Missing Voice Monologue

This is an excellent assessment of students’ critical thinking and analysis skills as they create and perform a monologue from the point of view of a minor character from a work who is not given a voice or whose voice is ignored. 

Grade Level/Age: 10th grade (15-16 years)

Curriculum Addressed: The focus of the curriculum is on critical thinking and character analysis.

Process Goals: Students analyze a minor character from a text and create a monologue from that character’s perspective.  The monologues can be used as an informal check-in for understanding or exit ticket, or can be used more formally for a final assessment.

Materials: Any source could be adapted for use with this activity.

Desired Understandings: Students will continue to home their literary analysis skills as they create monologues from the perspective of a minor character from a text.


  1. Assign students a text to read.  
  2. After reading, students discuss and analyze a minor character from the text.
  3. In groups, pairs, or individually, students create a monologue from the perspective of the character.
  4. Students will present their monologues (or record them in iMovie) to the class.  A discussion of their analysis and artistic choices will follow. A written response and explanation of their dramatic adaption could be assigned, too.


Standard 1: Oral Expression and Listening

  1. Content that is gathered carefully and organized well successfully influences an audience.

Standard 2: Reading for All Purposes

  1. Literary and historical influences determine the meaning of traditional and contemporary literary texts. 

Standard 3:  Writing and Composition

  1. Literary or narrative genres feature a variety of stylistic devices to engage or entertain an audience.
  2. Organizational writing patterns inform or persuade an audience.

Assessment:  I use our English Department’s AP Quick Write rubric to evaluate students’ monologues.  The writing rubric reinforces both the content students are learning and the writing process at the same time. 

Adaptions/Accommodations:  I expect all students to do their best in completing the assignment.  I often will let students record their monologue and present their performance as an iMovie.