1. English II Honors—October 26, 2015
Daily Warm-up: Often in dramatic texts, a character delivers an extended speech known as a monologue. What might be the author’s purpose for including a monologue? How could a monologue convey characterization?
Homework:
Study for Units 4 and 5 Quiz on Friday (Lessons 12-18).
Reading Plus due Sunday at 11:59
Monologue final performance is Monday.
You must have a monologue picked out by tomorrow at the latest.

2. Unit 4 Embedded Assessment 1
Your assignment is to research, analyze, and present an oral interpretation of a monologue. Your monologue must be from a work of literature (book or play). You will need to use vocal and visual delivery to convey a complex character’s voice. You will write a sketch of the character you are portraying. You will also evaluate your own and other students’ performances and write a reflection on your oral interpretation of Literature.

3. Unit 4 Embedded Assessment #1—Perform a Monologue
The performer engages the audience with eye contact, rarely referring to notes.
The performer provides well-researched information to place the passage in the context of the work.
The performer uses effective vocal and visual delivery strategies to orally interpret a text.
The performer demonstrates active listening by taking detailed notes and responding thoughtfully to other performances.
The performer introduces the oral interpretation in an engaging manner.
Presenting an Oral Interpretation of Literature
The performer selects a passage of strong literary merit that conveys a complex character.
The performer provides a thorough written explanation of steps taken to plan the interpretation.
The performer writes a reflection that accurately evaluates strengths and weaknesses of the performance.
The performer includes an insightful analysis of what has been learned about characterization and oral interpretation.

4. Excerpt from A Sport of Nature
SOAPSTone
Analysis
Textual Support
Speaker: What does the reader know about the speaker?
Occasion: What are the circumstances surrounding the text?
Audience: Who is the target audience?
Purpose: Why did the author write this text?
Subject: What is the topic?
Tone: What is the speaker’s tone, or attitude, towards the subject?
What is the effect of the dashes and ellipses on the monologue?
What makes Aunt Olga a complex character?

5. A complex character is one who has conflicting motivations.
Complex Characters
A complex character is one who has conflicting motivations.
For example, I want to attend my child’s football game because I want to be a good parent, but I have a stack of papers to grade and want to do my job well, and I know I should get more sleep and exercise to stay healthy.
Grading papers
Exercising
Going to dinner
Reading a book
Attending a game
Taking a nap

6. Original Monologues
Write an original monologue on an issue of interest to you that reveals characterization, an internal conflict, or perhaps an issue of fairness or justice.
Create a diagram of your complex character and his or her conflicting motivations.
Include a summary statement of the scenario before the monologue.
Describe the speaker’s feelings on an internal conflict to convey theme.
Use diction, detail, sentence structure, and punctuation for effect.

7. Original Monologues
Trade monologues with a partner that is not at your table, and quickly return to your seat. Rehearse and conduct an oral reading of your partner’s monologue with appropriate vocal and visual delivery.

8. Original Monologues
Answer the following question and complete the discussion with your partner before you turn in your monologue:
To what extent did your partner interpret the monologue with the characterization and tone you intended?
Discuss ways to refine your monologue to make your intentions clearer and revise it accordingly.

9. Reflecting on Performance
Monologue: a dramatic speech delivered by a single character in a play.
Oral interpretation: a planned oral reading that expresses the meaning of a written text.
1. Describe the relationship between a monologue and an oral interpretation. How does one inform the other?
2. What are some of the tools actors use in a dramatic production that are not available to a performer of an oral interpretation?
3. How do performers of an oral interpretation make up for the lack of these resources?
Emerging
Proficient
Mastery

10. King Henry V’s St. Crispin’s Day Speech—King Henry V gives this speech to his men after one of the men suggests they need more men to fight the battle against the French.
What's he that wishes so? My cousin Westmoreland? No, my fair cousin: If we are mark'd to die, we are enow To do our country loss; and if to live, The fewer men, the greater share of honour. God's will! I pray thee, wish not one man more. By Jove, I am not covetous for gold, Nor care I who doth feed upon my cost; It yearns me not if men my garments wear; Such outward things dwell not in my desires: But if it be a sin to covet honour, I am the most offending soul alive. No, faith, my coz, wish not a man from England: God's peace! I would not lose so great an honour As one man more, methinks, would share from me For the best hope I have. O, do not wish one more! Rather proclaim it, Westmoreland, through my host, That he which hath no stomach to this fight, Let him depart; his passport shall be made And crowns for convoy put into his purse: We would not die in that man's company That fears his fellowship to die with us. This day is called the feast of Crispian: He that outlives this day, and comes safe home, Will stand a tip-toe when the day is named, And rouse him at the name of Crispian.
He that shall live this day, and see old age, Will yearly on the vigil feast his neighbours, And say 'To-morrow is Saint Crispian:' Then will he strip his sleeve and show his scars. And say 'These wounds I had on Crispin's day.' Old men forget: yet all shall be forgot, But he'll remember with advantages What feats he did that day: then shall our names. Familiar in his mouth as household words Harry the king, Bedford and Exeter, Warwick and Talbot, Salisbury and Gloucester, Be in their flowing cups freshly remember'd. This story shall the good man teach his son; And Crispin Crispian shall ne'er go by, From this day to the ending of the world, But we in it shall be remember'd; We few, we happy few, we band of brothers; For he to-day that sheds his blood with me Shall be my brother; be he ne'er so vile, This day shall gentle his condition: And gentlemen in England now a-bed Shall think themselves accursed they were not here, And hold their manhoods cheap whiles any speaks That fought with us upon Saint Crispin's day.

11. Delivering and Responding to Oral Interpretations
Return to the monologue that you wrote. Prepare and rehearse an oral interpretation of this monologue with appropriate vocal and visual delivery to convey characterization and tone.
Deliver your oral interpretation to your group of peers. After each performance, use the rubric you created to provide feedback on strengths presented and make suggestions for improvement.
Use the feedback from your group to help you reflect on your oral interpretation of your monologue. Evaluate your performance. What worked well and what do you need to change to improve your performance? Be sure to:
Explain how you prepared for and rehearsed your monologue.
Evaluate the strengths and challenges of your performance.
Set goals to improve your performance skills.