Monologue in Literature: Understanding Purpose and Technique

Lesson Overview

Subject: English
Year Level: Year 8
Duration: 40 minutes
Class Size: 25 students
Curriculum Area: English - Speaking, Writing and Presenting
Key Competency: Language, Texts and Symbols
Curriculum Link: New Zealand Curriculum - English

Learning Outcomes

By the end of this lesson, students will be able to:
1. Define what a monologue is.
2. Identify contexts in which monologues are used.
3. Analyse how monologues contribute to our understanding of a character in various texts.
4. Create a brief monologue demonstrating understanding of its purpose.

Lesson Materials

- Whiteboard and markers
- Projector or smart board
- Handouts with examples of monologues
- Paper and writing utensils for students
- Laptop/Computer for presentation
- Link for students to access additional resources: Teaching and Learning Resources - English

Lesson Outline

Introduction (5 minutes)

1. Engagement Question: Ask students, "What might a character say if they were the only one on stage and had something important to reveal about themselves?"
2. Definition: Explain that a monologue is a speech delivered by one character in a play or movie, or in a literary piece, providing insight into their thoughts and feelings.
3. Purpose: Discuss the reasons why writers use monologues – to develop character, advance the plot, or give the audience more detailed information.

Exploration (15 minutes)

1. Video Example: Show a clip of a famous monologue from a well-known film or play (e.g., from "The Lord of the Rings" or a Shakespeare play available at NZ On Screen).
2. Discussion: What did we learn about the character from this monologue?
3. Group Activity: In small groups, students read printed handouts of different monologues (sourced from both New Zealand literature and international sources). They should identify the speaker, context, and purpose.

Application (15 minutes)

1. Monologue Creation: Each student writes a short monologue for a fictional or historical character of their choosing. The monologue should reveal something important about the character’s background or current situation.
2. Peer Review: Students pair up to share their monologues and provide feedback on clarity and emotional impact.

Conclusion (5 minutes)

1. Sharing: Volunteers share their monologue with the class.
2. Reflection: Discuss what challenges they faced while writing a monologue and how it can help in understanding a character better.
3. Homework Assignment: Students are tasked to watch a New Zealand film or read a New Zealand play from the provided list, focusing on the use of monologues.

Assessment

- Formative Assessment: Teacher observes group discussions and provides feedback during the writing activity.
- Summative Assessment: Review of the written monologues to check understanding of the concept and ability to convey a character’s voice effectively.

Additional Resources

- NZ On Screen - Drama
- Literacy Online - Writing Monologues

Teacher Reflection

After the lesson, reflect on the engagement and understanding of the students:
- Which activities were most effective?
- What adjustments might be needed to better support student understanding?
- How well did the students grasp the significance of monologues in different contexts?

This lesson plan is tailored to closely align with the New Zealand Curriculum standards for English, ensuring relevancy and effectiveness in achieving learning outcomes for Year 8 students.