English II Honors—October 20, 2015 Daily Warm-up: What kind of details might you include in a character sketch? Homework: – Study for Lesson 18 and 19 and Unit 4 Quiz – Reading Plus due Sunday at 11:59

English II Honors—Lesson 18 Vocabulary outsource—v. contract (work) out or abroad underdog—n. a competitor thought to have little chance of winning a fight or contest gridlock—n. a traffic jam affecting a whole network of intersecting streets common sense—n. good sense and sound judgment in practical matters superhighway—n. an expressway overkill—n. the amount by which destruction or the capacity for destruction exceeds what is necessary wind chimes—n. a decorative arrangement of small pieces of glass, metal, or shell suspended from a frame, typically hung near a door or window so as make a tinkling sound in the breeze backlash—n. a strong and adverse reaction by a large number of people, especially to a social or political development tip-off—n. a piece of information, typically one given in a discreet or confidential way benchmark—n. a standard or point of reference against which things may be compared or assessed

English II Honors—Lesson 19 Vocabulary defray—v. provide money to pay (a cost or expense). fractional—adj. small or tiny in amount fractious—adj. (typically of children) irritable and quarrelsome fragment—n. a small part broken or separated off something frail—adj. (of a person) weak and delicate fritter—v. waste time, money, or energy on trifling matters infraction—n. a violation or infringement of a law, agreement, or set of rules infringe—v. act so as to limit or undermine (something); encroach on osprey—n. a large fish-eating bird of prey refractory—adj. stubborn or unmanageable

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

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.

Performance Reflection Visual Delivery (gestures, posture, movement, eye contact) Vocal Delivery (pitch, volume, pace, rate, pauses, vocal variety, pronunciation/articulation)

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 TONE VOLUME PACE PAUSE Articulation PITCH 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—careful articulation shows formality and care, education level, or even condescension. It may also show lack of familiarity with language.

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 Reflection Visual Delivery (gestures, posture, movement, eye contact) Vocal Delivery (pitch, volume, pace, rate, pauses, vocal variety, pronunciation/articulation)