English II—April 13, 2015 Bell work: Why is it important to understand a monologue before performing it? Homework: – Study for Unit #4/Lesson #9 Vocabulary quiz tomorrow. – Independent Reading Project #3 due Friday. Remember you are submitting your typed questions to the CPATC website. Heads up: – FSA ELA April 23 rd and 24 th (2 80-minute sessions)

Independent Reading Project #3 For the Unit 4 Independent Reading Project, students will read Oedipus the King (Oedipus Rex) and complete the Oedipus Rex study guide. Students will turn in the answers to the Study Guide for the final grade on the project. Students are to type the answers to the questions and upload them here by midnight on the 17th. Students who need help understanding the play can find countless resources online, or they may see me after school on Thursday, April 9 or April 16 during tutoring for help. I will give each student a hard copy of the Study Guide when we return from break, but they must read the play online.

Unit 4 Academic Vocabulary and Literary Terms Academic Vocabulary justice criteria advance Literary Terms direct/indirect characterization complex character character sketch oral interpretation stage directions stichomythia ode dynamic/static character foil

Lesson #9 Vocabulary pestilent—adj. destructive to life; deadly stagnation—n. a failure to progress, develop, or advance. disdain—n. the feeling that someone or something is unworthy of one’s consideration or respect; contempt. pervade—v. to spread throughout impetuous—adj. acting or done quickly without thought or care

Lesson #9 Vocabulary flaunt—v. display (something) ostentatiously, especially in order to provoke envy or admiration or to show defiance sedate—adj. calm, dignified, unhurried curtail—v. reduce in extent or quantity; impose a restriction on solace—n. comfort or consolation in a time of distress or sadness alluring—adj. powerfully and mysteriously attractive or fascinating; seductive

Macbeth Act 1, Scene 5 At Inverness (Macbeth’s castle), Lady Macbeth reads a letter from Macbeth that describes his meeting with the witches. She fears that his nature is not ruthless enough-- he's "too full o' th' milk of human kindness” (15)—to murder Duncan and assure the completion of the witches' prophesy. He has ambition enough, she claims, but lacks the gumption to act on it. She then implores him to hurry home so that she can "pour [her] spirits in [his] ear" (24)— in other words, goad him on to the murder he must commit. When a messenger arrives with the news that Duncan is coming, Lady Macbeth calls on the heavenly powers to "unsex me here" and fill her with cruelty, taking from her all natural womanly compassion (39).

SOAPSToneAnalysisTextual Evidence Speaker: Who is doing the speaking and what kind of person is he or she? Lady Macbeth is the speaker. She is power hungry and wants her husband to kill the king, but she is afraid he won’t do it. “Glamis thou art, and Cawdor; and shalt be what thou art promised: yet I do fear thy nature; it is too full of the milk of human kindness to catch the nearest way. Occasion: What are the circumstances surrounding this situation? Macbeth has sent her a letter telling her that the witches prophesied that he will become king. “ They met me in the day of success: and I have learned by the perfectest report, they have more in them than mortal knowledge.” Audience: Who is the intended audience? Lady Macbeth calls upon spirits to take any womanly feelings away so she can go ahead with murder. “come you spirits that tend on mortal thoughts unsex me here” Subject: What is the topic of the monologue? Killing the current king so that Macbeth can become king. “Hie thee hither so that I might pour my spirits in thine ear and chastise with the valour of my tongue all that keeps the from the golden round” Tone: What is the speaker’s tone?Concerned and then evil.“yet I do fear thy nature is to full of the milk of human kindness” “fill me from the crown to the toe-top full of direst cruelty”

SOAPSToneAnalysisTextual Evidence Speaker: Who is doing the speaking and what kind of person is he or she? Occasion: What are the circumstances surrounding this situation? Audience: Who is the intended audience? Subject: What is the topic of the monologue? Tone: What is the speaker’s tone?

Write an original monologue on an issue of interest to you that reveals characterization, internal conflict, or perhaps an issue of fairness or justice. Be sure to: – Include a summary statement of the scenario before the monologue. – Describe the speaker’s feelings on an internal conflict to convey theme. – Use diction, detail, sentence structure, and punctuation for effect. Some people think I don’t like sharing, but that isn’t true at all. I love sharing. I mean, what’s not to love about being able to go up to someone and say, “Hey, can I have some of that candy?” And then they give you some! Or, “Can I ride your bike for a while?” And then you get to ride their bike! Sharing is awesome. Sometimes you have to be careful, though. Like if someone comes up to me and says, “Can I have one of your cookies?” Well, if I gave them a cookie, then I might not have any cookies left to share with other people and that would be, like, the opposite of sharing. So I have to say no. Because sharing is really important.

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—careful articulation shows formality and care, education level, or even condescension. It may also show lack of familiarity with language.