Lesson 7: Day 3 - Essay Oratorical Practice

Google Doc for This Lesson


Activity 1: Frederick Douglass’ speech performed by his descendants

Overview: In this activity, students watch young descendants of Frederick Douglass reading excerpts from his 1852 speech “What to the Slave Is the Fourth of July?” The performance allows students to see people their age engaging with history through oratory. This viewing sets the tone for students’ own oratorical practice with their ICY Grad essays.

Time: 15 minutes

Format: Whole Group

Objective: SWBAT analyze how Douglass’ words are given new meaning when read aloud by his descendants, and reflect on the power of oratory in connecting past struggles for freedom to the present.

  • Explain to students that today, they will watch young descendants of Frederick Douglass reading excerpts from his 1852 speech “What to the Slave Is the Fourth of July?” 

  • Tell students: “As you watch Douglass’ descendants read his speech, pay close attention to how they deliver it — their voice, pacing, and emphasis.”

  • Show ‘What To The Slave Is The Fourth Of July?’: Descendants Read Frederick Douglass' Speech | NPR

  • After the video, project and discuss the following questions:

    • Can you hear each word clearly?

    • Does the pacing make the speech easy to follow?

    • Did the orators’ emphasize aspects of the speech? Did their emphasis highlight key points?

    • Did they connect with me as an audience?

    • Did they sound confident and engaging?

  • Transition: “Keep these same questions in mind as you prepare to present your ICY essay to your partner.”

Activity 2: Oratorical Practice: ICY Grad Essays

Overview: In this activity, students engage in oratorical practice by reading their revised ICY essays aloud to a partner. They will focus on enunciation, pacing, and emphasis to bring their writing to life as spoken word. Listening partners will provide quick feedback on clarity and delivery.

Time: 20 minutes

Format: Partners

Objective: SWBAT demonstrate oratorical skill by reading their revised essay aloud with emphasis and by giving a partner constructive feedback or suggestions for change.

  • Tell students: “Today you will practice oratorical skills by reading your ICY essay aloud to a partner. Focus on clarity, pacing, and emphasis as if you were presenting to an audience.”

  • Project the ICY Grad Essay: Oratorical Practice Checklist. Explain that one partner will read their essay aloud while the other listens carefully, then gives feedback at the end using the checklist.

  • Give each student five minutes to read, then switch roles.

  • Wrap up by inviting a few students to share:

    • one strength they heard in their partner’s delivery 

    • one strategy they will use in future oratorical practice

Activity 3: Independent Oratorical Practice

Overview: In this wrap-up activity, students begin practicing memorization techniques to strengthen their oratorical delivery. By focusing on small sections of their ICY essays, they build confidence in speaking without relying fully on their papers.

Time: 15 minutes

Format: Individually

Objective: SWBAT practice memorization and delivery of key passages from their essays, focusing on clarity, pacing, and emphasis.

  • Tell students that they will practice memorizing their essays independently. 

  • They should mouth the words to themselves silently over and over. 

  • Each time, they should focus on clarity, pacing, and emphasis. 

  • Remind students to think about how they want their voices to sound when they share their speeches with the class.

  • Encourage students to experiment with pauses and  emphasis each time through.