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After students choose their monologues, the next step is to prepare. More often than not, students think that preparing means learning the lines and throwing in a few moves. When students do this in an audition, it shows. The character is one-dimensional and the movement looks out of place. You want to see three-dimensional characters. You want to see characters brought to life both physically and vocally. In this lesson, students are given time to practice their monologue and start working on the who, what, when, where, and why.

Students will continue their journey toward the Mock Audition by exploring what they can do to prepare their monologue. Once students have completed the Character Profile, have them complete the Physical Profile. This will solidify how the character stands, gestures, and moves.

Students will continue their journey toward the Mock Audition by exploring what they can do to prepare their monologue. The last profile students complete will be the Vocal Profile. This will solidify how the character communicates orally.

Students will continue their journey toward the Mock Audition by exploring what they can do to prepare their monologue. They will practice their monologue and talk about dealing with nerves. This is the final lesson before the Mock Audition - you will review the audition procedure with the class and students will sign up for their audition slot.

Today is the Mock Audition. In this lesson, you will play director and audition students for one of four roles in the play ‘Jealousy Jane.’ Use the Monologue Performance Rubric to assess their performance.

How did students feel about their audition? Did they get a part? What is their response if they didn’t? This wrap up lesson allows students to unpack their experience with this unit and participate in a final reflection. This is not a full class lesson.

Students will start the process of writing a monologue by storytelling. They will tell a story based only on what they observe in a picture.

Students will understand the parts of a story and how it relates to a monologue through the story mountain framework.

Students will plot out the steps of the story mountain by using existing monologues.

Students will start writing their own monologue, using a pre-selected phrase as a starting point.

Using their rough drafts from the starter prompts, students will work in pairs to edit their drafts to make cleaner stories. Students will also map out their drafts on a Story Mountain diagram to make sure that they follow the proper format.

Students will work in groups to turn their previous drafts into completed monologues.

Students will perform their monologues in front of the class and reflect on the process.

Students will learn the importance of articulation, how to identify the articulators in their mouth, and how to use good articulation when speaking.

Students will learn how to use vocal variety to communicate. Students will learn how to identify and apply Pitch, Tone, Rate, and Volume in performance.

Students will create a character and design a puppet for performance.

Through a PuppetQuest, students will learn about the different types and origins of puppetry.

One of easiest and earliest forms of puppetry, students will learn to create shadow puppets using just their hands. After they have practiced their creations, they will create a group/partner scene using the shadow puppets.

Students learn how shapes create interesting dynamics in shadow puppets. Students will have a packet of shadow puppet cut-outs. These cut-outs include animals that can be attached to a popsicle stick. In groups/partners, students will use the cut-outs in the packet to create a scene. They will also create an original cut-out.

If you have the resources, purchase finger puppets for this lesson. It can also be easily done with drawn faces on index fingers, or faces on popsicle sticks. Using well known fairy tales like “Little Red Riding Hood” or “The Three Little Pigs,” students will retell these stories from a different perspective, using their finger puppet.