Class and University Standard/s:

Objectives:
The student can research the differences between monologues and dialogues
The student can transfer ideas from monologues to dialogues of vice versa
The student can write their own monologue

Form: Independent study and written

Purpose: To understand the importance of the monologue and its translation to modern literature
Audience: Teacher and classmates

Skills to be Taught: Guided research, writing stream of consciousness,

Process:
Part One
Visualizing:
o The class will discuss their knowledge on plays and musicals. The students should
work to get a clear understanding of the differences in format. Gauge the
understanding of the students to see what they know and what still needs to be
researched
 What is a monologue? What is a dialogue? How do they differ
 When do monologs happen in shows? Why do monologues happen in
shows?
 What are the benefits of each?
Gathering:
o Students will work independently to answer the questions that the class came up
with. Students can work alone of with friends to complete their lists
o The class will come together at the end of class to review what they have learned.
Any questions students haven’t answered by the time they are in discussion, they
should work to answer those questions during review.
Constructing:
o Students will create a short graphic organizer to visualize the information they
have learned
Part Two
Gather
o Class will discuss
Constructing
o Students will work to turn some of the monologues/stream of consciousness into a
discussion with a real or new character
Revising:
 o Anonymous revision
Finishing:
o Students will act out the dialogue
Part Three
Visualizing:
o Talk about what the difference between monologues and stream of consciousness
Gathering:
o Students will spend some time and brainstorm of how and when they’d like to
work on their monologues
Constructing:
o Students will write their monologues
Revising:
o Students will work to make them more cohesive
Finishing:
o Students will turn their monologues in

Directions:
Part One: Based on class discussion about the vocabulary of theatre, research some of the
important questions discussed in class. Ideas include: What is a monologue? What is a dialogue?
How do they differ? When do monologs happen in shows? Why do monologues happen in
shows? What are the benefits of each? You may work alone or in groups to answer these
questions. When you have gathered answers to these questions and conferred with a peer, create
a graphic organizer to visualize your answers. You may use a digital maker or draw out your
organizer on paper.
Part Two: Choose a long “monologue” from Turtles All The Way Down. Identify the
purpose and main themes of the excerpt. You will work to turn this segment into a piece of
dialogue between a real character from the book or created character. The dialogue should
contain at least three direct quotes. The dialogue should keep the general theme and focus of the
“monologue”. After going through an anonymous revision period, turning in your dialogue
nameless and being given a anonymous paper to revise and check for clarity. Some dialogues
will be selected for students to perform.
Part Three: After having discussed with the class that the difference between monologues
and stream of consciousness to clarify that monologues generally have a clear intent and are
more poetic, students will write their own monologues. You will work first by brainstorming a
few times of day or moments to record your stream of consciousness. From the notes you take
during your stream of consciousness study, work to edit your notes to turn them into a more
cohesive monologue. Make sure your monologue has an overlying theme and contains poetic
symbolism.

Assessment:
 What type of assessment will you use?
o Teacher Evaluation
  What will you base your grade upon?
o Teacher Evaluation
o Fulfillment of preliminary work
 What skills are you expecting students to incorporate?
o Studying word history
o Argument Writing
o Comparing different articles and viewpoints
 What are the most important aspects of this particular assignment that you will be looking
for?
o Analysis of when and if the N-word should be used based on strong evidence
found from articles.
o A personal viewpoint developed

Rubric

Part One

___ Participate in class discussion

___ Found answers to core questions about theatre vocabulary

___ Create a visual organizer to show answers

___ Answer at least five core questions

Part Two

___ Turn a monologue into dialogue

___ Have three quote directly from the book

___ Be able to identify and maintain theme

___ Edit for clear grammar and understanding

Part Three

___ Turn in notes from stream of consciousness

___ Create a one-page monologue

___ Use poetic techniques

___ Properly edit for clear grammar and understanding