Unit Plan Monologues Final
Unit Plan Monologues Final
Unit Plan Monologues Final
Drama 9
April 6-16
Rationale PG 1
Assessments PG 8-12
Materials PG 13
Bibliography PG 14
Rationale:
Drama as an art form provides students a safe and expressive means to
engage in self-discovery. Theatre enhances students’ abilities to communicate
through dramatic means. The discipline is broken down into three sequenced
categories; beginning, intermediate and advanced. These categories act as a
sequence of improvements. Throughout their learning, students will address
multiple aspects of speech, acting, and improvisation. Student growth can be
demonstrated through their ability to communicate over a variety of dramatic
disciplines. These disciplines allow students to develop skills in communication.
Monologues as a unit of study help to provide students with skills of
self-confidence and public speaking. These skills have a very prominent real-world
application as students will need to learn the skills to properly communicate in a
solo setting. Drama provides students with lasting skills such as communication,
risk-taking, and building interpersonal relationships.
Unit Objective:
Lesson 2-
TSW research and find 2 monologues to pitch.
Walk, tag, blob tag, everybody's it tag, walk, stretch, remind students what we talked about
yesterday. Give students a tongue twister they will have to say it as boring as possible and then
as exciting as possible. What makes a good monologue discussion? Type, style, genre, timing
(action). Have students read over a strong monologue and a weak monologue, ask them to break
down the elements of both. Explain to students they will be finding two options for a monologue.
Students can use both computers or provided books. The question to keep in mind: What were
your first impressions of the piece? Pick a piece they enjoy.
Acting 1, 6, 23, 30
Theatre Studies 1, 3, 12
CAN STUDENTS SELECT TWO STRONG MONOLOGUES?
Lesson 3-
TSW pitch their monologues.
Intro, walk, jump, high five, write out pitch, This case should address character, intentions and
something the student wants to explore. Walk and pitch, pitch to a buddy, why challenge, pitch
to teacher.
Acting 23, 30
Theatre Studies 1, 3, 12
CAN STUDENTS PITCH THEIR MONOLOGUES AND ANSWER WHY?
Lesson 4-
TSW analyze their own monologues for beats.
Intro, walk, walk with different intentions (angry, happy, sad), discuss and define beats, go
through monologue example with partner to find beats, go through monologue with the class to
find beats, find beats in their own monologue.
Improv/Acting 1, 6, 19, 23, 27, 30
Theatre Studies 1, 3, 12
CAN STUDENTS FIND AND JUSTIFY BEATS IN A MONOLOGUE
Lesson 5-
TSW find their super-objective and improv scenes around the super-objective.
Intro, walk, walk fast, walk slow, walk with different intentions, What is an objective? What is a
super-objective? Open scenes, go through monologue, find super-objective in their own
monologue. List some ways they could reach their objective. Learn about tactics. Rehearse
monologues.
Improv/Acting 1, 6, 19 23, 30
CAN STUDENTS FIND THEIR OWN SUPER OBJECTIVES AND LIST TACTICS?
Lesson 6-
TSW create a moment before and after their monologue that will give the scene some context
using improvisation.
Intro, walk, high/low status, party quirks, create before and after moment, rehearse monologues.
Improv/Acting 4, 12, 14, 19, 20, 27, 29
ARE STUDENTS ABLE TO CREATE A BACKSTORY FOR THEIR CHARACTER?
Lesson 7-
TSW complete a monologue workshop, where they show their teacher a portion of their
monologue. Roll down, stretch- arms, legs, neck, cat-cow yoga pose, tree pose, child’s pose.
Each student will workshop in front of their classmates. The teacher will offer suggestions and
feedback.
Improv/Acting 1, 2, 19, 25, 31, 32, 33
CAN STUDENTS RESPOND POSITIVELY TO DIRECTIONS?
Lesson 8-
TSW present their monologues to a partner incorporating the feedback from the workshop.
Intro, walk, mirror, status pictures, monologue character scene, show monologues, 2 stars and a
wish.
Improv/Acting 1, 10, 12, 15, 29, 31, 32, 33
Movement 5, 13, 24, 28
Speech 4
Theatre Studies 1
CAN STUDENTS WORK WELL WITH A PARTNER?
Lesson 9-
TSW perform their final rendition of their monologues for the entire class.
Intro, good audience member speech, roll-down, energy shake, performance and closure.
Improv/Acting 1, 9, 12, 27,31, 32
Speech 2, 4, 6, 8, 9, 10, 11, 13, 15, 18
Movement 3, 4, 13, 17, 25
CAN STUDENTS PERFORM A MONOLOGUE?
SEE RUBRIC FOR DETAILS
LESSON PLANS
OBJECTIVE(S)
Students will learn the process of breaking down monologues into specific moments.
