1. Topic-
Monologue Audition
 
2. Content-
monologue, audition
 
3. Goals: Aims/Outcomes-
1. To allow students to see what a monologue audition would look like.
2. For students to critique monologues for the purpose of defining what a good audition should look like.
3. For students to know what the project entails and what will be asked of them.
 
4. Objectives-
1. Students will know about a professional monologue audition.
2. Students will understand the timeline for the project and the expectations.
3. Students will identify good and bad elements of a monologue audition.
 
5. Materials and Aids-
projector, speakers, monologue videos, Monologue Audition Project handouts, monologue pre-reflection worksheet, chart paper, markers
 
6. Procedures/Methods-

A. Introduction-

1. Attendance
2. Agenda review
3. Review Commitments
4. Take the Stage (warm-up)
-Class will stand in circle. One by one students will enter the circle make eye contact with everyone in the circle and introduce themselves by saying "Hello, my name is ______"
-Debrief the activity with the following questions:
What did it feel like to have to make eye contact with everyone?
Was there anything difficult about introducing yourself?
What did you notice happened to you or your peers in doing this exercise?
-Discuss the difficulty of speaking in front of people and the relationship to the audition process.
5. Breathe
-Students take some collective breaths to refocus and transition.
 

B. Development-

1. Look at the project outline and discuss the timeline.
2. Explain the format of a monologue audition.
3. Discuss pre-reflection worksheet
 

C. Practice-

1. Students watch videos of monologue auditions with the prompt that they are looking at these as if they are the auditors looking to cast a show.
2. Students complete pre-reflection worksheet using videos
 

D. Independent Practice-

1. Students break into small groups to debrief video.
2. Students create a list of Do's and Don'ts based off of their conversations about the monologues they saw.
3. Students share the lists they created in their group.
 

E. Accommodations (Differentiated Instruction)-

1. Students are given video to watch
2. Students can participate through conversation as well as written work
3. Students work in small groups to complete the task.
 

F. Checking for understanding-

1. Pre-reflection worksheets
2. Group created Do's and Don'ts list
 

G. Closure-

1. Students given some time to search for monologues.
2. Circle up for group breath
 

This Lesson Plan is available at (www.teacherjet.com)