audience, the speaker should establish a clear thesis that relates to the Impromptu prompt. Finally, the introduction should provide a preview of the points that the speaker is going to cover.


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The body of the speech includes two to three points that are related to the thesis. The points should be logically developed with supporting details. The supporting details do not need to be backed up with quotes or evidence, like other events, because students do not have access to research. Therefore, a student’s logical reasoning with analytics is sufficient in most cases. The student should identify a claim and provide a justification for why that’s true before telling us why it matters (an argument!).

For example, let’s say that your prompt was the Chicago Cubs. You don’t have to be a baseball fan to know that the Cubs have long struggled to play great baseball and are often the topic of jokes. You might create a thesis related to how important it is to persevere in the face of adversity. You might use arguments and examples from history where perseverance mattered more than winning. Tie that back to the Cubs fans sticking with their team through tough times. You might argue in another point about how important it is to maintain a sense of humor in the face of adversity. Certainly Cubs fans have to maintain a sense of humor about their ball club.

The conclusion of the speech provides a wrap up of what the speaker discussed. The conclusion should tie into the attention grabbing device, re-establish the thesis, and remind the audience of the main points that were addressed.

Practicing

Delivering a speech on the spot, or with limited time to prepare your ideas, can be intimidating. Therefore, it’s important to keep in mind that our brains are a muscle. The more time you practice memorizing, or simply memorize things, the better you become. Memorizing is a process, and getting comfortable with such a short amount of time to memorize your outline will get easier with time.

There are a number of activities you can do to practice. First, naturally, is to do practice Impromptu rounds. Have a coach or teammate give you sample prompts and time your prep and speech as if you were in a real round. Make notes of what went well and what could have been improved upon. Practice a wide range of prompts so that you can be prepared for anything you might come across in a tournament. If there is an area that you are really comfortable with speaking on, practice that first and then get into the areas you are less confident.

Next, you can do improvisation games. Talk to interpretation students or coaches, or a drama teacher, to get ideas. One popular exercise is to have someone give you a random character, prop, and situation. For example, a doctor with a can of soup gets a parking ticket. The goal is to tie all of the elements together to create a story in a short period of time. You can also add a partner to make it more fun. The more you can prepare for spontaneous exchanges where you are thinking on your feet, the better.

Finally, think about common threads you can use on multiple topics. Is there a personal story that you can share and tie into multiple prompts or topic areas? Is there a statistic that can have various meanings? Is there a historical example that has different implications? Is there a book you love with an array of themes? It may be possible to think of a wide range of potential examples that you could easily adapt to various topics.

It is important, especially after you have done Impromptu for a while, not to “can” your speeches, even if by accident. Canning is the process by which students walk into a round with a speech fully prepared and just try to tie that complete speech to the topic. Canning speeches is a practice which goes against the purpose of the event, which is to have students think on their feet and


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respond specifically to ideas that can be derived from the prompt. There is a difference between preparation and canning. Students who practice Impromptu speaking understand their arguments and examples well enough to choose them wisely, based upon the specific prompt, and talk about that prompt throughout the speech.

Performance Tips

It may sound cliché, but confidence is key! If you’ve put the legwork in, you should feel confident in the product you’ve created.

Pay attention to other performers. Smile, be a warm, inviting audience member. There is nothing worse than getting up to perform and having an audience that either stone faces you or won’t look you in the eye. A majority of the round is not your speech; therefore, take the opportunity to listen, learn, and support your competitors.

Congratulate your competitors on a good performance after the round ends, and make friends during downtime. Be gracious, and keep criticisms of other performers to yourself, even if someone else tries to start a negative conversation.

Draw near to God and He will

draw near to you.

~James 4:8~

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IMPROMPTU PRACTICE TOPICS Grades 3-4 & 5-6

My three favorite animals. What you would find in my closet.

What you'd find under my bed. The best letter of the alphabet.

Why your mom/dad is special. A day that stands out.

The best surprise ever. How we can be like Jesus.

I lost it! If I had a million dollars to give away.

If cats/dogs ruled the world. A trip to remember.

My favorite day of the year. If I could only eat three foods forever.

If I could design a school. Why books are important.

