Students will demonstrate their ability to memorize lengthy monologues by completing memorization exercises and a memorization quiz. <\/p>\n Welcome class. Ask, \u201cWho can tell me what slating is?\u201d Throw candy to the first person to answer correctly. Feed off of students\u2019 answers to check for understanding. Continue tossing candy to each student who answers correctly and helps along the class discussion. \u201cSo, if it performed before a monologue, what is a monologue?\u201d \u201cWhy are monologues important?\u201d\u2026 etc.<\/p>\n <\/p>\n \u2022 Invite students to get into pairs. Do not tell them what you are making, but follow the cootie catcher template and teach the students to make cootie catchers. Slowly teach each fold in the process step by step, making sure everyone is following along. Tell the students to write one of each of these four activities on each of the inside tabs: \u201cperform the first three sentences in your monologue as fast as possible,\u201d \u201cperform the last three sentences in your monologue as slow as possible,\u201d \u201crecite your full monologue with a different accent,\u201d and \u201cpretend your monologue is a poem- recite it with a cadence or rhythm.\u201d Invite the older partner to pick a random number and begin working on their monologues by following the cootie catcher promptings. Educational Objective: Students will demonstrate their ability to memorize lengthy monologues by completing memorization exercises and a memorization quiz. Materials: Class candy stash Square blank sheet of paper for each student Cootie Catcher Template \u00a0Lesson 2.Cootie Catcher Template Quiz for each student \u00a0Lesson 2.Memorization Quiz Any type of tape for the game Hook: Welcome …<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":2,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_exactmetrics_skip_tracking":false,"_exactmetrics_sitenote_active":false,"_exactmetrics_sitenote_note":"","_exactmetrics_sitenote_category":0,"footnotes":""},"categories":[],"tags":[],"_links":{"self":[{"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/pages\/822"}],"collection":[{"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=822"}],"version-history":[{"count":3,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/pages\/822\/revisions"}],"predecessor-version":[{"id":2806,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/pages\/822\/revisions\/2806"}],"wp:attachment":[{"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=822"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=822"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=822"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
Materials:
Class candy stash
Square blank sheet of paper for each student
Cootie Catcher Template \u00a0Lesson 2.Cootie Catcher Template<\/a>
Quiz for each student \u00a0Lesson 2.Memorization Quiz<\/a>
Any type of tape for the game<\/p>\n Hook:<\/h4>\n
Teaching Presentation:<\/h4>\n
\u2022 Walk around and assist students with their monologue work. Provide individual assistance . You should know class well enough by this point to take the students\u2019 needs into consideration and help them as best as you can.
\u2022 Have the students switch partners and begin working on straight memorization. One student will work on remembering and reciting their monologue while the other student checks it word for word. They will keep switching back and forth and improving their memorization. Go around to each pair and encourage the partner who is checking the wording to cheer for every correct word. Join along with them. Physically cheer (clap, whoop, exclaim, etc.) for your students and their improvement.
\u2022 Ask class to cheer at once for everyone\u2019s progress today. Gather together again and tell them that you can memorize better when you divide the monologue into topics or create a rhythm when you speak. Ask for ideas on how the students memorize and rehearse things. Have the class put away their materials.
\u2022 Pass out the quiz. When students finish, have them work on memorization alone until everyone is finished and you can gather up all of the assessments.
\u2022 Game time! Have students assist you in making a pathway of tape on the carpeting or floor. Think gameboard around the perimeter of the room. Tape strips should be placed about a foot from each other around the room. Ask who thinks they know their monologue best from the beginning. Ask that student to recite his or her monologue from the beginning and take a step onto the tape with each correct word. Begin by checking that student\u2019s progress yourself. Then get three to five players going at once, with student\u2019s checking their reading. When a student gets one word wrong, they stay on that place on the board until someone passes them. Then they must start over and try to recite their monologue with more exactness. Give candy to the top three winners of the game.<\/p>\n","protected":false},"excerpt":{"rendered":"