Monologues

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Objective

SWBAT present a monologue in a focused, coherent manner using appropriate eye contact, adequate volume, and clear pronunciation.

Big Idea

Wow! It can be fun to speak in front of people!

Background

20 minutes

I explained to the students that they were going to write a monologue to present to the class.  We talked about the definition of a monologue – mono (1), logue (speaking) – one person speaking.  Their monologue should be about an event or issue that they experienced.  It is different from a personal narrative, in that they speak about the thoughts that went through their heads as they are portraying the event.  They understood that they would be writing and practicing the monologue outside of class time.

I reminded them about the examples of monologues that we have observed throughout the semester.  I provided student samples from previous years, Cosby - Chocolate Cake video, and some parts of Bronx Masquerade by Nikki Grimes. Many of the narratives in this book can easily be used as monologues, especially "Janelle Battle" on page 46.  (Refer to the video to locate these examples).

The performance elements were explained as we did improvisations in the classroom.

Assignment

20 minutes

Prompt: Write a monologue about an impressionable event or issue that you experienced.  This will be presented to the class in two weeks.  You must write and practice this assignment outside of class.

Students were given ‘Monologue Criteria/Format” which is a guide as to how the final copy of the monologue needed to be written and turned in to me as they presented their monologue to the class.

Day 1 - Presentations

50 minutes

On the day of presentations, I explained to students that as others performed, they were to critique each performance.  They received Creating and Presenting a Monologue Chart.  They recorded each student’s name and event addressed in the monologue.  Reinforcement identified something that the presenter did well; Refinement addressed one thing that needed improvement.  Lastly, the audience member needed to identify the overall tone of the monologue.

At the end of Day 1, I asked students to review their comments recorded in “Creating and Presenting a Monologue” Chart.  If they had not performed yet, they needed to reflect upon how they might improve their monologues tomorrow.  If they already performed, think about what went well for themselves and what they could have improved upon in relationship to other performances.

Day 2 - Presentations

50 minutes

The rest of the presentations continued with students recording feedback on their “Creating and Presenting a Monologue” Chart.

At the conclusion of the monologues, I asked students to reflect about their own performance in relationship to their classmates.  These are the questions that they addressed.

  1.  Analyze your performance.
  2. What did you learn about yourself while preparing this monologue?
  3. How will this help you with next year’s studies?