Handling anger in a positive way. Three surprising facts about me.

How to impress your parents. How to plan a party.

A job I'd love to have. A day in my life.

If I could have dinner with anyone. If I could travel through time.

My favorite book. An important lesson I've learned.

Your favorite saint. Why we pray the rosary.

What I've learned from cartoons. The smartest cartoon character.

Three things I'd change if I ruled the world. Why sports are important.

The worst chores at home. Why I deserve an allowance.

If I were in charge of school lunches. The best theme park rides.

My gift from God. Whom do you admire most?

What is your favorite animal? How to achieve your dreams.

Why you need a baby brother. How to annoy an older sister.

How to save money. Loving our neighbors.

Three things that scare me. How to spend a rainy day.

How to walk a dog. How to be a good steward.

The importance of prayer. Great things about my town.

Things I'll never eat. The best parts of a parade.

Today’s miracles. Interesting things you see in the sky.

Things to remember when you're camping. An experience with a bully.


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KNOWING MY FAITH

Students will complete a multiple choice test on Catholic prayers, Church teachings, Catholic beliefs, and The Bible. Students will have thirty (30) minute to complete fifty (50) questions. Scantron sheets will be used to mark answers. A study topic guide will be provided prior to the contest.

In order to prepare students for the “Knowing My Faith” test, you'll want to compile notes that touch on each of the listed people. Start with your Religion textbook. The topics that students will be tested on come directly from the Archdiocese Religion Curriculum Guide so none of the listed topics should be foreign material to the designated age groups. The purpose of the contest is not simply to memorize information and recall it, though there will be a substantial number of questions that ask for detail recollection. It is more important to understand the significance of the person or topic to our faith. Use the textbook, internet, and other resources to develop notes. Get a good understanding of the primary principles of each topic and then work on more specific points from there.

KNOWING MY FAITH – 7TH & 8TH GRADE Define, list, and/or explain the following: The Bible Number of books in Old and New Testament Apostle’s Creed The Ten Commandments Original sin Human dignity The Beatitudes Role of the Pope Paschal Mystery The Gifts of the Holy Spirit The Annunciation Holy Trinity Pentecost Infancy Narratives in New Testament The Creation in Genesis Church as “bride of Christ” Tithing Rite of Christian Initiation of Adults The Seven Sacraments God’s presence in the Eucharist Forgiveness in Reconciliation Uniqueness of the Priesthood Role of Consecrated life Role of Laity Corporal and Spiritual Works of Mercy The Mysteries of the Rosary

Sample Question: “For with the measure you use it will be measured back to you.” What is Luke referring to in this scripture? A. Reconciliation B. Tithing C. Charity work D. Becoming a priest


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KNOWING MY FAITH – 9TH & 10TH GRADE Define, list, and/or explain the following: The Bible Number of books in Old and New Testament Apostle’s Creed Gospel Parables Genesis and Exodus The Ten Commandments Original sin Human dignity The Beatitudes Paschal Mystery Theology of Stewardship Seven Sacraments Forgiveness in Reconciliation Uniqueness of the Priesthood Role of Consecrated life Role of Laity Sacred life-conception to death Catholic Moral Values Scriptural vision of life (justice, peace, equality and stewardship)

Cardinal Virtues Liturgical Seasons of the Year

Corporal and Spiritual Works of Mercy The Mysteries of the Rosary Atheism, Monotheism, Polytheism, and Agnosticism

Sample Question: "Then he shall say to them also that shall be on his left hand: Depart from me, you cursed, in everlasting fire which was prepared for the devil and his angels. For I was hungry, and you gave me not to eat; I was thirsty, and you gave me not to drink. I was a stranger, and you took me not in; naked, and you covered me not; sick and in prison, and you did not visit me" What gospel is this penalty found in:

A. Matthew B. Luke C. John D. Mark

KNOWING MY FAITH – 11TH & 12TH GRADE Define, list, and explain the following: The Bible Apostle’s Creed and Nicene Creed Gospel Parables, Genesis and Exodus The Ten Commandments Human dignity The Beatitudes Paschal Mystery Seven Sacraments Role of Consecrated life Catholic Moral Values Cardinal Virtues Corporal Works of Mercy Spiritual Works of Mercy The Mysteries of the Rosary Atheism, Monotheism, Polytheism, and Agnosticism

