Negative Self-Talk Mini Unit - Soliloquy

Expected Outcomes

Stage 3
Unit 3 Assignment 4, 5,            6
Unit 4 Assignment 1, 2,           3
Unit 5 Assignment 1, 2, 3,           4

Stage 4 Academic
Writing Skills Review
Units A - E
Unit1 Assignment 9

Stage 4 Employment
Unit 3 Assignment 1
Unit 8 Assignment 1

DescriptionPen and Paper Method

1. The students will create and deliver a soliloquy in front of their classmates. A soliloquy is the act of talking to one's self. A soliloquy is often used in drama to give information to the audience.

2. The content of the soliloquy will be the self-talk that the students are going through while creating their soliloquies. For example, the students may be thinking things about how they feel about getting up and performing in front of the classroom, or they may be thinking what a crazy person their teacher is for suggesting such an assignment. Whatever comes to the students' minds is what should be written down.

3. When the soliloquies have been written, the students will perform the soliloquies in front of the class. For those performers who would feel more comfortable performing from behind a screen and not in full view of the audience, the teacher may want to hang a curtain.

Sub-skills Needed:

1. Writing strategies
2. Speaking strategies

Materials Needed

1. A curtain (teacher's decision)

Resources

Computer IntegrationComputer Integration

The students will write the speaking notes for their soliloquy using the word processing program. The students may choose to use different font styles and colours or different bullet types to separate the different points in their introductions. If the students prefer speaking from index cards, they may wish to size their notes to cut and paste onto the cards. Otherwise, they may use the printed 8 1/2 x 11 sheets.

See Computer Curriculum Guide:

Start Microsoft Word Section One, Pg. 1
Enter Text in a Document Section One, Pg. 11
Apply Bold, Italic or Underline Section Two, Pg. 5
Check Spelling and Grammar Section One, Pg. 18
Change Font, Font Sizes, and Colours Section Two, Pg. 15
Bullets Section Two, Pg. 28
Draw Objects Using the Drawing Tools Section Three, Pg. 1
Save a Document Section One, Pg. 13
Preview and Print a Document Section One, Pg. 14

Evaluation

Reading Rubrics and Checklists
  • States Main Idea and Gives Supporting Details Rubrict
  • Draws Conclusion from Text Rubric
Group Work Rubrics and Checklists
  • Class Participation Assessment Rubric

OR

1. Have the students in the classroom evaluate their peers?soliloquy performances.

2. Have the students in the class create a checklist prior to the performances. The checklist should concentrate on the speaking skills and not so much on the content of the performance.

3. The following checklist was created by a class from the Samaritan House Training Centre:
  * Did the speaker do the assignment correctly?
  * Did the speaker's voice have good expression?
  * Did the speaker have good voice pace (no rushing)?
  * Did the speaker have good voice volume?
  * Was the speaker's assignment well prepared, practised, and complete?
  * Additional Comments:

4. For this checklist, one point was given for a "yes" response to the questions and zero points were given for a "no" response. Each student received a mark our of 5 points. All of the evaluation forms were given to the speaker to read.


Back Index Next