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

2. In this sessión, students are going to review punctuation marks since they have been working with plays it is recommended to go over quotation marks (necessary on play scripts) and use of commas (to indicate pauses in reading) so the two worksheets have the same purpose. Feel free to bring your own examples or combine these worksheets with something else you consider necessary for your class.

3. Discuss with students the importance of punctuation marks in a written text and ask them to mention some of them.

4. Distribute the worksheet and ask students to work individually.

5. Read what “quotation marks” are and their use in a text, then, read the examples and elicit how they are used.

6. Ask students to rewrite the sentences and add single or double quotation marks.

7. When students are finished, ask them to compare their answers with other students and make corrections.

8. Ask students to work in pairs and write a short dialog with 4 or 5 exchanges where they get to use quotation marks. Then, ask pairs to exchange their dialogs to read and give feedback.

9. Tell students they are going to work with ‘commas’ in groups of three and complete the exercise.

10. Distribute the worksheet and draw students’ attention towards the number of uses of commas so consider giving them the necessary time to explore each section and, then, work.

11. Monitor and offer help as needed.

12. Tell students to check their answers with other groups and make corrections.

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

2. In this session, students will continue reviewing and practicing punctuation marks in order to help them read more fluently.

3. Ask students the punctuation marks they remember from lines in dialogues in any of the plays they have been working with.

4. Distribute the worksheet and read the paragraph. Help with vocabulary and make sure they understand the different meanings of ‘ellipsis’.

5. Ask students to read the sentences and identify what the ellipsis or dash indicates.

6. Discus the answers with the class and give extra examples if necessary so they are able to identify the meaning of an ellipsis.

7. Have a contest in class, students read the sentences making the correct pauses and break indicated.

8. Distribute the worksheet and read the paragraph. Help with vocabulary and make sure they understand the different meanings of ‘ellipsis’.

12. Ask students to read the sentences and identify what the ellipsis or dash indicates.

13 Discus the answers with the class and give extra examples if necessary so they are able to identify the meaning of an ellipsis.

14. Once again, ask students to read aloud the sentences in the activity making the correct pauses. Have the class listen and make suggestions about their performance.

1. Download the files suggested in the MED section and make copies for students. They are going to work with a classic story, "Robin Hood" in order to practice short plays, parts of plays, and gaining practice in the comprehension of details and a general sense of the works.

2. Print the first 2 pages in the file for the first activity.

3. Distribute them and ask the class what they know about Robin Hood.

4. Ask them to complete the sentences in exercise 2 to discuss with the class.

5. Continue with page 2, exercise 4, in groups of three.

6. Ask students to read the paragraphs a-f and put them in the right order. Even when students don’t have the book, this may be good practice for them to make sense out of the text, using linkers, sequencers, etc. to find the sequence.

7. Check the right order of the paragraphs and talk about them in terms of characters, setting, general ideas, and details.

8. Ask students to sum up paragraphs a-f in pairs in order to practice with general events. Then, invite pairs to exchange their summaries and give feedback as necessary.

9. Distribute the worksheet and ask students to start with exercise 1, vocabulary.

10. Check answers and make sure students know how to use these words by giving them some examples.

11. Ask students to work on exercise 2 in pairs and check their answers with other pairs.

12. Exercise 3 can be done as a class, students find the mistakes and correct them on the board.

13. Help students with some brief explanations to clarify doubts on grammar.

14. Exercises 4 and 5 can be done in pairs as well. Monitor and offer help if needed.

15. Check answers as a class and give students time to ask more questions in case they need either more information or examples.

16. Finish the activity by asking students to retell the story of Robin Hood using some of the information in this worksheet.