Liturgical Seasons of the Year Communion of the Saints

Marriage as covenant and commitment God’s covenant with humanity Divine Revelation Titles of Jesus Original Sin Liturgy of the Hours

Dogma, Doctrine, Creed, Tradition, Magisterium, and Infallibility Acts of Faith, Hope and Charity Stations of the Cross

Mortal Sin, Venial Sin, Sins of Omission, and Sins of Commission


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Sample Question: “And the LORD God said, Behold, the man is become as one of us, to know good and evil: and now, lest he put forth his hand, and take also of the tree of life, and eat, and live forever.” What is this scripture referring to in Genesis 3:22? A. Free will B. Man’s devotion to wife C. Victory over evil D. Original sin

ORIGINAL ORATORY Grades 7-8, 9-10, 11-12: Students will be able to select one of five topics, recognize the critical issues of the topic and defend any point of view. The speech must be recited from memory. The maximum time limit for each speech is ten (10) minutes. Topics will be Catholic-based.

Event Description Students deliver a self-written, ten-minute speech on a topic of their choosing. Limited in their ability to quote words directly, Original Oratory competitors craft an argument using evidence, logic, and emotional appeals. Speech may be informative or persuasive in nature. The speech is delivered from memory.


Original Oratory is a speech written by the student with the intent to inform or persuade the audience on a topic of significance. Oratory gives students the unique opportunity to showcase their voice and passion for their topic.

An Oratory is a well-researched and organized presentation with evidence, logic, emotional appeals, and sometimes humor to convey a message. Oratory speakers must be articulate, engaging, and smooth with their delivery at both a vocal and physical level. Students will want to watch examples or videos of Oratory to determine what types of style, delivery, and content might work best for them.

The Oratory speaker must also consider the audience as a vital component of the speech. What does the student want the audience to think, feel, believe, or be motivated to accomplish? Some students want the judges and fellow students to change attitudes. Others may simply want the audience to think about ideas though a different lens by challenging norms. As style and content go hand-in-hand, it’s vital that students think carefully about their message, style, and composition of the audience as they construct the speech.

Research

Oratory research is as diverse as the topics students select. Oratory research might include newspaper and magazine articles, academic journals, non-fiction books, interviews, and credible digital content. Depending upon the topic, it might be possible that a student’s own meaningful experiences may be in the speech.


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The key to researching a powerful Oratory is to start with the message the student wants to deliver. Students will look to more personal and emotional styles to motivate the audience in a values based Oratory.

Source materials need to be incorporated throughout the speech with oral citation. The citation style varies with the type of source. For example, students should provide author and title of books, although some students will also provide the source credibility of the author. The name of the source and date may be sufficient for newspaper articles. It is important to recognize that whether the material is quoted directly from the source or paraphrased, sources must be cited. When drafting the Oratory, indicate direct quotations from sources using both quotation marks and some other marking such as highlighting or underlining. Remember: only 150 directly quoted words may be used. Choose your quoted text wisely. Once all the research is gathered, the sources should all be compiled into a works cited page.


After research has been conducted, the student can develop the composition of the speech. Let’s go back to the idea of a message as the guide to the speech. Based upon the research and the student’s own thoughts on the topic, the student needs to craft a thesis statement. The student should outline two to four major arguments to support the thesis.

Arguments are made up of three important components. First, a student must clearly establish a claim. This is a declarative statement that establishes the point the student sets out to justify in the speech. Next, the student must clearly establish why the argument is valid.

This is known as the warrant for an argument. This means that Oratory speakers go beyond just asserting their claims to explaining why their claims should be accepted by the audience. Finally, the student must provide an impact for the argument. Why does the argument matter? Who is affected by this argument?

Now let’s pull all of this together. Oratory speeches consist of an introduction, body (with 2-4 major points), and a conclusion. Students can group their research to support each element of the speech. For example, if the student finds a great personal narrative from a source which might grab the audience’s attention, it can be marked for the intro. The process continues until each portion of the speech has evidence that backs up the claim, warrant, and impacts for each argument.

