1. LO: To explore how to perform effectively. ALL STUDENTS MUST extract key information from a visual performance. MOST STUDENTS SHOULD apply dramatic techniques to their performance. SOME STUDENTS COULD analyse the most effective language in their own writing.

2. We have been working on our monologues, now it is time to prepare our performances! Today’s lesson will give you a chance to get in to character and develop your monologues into a performance piece with various dramatic techniques to enhance it. Ultimately, you will be assessed using the SLAFs on your performance.

3. Now, you must work individually. Take an extract (minimum of 4 lines) from your monologue you have already written. Annotate your monologue with notes on how you would perform each line. If you finish, self assess the line you feel is most effective and label it with your reasoning behind this. Look at the following example…

4. I sat alone watching time run away. A huge hole had been punched Through my stomach, Now, my blue skies have decayed into grey, My once protective and loving father is gone, I have nothing but a burning, searing cavity at best. Soft tone and dismissive hand gesture Look up Look down and draw hands inwards painfully Beat fist against chest This line is most effective because it creates imagery and sensory imagery with contrasting colours and rhyme to make the reader feel upset and anxious by the transformation from light to dark and good and bad.

5. Now choose… Two Oral language techniques And Two Visual techniques from the following slide that you would like to use and add them to your monologue.

6. Oral language techniques rhetorical question – ask a question which doesn’t need to be answered to get your audience thinking about their own opinions hyperbole – is an exaggeration often used to add humour imperative – a command word used to grab attention listing – of examples and words to support and idea alliteration – using words starting with the same letter to make it memorable. pace – fast to show excitement, slow to show importance pitch – high to show excitement, low to show importance and authority intonation – the rise and fall of your voice when you speak inflection – when your voice goes up at the end of the sentence as if you were asking a question tone – feeling needs to suit the words said volume – loud to show excitement, soft to show fear pause – a planned rest in your speaking to emphasise an idea. Visual techniques Visual techniques focus on how your body can be used to help express your meaning. The following list shows you how and why you can use body techniques in your seminar, speech, or dramatic presentation: facial expression – look sad when talking about a serious topic eye contact – look at the audience regularly to help build a relationship with the audience gesture – shrug shoulders or count on fingers – remember to make the gesture obvious and relevant to your speech / dramatic monologue / seminar stance – the way you stand should be balanced and natural, but not too relaxed that you look sloppy movement – pacing or swaying is distracting, however, you don't have to stand on the same spot throughout the presentation. For example: plan to take a step forward when introducing an important idea, or walk a few paces to the side when giving a complex explanation. Movement in drama is very important and must be integrated with the oral language.

7. Now, with your learning partner, perform your monologues to each other. Once you have finished, give yourself a level using the following criteria. During your performance, your partner should note down something you do well, a suggestion of how to make the performance stronger or more powerful and a level too – make sure you are using the following marking criteria too! SWAP!

8. Levels Level 4- I can talk with confidence in role play and adapt my speech to suit the purpose. Level 5- I can talk confidently and use expression and vocabulary to capture the audience. Level 6- I can use different expressions and a range of vocabulary to engage and interest the audience. Level 7- I can match my talk precisely to the context and organise my talk with my audience in mind.

9. Vote with your feet… Did you give the same level to yourself as your learning partner? Are you pleased with your level? Do you feel you could do better? YESNO

10. Performance time! This is your first trial at performing to an audience! Positive comments and targets to be written on to white boards for each performance by all of the observers.