1. Download the files suggested in the MED section and make copies for students.

2. This unit is divided into a different form since there are 4 'aprendizajes esperados' for a three-week unit, this session will be about emotions caused by the reading of a tale.

3. Tell students they are going to work with some stories they have read and they remember well. It is ok if they work with a story from their textbook. The idea is that we analyze the story in a general way and talk about the emotions caused by it.

4. Review characters, plot, problem, etc.

5. Distribute the worksheet and guide students through it.

6. Ask students to work in pairs and make a list of five stories they have read, or stories somebody has read/ told them.

7. Feel free to mention the previous stories students have been working with here (weeks 29 and 30) and recommend they can use them for the activity here.

8. Ask students to read their lists and say something they have in common.

9. Invite students to choose one, the one they like best, and complete the format.

10. Ask students to also include the emotions and feelings they experienced with the story.

11. Review with students that a good story has three parts: introduction, story, and conclusion.

12. Ask students to compare those 3 parts to the ones in the (sequencing) map.

13. Ask students to work individually and choose a story from the ones in this unit (weeks 29 and 30) or from their textbooks to work with.

14. Ask students to draw a picture that represents the story in three parts, then wrote a short paragraph (2 or 3 sentences) about the story.

15. Invite students to swap their maps with other students and read as many as they can.

16. Ask students to also include the emotions and feelings they experienced with the story.

1. Download the files suggested in the MED section and make copies for students.

2. In this session, students are going to write some sentences about the stories and review some grammar as well.

3. Review with students the three basic parts a story is divided into, beginning, middle, ending; or introduction, middle, conclusion. 

4. Ask students what they learn from the first part, the beginning, and what information they get in the last part of the story.

5. Distribute the worksheet and guide students through it.

6. Ask students to write their names and the title of a story to work with.

7. Help students decide which story they could use based on how much they remember of it.

8. Ask students to write simple sentences (2 or 3 per box) about the story.

9. Monitor and offer help as needed.

10. Ask students to work in pairs, and read to each other their sentences.

11. Distribute the worksheet and draw students’ attention towards the words on the right: action words/verbs.

12. Review the vocabulary with them and ask them to complete the crossword in order to find the secret message.

13. Monitor and offer help as needed.

14. Ask students to work in pairs and compare their crosswords as well as the secret message.

15. Ask pairs, write 3 sentences in the present simple using verbs from the list, and share it with the class.

1. Download the files suggested in the MED section and make copies for students.

2. In this session, students are going to use a different template or organizer to record information about a story and to review the present continuous as well.

3. Review the basic three parts in a good story and choose a story everybody knows to write some sentences on the board and break it into these three parts.

4. Distribute the worksheet and elicit from students what they are going to do.

5. They are going to write some sentences about a story they read and like very much.

6. Ask students to draw a picture of the story and give them time to color as well.

7. Monitor they are writing the sentences and offer help with grammar and vocabulary as needed. Remind students they can write in the present simple, not necessarily in past.

8. Ask students to work in groups of three and challenge each other to find the introduction, the story, and the conclusion.

9. Ask students to read their paragraphs and help with the balance of the three parts.

10. This part has to do with reviewing the present continuous in a fun way.

11. It is not necessary that you explain any grammar or label tenses. Just mention that the action words express the action going on now.

12. Set a time limit for students to do the activity.

13. When time is up, ask students to swap their crosswords and continue working with it. Then, stop the activity, and once more, they swap papers with somebody else and repeat the activity.

14. Stop the activity and ask students to return their crosswords to their owners.

15. Were all the crossword puzzles completed?