Yague, Jesyl Origen R.

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Lesson Plan
Unit Theme: Dramatic Literature
Speaking
I.

Objectives
At the end of the class students will be able to:

II.

III.

a. Know the purpose of dialogues and monologues in a play.

b. Re-enact dialogues and monologues.
c. Compose and perform a short dialogue/monologue.
d. Apply the Speaking strategies during performance.
Materials
a. Handouts
b. Script
c. PowerPoint Presentation
Lesson Proper
a. Motivation
The teacher will ask the students why they speak, and what is their
purpose when they speak. Students may share their answers to the
class.
Why speak? Why do you speak? Why does your character speak?
What will you say? What will your character say?
b. Lecture and Discussion
i. There will be a discussion on the different literary compositions for
theatre, monologue and dialogue, its contents and what things are to be
considered when writing. This will be performed with the use of a
PowerPoint Presentation. The teacher will provide examples for each and
the students are encouraged to answer and ask questions if there is a need
for clarification.

Monologue and Soliloquy

Beginning to End A Monologues must have a beginning, middle and end. Not only
that, there has to be a journey, a change, a shift from the beginning to the end of the
monologue.
Dealing with the Past - These are very common monologue stories. To illuminate
something that is currently happening in the script, a character relates a past story.
Making the Story Count - The story has to show something: character flaw, a plot point
we didn't know, a lie, a romance, and so on.
Character Profile - The amount of details you can come up with for a character profile
are limitless. Basically, all the small pieces of information that go into making you, should be
created for a character.
Character Questions - Ask you character questions and see what you learn about them.
The Need to Speak - In every monologue a character must 'need to speak.' Otherwise,
why is the monologue there? In every monologue you write, you must determine the need for
the character to speak. What drives the character? Is there anything that stands in the way of
the character's need to speak?
Dialogue
Focus your concept - You need a center to your story, whether its a bad guy in
distress who needs rescuing or a bad guy who needs to be vanquished. Once you have the
main idea, you can develop the other elements.
List down the Literary Dramatic Elements Remember to anchor on to your
concept. These may change as your script writing progresses.
Create a logical series of events - Start with a paragraph describing what happens.
Identify the main character, describe what she or he needs to do, create a few obstacles and
ways to overcome them, decide on a resolution.
Tip: Dont worry if theres a generic feel to your plot at this point. Consider this sequence:
male meets female; they fall in love; they struggle to overcome forces against them; male
dies nobly. Is this "King Kong" or "Romeo and Juliet"? The answer for both: yes. How you
handle the details is up to you.
Choose a structure - At this point, all you need to do is open yourself to possibilities
and see where they take you. It may be a one-act lasting twenty minutes, or a two-hour epic.

ii. The teacher will as well provide reading strategies that will help the
students in improving their speaking skills when performing monologues
or dialogues.
Strategies for Developing Speaking Skills for Drama
Warm up your voice - Warm up your voice before putting it through the paces.
Quit moving around - Its a common bad habit of that when youre not rooted firmly in one
place, you water down your lines and distract the audience. Stand in one spot, and move
only to emphasize a point and move when needed.
Consider Your Pacing Sometime, due to nerves, you dont realize that youre almost
certainly talking too fast. Which causes people take longer to absorb what theyre hearing
and their information. But, you also dont have to talk slowly. The speed at which you speak
is just another toolbe sure to use it. Speak quickly for comic effect, or to emphasize the
complexity of a process.
Wield the Pause. Playwrights often write (Pause). Ive used it as a lazy transition, and a
way to notify the actor that a speechs tone or subtext changes. You can use a pause in the
same wayimplying a shift from one section to the next. More importantly, the skillfullywielded pause sharpens the audiences attention, and builds anticipation of your next point.
Note down Intonations on the script When you read the script, you already get an idea
on how you would want to say it, so mark it down. This as well will also help you explore
the possible ways of speaking, intoning and pronouncing.
c. Speaking Activity (Script)
The students will be given a script, wherein everyone will be assigned a role, and
wherein everyone will read. The teacher will encourage the students to make
annotations on how the script should be spoken which would as well help them
understand the script better.
After the activity the class will reflect on the activity, on the construction of the
dialogues, the flow and how each line reflects the characters. The class will also
reflect on their experience in reading the lines out loud.
d. Homework
The students will be tasked to write a monologue. The students may create a new
character or write a monologue for an already existing one. The students must write
and memorize the monologue which they will perform next meeting.

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e. Performance Task