Monologue Lesson Plan
Jaclyn Marta
Independent Study
Who's Afraid of Virginia Woolf
Introduction: This play contains many well-written characters with speeches that students could study and be able to perform, with enough guidance that is. Students will choose a monologue from the show, research it, and then perform it in front of the whole class. They also have to write a one page paper describing how students came about to the performance choices they made. This monologue unit will also have students spending time deciding what they can do to differentiate who their character is. This project will take place over a few days worth of time , so as students have ample amount of time to succeed.
Standard: Describe ways an actor uses voice and body to communicate character and setting
Opening (lesson to be done after having finished reading the play) ( 5 min)
- Introduce lesson to student/ give handout on lesson
- students will choose a monologue, research it, perform it, and write a paper on the performance
Monologue Choosing (45 min)
- Students will brainstorm possible monologues they could perform as a class
- class will weigh in on what is a good or a bad reason for choosing such monologue
- class will discuss how this performance would go
- what it would need or not need?
- what feel does the monologue give?
- Students are expected to have a monologue picked out by the end of the class period
Describe ways an actor uses voice and body to communicate character and setting
Students are going to improve their acting skills by working on a monologue over a period of time and doing a variety of steps to make a clear monologue. The students will be using their entire body- voice, brain, face, and body, to create a thought out monologue.
Independent Study
Who's Afraid of Virginia Woolf
Introduction: This play contains many well-written characters with speeches that students could study and be able to perform, with enough guidance that is. Students will choose a monologue from the show, research it, and then perform it in front of the whole class. They also have to write a one page paper describing how students came about to the performance choices they made. This monologue unit will also have students spending time deciding what they can do to differentiate who their character is. This project will take place over a few days worth of time , so as students have ample amount of time to succeed.
Standard: Describe ways an actor uses voice and body to communicate character and setting
Opening (lesson to be done after having finished reading the play) ( 5 min)
- Introduce lesson to student/ give handout on lesson
- students will choose a monologue, research it, perform it, and write a paper on the performance
Monologue Choosing (45 min)
- Students will brainstorm possible monologues they could perform as a class
- class will weigh in on what is a good or a bad reason for choosing such monologue
- class will discuss how this performance would go
- what it would need or not need?
- what feel does the monologue give?
- Students are expected to have a monologue picked out by the end of the class period
Describe ways an actor uses voice and body to communicate character and setting
Students are going to improve their acting skills by working on a monologue over a period of time and doing a variety of steps to make a clear monologue. The students will be using their entire body- voice, brain, face, and body, to create a thought out monologue.