R&J Soliloquys, Monologues, Asides

Mr. McCalley
Room #:
Lesson # in unit:
Topic: R&J Soliloquys, Monologues, Asides
Lesson Objective and Assessment of the objective
By the end of the workshop, student will be able to:
Recognize the difference between soliloquys, monologues and asides
Apply these terms in an example of their own creation
Supporting Diverse Learners
Students will be able to see examples in the Romeo and Juliet text that they are familiar with, and act out these scenes kinesthetically.
They will also draw upon their own knowledge and cultural backgrounds to create an example of one term to present.
Method(s) for Instruction
Class/Group Discussion
Cooperative Learning
Small Group
Guided Practice
Lecture or Direct Instruction
Learning Stations
Readers/Writers Workshop
Teacher Modeling/Demo.
Journal writing
Role Play
Inquiry Learning
Simulation/Role Playing
Independent Learning
Use of Materials
Teacher’s Manual pg #
Student Text pg # 158,
164, 168
Picture Books
Related Equipment:
Adapted materials
Use of Technology
Cell Phone
CPS Clickers
Elmo Document Camera
Student Computers
Video Clips/DVD
Web 2.0 tool
Strategies/Activities Selected:
Simulation/ Role Playing
Lesson Agenda
Warm up: How will you support students in accessing prior knowledge, personal, real world and/or cultural connections?
The students have seen examples of soliloquys, monologues, and asides and have discussed them to a brief extent. In
the warm-up the students will draw upon this previous knowledge to find examples of soliloquys, monologues and
asides in their own life, movies, etc. They will use their journal to answer the following question: “Provide an example
of a time when you used a soliloquy, a monologue, or an aside. How is this example a soliloquy, monologue, or an
aside? Can you provide an example from a movie that utilizes one of these dramatic speeches?” I expect the students
to have difficulty in providing examples of soliloquys, but the argument could be made that a diary is similar to a
soliloquy because it states their true feelings that other people would not know. Monologues and asides will be easier
to find examples because many of them use these every day, i.e. mumbling under their breath when frustrated. If
students do not accurately provide an example, we will discuss why the example is NOT a monologue, etc.
Transitioning and Stating Objectives: “Today we are going to discuss soliloquys, monologues, and asides in more
detail. We will review scenes in Act III where these dramatic speeches occur to refresh our memory, and then we
will create our own scene to present putting it in a more modern context. ”
Transition to Instruction: What support strategies will you use to scaffold students learning so they meet or exceed targeted?
The instruction period will be spent reviewing scenes in Act III where soliloquys, asides, and monologues are shown. The
students have already covered this act, so they are familiar to what is happening in the play. Volunteers will act out the
selected scenes from pages 158 (aside), 164 (monologue), and 168 (soliloquy). After each excerpt we will discuss which type
of dramatic speech is used and to what effect it has upon the scene. This will provide them a foundation when creating their
own scene.
Transition Guided Practice:
After a quick review of Act III scene V dramatic speech, I will split the students up into their Scrapbooking Groups
(already grouped together from previous class). I will explain that they will create a scene using a monologue,
soliloquy, or an aside. The scene can be a couple friends talking to each other, parents scolding a child, a classroom
setting, etc. Large groups of 5 or 6 will create a two scenes using two different dramatic speeches. Students will
write down the dialogue as their reference when presenting and also for something to hand in in case someone does
not have the chance to present. This will allow me to evaluate how well they understand the concepts after class.
Transition to Independent Practice and Conferencing:
This time will be spent with the groups creating their dialogue for the skits with me circulating the room answering
questions/ prompting them. I will also inform them on time so that there is enough time at the end to present and
Transition to Wrap up/Closing: How will you engage students in self-assessment and/or reflection on key concepts?
The wrap up will be the skits themselves, we will discuss if the scenes actually represented a monologue,
soliloquy, or an aside and why. The students will also hand in their dialogue which, like an exit slip, is a formative
assessment on what they learned in the class.
Daily Assessment How do you know your
students met your lesson objective(s) and to what
Class discussion
CPS clickers
Email teacher
Entrance/Exit slip
Teacher Observe
Listened to conversations
Thumbs up, neutral, or down
Homework check
Video quiz
Whiteboard Check
Final Exam
Additional Teacher Preparation:
Reflection: This lesson worked really well with the students. They love acting out the play so I figured that having them
create a fictional scene in the play would not only have them practice identifying and implementing different dramatic
speeches, but also allow them to have fun in the process. I almost ran out of time in my first period teaching this so I had to
make adjustments in the length of time spent on the warm-up activity. This did not alter the outcome of the lesson, but gave
my next period more time to work in their groups. It was a tall order to do this kind of group work while still identifying the
scenes in Act III and the groups did not get to present like I had wanted them to. If I were to change this lesson I would spend
less time on the warm-up and review and give more time to the creative process. I ran into trouble in my second class with
discipline but got them in line and productive reasonably quick. Every group completed the assignment and created a
soliloquy, monologue, or an aside in proper context.