Organizing

Students should start with the body of the speech which features the major arguments and ideas. Students should take their main points with supporting research and decide an order. Major points might inform the audience of an issue, challenge assumptions the audience may have, compel the audience to make a personal change, or encourage the audience to visualize what the world might be like. Some questions to consider: What argument or idea makes the most logical sense to start with? What does the audience need to know or understand before they can accept later arguments? Which point most persuasively calls the audience to action? Many students want to start by writing the introduction first, but the student can’t introduce a speech without understanding what is in that speech and how the arguments will be organized.


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After the body of the speech has been established, the student can outline an introduction and conclusion. The introduction should engage the audience, establish the significance of the topic, transition to a thesis statement, and preview the major points that will be covered in the speech. After the body of the speech there is a conclusion which involves a restatement of the thesis, a review of the major points, and final thoughts that engage the audience and call them to action.

With a complete outline now developed, the student can write the speech section by section. It is important for the coach to review each part of the speech for consistency of style and approach. Although the speech needs to be conversational, some students will feature more formal language choices, or incorporate some type of humor throughout the speech, or take a more personal or narrative approach. There is no “right” or “wrong” voice but it needs to match the student’s thoughts, ideas, and engagement with the audience.

Practicing

Students don’t have to wait until the speech is completely written to practice it. Students should take sections of the speech, such as the introduction and conclusion, or one of the major points in the speech, and talk it out. An effective writing technique is for students to verbalize their thoughts, record them, and then review those recordings to see how their language sounds to the human ear. This will help the student identify what style might be most appropriate for delivery of the message. Although not all students are comfortable being recorded, their ideas, expressions, and turns of phrase can be captured while experimenting with the content.

Once the speech is written, many students struggle with memorization. This doesn’t have to be the case! One effective practice technique is breaking the speech up by section or paragraph, such as their introduction, and practicing that section until it is solidly memorized. Once that section is memorized, they can move on to the next section and so on. Students can print out the speech in large type, tape it down a hallway, and read their speech aloud, complete with gestures, to reinforce memorization.

Team and family members are also extremely valuable when it comes to practicing the speech after it is memorized. Since the audience is such a vital component of Oratory, it is important to perform in front of real and varied groups. Students may seek out community groups, such as a local Rotary club, or community centers, such as a senior living facility, and perform their speeches. Students should perform as often as possible in front of an audience to help them get more comfortable before their tournament. This also provides an excellent opportunity to see how the speech sounds to an audience and test any humor that they might want to use.

Performance Tips

Students need to recognize that they spend only a small percentage of their time speaking and most of the tournament listening to others. Oratory students need to make sure that they are excellent audience members. That means students are engaged in the round, thinking about the arguments and analysis of others’ speeches, and being responsive to the speakers. Students need to keep all of their comments about performances to themselves until after the tournament is complete as it is disrespectful to make comments with other students present, in particular critical comments about specific student performances.

After a period of time, students may become a bit bored with their speeches after delivering them over and over again. That is okay! Once the speech is written the student needs to recognize that it is not carved in stone. Making changes to the manuscript is a natural part of the process of


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speechwriting. After a tournament the students should take the comments on ballots and reflect upon how those comments can improve the speech content and style. Additionally, students need to be reminded that every performance is important, that there is always someone in the room who has never heard that speech before, and that they need to keep up their energy every round of every tournament. Perhaps the writing can be refreshed a bit or perhaps a section of the speech needs a bit more polish, but that should not deter your performance for that particular audience. Every speech should be given with the same dedication and enthusiasm as the first.

2015-16 ORIGINAL ORATORY TOPICS

Create in me a pure heart, O God, and renew a steadfast spirit within me.

~Psalms 51:10~

The sacrament of marriage

Religious freedom in the United States

The dignity of the human person

The first commandment and the modern day idol

Mary’s role in the life of the human person

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SPELLING 1st & 2nd Grade

The students will be given a multiple choice test. The proctor will say the word and

the student selects the correct spelling. Test will contain fifty (50) words. Students will

see four (4) spellings of the same word. Students must fill in the circle next to the

word that is spelled correctly. Test proctor will say the word, use the word in a sentence and say

the word once more. Words will not be repeated nor with the test proctor be able to go back to a

previous word.

