Lesson Plan of Strategies for Reading Stories

Lesson Plan of Strategies for Reading Stories

Subject English

Grade II

Students` Learning Outcomes

• Use pre-reading strategies to predict the story by looking at picture(s) in texts.
• Use reading strategies (while reading) to locate specific factual information to answer in a word or two simple short questions.
• Use pictures or rebus in texts to increase understanding and to guess what comes next in the story.
• Respond to the text (post-reading) to express likes /dislikes about the story.
• Express understanding of the story through a pantomime/simple role play.
• Listen to a simple story/fairytale read aloud by the teacher.
• Read aloud the same story/fairytale themselves.
• Identify and name the characters.
• Respond orally and in writing, in a sentence, their likes or dislikes about the story/character(s)
• Replace rebus with given words to complete a given story.
• Fill in words to change/complete a given story.
• Familiarize themselves with rhythm, stress and intonation of English language.
• Comprehend and respond to simple Wh-questions.
• Be able to use vocabulary/parts of speech/simple sentences as indicated in activities at word/sentence level for oral and written assignments of poetry)

Information for Teachers

• Select stories that are short and simple enough for the students to follow are fun to read.

• Select stories that don`t contradicted moral and ethical values. Every story doesn`t have a moral.
• Select stories that you think your students will enjoy, such as ‘The Very Hungry caterpillar’ or ‘The Cat in the Hart’ by Dr. Seuss, or other interesting stories.

• Story-Telling is an important exercise to involve children in a language. Make it an enjoyable activity by creating lots of props reading the dialogues with a lot of expression and encouraging different opinions on characters.

• Enjoy story-time and your students will enjoy it and learn, learn from it.
• While teaching the lesson, the teacher should also consult textbook at all steps where and when applicable.

Material / Resources

Writing board, chalk/marker, duster, storybooks/stories, words, sentence cards, pictures

Introduction

• Bring some dolls and toady bears to class. Also bring a small ball, blocks, etc.
• Narrate the story using the dolls/toys.

• Say that ‘This doll is very bored, can anyone suggest what she can do?’
• One of the children can answer, for example that she can play with the blocks and toys.
• Follow the child`s suggestion and make the story accordingly.
• If children don`t answer, let`s play with the ball’.
• Then the doll suddenly becomes happy, jumps up and starts to play.
• Welcome other suggestions from children and change the story accordingly, for example they may want another doll to be a fairy that plays with the first doll, introduce them to the concepts of ‘character’ in a story.

• Praise students for helping you create a classroom story.

Development

Activity 1

• Bring some storybooks in the class.

• Show students covers of their books and read the title. Ask them to predict what the stories in those books are about. Accept all answers. Repeat with 2-3 book covers.

Activity 2

• Make students sit in a circle on the floor. Tell them they are going to hear a story in English.
• Select one story from any of the book/textbook or a short story book.
• Ask them what they think the story is about. Ask them about the characters.
• Read the story using intonation expression and body language (with actions), pointing to pictures and introducing characters.
• Translate English words wherever necessary.
• While reading the story, show them the pictures and ask what will happen next?
• Ask if anyone can start to retell the story. Let one child tell one small part of the story, then ask again if anyone else can tell what happened next, and so on.
• Ask children simple questions such as;

1. 1. 1. Name the people in this story?
      2. Who is the main character?
      3. Where does he/she live?
      4. Which character do you like best or least and why?
      5. Was there any character that was like you or someone you know?

Activity 3

• After each story, ask students who is their favourite character in the story?
• Accept all answers, give them a short sentence for expressing their likes/dislikes, for example;

1. 1. 1. I like the prince.
      2. I don`t like the step mother.

• Using the same sentence structure they can write in their notebooks which character from the story they like the most and which character they didn`t like.
• Ask them to make picture of their favourite character.

Activity 4

• Read the story from activity 1 again.
• Ask the names of the characters of the story.
• Ask them what happened in the story.
• Now call volunteers who are good actors in front of the class.
• Tell them that you (teacher) will read the story and they will act it out without uttering word any words.
• Tell them this is called mime. Model for them how they can mime/copy the characters` actions.

Activity 5

• Show/paste a series of cutout pictures of a story. (Sample pictures with question are being given for practice). Ask a few questions.
• Accept correct answers even if the language is incorrect.

1. 1. 1. Who is walking on the road?
      2. What did Moab see?
      3. Did he pick up the bird?
      4. What did he do with it?
      5. Why did he give it water?
      6. What happened then?
      7. What did Moab do?
      8. Why did he let the bird fly away?
      9. Would do you do the same?
      10. Do you help animals and birds that are hurt?

Sum up / Conclusion

• Ask them:

1. 1. 1. Did you like the story?
      2. Did you like the main character if yes, why?
      3. What does this story teach us?

Assessment

• Use formative assessment to assess the students` performance in reading, and performance through mime/role play.
• Also notice their use of language to ask and answer questions to recognize any gaps in learning that need to be addressed.
• Retell the story, stopping in between to ask students to recall information about the character and events also check for vocabulary introduced in the story.

Follow up

• Encourage students to go home and narrate the same story to their friends and family. Ask them to come back and report how they liked the story.