Lesson Planning of Story
Students` Learning Outcomes
- Use pre-reading strategies to predict story by looking at picture(s) in texts.
- Interact with text and use reading strategies (while- reading) to locate specific factual information.
- Use pictures or rebus in texts to increase understanding.
- Guess what follows in a story?
- Respond to the text (post-reading) to express likes / dislikes about the story.
- Express understanding of story through pantomime (a theatrical entertainment, mainly for children, which involves music, topical jokes, and jesting amusement and is built on a fairy tale or nursery story, typically created around on the event of Christmas celebration).
- Listen to a story / fairy tale of a few sentences read aloud by the teacher.
- Read aloud the same story / fairy tale themselves.
- Identify and name characters.
- Respond orally in yes or no, their likes or dislikes about the story / character(s)
- Familiarize themselves with rhythm, stress and intonation of English language for comprehension by listening to simple stories and poems read aloud in class.
Information for Teachers
- Story telling should be an on-going activity throughout the term. You may do it using the introduction activity format.
- Use the detailed format for discussion given in activities 1, 2, 3, 4, and 5 in the sequence in which this lesson plan has been inserted.
- Select stories that are short and simple enough for the students to follow them.
Select stories that don`t contradict moral and ethical values. Every story does n`t have to have a moral, choose stories that are fun to read, just make sure they don`t encourage negative attitudes.
- Select stories that you think your students will enjoy, such as The Very Hungry Caterpillar, The Cat in the Hat by Dr. Seuss.
- Don`t be afraid to create your own stories for your children, as; you can make up a story about a little boy Ali who lost his cricket bat, he looked for it under the bed, he searched for it in the garden, he even asked the gardener. The gardener was busy digging in the garden. Ali saw that the gardener was using his cricket bat to dig the ground, because the shape of a bat is so good for digging too!
- Story-telling is an important exercise to involve children in a language; make it an enjoyable activity by creating lots of props and encouraging different opinions on characters; enjoy story-time and your students will enjoy it and learn from it!
- While teaching the lesson, the teacher should also consult textbook at all steps where and when applicable.
Material Resources Required
Writing board, chalk/marker, duster, teachers collection of stories in print form / cassettes , recording of stories from various educational TV programs, chart paper, pencils, scissors, strings, hangers, available props, stick-on / prepared story, cutouts noun, adjectives, verb, pronoun, preposition, sequence words, sentence cards
- Bring some dolls and teddy bears to class. Also bring a small ball, blocks etc.
- Narrate the story using the dolls / toys.
- Say that ‘this doll here is sitting very bored, can anyone suggest what she can do?
- One of the children can answer, as; that she can play with the blocks and toys.
- Follow the child`s suggestion and make the story accordingly.
- If children don`t answer, the teddy bear can say ‘Come on dolly, let`s play catch 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, as; they may want another doll to be a fairy who plays with the first doll.
- Praise students for helping you to create a classroom story.
- Make students sit in a circle on the floor. Tell them they are going to hear a story in English.
Show them the cover of the story book.
- Brainstorm about what they think the story is about?
- Read the story once using intonation, stress and pronunciation and body language (with actions) pointing to pictures and introducing characters.
- Also explain as you go along, translating English words wherever necessary.
- Draw the characters and some important objects from the story on the board. it will be even better if you bring real objects from the story or cutouts of characters, as; if you are doing the story Beauty and the Beast, you can bring a real or plastic rose to class.
- Ask them who the main characters are?
- 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” as;
- Who are the people in this story?
- What do they say and do?
- Which character do you like best or least and why?
- Was there any character that was like you or like someone you know in real life?
- Show students covers of different books and ask them to predict what the stories in those books are about? Accept all answers. Repeat with 2-3 book covers.
- Read the story from activity 1 again.
- Ask them about colours I pictures.
- Ask them what happened in the story?
- Ask them what happened to characters?
- Show them prepared flashcards of naming / action words as they occur in the story.
- Ask them to look for naming words in the story.
- Ask them to mime / role play the story.
- Show / paste a series of cutout pictures of story. Ask few questions. Accept correct answers even if the language is incorrect.
- Who is walking on the road?
- What did Ghori see?
- Did he pick up the bird?
- What did he do with it?
- Why did he give it water?
- What happened?
- What did Ghori do?
- Why did he let the bird fly away?
- Would you do the same?
- Do you help animals and birds that are hurt?
- Ask students to look at one of the pictures in the story and predict what the story is about?
- Ask questions about the given pictures, as;
How many persons are there in the picture?
- Are they a family?
- What do you think will happen?
- Divide the students into small groups and ask each group to predict a story from the pictures in the given story book.
Conclusion / Sum up
- After each story, ask students which was their favorite part in the story.
- Accept all answers, don`t judge the student: it is alright if a child likes the part that you yourself don`t like.
- 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.
- Teacher is also required to involve the students in solving the problems given in the exercise at end of unit / chapter.
- Discuss the problem in the story.
- Ask students to change endings.
- Encourage students to bring their own dolls, stuffed toys and other toys to class one day and make stories using their own / each other’s toys.
- 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?