Example: Test proctor will say “Look at the words in row X. Find the correct spelling for the word

communion…I went to communion at Mass on Sunday…communion.”

Student sees:

comunion cummonion comonion communion

3rd & 4th Grade The students will be given a multiple choice test. The student selects the correct spelling of a word from a list. Test will contain fifty (50) words with a thirty (30) minute time limit. Students will see four (4) words. Fill in the circle next to the word that is NOT spelled correctly. Test proctor CAN NOT say the word or provide any assistance. If all

the words seem to be spelled correctly, fill in the circle for NO MISTAKE. Students must fill in the circle to only ONE word in each row. TRACKING MARKERS will be provided.

Student sees:

coat create crayan cross No Mistake

GRADING THE SPELLING TEST Students will receive one (1) point for each correct answer. Challenge / tie-breaker words will be marked with an asterisk (*) and students will receive one and a half (1.5) points for each one answered correctly. Challenge words will make up 20% of the test. These are words not included in the study list. In the event that multiple students receive equal scores, they will each receive the same ranking/award and will replace subsequent award placement. Scantrons may be used to record answers for this test. Example for tie for 2nd place and 5th place: Awards will be read as 1st, 2nd, 2nd, 4th, 5th, and 5th. 3rd and 6th place will not be awarded. Only six (6) students will receive top recognition regardless of the actual ranking.


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PREPARATION TIPS FOR STUDENTS

1. Write the words multiple times. 2. Find synonyms for each of your spelling words. 3. Draw an illustration for each word. 4. Sort your spelling words into categories based on the similarities you can find

between them. 5. Break your spelling word up into syllables. 6. Act out your spelling words. See if your classmates can guess the words. 7. Shout your words as you jump rope. 8. Bounce a ball and spell your words to the rhythm. 9. Write each spelling word using a different color. 10. Use a stick to scratch your spelling words in the dirt. 11. Use a whiteboard or chalkboard to write your words. 12. Read your spelling words out loud in as many different silly voices as you can think of. 13. Write your spelling words on flash cards. Then choose one without looking and hold it on

your forehead with the word showing. Ask a friend to give you clues to help you guess the word.

14. Write and perform a short skit or reader’s theater that uses a portion of your spelling words. 15. Put your favorite song on and turn up the volume. Sing your spelling words along with the

music. 16. Go on a word hunt in your spelling words. Can you find any smaller words within your

words? 17. Count the letters in each spelling word. Write your words in order from least to most letters. 18. Take a practice test. Ask an adult to read the words to you so you can write them without

looking at the list.

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1st & 2nd Grade Spelling Words Grades will be tested and ranked separately.

airplane community focus least position stream

along confession folklore leaving predict street

annoy connect follow logical pretty strong

answer country fountain lonely prior survive

area cowboy fuel lovely question symbol

attention crawl giggle lunar raise taught

author cried ginger main reflect tenderly

badge cross graph married religion thankful

baseball crown grassland matter rewind theme

beautiful culture ground middle river those

began curled group mirror round thought

belong current growl modify royal together

between cycle handle motion scream trade

bigger dance harmful mountains season tribal

border dawn high music second tube

brother destroy history mystery settled uncle

burned difference honorably national shall understood

burst different hope national shouted until

buying digit idea natural showed upon

cannot direction identity near shower value

chance disappear important nicely sign vision

change earth inches notebook signal voice

children element iron once sister wetland

choice else joyfully own society whether

choose enough knee pardon solve whose

chuckle example knife party something wife

clarify expand knock passed source wild

classify explorer knot pencil space without

classroom families known personally speech women

climate family lady playful stage worried

close father lasso please starts wrap

cloud federal laughed police state wrinkle

collect feeling laundry poor steal wrist

steel young


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3rd & 4th Grade Spelling Words Grades will be tested and ranked separately.

