Assignment Cover Sheet

Semester 1 Term 2, 2018

Year 11 – English Folio Item #

“Gender Interactions” 2
Assessment Item 2: Dramatic Monologue
Student: Submission #1 Due Wednesday 9/5 Week 4

Teacher: Ms Clarke, Mrs Nott, Mr Vele Submission #2 Due Monday 21/5 Week 6

Level of Achievement
Result

Assessment Details
Conditions Task Length

Technique Dramatic Monologue 3-5 minutes

(approx. 400-600 words)
Mode Spoken, first person
Live performance
Duration 4 weeks to complete
Hard copy due in class on
Individual/Group Work Individual Wednesday 9/5
Drafts marked as final for
Teacher Monitoring Maximum one draft, submitted electronically late submission

Skills Acquired
The following CCEs are embedded in this assessment task:

Comprehend & Collect Structure & Analyse, Assess & Create & Present Apply techniques
Sequence Conclude & Procedures
1 Recognising letters, words 33 Reaching a 9 Using correct spelling,
21 Structuring/
and other symbols conclusion which is punctuation, grammar
organising extended
3 Recalling/ consistent with a 10 Using vocabulary
written text
remembering given set of appropriate to a context
29 Comparing,
4 Interpreting the meaning assumptions 11 Summarising/
contrasting
of words or other symbols 35 Extrapolating condensing written text
31 Interrelating
5 Interpreting the meaning 41 Hypothesising 26 Explaining to others
ideas/themes/issues
of pictures/illustrations 42 Criticising 27 Expounding a
38 Generalising from
7 Translating from one form 43 Analysing viewpoint
information
to another 44 Synthesising 46 Creating/composing/
49 Perceiving
28 Empathising 45 Judging devising
patterns
52 Searching and locating 48 Justifying
50 Visualising
items/information
Statement of Original Authorship
Ownership to be authenticated through:
• Progress checks over the duration of the task
• Submission of a draft prior to the due date
• Documentation of information sources

Verification by Student
I confirm that the individual work I am submitting for this assessment task is my own and does not include any
work completed by anyone other than myself. I have acknowledged my sources and collaborators and
referenced correctly. I have completed my assignment within the time limits set by the College

Signed

Date

Verification By Teacher

On Time Submission

Progress Reviewed in Class

Signed

Date

Teacher Feedback:
Comments on your Monologue GRADE: ____________
DRAMATIC MONOLOGUE: The Taming of the Shrew

CONTEXT
You are an actor with the Bell Shakespeare Company who is attempting to bring Shakespeare’s plays to
a new audience. Your company has recognised that while many of the themes in Shakespeare’s plays
appeal to a universal audience (i.e. love, family, loss etc.) the traditional representations of characters
and gender roles often alienate certain people.

TASK
Your task is to write and perform a dramatic monologue for a selected character, which will fill a ‘gap’
you have identified in the play. Your monologue will present an alternative reading of the chosen
character; it will explore another side of their character, one not traditionally represented by the play.
This intervention in the text will allow you to explore the ways in which texts have been constructed in
order to invite particular meanings. You will need to challenge the original cultural assumptions,
attitudes, values and beliefs about gender in the play. You will do this by constructing your character in
such a way that the audience is invited to see and respond to the character in a different way.

PURPOSE
To explore a character’s position in the play; to fill gaps in the text; to provide different points of view by
making use of your understanding of the play and of text constructions, genre and textual features;
To entertain; to provoke thought by inviting your audience to take up a particular position on characters
and their relationships; to reveal a deep understanding of this character and the play in general.

GENRE
Dramatic Monologue – first person spoken imaginative (descriptive/reflective writing).
A monologue means one person speaking. In this case we want your character to be speaking their
thoughts aloud (to themselves, when they are alone), reflecting on events that have happened,
exploring their emotions and opinions about events and other people, and deciding on what they will
do next.
At the start of the monologue, deliberately set the context for the audience by commenting on what
has just happened. You could look at some words your character has said in a previous scene – and
unpack the reasons/thinking behind those words.
You should discuss your feelings and thoughts. Use descriptive first person language.
You can write your monologue in Shakespearean language or Modern English or a mix of both.
Include key phrases/words from the text to make your monologue sound authentic. (These don’t need
to be referenced).
NOTE: This is not story-telling (narrative).

ROLE
You are a professional actor employed by the Bell Shakespeare Company.
You should be as dramatic and energetic as possible, and speak in character.
(An A standard response would have little/no reliance on notes).

