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

2.. Distribute the worksheet and brainstorm ideas about the importance of feedback in presenting monologues.

3. Ask students in what other situations feedback can be very useful and why.

4. Ask students to read the questions in the worksheet and write in the boxes their ideas about what to evaluate in presenting a monologue in terms of vocal and physical skills, ideas, suggestions about how to engage the audience, and how they can improve their performance.

5. Set a time limit in order to have a second cycle of the activity where students work in pairs.

6. In pairs, they share their suggestions, ideas, and discuss them.

7. Ask two pairs of students to get together and compare their lists so now they can have a bigger list with different ideas.

8. This is a simple format for students to complete, so ask them to think of 4 possible rubrics to consider as criteria to give feedback to their classmates on monologues.

9. There’s also a section for them to write recommendations on how to improve their performance. The original idea of this format is to be used right after the class has presented a monologue but for this session, the format will be used to help students realize the importance of feedback.

10. Ask students to work in pairs and compare and discuss their criteria.

11. You may use one of the monologues suggested in this unit for students to perform again since they are short ones, about 3 minutes each, and then use the criteria and practice giving feedback.

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

2. Students are going to work with two more feedback formats and discuss appropriate criteria.

3. Ask students if they have ever been given feedback about a school project and what it was based on. Also, how formal it was.

4. This is the second page of the format used in the previous session and it is about self-assessment on their performance.

5. Ask students to work individually, first, then they will work with a partner.

6. Tell students to think about the monologues they have presented to the class. Remember that we have suggested several monologues along with this unit so feel free to reuse them if necessary.

7. Ask students to work on the sections, a) Did I… (Please check all that apply), b) My reflections about my performance are…  c) Some things I would like to work on for future performances are…

8. Check answers with the class by asking them to share their answers and invite the class to participate.

9. Read with the class the last section about how to give verbal feedback and make a list of points for your class to observe for future monologues and oral presentations.

10. Distribute the format and ask students to focus on the title, Peer Feedback Form

11. Discuss with students how effective and useful feedback from peers can be vs. the teacher’s.

12. Ask students to work in pairs and read the 7 questions which consider some points to evaluate someone’s performance on presenting monologues.

13.. Ask students to think of three more questions to complete a list of 10.

14. Invite students to share their questions with the class and agree on the ones which would be better to complete the questionnaire.

15. Ask students to answer the 2 questions left from their personal experience. Again, this format is supposed to be used after a monologue has been presented but for practical purposes on getting familiar with the format, ask students to imagine one of those monologues they presented in this unit or any other oral presentation they gave and answer the questions from that experience.

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 general aspects in planning a monologue and use of body language as well.

3. Since students have presented some monologues so far to gain practice, this is a good opportunity to review and give themselves feedback.

4. Ask students to give themselves feedback on a recent presentation they gave, for any class, to say how they did and what they'd improve.

5. Ask students to follow the flow of the diagram by completing it with information from one of those monologues. If you have tried any monologues so far, ask students to use their textbook and get an example from there to complete with the required information.

6. Monitor and offer help as needed.

7. Ask students to share their diagrams with another classmate and compare them.

8. Ask students to identify what criteria each section would be dealing with in case they were going to be evaluated.

9. Suggest students write a question in the box, for example, did I use my voice and body language accurately?

10.Distribute the worksheet and discuss with students the importance of using the appropriate body language to project messages when giving presentations or presenting a monologue.

11. Ask students to answer these questions about the pictures on the left,

a) How might this person be feeling?  

b) Give 3 reasons for why they might feel this way.

c)  When have you felt this way?

12. Have a class discussion with the answers students give.

13. Ask students to act out the ‘feelings’.

14. Ask students to think of other gestures they can use as opposed to these ones.

15. Use this information to wrap up the topic of monologues and come out with a list of recommendations in terms of body language when presenting a monologue or giving an oral presentation.