1. Have the beam projector ready to show the video suggested in the MED section, and download the second file to make copies for students.

2. Brainstorm ideas with students about how to prepare a monologue. Tell them to imagine they are going to act out the monologue but they don't have any experience and need to start with a list that later they will confirm with another actor.

3. Make a list of ideas on the board to discuss and contrast later.

4. Play the video and make pauses for comments.

5. Ask students to take notes in their notebooks. There are 5 steps to this preparation. Here you have the notes of the video:

Step 1: Choose a monologue with a character that you connect with. Pick one that is two to three minutes long and engages the audience. Step 2: Define the character by writing down the character’s history, relationships, education, occupation, income, hobbies, and important moments in their life. Tip Improvise scenes from your character’s life moments with a partner. Step 3: Establish who you’re talking to in the scene. Picture a close friend or an imaginary person to give you the proper emotion. Tip Take the monologue out of the context of the play or film. Step 4: Figure out what you want from the person you’re talking to, known as "intention" or "goal." Break down the monologue into "beats," or actions that you will use toward attaining your goal. Step 5: Avoid starting slowly and know what your character was doing and feeling right before the monologue starts – the "moment before." Being prepared will erase nerves and make sure you make a good impression. Did You Know? Released in 1927, The Jazz Singer was the first feature-length Hollywood "talkie."

6. You may want to choose some of the monologues students have worked with in previous sessions for this unit (week 25) and work with the 5 steps mentioned here.

7. Go back to the original list the class made and you wrote on the board to compare and contrast the information.

8. Continue with a very useful activity that is going to help them organize information not only for English and their monologue but for other classes as well when they need to prepare a presentation.

9.Distribute the worksheet and talk about how much mind maps help in recording information.

10. This is a mind map to organize ideas on THINGS I LIKE TO DO, a simple personal monologue to work with.

11. Guide students through the mind map. Remember it is used clock-wise.

12 Ask students to think about ideas to complete the map with. Remind students to feel free to use their very personal likes. In case they do not have any ideas for some categories, encourage them to think of something hypothetical but complete the form.

13. Ask students to work in pairs and try their monologues using their notes on the mind map.

1. Download the file for the first activity suggested in the MED section and make copies for students.

2. Have the beam projector ready to show the second activity.

3. Distribute the worksheet and talk about how much mind maps help in recording information. Encourage students to implement this technique for note-taking and how useful it is when they need to study from one of them.

4. Distribute the mind map and tell students it is going to help them organize ideas on MY DAILY ACTIVITIES, a simple personal monologue to work with.

5. Guide students through the mind map. Remember it is used clock-wise and to draw pictures preferably, or short expressions if necessary.

6. Ask students to think about ideas to complete the map with. Remind students to feel free to use their very personal likes. In case they do not have any ideas for some categories, encourage them to think of something hypothetical but complete the form.

7. Ask students to work in pairs and try their monologues using their notes on the mind map.

8. Tell students they are going to plan a monologue using these cues. Remind students that talking about ourselves can be ‘easier’ for a monologue and the need to choose ideas from this page.

9. Project or distribute the activity and guide students through the page.

10. Draw students’ attention towards the boxes with helpful expressions and vocabulary.

11. Give them time to read, check the sentences they want to include in their monologues, and complete them with personal information.

12. Depending on how much time you have for this activity, decide on how many pieces of information they need to include. Students don't need to write long sentences or paragraphs, they can even write simple notes and get ready for the activity.

13. Ask students to work in pairs and try their monologues.

14. Choose some students at random to try their monologues in front of the class and give recommendations on their presentations if necessary.

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

2. Tell students they are going to review some concepts about monologues and practice with some.

3. Review what a monologue vs. a dialog is.

4. Distribute the worksheet and ask students to read the paragraph with the definition and characteristics of a monologue.

5. Ask students to underline keywords for easy reference.

6. Discuss oral (the character can speak the monologue) or inner (the character is thinking the monologue) monologues.

7. Ask students to read the sample, or depending on the characteristics of your class, read it for them.

8. Make pauses for comments and paraphrasing if needed.

9. Continue with the second part of the activity, students read the monologue and answer this question. What do you think the characters are thinking?

10. Try the suggested activity, choose one of the characters, and use a separate page to write a short monologue to express her thoughts. 

11. Ask students to share their short monologues with the class.

12. Distribute the worksheet and tell students this is a real list of tips written for actors to perform a monologue.

13. Number the list of points and ask students to read it in pairs.

14. Suggest students discuss what types of monologues they’d present, give examples of the different tips, etc.

15. Encourage students to participate with their ideas and make comments on the tips.

16. Have a class discussion about the tips listed and invite everybody to share their comments.

17. Make a list of possible tips for/with your class.