SB 1.15 Punctuating Personality

Monologues SB LEVEL 5

CARD

Step 1: PunctuationIdentify the punctuation used in the monologue.

How does it affect the reader’s interpretation?

What does it do the the oral delivery of the text?

Step 2: Speaker Locate the speaker of the monologue.Write the speaker in the “response” box of

your SOAPSTone chart.Locate textual evidence, and underline it, that

indicates or suggests that the speaker is the person you identified.

Write your text evidence in the box on the SOAPSTone chart.

Step 3: OccasionWhat is the social, cultural, and/or geographical

context (situation) of the monologue? Identify the context and record your answer in the

“response” box.

How do you know?Locate text evidence that supports your response

and document it on the SOAPSTone chart.

Step 4: AudienceTo whom is the speaker addressing? Who is the

“target audience?”Record your answer in the “response” box on the

SOAPSTone chart.You may need to infer this information aka, read

between the lines. Describe this person.

How do you know?Record your answer in the “text evidence” box on

the SOAPSTone chart.Be sure you underlined the evidence in your SB

book.

Step 5: PurposeWhat is the message of the monologue? What

does the speaker want the audience to learn?Record your answer in the “response” box of the

SOAPSTone chart.

Why was it written (or spoken)? Consider both the speaker and the author of the monologue.Find evidence in the text to support your answer.Document that evidence in the “text evidence” box

on the SOAPSTone chart.

Step 6: SubjectWhat is the monologue about?

Remember, these subjects should be both concrete [touch and hold] and abstract [universal in nature ie love].

Record your response and text evidence on the SOAPSTone chart.

What is the speaker doing with the subject (theme)? Record your response and text evidence on the

SOAPSTone chart.

Step 7: ToneLook at your Tone Words list and consider the

over all tone for your monologue.

Which word from that list BEST matches the tone demonstrated in your monologue?

What is the speaker’s attitude toward:The readerThe subjectThe audience

Write a CER:How does the speaker create tone in the

monologue and which SOAPSTone element most contributes to the tone?

Be sure to include text evidence (direct quotes) and embed them smoothly and correctly.

Let’s do this together!

Step 1: The ClaimIndividually, create a claim to the prompt in your

journal.This is your answer to the question.

Each member of the group should then share their claims and discuss which one is the best response and why.

On the sentence strip, write your group’s claim.

Step 2: Choosing the Claim

Elect one member to place the sentence strip on the white board.

We will discuss and vote on the best claim for the class to move forward with.

Step 3: Text EvidenceNow that we have chosen a claim for us to work

with, let’s find some evidence to support it!

Individually, refer to your SOAPSTone chart, do any of the quotes you selected support the class claim?

If so, prepare to share them with the group.

If not, refer back to the monologue and select direct quotes that support the claim.

As a group, decide on one or two pieces of text evidence that support the class claim.

Step 4: Choosing T.E.Once your group has selected the best TE, write

it on the sentence strips and place them on the board.

As we discuss the TE provided, consider which one’s support the claim BEST.

Vote on the best TE.

Step 5: ReasoningNow that we have heard the reasoning behind

the TE selections, we must arrange the TE and explain their connection to our claim.

As a group:Consider the order of TE and how to transition

between both the quotes themselves and the quotes within your sentences.

Be prepared to share your reasoning and write it on the provided sentence strip!