Hello everyone.

It's lovely to see you here today.

My name's Dr.

Clayton, and I'm here to guide you through your learning journey today.

Welcome to today's lesson.

The lesson is called Crafting a Monologue.

So what we're gonna first think about is planning our monologue, and then you'll have a go at writing your own monologue in the voice of Ariel from "The Tempest." The key words that we'll be using in our learning today are: monologue, tone, perspective, manacles, and plan.

The definitions for your keywords are appearing on your screen now.

These words have been chosen because they'll help you to unlock them learning for today, and you'll see them throughout the material.

They'll be identified in bold, and I'll try to point them out to you as well.

If you can, try to use some in your discussions and written responses today.

So two learning cycles in our lesson today.

For our first learning cycle, we're gonna plan our monologue.

So to begin with, we're gonna think about why making a plan is important, and how it will help you with your work.

We're then gonna create a planning sheet together by mapping out three paragraphs for our monologue.

We're gonna think about the tone of the paragraph, the language devices we could use, and some short sentences that will help us to show the character's emotion.

For our second learning cycle, we're gonna have a look at a model paragraph, and deconstruct it together, so you have an idea of what a monologue should look like.

And then you'll have a go a writing your own monologue with the help of your planning sheet and a checklist for the success criteria.

So we're gonna begin by thinking about the planning process.

What I'd like you to do is discuss why you think we might make a plan for a piece of work before we begin writing.

Now, plan is one of our keywords.

It means to think about your work and decide how you're going to do it before you begin writing.

So how might that process help you, do you think? Pause the video and take a few moments to consider.

Amazing, some great ideas there.

Like Laura, you might think that planning would help you collect your thoughts before we begin to put pen to paper.

Particularly with creative tasks, we tend to have a lot of really good ideas, but we need to make sure that all work together, and that's what a plan can help us to do.

Like Jacob, you also might have thought that planning would help you understand what you need to do in order to meet the success criteria for piece of writing.

Our plans can help us refer back to the success criteria, and make sure we're meeting those things before we begin writing, to make sure writing is the best it possibly can be.

So as part of our planning process, we're going to complete a planning sheet together.

The planning sheet looks like this.

As you can see, we're going to plan to have three paragraphs in a monologue, and our plan will help us decide on the tone for each paragraph.

Now, the tone means the general mood or emotion.

So as well as the tone, we'll also think about some language devices and short sentences that'll help us demonstrate the character's emotions.

We're gonna break the plan down into its component parts.

We'll talk through them all together and fill our sheet in together.

So let's think about how to create clear tone.

Now, tone is one of our keywords.

Now, remember, it means the general mood or emotion of a piece of work.

So when we're writing a monologue, we need to think about what emotion the character would want to express.

For this monologue, we're going to be writing from the perspective of the character of Ariel from "The Tempest." Now, we have two of our key words here.

A monologue means a speech by one character.

So we're only writing the voice of Ariel.

Perspective means a particular way of viewing things, that depend on one's experience and personality.

So we need to put ourselves in Ariel's shoes and consider how they would feel during "The Tempest." So what I'd like you to do is think about what you can remember about what happens to Ariel in "The Tempest." Pause the video and take a few moments to consider.

Amazing.

Had some great ideas there.

Like Lucas, you might remember that before Prospero arrived on the island, Ariel was magically imprisoned in a tree by the witch Sycorax.

Like Alex, you also might remember that once Prospero freed Ariel from the magical imprisonment, he forced Ariel to perform magical tasks for him, such as creating the storm that wrecks the boat on the island at the beginning of the play.

So in order to think about what Ariel's perspective might have been, we need to think about what happens to Ariel during "The Tempest," and then think about how they might've failed at each of those points.

So what I've done is I've put together all the important plot points for Ariel in the below table.

And what I'd like you to do is discuss what emotion you think Ariel would be feeling each particular point.

So we just remind ourselves in a previous slide, Ariel is magically imprisoned in a tree by the witch Sycorax, and then freed by Prospero.

Once Ariel is freed by Prospero, he then forces them into another form of captivity, since he forced them to perform magical tasks for him, such as creating the storm.

During this time, Ariel is continually asking for their freedom.

However, Prospero threatens to return Ariel to their magical imprisonment in the tree if they do not do as he asks.

