1. English II—October 22, 2015
Daily Warm-up: How did you feel presenting in front of your peers yesterday? What are some things you observed during the presentations that you would do in your oral performance?
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.

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

3. 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.

4. 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.

5. Unit 4 Embedded Assessment #1—Perform a Monologue
The performer engages the audience with eye contact, rarely referring to notes.
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 demonstrates active listening by taking detailed notes and responding thoughtfully to other performances.
The performer introduces the oral interpretation in an engaging manner.
Presenting an Oral Interpretation of Literature
The performer selects a passage of strong literary merit that conveys a complex character.
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.

6. 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.

7. VOLUME
TONE
PACE
VOCAL DELIVERY
PAUSE
Pronunciation
PITCH
Articulation

8. 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.

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

10. 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?

11. Courtroom Drama
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.
A character sketch is a brief description of a literary character. The sketch might use one or more methods of characterization to illustrate the character.
Use the elements of vocal/visual 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.

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