AUDIENCE
Senior secondary students; wider community who will attend performances.
DRAMATIC MONOLOGUE (Spoken Imaginative) Standards Associated with Exit Criteria
A B
 exploitation of a range of genre patterns
and conventions to
Responding to Contexts
achieve the specific purpose of the
1. Understanding and
dramatic monologue.
 discerning selection, organisation and
synthesis of relevant and substantive
subject matter from the prescribed
text to support opinions and
perspectives.
 manipulation and control of roles of
the speaker and relationship with the
audience.
 a discerning combination of a range of
grammatically accurate language
structures for specific effects.
 discerning use of mode-appropriate
Controlling Textual Features
cohesive devices to develop and
2. Understanding and
emphasise ideas and connect parts of the
monologue.
 discerning use of a wide range of apt
vocabulary for specific purposes
 discerning use of mode- appropriate
features to achieve specific effects:
- spoken/signed (pronunciation, phrasing &
pausing, audibility & clarity, volume, pace);
and
- nonverbal (facial expression, gesture,
proximity, stance, movement)
 discerning manipulation of the ways
ideas, attitudes and values underpin
Evaluating Meaning
the prescribed text and influence
audiences
3. Making &
 subtle and complex creation of
perspectives and representations of
concepts, identities, times and places
 discerning use of aesthetic features to
achieve the specific purpose in the
dramatic monologue
 effective control of a range of
genre patterns and conventions
to achieve the specific purpose of the
dramatic monologue
 effective selection, organisation and
synthesis of relevant subject matter
from the prescribed text to support
opinions and perspectives
 establishment and control of roles of
the speaker and relationship with the
audience.
 control of a range of grammatically
accurate language structures to achieve grammatically accurate language
effects.
effective use of mode-appropriate
cohesive devices to develop and
maintain ideas and connect parts of the parts of the monologue.
monologue.
 effective use of a range of apt
vocabulary for specific purposes
 effective use of mode-appropriate
features to achieve effects:
- spoken/signed (pronunciation,
phrasing & pausing, audibility &
clarity, volume, pace); and
- nonverbal (facial expression, gesture, - nonverbal (facial expression,
proximity, stance, movement)
 effective manipulation of the ways
ideas, attitudes and values underpin
the prescribed text and influence
audiences
 effective creation of perspectives
and representations of concepts,
identities, times and places
 effective use of aesthetic features to  use of aesthetic features to
achieve the specific purpose in the
dramatic monologue
The student work has the following characteristics:
C D E
 use of genre patterns and  use of aspects of genre  use of aspects of
conventions to achieve the patterns and conventions genre patterns and
Purpose the dramatic to achieve some of the conventions of the
monologue purpose of the dramatic dramatic monologue
 selection, sequencing and monologue • selection of some
organisation of relevant  selection and organisation of subject matter from
subject matter from the subject matter from the the prescribed text to
prescribed text to support prescribed text to support state an opinion
opinions and perspectives opinions or perspectives • use of roles of the
 establishment and establishment of some roles speaker.
maintenance of roles of the of the speaker and
speaker and relationship with relationships with the
the audience. audience.
 use of a range of mostly  grammar and language
 inconsistency in the use of
structures that impede
grammar and language structures
structures to achieve purposes. meaning
to meet a purpose.
 use of mode-appropriate cohesive  some connections between
 use of some mode-appropriate
devices to link ideas and connect parts of the monologue
cohesive devices to connect
 use of vocabulary that
parts of the monologue.
 use of suitable vocabulary for distracts from purpose
 use of vocabulary that varies in
purposes  features that distract
suitability for a purpose
 suitable use of mode- from meaning:
 use of mode-appropriate
appropriate features to - spoken / signed
features that vary in
achieve purposes: (pronunciation, phrasing
suitability:
- spoken/signed (pronunciation, & pausing, audibility &
- spoken/signed (volume,
phrasing & pausing, audibility & clarity, volume, pace); &
pronunciation, pace, phrasing
clarity, volume, pace); and - nonverbal (facial
& pausing, audibility & clarity);
expression, gesture,
and - nonverbal (facial
gesture, proximity, stance, proximity, stance,
expression, gesture, proximity,
movement) movement)
stance, movement)
 appropriate use of the ways  use of ideas, attitudes and  use of ideas in formal
ideas, attitudes and values values that underpin formal public speaking
underpin the prescribed text public speaking  creation of some
and influence audiences  creation of some perspectives concepts, identities,
 creation of perspectives and and representations of times and places
representations of concepts, concepts, identities, times  use of some aesthetic
identities, times and places and places features in the
 use of aesthetic features to dramatic monologue
achieve purpose in the achieve some purpose in the
dramatic monologue dramatic monologue