Subject:
Year
9A
ENGLISH
Assessment Type: Oral Presentation
Task Title:
Dramatic Monologue– Deadly Unna?
Purpose
Students will:
1. Read the novel – Deadly Unna?
2. Analyse the characters of the text in class
3. Interpret and construct their own representation of one of the characters from the text
4. Write a script to perform to the class for 1 -2 mins
5. Present it to the class
Description of assessment
Dramatic Monologue
Present yourself as of one of the characters in Deadly Unna? by Phillip Gwynne, and write a dramatic
monologue about a specific incident, or incidents, in the novel. You will perform this in front of your class. Your
monologue should go for approximately 2 minutes
Assessment conditions
The Dramatic Monologue should be completed in class and at home. Props can be used to add meaning.
Maximum Time Limit:
Draft due:
Due Date:
Aim for 2 minutes
Week 4
Week 5
Criteria for Assessment:
To what extent does the student
demonstrate competency in:
Oral Skills
Expression and meaning
Not
Shown
Poor
Satisfactory
Excellent
Marks
4
Clarity: eg; diction, fluency and volume
Voice: eg; control of voice, volume
pacing and pausing
2
2
Eye Contact: speaking not reading
2
Understanding of Texts
Ability to discuss the key features of the
text eg plot, characters, audience, purpose,
context and register etc
Demonstrate an understanding of one the
key characters and produce a creative
monologue as a response to the text
5
Evidence of research, rehearsal and
polishing
Overall
Understanding of persona
Understanding of text
Understanding of ‘monologue’ form
Involvement and enthusiasm
TOTAL MARK
10
5
5
1
1
1
2
15
5
/30
Strands
Sub-strands
1. Language
Language variation and change
Understand that Standard Australian English is a living language
within which the creation and loss of words and the evolution of
usage is ongoing (ACELA1550)
Language for interaction
Understand that roles and relationships are developed and
challenged through language and interpersonal skills
(ACELA1551)
Investigate how evaluation can be expressed directly and
indirectly using devices, for example allusion, evocative
vocabulary and metaphor (ACELA1552)
Interacting with others
Plan, rehearse and deliver presentations, selecting and
sequencing appropriate content and multimodal elements for
aesthetic and playful purposes (ACELY1741)
Creating literature
2. Literature
Create literary texts, including hybrid texts, that innovate on
aspects of other texts, for example by using parody, allusion and
appropriation (ACELT1773)
Experiment with the ways that language features, image and
sound can be adapted in literary texts, for example the effects of
stereotypical characters and settings, the playfulness of humour
and pun and the use of hyperbole (ACELT1638)