Finally, Ariel is released from Prospero's service at the end of the play.

So what I'd like you to do is think about how Ariel might have been feeling at each of those particular moments.

Pause the video and take a few minutes to discuss.

Amazing.

Some great ideas there.

You might have said that being imprisoned would make you feel trapped, since we imagine the tree to be quite a confined space that Ariel cannot get out of.

We might then think that the brief moment Prospero freed them, they would feel liberated and free.

Then once captive again and forced to perform tasks for Prospero, we might imagine Ariel'd feel frustrated and angry.

When Prospero then threatens to return Ariel to the tree, we might imagine they'd feel scared at the prospect of return to such an imprisonment.

Finally, we might imagine that Ariel would feel joyous and happy when they're finally released at the end of the play.

Now for a quick check for understanding.

What I'd like you to do is think about how Ariel would likely feel at being denied their freedom by Prospero, and select the two most likely emotions.

So it's A, angry, B, relieved, C, content, or D, frustrated.

Pause the video and make your selections now.

Correct answers are A, angry and D, frustrated.

So very well done if you selected those answers.

Now we've thought about what happens to Ariel in "The Tempest" and how they might've felt, we're gonna start filling in our planning sheet.

In your planning sheet, you have three paragraph boxes.

What I'd like you to do is choose three of the events in the important plot points table on the previous slide and write them into your sheet.

Next to the paragraph box, you have the tone.

Remember, this means the general mood or emotion.

Write in that box what emotions you think Ariel would've been feeling at that particular time.

Pause the video and fill in the first two boxes in your planning sheet now.

Amazing.

Your planning sheet should now look something like this.

You might've picked Ariel being imprisoned in the tree as the focus for your first paragraph, and said that Ariel would've felt trapped and lonely at this point.

You might then have picked Ariel asking Prospero for their freedom after being enslaved by him as a focus for your second paragraph, and said that it might have made Ariel feel frustrated and angry.

And then you might have picked the moment that Ariel is freed at the end of the play as the focus for your final paragraph, and said that Ariel would've felt joyous and liberated.

Now we're going to think about how you can create language devices to help you add emotion to your writing.

We're gonna focus on similes and metaphors as our language devices, since they compare one thing to another.

This is a really useful way of helping the audience understand an emotion, since you can use them to create comparisons the audience will be able to understand and relate to.

So to create a simile or metaphor, there are three steps to follow.

Number one, you need to decide on the tone or emotion.

Number two, you need to take an object from the scene and then an adjective to describe it.

So if we think about Ariel on the island, what sort of items or objects might be in those particular scenes? Third thing is that we then need to find something to compare it to, and add like or as for as simile.

So we've already thought about the tone for each of our plot points.

So now we're gonna do steps two and three for each of our plot points for Ariel.

Now for a quick check for understanding, just to make sure we've understood the steps to create a simile or metaphor before we start doing it ourselves.

So what I'd like you to do is put the steps for creating a simile or metaphor in the correct order.

So, where does "find someone to compare it to" go? Where does "decide on the tone" go? And where does "take an object from the scene and add adjective to describe it" go? Pause the video and take a few moments to consider.

Correct answers are that the steps creating a simile or metaphor are: number one, decide on tone.

Number two, take an object from the scene and add an adjective to it.

And number three, find something to compare it to.

So very well done if you've got those right.

Now let's think about step two and creating a simile and metaphor.

So we're gonna take each of the important plot points for Ariel and we're gonna think about what object we might find in each scene, and add an adjective to describe it.

So Ariel is magically imprisoned in a tree.

What sort of things might you expect to see around or in a tree? Ariel is freed from imprisonment.

Now, this doesn't have a specific setting, so imagine the island in general.

What sort of things might you expect to see on an island? The same goes for point three.

Ariel is forced to perform magical tasks for Prospero.

Think about what you might see on the island in general.

Prospero threatens to return Ariel to the tree.

So again, think about a tree.

What sort of things might you expect to see in and around a tree? And then finally, Ariel is released at the end.

Again, think about the island in general.

What sort of things might you expect to find on an island? So pause the video and take a few minutes to think about an object for each of these scenes, and then add an adjective to describe it.

Amazing.

Some fantastic ideas there.

So if we think about Ariel being magically imprisoned in a tree.