admitted biography dividend hurricane oxygen salvation

aeronautics Brazil divisible hydrogen partial sanctification

alb breakable effect illustrated particular sanctuary

allowable breathe emperor immigrant passive sausage

altar brilliant encounter indentured pentameter seminary

altitude burglar encyclical infant perennial sense

ambient business entrance influential performance separate

ambiguity category entrepreneur information persecution servant

ambivalent centennial erosion intolerant photosynthesis settlement

ancestor certificate esophagus invisible pilgrim sheepish

anniversary chasuble essential irrigation politician simplify

Antarctica chlorophyll ethnicity Jerusalem possibility sleeve

antibiotic circumstantial evaporate jewelry precipitation soprano

antithesis collegiate exciting knitting prejudice spatial

apostrophe colloquial exhausting laughter preposition specialize

apprentice commission expelling launch prescription standard

archaeology communion experience loveliest production subcommittee

articulate complaining external magnificent publicity substantial

artisan concession façade melody purgatory substitute

assimilate condensation finance merciless quadruple symbols

astronomical conflict folklore Mercury quarrel technique

atmosphere connection forbidding millionth reasonableness technology

audible conscience fungus mischief received thousandth

audience constitution giggling misconception recession throughout

audio continent glucose mission reclamation tolerating

audition controlled graphic Mississippi refraction tornado

auditorium convection gravitational mitochondria rehearse tragedy

auditorium decadent greatest molecules religion trombone

autobiography defendant groundwater mosaic reservoir unpredictable

avenue deposition gullible museum respiration vascular

awkward diagram helium necessary restaurant ventricle

Bethlehem diffusion hesitate oblique ridiculous wheelbarrow

biographer digestive hundredth obnoxious sacrificial worthwhile

dissatisfied ordination


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WITNESS TO THE WORD

5th&6th, 7th&8th, 9th&10th, 11th&12th Grade

In this category, individual students will memorize a monologue / literary selection based on a person from the Bible and perform with expression. The performance may be dramatic or humorous. Eight (8) minutes maximum time.

In this category, students will memorize a monologue / literary selection based on a person from

the Bible and perform with expression. The performance may be dramatic or humorous.

Material chosen for use in this category shall meet the following restrictions: (A) Selections may be published, printed material, online material or transcribed material from movies or documentaries; (B) Selections from plays, screenplays, movies and documentaries may be used in this category; (C) Speeches may be used in this category; and (D) Selections shall be read in the English translation; however, incidental use of foreign language words and phrases in any selection may be used as in the original. The art of interpretation is to be regarded as recreating the characters in the story presented and making them seem living and real to the audience. Presentation shall be from memory and without the use of physical objects or costume. A selection for interpretation must be a cutting from a single literary work: one novel, or one short story, or one play, or poem. Monologues are acceptable. During the presentation, contestants must name the author and the book or magazine from which the cutting was made. Adaptation may be done for the purpose of transition. The selection should be judged for its appropriateness as contest material and its suitability to the particular contestant using it. This is a contest in interpretation. The contestants should be evaluated on poise, quality and use of voice, inflections, emphasis, pronunciation, enunciation, physical expression, and especially the ability to interpret characters consistently. Narrative, if included, should be vivid and animated so as to be an interesting and integral part of the story rather than just "filler" between portions of dialogue. The final test of good interpretation is the ability to use all these factors so successfully and unobtrusively that the hearer forgets that this is a contest and in a created atmosphere is carried away to the time and place of the story being unfolded. Students must say an introduction that includes title of story and author. No costumes, props or chairs are allowed.

Introduction Example: The transfiguration was confirmation for Peter, James, and John that Jesus was Son of God. However, Simon Peter’s wife grapples with how knowledge of Jesus’ true identity should and actually would, affect her faith and life. - ‘Perched on the Edge of Heaven: Simon Peter’s Wife Struggles with the Implications of the Transfiguration’

by Jacqueline Sharer Robertson


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For questions, contact: Veronica Montalvo, Director of Enrichment Programs

[email protected] (210) 734-1958

Lord Jesus, You understand the difficulties humans face, and the pressures that we might be under. We humbly ask that you guide us as we take this test, and speak through us in our oratory and interpretation, so that we may do our best. Open our minds, Clear our thoughts, Relax our minds and bodies, And grant us perfect concentration, So we may use the knowledge we have gained, To build up your kingdom, For the good of all.

Amen

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