Lesson Plan of Story Telling
English Grade IV
Students’ Learning Outcomes
· Tell a story in a few simple sentences.
· Write a short passage, anecdote, fable, etc. for pleasure and creativity.
Information for Teachers
· A story: is a narrative writing. The characters are the center of all actions. The setting tells where and when the story took place.
· Chronicle or story is any report of joined happenings, real or unreal, offered in a categorization of written or spoken words, and/or still or moving images
· A chronicle, either true or fabricated, in text or poetry, planned to interest, charm, or teach the hearer or reader; tale.
· A fabricated tale, shorter and less intricate than a novel.
· Every story: Have a beginning, middle and end.
· Sequencing words: (then, after, that, in the end), are important part of a story
· There is always a problem in a story (meaning the basic reason to write a story) and finally a solution to the problems is found towards the end of the story.
· Anecdote: is a short account (or narrative) of an interesting or amusing incident, often intended to illustrate or support some point.
· A fable: is a fictional narrative meant to teach a moral lesson. The characters in a fable are usually animals whose words and actions reflect human behavior. For example: ‘Hare & Tortoise’, ‘Fox & the grapes’ and ‘The boy who called the wolf, etc.
Material / Resources
A story book preferably with some illustrations / pictures to aid comprehension and maintain interest level, chalk/marker, board, textbook, charts of nouns, adjectives, adverbs, transitional words, verbs, etc. cut the papers into small strips so that each strip has one word or phrase on it. Fold the strips neatly and put them in a box, mix them up
Worm up activity
· Ask how many of the students have started reading stories and keeping a record.
· Ask the students about their favorite story/fairy tale.
· Ask them to tell basic parts of a story.
· Tell them that a story is always in past tense.
· Remind them a story you may have narrated to them recently, such as the “Lion and the Mouse”.
Development
Activity 1
· Ask a student to narrate a story they have read.
· Ask the students about the elements of the story narrated.
· Divide the class in small group’s of4-5 members each.
· Paste pictures of animals that are kept as pets (dog, cat, parrot, and fish), some human characters, a setting scene and vocabulary flash cards on the board.(cute, colorful, faithful, always, active, plays, when it ran away, hiding in the tree, flew away, sad, hungry, a few days, later, in the end, moral).
· You can add more to this list if you want or if students suggest. Students can write their own words also. It is not necessary that students use all these words and phrases. They can use as many as they want to.
· Tell the students that they have to write a story according to the guidelines they have studied so far. Students must have at least three characters in their story, a proper setting, a beginning, middle, and end. They can give a tittle and moral of the story.
Activity 2
· Divide the class into six groups.
· Now distribute a storybook to each group (all students must have the same story book)
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· Ask them to see the illustrations (pictures) and guess what is happening in the pictures.
· After taking their feedback start reading the text with intonation and expression.
· Try to use pauses and brakes, which will help the students to see the pictures related to what you read.
· Ask them was the story interesting? What was the best part of the story? Discuss the story in brief.
· Now as a student to volunteer to retell the story in his own words.
Thirsty Crow
“One warm day, a thirsty crow fluttered all over the fields watching for water. For a long time, he could not catch any. Abruptly, he saw a water jug beneath the tree. He flew straight down to see if there was any water inside.
The crow tried to thrust his head into the jug. Unhappily, he found that the neck of the jug was too thin.
The crow assumed hard for a while. Then watching everywhere it, he saw some stones. He started picking up the pebbles one by one, dropping each into the jug. The water level kept rising. Soon it was high enough for the crow to drink. His plan had worked!”
· Encourage him to use complete sentences and correct tense.
· After that, ask the next student to carry on.
· Ensure that you monitor the pace of retelling the story so that every child can get a chance.
· Ask the students to add in any missing details.
Activity 3
· Choose a story from the textbook.
· Ask the students to look at the pictures and title and guess what the story is about.
· Ask the students to do silent reading of the story.
· Give chance to some students to retell the story in their own words.
Greedy dog!
One afternoon, the dog was awfully hungry. Just outdoor his house, there was a bridge. The food there is certainly better,” he assumed to himself.
He strolled across the wooden bridge and started smelling around for food. Abruptly, he marked a bone lying at a distance
Without wasting any time, the hungry dog chosen up the bone and was just about to eat it, it was better to go home and eat it.” Holding the bone in his mouth, he ran headed for his house.
Whereas crossing the wooden bridge, he saw his own image. The foolish dog misidentified it for another dog. Covetous, as he was, he assumed that it will be enjoyable to grab that piece of bone as well. Then, I will have two bones.
. He looked down at his reflection and barked. As he opened his mouth, the bone in his mouth fell into the river. But it was also late. He had lost the piece of bone because of his greed. Now he had to drive hungry.
· Appreciate and correct them on the spot.
Activity 4
· Write down the following topics on the board.
· (Best friends, summer holidays, a journey, an evening out in a restaurant and childhood memories).
· Now ask the students to select any topic and tell something about that.
· Ask questions to initiate them for example:
Ø Where did you go during your holidays?
Ø Where is that place?
Ø Was it far away from where you lived?
Ø Did you often go to that place?
Ø How did you travel?
Ø Who went with you?
· After taking feedback from different students, ask them write few sentences about their selected topic in their notebook.
· Take round and make corrections if required.
Sum up / Conclusion
· Ask the representative from each group to read out their story. Appreciate or advise, as required.
· Display the stories in class.
· Discuss with students what they think is the lesson in each f their stories.
Assessment
· Ask some questions about the story like description of the characters, and their behaviors by using question words (what, who, where, when, why etc.)
· Ask some students to retell the story.
Follow up
· Ask the students to retell the story to their family members and to their friends.
· Ask them which character they would like to be and why?
