Monologue: Reading and Students

Your entries in these columns must go beyond a few words or a simple bullet point. There is no required minimum word length, but you must go into sufficient detail to demonstrate your comprehension of these literary components.

Read and think aloud: Ask if someone would like to read the first page aloud. Discuss the 3 parts to notice in a story – the setting, the characters, and the plot. Read pp. 2-5 and think about Matt’s problem and how he might solve it. Discuss and encourage students to begin by saying, “I noticed____. This helped me understand____.” Read pp. 6-14 and think aloud about what happens

As the children engage in dramatic and imaginative play together, they are creating stories. These stories are then told to and transcribed by Paley (1990) and acted out on a pretend stage by the students in the class. Each student or storyteller in the eyes of Paley (1990), chooses classmates to perform the roles in his or her story, and each story is re-enacted at least once, if not multiple times. For example:

I have gained many insights I have gained about descriptive and narrative writing over this course. The one that I will take the most away from the course is my realization of my own tone and voice that I possess in my pieces and how to apply them in a narrative. I have also learned how to develop a tone and voice for others when I am writing a piece from the perspective of them. There are significant contrasts between characters, such as the wicked, selfish Amber and the kindhearted, welcoming Horace from Assignment 3, and I have learned how to establish nuances in dialogue and activity to individualize my characters.

ask the “student”, an actor, questions that correlate to his memory of things they were to read to

As well as the quality of spoken language that children hear on a day to day basis will have a vast impact on the grammar and language they use. Therefore teachers and all teaching staff should ensure they continue to develop children’s confidence when it comes to communication by developing the skills needed to explain their understanding this is also vital when it comes to understanding and explaining of books or other recourses. All children should have access to and be encouraged to develop their role in drama. Pupils should be able to adopt, create and sustain a range of roles, responding appropriately to others in role. They should have opportunities to improvise, devise and script drama for one another and a range of audiences, as well as to rehearse, refine, share and respond thoughtfully to drama and theatre

A short play is usually filled with a theatrical energy of diverse anthologies. The time allotted may be only ten or fifteen minutes, so it must be able to capture and engage the audience with some dramatic tension, exciting action, or witty humor. Just as in a short story, a great deal of the explanation and background is left for the reader or viewer to discover on their own. Because all the details are not explicitly stated, each viewer interprets the action in their own way and each experience is unique from someone else viewing the same play. Conflict is the main aspect that drives any work of literature, and plays usually consist of some form of conflict. In “Playwriting 101:

The student will be able to role play characters from a drama using theatrical intonation, pitch, and clarity within their voices.

This constitutes a dialogue on the contrary to a monologue. It allowed teachers and students to be able to discuss matters, rather than it being a one way teaching process

Dr. Rekha S. Rajan writes about how she implemented a twenty-minute structured dramatic play into class time to encourage children to learn to solve conflicts on their own. She first does this by gaining insight on the children’s feelings with a personal story time. Each child tells a story that made them particularly sad, mad, upset, or happy. She then takes those experiences and creates a pre-determined scenario to which, the children will play different roles, share ideas, and come up with a solution.

The cafeteria had always been the noisiest place in Geochang Middle School. Maybe because students were too busy studying and paying attention in class. Maybe because the 5000 square feet of space was the only region in the facility where they could breathe and let out the sparks that had been dimmed inside of them for so long.

My experience with reading started as most do. I was exposed to the easy-readers that every little tot has seen. Obviously, I learned to read and write in kindergarten and beyond; I owe some thanks to the teachers of my early years. I was never much of a reader when I was a younger child. I read from time to time but never constantly. If I regret one thing from my childhood, it will be that I never read enough. In a sense, I have taken it upon myself now to compensate for the lack of literature in my life when I was a boy.

Give two examples of each of the following elements of fiction and nonfiction from the texts you’ve read in Units 1, 2, and 3.

The second oldest form of literature after poetry is drama. Dramas have changed a lot over the years. They use to plays that were wrote to be performed in the theater, and now they are mostly written to be performed in a movie or a television show. There are many dramas today that most people would not considered to be drama. Before reading the information in our text book, I thought drama was basically just a story or movie between people who had problems with each other; but that’s not completely true. Dramas can basically be anything that has a hero or dialogue to a certain extent. For this paper, I choose to write about the drama in the movie The Hunger Games. This movie is not just only drama, it is also adventure and sci-fi movie.

Despite the claim that Drama in Education ( DIE) as a pedagogy dimmed its popularity in the Western world since 1990 until 2016 (Gallagher, et al. , 2017), in the year of 2011, Morrow, et al. included it as one of the best practices in literacy instruction. Some of the teachers who had the experience of trying process drama in their classrooms found that the pedagogy improved students’ participations, pushed students to use their imaginations, performed deeper understanding of the topics being learned and made the students learn to have empathy ( Long, 1998). Do the voices from the classroom resemble to what researchers and theories have to say on process drama?