English II—October 21, 2015

• Daily Warm-up: What kind of details might you include in a character sketch?

• Homework: – Study for Lesson 11 and Unit 4 Quiz– Reading Plus due Sunday at 11:59– You need to have a monologue chosen for your

performance and bring it to class with you on Monday.

English II—Lesson 11 Vocabulary• interrogation—n. the action of interrogating or the process of being

interrogated.• cognition—n. the mental action or process of acquiring knowledge and

understanding through thought, experience, and the senses.• elaborate—adj. involving many carefully arranged parts or details; detailed

and complicated in design and planning.• sentiment—n. a view of or attitude toward a situation or event; an opinion.• innovate—v. make changes in something established, especially by

introducing new methods, ideas, or products.• sonorous—adj. capable of producing a deep or ringing sound.• transcribe—v. put (thoughts, speech, or data) into written or printed form.• corpulent—adj. (of a person) fat.• insoluble—adj. impossible to solve.• dormant—adj.(of an animal) having normal physical functions suspended or

slowed down for a period of time; in or as if in a deep sleep.

Unit 4 Vocabulary

justicecriteriaadvancedirect characterizationindirect characterizationcomplex charactercharacter sketch

oral interpretationstage directionsstichomythiaodedynamic characterstatic characterfoil

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.

Direct and Indirect Characterization

• Direct characterization is when the narrator or author provides information about the character.– John is shy and quiet.– Mary is loud and boisterous.

• Indirect characterization is when the narrator or author shows the character interacting with others, thinking about circumstances, or speaking his or her thoughts aloud.– Five methods of indirect characterization

• Speech, thoughts, actions, appearance, and comments by other characters.

• A complex character is one that has multiple or conflicting motivations.

VOCAL DELIVERY

TONEVOLUME

PACE

PAUSE

ArticulationPITCH

Pronunciation

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/Pronunciation—careful articulation shows formality and

care, education level, or even condescension. It may also show lack of familiarity with language.

Performance ReflectionVisual Delivery (gestures, posture,

movement, eye contact)Vocal Delivery (pitch, volume, pace,

rate, pauses, vocal variety, pronunciation/articulation)

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?

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.

• Each person must create a brief character sketch based on the character they choose to play in the skit. Use your character sketch to help you determine how to portray your character.

Performance ReflectionVisual Delivery (gestures, posture,

movement, eye contact)Vocal Delivery (pitch, volume, pace,

rate, pauses, vocal variety, pronunciation/articulation)