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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.
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English II/English II Honors—October 28, 2015
• Daily Warm-up: What makes the character in your monologue (the one you will perform on Monday) a complex character?
• Homework: – Study for Units 4 and 5 Vocabulary Test on Friday (Lessons
13-19)– Reading Plus due Sunday at 11:59– Practice your monologue. Monologue Presentations will be
on Monday. You must be prepared to give your monologue.
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.
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.
Final Monologue Performance Checklist
• Character Sketch (with Monologue sheet or SOAPStone attached)
• Introduction for your monologue (this can be written down, but you must say it)
• Actual performance—at least one minute; evidence of advanced preparation; vocal and visual delivery to enhance performance.
• Performance Reflections—this will be completed during performances
• Performance Reflection—to be completed after performance
Complex Characters
Grading papers
Exercising
Reading a book
Attending a game
Going to dinner
Taking a nap
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.
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?• https://www.youtube.com/watch?v=x26GN6rQbZI• https://www.youtube.com/watch?v=OAvmLDkAgAM
Emerging Proficient Mastery
Constantly refers to monologue—no memorization.
Rarely refers to monologue.
Memorized monologue. Scoring
Guide p. 245
Performance CriteriaEmerging Proficient Mastery
Constantly refers to monologue—no memorization.
Poor vocal delivery (quiet, no emphasis)
Introduction is confusing.
Pace is too fast/slow
Movement does not match the speech.
Rarely refers to monologue.
Sufficient vocal delivery that reveals characterization.
Introduction is sufficient.
Pace is okay.
Movement somewhat agrees with the speech.
Memorized monologue.
Effective vocal delivery that reveals characterization.
Explicit and detailed introduction.
Perfect pace.
Movement pertains to the speech and enhances performance.
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 enowTo 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 meFor 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 madeAnd 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-bedShall think themselves accursed they were not here,And hold their manhoods cheap whiles any speaks
That fought with us upon Saint Crispin's day.
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.