We might think of there being tree roots, and we might have described them as gnarled.

Now, gnarled means something quite rough and twisted, so it fits with the negative emotion we imagine Ariel would've been feeling at this point.

If we then think of Ariel being freed from imprisonment, we might think of the sunshine on the island.

We might describe it as glorious.

So this was a positive emotional time for Ariel.

If we think about Ariel being forced to perform magical tasks, again, we're thinking about the island in general here.

So we might think about the sand.

We might describe it as coarse.

Again, thinking about something quite rough to make it that negative emotion we think Ariel would've been feeling.

If we then imagine Ariel being threatened with returning to the tree, we might now think of the tree branches and describe them as twisting.

Again, thinking about that negative connotations that we could think Ariel might have felt at this particular moment.

Then think about Ariel being released.

We might now think of the waves of the sea, and think about them being gentle, to again fit with the contentment and freedom the Ariel would've felt at this particular moment.

Now let's move on to step three of our creation of a simile and metaphor.

So we have our objects and adjectives on the left hand side of the table.

What I'd like you to do now is create either a metaphor by saying the object is something else, or create a simile by using like or as to create a comparison.

Pause the video and create your metaphors or similes now.

Amazing.

Some great ideas there.

You might have said the gnarled tree roots gripped as tightly as manacles.

Now, manacles is one of our key words.

It's very similar to handcuffs.

So we have the image of the tree roots gripping Ariel as if they're wearing handcuffs.

And that would help the audience to understand the trapped and negative feelings that Ariel would've been experiencing.

For the glorious sunshine, you might have said it was a warm bath.

The image of a warm bath is relaxing and soothing, which helps the audience to understand how happy Ariel felt in that brief moment of freedom.

Thinking about the coarse sand, we might have said that it tore like shards of glass, to help the audience understand how uncomfortable Ariel was being forced to serve Prospero, and the emotional pain it was causing.

Thinking about the twisting tree branches, you might have said they were grasping hands, threatening to drag Ariel back to their imprisonment in the tree.

Finally, you might have said the gentle waves purred like a cat, to help the audience feel the contentment and happiness that Ariel feels being freed at the end of the play.

So here are our completed language devices.

So the plot point that Ariel is magically imprisoned in a tree has the language device, "The gnarled tree roots gripped as tightly as manacles." The moment Ariel is freed from imprisonment by Prospero is, "The glorious sunshine was a warm bath on my skin." The moment Ariel is forced to perform magical tasks while continually asking for their freedom is, "The coarse sand tore my hands like shards of glass." The moment Prospero threatens to return Ariel to the tree is, "The twisting tree branches were grasping hands reaching for me." And the moment Ariel is released at the end becomes, "The gentle waves purred like a cat." What I'd like you to do now is add in your language devices to your planning sheet.

So pause the video and add in your language devices now.

Amazing.

Your planning sheet should now look something like this.

If you have the plot point of Ariel being imprisoned in a tree, the tone is being trapped and lonely, and the language device is, "The gnarled tree roots gripped as tightly as manacles." For the plot point of Ariel asking for their freedom, the tone is frustrated and angry, and the language device is, "The coarse sand tore my hands like shards a glass." Finally, if our plot point is Ariel being freed, the tone is joyous and liberated, and the language device is, "The glorious sunshine was a warm bath on my skin." Now, for a quick check for understanding.

What I'd like to do is match the image with the tone.

So choice of images are a warm bath, a purring cat and manacles.

And then your choice of tones are negative, positive, and positive.

So pause the video and match the image with the tone.

The correct answers are a warm bath is a positive tone.

Purring cat is also positive tone.

And manacles are a negative tone.

So well done if you've got those right.

You're doing amazingly well, everyone.

We're onto our first task of the lesson, where we're going to complete our planning sheet.

So the final step in our planning process is to create a short sentence for each plot moment.

So a short sentence is designed to show the heightened emotion of a character.

So our example might be, if we imagine Ariel imprisoned in a tree, we thought that they would feel trapped and lonely.

So we might imagine Ariel shouting, "Help me" or "My lips trembled." Now the exclamation mark after the short "Help me" shows that Ariel is feeling desperate, and they desperately want to escape this trapped situation.

And when your lips tremble, we imagine someone trying to stop themselves from crying.

