Social Issue Monologue

Social Issue Monologue

Similar to the “Missing Voice Monologue,” the social issue monologue 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 social issue. 

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

Curriculum Addressed: The focus of the curriculum is on research, critical thinking and point of view.

Process Goals: Students research a social issue and create a monologue from that the personified perspective of the social issue.  Due to the research involved, the monologues are best 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 literacy skills as they research and create monologues from the personified perspective of a social issue.

Procedure:

  1. Assign students a social issue (or let them choose one that interests them).  
  2. After researching a set number of sources, students discuss and personify their social issue.
  3. In groups, pairs, or individually, students create a monologue from the personified perspective of the social issue.
  4. Students will present their monologues (or record them in iMovie) to the class.  A discussion of their analysis and artistic choices will follow along with a reference page of the sources consulted during their research.  A written response and explanation of their dramatic adaption could be assigned, too.

Standards:

Standard 1: Oral Expression and Listening

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

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.

Standard 4: Research and Reasoning

  1. Collect, analyze, and evaluate information obtained from multiple sources to answer a question, propose solutions, or share findings and conclusions

Assessment:  I use our English Department’s AP Synthesis 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.