Model Monday/Pen Pal Project Week 6 of 6
For the first 30 minutes of class students will login to their Pen Pal accounts and respond to both the Pen Pal and this weeks topic - their final Pen Pal task.
First, they will respond to their Pen Pal since they will be discussing last weeks topic. Then, we will view their "final project" assignment together and briefly discuss it.
This task requires my students to interview a person in their family. So, I will "model" interview questions and discuss the task before they dive into the the work of writing their own.
To demonstrate "models", I can also select a student or two and ask them to share their work on the SMART board. I also have SMART sync software that allows me to broadcast individual student screens to all other student computers. Of course, if you do not have access there are always ways around it. For example, you could write student models on the chalk or white board.
Completion of questions and adding interviewee responses are homework. Students have until the end of the week to submit. This allows those without internet access at home to stay after school and utilize the school labs during Extended School Services.
I have suggested that students use their iPod, iPhone or other device to record the interview and type from the recording. They were very excited about that.
To open this lesson, I will ask students to silently consider this question. "Do you ever talk to yourself?"
After strange looks around the room, I'll answer for them, "Sure, everyone does…What are some things you might talk to yourself about?" Then we'll have a quick share that will lead into a discussion about a term they already know to some extent - soliloquy.
We will discuss the definition again but in more detail that what is offered on their Quizlet page. (A speech delivered alone on stage by a character. The speaker may appear to be speaking to himself, or to a specific, usually imaginary audience. In most plays (especially Shakespearean), soliloquies are used to explain a character’s inner thoughts to the audience - to reveal the character’s thoughts, motives, feelings, and problems to the audience.) I'll actually pull the drama powerpoint from a few days ago back up and reference the slides about soliloquy.
Then we will consider why one might need a soliloquy in drama?
My students are already familiar with the story of Romeo and Juliet from our Valentines Day discussion, so I will refresh their memory of the balcony scene and play a clip of it. (see video for information about the clip).
After viewing, I'll ask students, "What does this type of structure (soliloquy) add to the scene? What would be lost if we took Romeos words out?"
We will discuss that if he didn't have the soliloquy we would know why he was in Juliet's backyard, and might think he is going to do something bad especially since their families hate each other. The soliloquy lets the audience in...
To wrap up class today, I'll ask students to look back at Scope’s “The Book Thief” and respond to the following in their journal at home tonight. A PDF of the play is available on the class Edmodo page for reference at home.
Many of you said yesterday that a soliloquy would be a great addition to the Scope script "The Book Thief". If you could, add a soliloquy, what character would you want to hear the inner thoughts of? At what point in the play would this help?