Students will be able to identify emotional shifts in texts.
ASSESSMENT
Formative: Were the students able to breakdown their monologue? Do they understand where the emotional
shifts are?
Summative
Lesson 7: Workshop
GENERAL INFORMATION
Teachers Alyssa Latimer Subject/Grade 9 Unit/Topic M
onologues: The Workshop Date/Time April 10th,
45min
Olivia Funkhouser
Related GLO & SLO/Goal(s):
To develop competency in communication skills through participation in and exploration of
various dramatic disciplines.
Demonstrate effects of intonation, rate, pause and phrasing on the meaning of words.
Demonstrate the effect of character on oral interpretation.
Rehearse, polish and present text.
OBJECTIVE(S)
The students will present small portions of their monologue to the class and receive feedback from their
teachers.
ASSESSMENT
Formative Are they receptive to teacher feedback? Can they handle side-coaching?
Summative
😁 😐 😰
CAN STUDENTS EXEMPLIFY WHAT MAKES AN AUDITION STRONG?
April 6, 2020
Comments:
😁 😐 😰
CAN STUDENTS SELECT TWO STRONG MONOLOGUES?
April 7, 2020
Comments:
😁 😐 😰
CAN STUDENTS PITCH THEIR MONOLOGUES and answer why?
April 8, 2020
Comments:
😁 😐 😰
CAN STUDENTS FIND AND JUSTIFY BEATS IN A MONOLOGUE
April 9, 2020
Comments:
😁 😐 😰
CAN STUDENTS FIND THEIR OWN SUPER OBJECTIVES AND LIST TACTICS?
April 10, 2020
Comments:
😁 😐 😰
CAN STUDENTS RESPOND POSITIVELY TO DIRECTIONS?
April 14, 2020
Comments:
😁 😐 😰
CAN STUDENTS WORK WELL WITH A PARTNER?
April 15, 2020
Comments:
😁 😐 😰
CAN STUDENTS PERFORM A MONOLOGUE?
April 16, 2020
Comments:
TWO STARS AND A WISH
Name:
💭
Rehearsal journal marking
A The rehearsal journal has at least 7 entries. Students reflect on
both the process and the final product. The journal is a
comprehensive view of the students rehearsal process. The
journal can include warmups, insights, challenges faced and
realizations about their character.
B The rehearsal journal has between 5-6 entries. Reflection
focuses on either process or product but not both. The journal is
a broad view of the students rehearsal process.
C The rehearsal journal has 3-4 entries. Reflection does not have
a clear focus on either process or product. The journal provides a
minimal view of the students rehearsal process.
D The rehearsal journal includes 0-2 entries. Reflection does not
occur. The journal does not provide a view of the students’
rehearsal process.
Materials
Mercanti, J. V. In Performance: Contemporary Monologues for Teens. Applause Theatre & Cinema Books
An imprint of Hal Leonard Corporation, Milwaukee, WI, 2015.
Depner, Mary, and S. L. Depner. Smart Monologues: Vocabulary Building Monologues for Teens and
Young Adults. Jelliroll, Inc, Valencia, California, 2012.
Young, Rebecca. 102 Monologues for Middle School Actors: Including Comedy and Dramatic
eriwether Publishing Ltd, Colorado Springs, Colo, 2012.
Monologues. M
Gaddis, Alisha. Teen Boys' Comedic Monologues that are Actually Funny. Applause Theatre & Cineam
Books, an Imprint of Hal Leonard Corporation, Milwaukee, WI, 2015.
Milstein, Janet B. Award-Winning 60-Second Comic Monologues, Ages 13-18. v ol. 3., Smith and Kraus,
Inc, Hanover, New Hampshire, 2008.
Milstein, Janet B. Award-Winning 60-Second Comic Monologues, Ages 4-12. v ol. 1, Smith & Kraus, Inc,
Hanover, New Hampshire, 2008.
https://www.monologuearchive.com/children.html
https://www.monologuegenie.com/monologues-for-teens.html
https://www.instantmonologues.com/category/young
https://themonologuearchive.tumblr.com/post/159672568475/act-02-01-gwendolyn
Bibliography
Team, MB. “Working On Your Monologue: Break It Down.” Monologue Blogger, 6 Oct. 2019,
monologueblogger.com/working-on-your-monologue-break-it-down/.
https://monologueblogger.com/working-on-your-monologue-break-it-down/
Alberta Learning. (1989). Drama 7-9 [Program of Studies]. [Edmonton], Canada: Alberta
Learning.
https://education.alberta.ca/media/482120/jhdrama.pdf
niversity
Alberta Learning. (1989). “Drama, Junior High School : Teacher Resource Manual” U
of Alberta Libraries [Edmonton], Canada: Alberta Learning.
archive.org/details/jhsdramatrm89albe/page/104.