So that fits with the idea of Ariel feeling lonely at this point.

So what I'd like to do is complete your planning grid to show a short sentence for each of your chosen plot points.

Remember, you want to show the heightened emotion of a character, and try to keep your short sentence to two or three words as a maximum.

Pause the video and create your short sentences now.

Amazing work, everyone.

You might have said that the moment Ariel is imprisoned in a tree, "My hands trembled." Now, trembling could indicate nervousness, which would fit the idea of Ariel being trapped and desperate to escape.

The moment of Ariel asking for their freedom, we said they would feel frustrated and angry.

So you might say, "My fists clenched." Generally when we're angry or frustrated, our body tenses.

So that fits with the idea of clenching your fist, so as your body is tensing and tightening itself.

Finally, the moment Ariel being freed at the end of the play, we said they'd feel joyous and liberated.

So you might have simply said, "I exhaled." An exhale is a way of releasing tension and signalling to the body to relax.

So it fits with the idea of Ariel finally being free.

Amazing.

You're all doing fantastic work everyone.

We're onto our second learning cycle, where you're gonna craft your own monologue from Ariel's perspective.

We're gonna talk through a model paragraph, and then I'm gonna remind you of the success criteria before you begin writing.

So a model paragraph might be, "There once was a time when I could skip freely the waves, hop between clouds and flit between trees.

No master.

No commander.

No one to tell me where to go, what to do, who to be.

I was free.

Liberated.

Then, colours were so bright and water sparkled like crystals.

I didn't realise it then, but looking back at it now, I realised the world was filled, sparkling, beautiful.

A rainbow spectrum, which was untainted by humans." Now, you'll notice I've highlighted the Is within that model.

The first thing to remember is that a monologue is from one character's perspective, so you should use first person within your writing and use I throughout.

Now, what I'd like you to think about is when in the story do you think this paragraph is set? So look at the phrases, "There once was a time" and "No master," and think about what is happening here.

Pause the video and take a few moments to consider.

Amazing.

Well done, everyone.

The language creates a positive tone, but it's written in the past tense.

So this tells us that Ariel is looking back on a time when they were free and thinking happily about it.

To add to that positive tone, you can see the model has added the simile, "Water sparkled like crystals." This paints a magical image that adds the happy and positive tone.

Finally, you can see the use of the short sentences, "I was free.

Liberated." Now these emphasise the heightened feelings of joy that Ariel has when thinking back to the time they were free.

Now for quick check for understanding.

Which two of the following statements are true? So A, you should always use "I" in a monologue.

B, you should always use third person pronouns in the monologue.

C, the language devices should match the tone.

Or D, the language devices shouldn't match the tone to create contrast.

Pause the video and select your answers now.

Amazing.

Correct answers are A, you should always use "I" in a monologue.

And C, the language devices should match the tone.

So very well done if you got those right.

You're all doing amazingly well, everyone.

What I'd like you to do is use your planning sheet to create a monologue from Ariel's perspective about their time on the island.

So remember we're talking just in Ariel's voice.

We're trying to put ourselves in their shoes and think about how they would be feeling at each particular moment.

So things to remember to do.

Remember to use "I" for a monologue.

Remember to speak about the plot points from Ariel's perspective, so put yourself in their shoes.

How would they be feeling at that particular moment? Remember to think about what tone each of the point would have.

So remember to think about what emotion Ariel would be feeling at each particular moment.

Remember to create language devices that match the tone.

And finally, remember to create short sentences that match the tone, to display that heightened emotion that Ariel will be feeling.

Pause the video and create your monologues now.

Amazing, everyone.

So as your final task for the lesson, what I'd like you to do is self-assess your monologue and think about whether you've done the following.

Have you used "I" throughout the monologue? Have you spoken about Ariel's experience and shown Ariel's perspective? Have you created a tone that matches the plot point? Have you created language devices that match the tone? And have you created short sentences that match the tone? So pause the video and self-assess your work now.

Amazing.

Fantastic work, everyone.

You all did really well, everyone.

Here's a summary of what we covered.

Creating a plan helps you to organise your thoughts.

To create a clear character voice, you need to consider what tone matches the character's experiences.

And language devices and short sentences can be used to help to add to the tone of your monologue.

I really hope you enjoyed the lesson everyone.

Goodbye.