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THE MONOLOGUE UNIT: Differentiating Assessment unnamed (5 students who…
THE MONOLOGUE UNIT: Differentiating Assessment 
5 students who answered most, including the most difficult, of the pre-assessment questions correctly
Watch a masterclass video on theater movement and stagecraft. End video with a quiz to assess learning. Video and quiz to be created using Edpuzzle. Students can then choose from a wide range of monologues to challenge their abilities.
Tracking: Pre-assessment quiz. Edpuzzle quiz results. Monologues submitted over by the following class.
Monologue with appropriate language and level of difficulty has been approved. Demonstrate how to break down a monologue in homogeneous groups of 4 - 5 students. First break down chosen monologue then get peers to reflect how they may have done it. Whole class activity using 'action' verbs. One student presents their monologue while others call out 'action' verbs for them to apply. List and definition of action verbs is given to all.
Tracking: Students submit a copy of their monologue with actions verbs at each new idea. Students write down a short paragraph demonstrating 'slating'/introducing their monologue. Partially memorize their monologue by the following week.
Entrance ticket: Questions from last weeks class including action verbs, slating and stage positions. Self marking and quick discussion. Students learn how to score and divide their monologue into beats. They learn different differentiated memorization techniques in heterogeneous groups.
Tracking: Students hand in a copy of their monologue scored and divided into beats, to be formatively assessed and given feedback by the teacher. Create a Memorization quiz with Quizziz with the words from their monologue, omitting words from sentences. They then take the quiz until they score 95% accuracy. Submit results to teacher
Students will demonstrate their ability to find different tactics for their characters by making a list of tactics they could use in their own monologues. Students will demonstrate their ability to adjust the emotions of their characters by performing their monologues to music. Students should have completely memorized their monologue.
Extension activity: "Give me the Coin" exercise using persuasive tactics to get the coin
Students submit a video of themselves performing their monologue from memory, via Google Classroom. Peer review one other student. Teacher feedback. Have students to revise the 5 W's ready for next lesson.
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5 students who appear to have limited knowledge about the topic, of which 3 are struggling with language and are at different reading levels and 2 students who have little to no comprehension of the the topic and need to be tested further for special needs
Small group with teacher. Re-teach the basics including stage positions and address any questions the students got wrong in the test. Get students to write the 9 stage positions on flash cards and test each other by playing tic-tac toe game. Add new vocab to their Vocab List in the their journals. To be revised at home or in their Tier 2 learning support groups. Teacher PRE-TEACHES students words relevant to the next class. Students get to retake the quiz and self reflect on results. Students can then choose from a range of monologues appropriate to the literacy levels of ELL students and accommodating and learning difficulties
Tracking: Pre-assessment quiz. Resubmitted quiz. Vocab list in journals and pre-teach words for the next class. Monologues submitted over by the following class.
Monologue with appropriate language and level of difficulty has been approved. Monologues are recorded by the teacher so the student has the correct pronunciation and can listen back to the words. Demonstrate how to break down a monologue in homogeneous groups of 4 - 5 students. First break down chosen monologue then get peers to reflect how they may have done it. Whole class activity using 'action' verbs. One student presents their monologue while others call out 'action' verbs for them to apply.List and definition of action verbs is given to all.
Tracking: Students submit a copy of their monologue with actions verbs. Students write down a short paragraph demonstrating 'slating'/introducing their monologue. They can also submit this activity via video. Partially memorize their monologue by the following week. New words added to their Vocab list journal
Entrance ticket: Questions from last weeks class including action verbs, slating and stage positions. Self marking and quick discussion. Students learn how to score and divide their monologue into beats. They learn different differentiated memorization techniques in heterogeneous groups.
Tracking: Students hand in a copy of their monologue scored and divided into beats, to be formatively assessed and given feedback by the teacher. Create a Memorization quiz with Quizziz with the words from their monologue, omitting words from sentences. They then take the quiz until they score 70% accuracy. Submit results to teacher. New words added to their Vocab list journal
Students will demonstrate their ability to find different tactics for their characters by making a list of tactics they could use in their own monologues. Students will demonstrate their ability to adjust the emotions of their characters by performing their monologues to music. Students who have not memorized their monologues can use the text. Students can opt to do this with a buddy as well. I will assign thoughtful peers to be their buddy during this task. They can also use this time to memorize their monologue. For those struggling to memorize the words, they will create a storyboard where they add relevant pictures beside the lines in the monologue.
Students submit a video of themselves performing their monologue, via Google Classroom. Peer review one other student. Teacher feedback & check storyboard. Have students to revise the 5 W's ready for next lesson, they can present the 5 W's.
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Based on the Monologue Unit (link above) Unit Description: Students will learn about how to prepare a monologue through various techniques and activities. They will learn about stage positions, blocking and other stagecraft skills.They will analyze and develop their chosen monologue over the course of 6 weeks, rehearsing with a partner and the teacher. The final week will result in the students performing their monologue in front of the class.Pre-Assessment was a 17 question Quiz from Quzziz From this quiz I divided the class into 3 small groups for differentiated activities:
12 students who have some knowledge about the topic as shown in their score, but need to develop higher order thinking skills
Have a sheet revising the 9 stage positions and the rules for how to play the Tic-Tac-Toe game. They can start playing the game whilst the teacher is working with the first group. After they have played 3 games they can review their original test scores with a partner. They can then retake the quiz in their group. Students can then choose from a range of monologues to challenge their abilities
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