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Writing a Monologue Lesson Plan

Instructor: Kristen Goode

Kristen has been an educator for 25+ years - as a classroom teacher, a school administrator, and a university instructor. She holds a doctorate in Education Leadership.

What is a monologue? In this lesson, we will discuss the meaning and purpose of a monologue. We will also look at the format of a monologue and investigate tips and tricks for writing one.

Learning Objectives

By the conclusion of this lesson, students will be able to:

  • Explain the definition and purpose of a monologue
  • Identify elements in sample monologues
  • Create a monologue

Length

50-60 minutes with a second activity that may take a second class period

Curriculum Standards

CCSS.ELA-LITERACY.SL.8.1

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly.

CCSS.ELA-LITERACY.RL.8.2

Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

CCSS.ELA-LITERACY.RL.8.3

Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a

decision.

CCSS.ELA-LITERACY.W.8.4

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Materials

Instructions

  • Begin by introducing the lesson.
    • Read the lesson description aloud and invite students to share their ideas as to what a monologue might be.
  • Hand each student a printed copy of the lesson.
  • Read the first two sections of the lesson, ''Monologue'' and ''Structure of a Monologue.''
    • Discuss the differences between a monologue and a soliloquy.
    • Talk about the purpose for a monologue.
  • Read the section entitled, ''The Set-up.''
    • Reiterate the idea that a monologue should mimic a story with a beginning, middle, and end.
    • Discuss the meaning of the word climax.
  • Continue by reading through the rest of the lesson.
    • Briefly discuss iambic pentameter, but reiterate the idea that it is not a necessary component of a monologue.
    • Discuss each of the tips as they are presented. Ask students to share examples as a means of checking for understanding.
  • Take a moment to answer any questions that students might have.
  • Allow for further discussion if needed.
  • Administer the Quiz and review answers as a group to check for understanding.

Group Activity

To reinforce the lesson, guide students through the following activity.

  • Place students into groups of 3-4.
  • Give each group copies of 2-3 different monologues. Consider using:
    • Shakespeare
    • Disney movies
    • Classic literature
    • Poetry
  • Instruct the groups to read and discuss each of the monologues they have been given.
    • Decide why each piece can be considered a monologue.
    • Decide who the intended audience is for each monologue.
    • Identify the climax of each monologue.
  • Allow 15-20 minutes for students to work.
  • Once finished, have each group:
    • Select one of the monologues they were given.
    • Read the monologue aloud to the class.
    • Present each of the items they were asked to discuss as related to the monologue they have chosen.
  • Allow for class discussion following each presentation.

Independent Activity

Now that students have had practice analyzing the format and set-up of a monologue, it is time to have them write one of their own.

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