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Years 9-10
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English
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Activities
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Dramatic Monologue
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Additional Information
Additional Information
View the Recording Templates for this Activity (Microsoft Word, 45 KB)
Guidelines for marking
The following guidelines for marking show one approach to assigning a value to a student’s work. Other approaches may be used that better suit the reporting process of the school. Categories, marks, grades, visual representations or individual comments/notations may all be useful.
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Range
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Students in this range:
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High
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- compose a coherent oral text demonstrating a strong understanding of the conventions of a dramatic monologue through the structure of a monologue, the persona created and a sense of audience
- make effective choices about language and content appropriate to an imaginative response to a visual text considering purpose, audience and context by choosing from a widening repertoire of language forms and features
- present a coherent view of the world through an imaginative or interpretive response to a visual stimulus by constructing an effective dramatic monologue
- use their skills of reflection to demonstrate insight into and adaptability of their skills in English.
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Satisfactory
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- compose a coherent oral text demonstrating a sound understanding of the conventions of a dramatic monologue through the structure of a monologue, the persona created and a sense of audience
- make sound choices about language and content appropriate to an imaginative response to a visual text considering purpose, audience and context by choosing from their repertoire of language forms and features
- present a view of the world through an imaginative or interpretive response to a visual stimulus by constructing a dramatic monologue
- use their skills of reflection to demonstrate understanding of the use of their skills in English.
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Progressing
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- compose an oral text demonstrating some understanding of the conventions of a dramatic monologue through the structure of a monologue, the persona created and a sense of audience
- make some appropriate choices about language and content in relation to purpose, audience and context by choosing from a limited repertoire of language forms and features
- respond to the visual stimulus by constructing a monologue with some evidence of imagination and interpretation
- use their skills of reflection to demonstrate some understanding of the use of their skills in English with teacher assistance.
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Feedback
Students will be given written and oral feedback from the teacher. Comments will inform them about such things as their oral performance, interpretation of character and their link to the stimulus material. At the completion of their monologues students will reflect on the task and what they feel they have learned. Students may write a self-evaluation of their performance in their journals, reflecting on the strengths and weaknesses they discerned in their own performances, as well as those of others, or they may give an oral reflection at the completion of their monologue.
Future directions
This Activity provides information for teachers and students upon which to base a variety of future oral, written and visual compositions by working on the creation of different personas and discussing and analysing ways in which characters are socially constructed. They may do this using a variety of technologies for a variety of purposes, audiences and contexts.
