1. English II Honors—January 28, 2016 Homework: – Study for Lesson 6 and 7 Vocabulary quiz tomorrow. Worksheet must be complete/handed in prior to the quiz to receive extra credit. – Bring in printed/handwritten monologue tomorrow (quiz grade). – Reading Plus assignments for the week must be complete by 11:59 pm on Sunday.

2. Lesson 6 Vocabulary Prefixes are syllables attached before a root or base word to alter or enhance its meaning. The Latin prefix re- means “again” or “back.” For example, the word retry means “try again” and recall means “call back.” rejuvenated—v. make (someone or something) look or feel younger, fresher, or more lively repel—v. drive or force (an attack or attacker) back or away. refute—v. prove (a statement or theory) to be wrong or false; disprove. retract—v. draw or be drawn back or back in. resigned—adj. having accepted something unpleasant that one cannot do anything about. resentment—n. bitter indignation at having been treated unfairly. recuperate—v. recover from illness or exertion. recourse—n. the use of someone or something as a source of help in a difficult situation. renowned—adj. known or talked about by many people; famous. remorse—n. deep regret or guilt for a wrong committed.

3. Lesson 7 Vocabulary A suffix is a word ending that can be added to a word or root that modifies the word’s meaning. The Greek suffix –ize means “to become like” or “to treat with. equalize—v. make the same in quantity, size, or degree throughout a place or group. centralize—v. concentrate (control of an activity or organization) under a single authority. idealize—v. regard or represent as perfect or better than in reality. maximize—v. make as large or great as possible. economize—v. spend less; reduce one's expenses. immobilize—v. prevent (something or someone) from moving or operating as normal. scrutinize—v. examine or inspect closely and thoroughly. materialize—v. become actual fact; happen. mesmerize—v. hold the attention of (someone) to the exclusion of all else or so as to transfix them. rationalize—v. attempt to explain or justify (one's own or another's behavior or attitude) with logical, plausible reasons, even if these are not true or appropriate.

4. 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 your monologue.

5. Monologue Requirements Preferably a monologue that has literary merit. Performance must be at least 1:30 (it can be longer). You must choose a complex character (one with conflicting emotions—a character who has to make tough decisions would be considered complex).

6. Unit 4 Embedded Assessment #1—Perform a Monologue Presenting an Oral Interpretation of Literature 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. The performer selects a passage of strong literary merit that conveys a complex character. The performer introduces the oral interpretation in an engaging manner. 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 engages the audience with eye contact, rarely referring to notes. The performer demonstrates active listening by taking detailed notes and responding thoughtfully to other performances.

7. Expressive Skills and Realism Although we take movement for granted every day, actors must take particular care with their movements, as every move, no matter how small, must be calculated and deliberate as it communicates non-verbal meaning to the audience about the character and plot. Facial expressions occur as a result of small muscle movements in the face and are crucial for the actor. While we must always be aware that the face is the most expressive part of the body, we must also ensure we act with our entire body, not just our heads. Facial expressions must come naturally or they will look artificial if overdone and ineffective if underdone. Gestures are small movements by the actor. These may involve the use of the hands, feet, arms or legs. Gestures can include pointing a finger at another character, waving, stroking your fingers through your hair, scratching an ear etc. Effective use of gesture often marks an average actor from a powerful one, as sometimes it is the subtleties in acting that make the difference in character believability.

8. Elements of Visual Delivery Gestures, Posture, Movement, Eye Contact Character faces the audience at all times unless it is necessary to turn away for a stylized effect Appropriate stance and stage movements for the character being portrayed (an older man might walk slowly/a business woman might be rushing) Small gestures that add a convincing ‘extra touch’ to the character suitable facial expressions at particular moments in the drama Stage movement that occurs naturally, usually based on certain lines

9. VOCAL DELIVERY TONE VOLUME PACE PAUSE Articulation PITCH Pronunciation

10. Elements of Vocal Delivery Tone—tone shows the speaker’s emotions or attitude; e.g., anger, happiness. Pitch—pitch conveys function, as in raising the voice at the end of a sentence to signal a question. Volume—volume conveys emotion; e.g., whispering versus shouting. Pace—pace shows action; e.g., slow pace for thoughtful intensity, fast for excitement. Pause—a pause shows thoughtfulness or hesitance or strong emotion. Articulation—careful articulation shows formality and care, education level, or even condescension. It may also show lack of familiarity with language.

11. The Tragedy of Romeo and Juliet What kind of justice do the Capulets ask for and why do they think that is just? What aspects of the fighting and deaths does Benvolio emphasize? What do the Montagues ask for and why do they believe that would be a just decision? What makes the Prince a complex character in this scene? What message about life does Shakespeare’s scene reveal?

12. Courtroom Drama Use the elements of vocal delivery to present this scene as though it’s played in a TV courtroom drama. Consider the following as you rehearse: A. Who is being accused of a crime? B. What is the crime? C. Who is the judge? D. Who provides eyewitness testimony? E. What is the sentence? Recreate this scene in a modern context. Each person must play a part. You may only use visual/vocal delivery to enhance the performance.