Students’ Learning Outcomes
· Identify the elements of a story:
Ø Opening, mid and close of a conflict.
Ø Social/bodily, fantasy characters and their roles.
Information for Teachers
· Read out a story to the class with effective intonation and expression to capture the interest of the students.
· The purpose of a story is to entertain.
· Elements of story: A story has five rudimentary but key elements. These five mechanisms are: the characters, the setting, the plot, the clash, and the determination. These necessary features retain the story running easily and permit the action to develop in a rational way that the reader can follow.
· Characters: There are two senses for the term character:
1. The person in toil of fiction. Rival and Hero
2. The characteristics of a person. In order for a story to look real to the reader its characters must appear real.
· Setting — The time and site in which a story takes abode is called the setting.
· Plot — The plot is how the author organizes actions to grow his basic idea.
· Clash– Clash is necessary to plot. Minus clash there is no plot. It is the conflict of powers which bonds one occurrence to another and makes the plot travel.
· Resolution: The solution to the problem is the way the action is resolute
· Interesting characters and setting, a good beginning, middle and end and the logical sequence of events/actions makes the story interesting.
· Each story has a problem to solve.
· Setting is where and when the story takes place.
· The beginning introduces the characters, the setting and the problem of the story.
· In the middle, the problem is developed. The main character faces a problem and finds/works to get a solution.
· Stories generally have dialogues and are written in dialogue as well as paragraph form.
· The role-play will help students understand the story better so that they can attempt the written task easily.
Material / Resources
The text of the story, ‘the boy who cried ‘wolf, flash cards of words, chalk/marker, board’
Worm up activity
· Ask the students if they are fond of listening to or reading stories.
· Ask the “Which are your favorite stories?”
· Ask them, “How many of you know the story of “The Boy Who Cried ‘Wolf’?”
· Say that you will read out the story so that those who have never heard it may also know about it.
· Read the story aloud.
· Keep your voice loud and clear.
· The rise and fall of tone should indicate the emotions of fear, suspense, lying, sadness, cries, crying, repenting.
· Change your voice to act out the role of the boy, the wolf and the villagers. (you must precise this at home before coming to class)
· Take pause and repeat sentences if you feel that the class is having a problem in listening to you clearly.
· Be careful of your pace: don’t read too fast, read slowly, loudly and clearly.
· Paste the flashcards of story elements on the board. (beginning, middle, end, paragraphs, characters, setting)
· Ask the students if they know the meaning of the words. Make them brainstorming for ideas.
· Generate a discussion about beginning, middle, end and paragraph. Students have practiced these concepts in great detail in previous classes and in previous lessons so they must be able to tell. If they make mistakes you can correct them.
· Ask the students questions about characters in the story e.g.
Ø What are characters?
Ø How many characters is there in the story “The boy who cried wolf”?
Ø Name them. (they can be human characters or animal)
Ø What do different characters do in story?
Ø Ask the students the following questions:
o Where the story is takes place?
o When is the story happening?
o What is the time and place?
· When the students have answered the above questions correctly, tell them that this is called the setting of the story.
· Ask them what lesson they have learnt from the story (moral)
· Ask them about their feelings for different characters and events of the story.
· Discuss the feelings and opinions on the characters, but don’t tell them that their opinions are wrong.
· Ask them to note down that every story has three parts: a beginning, middle and end.
· Ask them to note down that a story has characters, a plot and setting.
· Recap the story with the subjects and then give the worksheet number 1 to them. (or you can draw the template on the board for students to copy in their notebooks)
· Recall the structure of a story that it consists of a beginning, middle and ending (The topic sentence, details and conclusion).
· Students work in pairs to complete it.
· Tell them to focus on the question words learnt in a previous lesson. (Who, what, when, why and how) to locate the required information.
· Move around the class to supervise the students’ work and provide help where required.
· Give activity sheet number 2 to students.
· This is an individual activity and can also be used as an assessment sheet, if you feel that students’ concept is clear at this point in time.
Sum up / Conclusion
· Ask for the definitions of the different elements and parts of the story.
· Ask different students to read out different sections from their worksheet.
· Assess students’ understanding regularly through their responses (both verbal and written) in all two lessons.
· Ask students to read stories from the children’s pages in newspapers and keep a record of all the books or stories they read. Announce a prize for the student who reads the greatest number of books or stories in a month.