Lesson Plan of Story Telling
English Grade IV
Students’ Learning Outcomes
· Tell a story inwards a few uncomplicated sentences.
· Write a brusque passage, anecdote, fable, etc. for pleasance together with creativity.
Information for Teachers
· A story: is a narrative writing. The characters are the centre of all actions. The setting tells where together with when the story took place.
· Chronicle or story is whatever study of joined happenings, existent or unreal, offered inwards a categorization of written or spoken words, and/or all the same or moving images
· A chronicle, either truthful or fabricated, inwards text or poetry, planned to interest, charm, or learn the hearer or reader; tale.
· A fabricated tale, shorter together with less intricate than a novel.
· Every story: Have a beginning, middle together with end.
· There is ever a occupation inwards a story (meaning the basic argue to write a story) together with lastly a solution to the problems is flora towards the cease of the story.
· Anecdote: is a brusque occupation concern human relationship (or narrative) of an interesting or amusing incident, oftentimes intended to illustrate or back upwards some point.
· A fable: is a fictional narrative meant to learn a moral lesson. The characters inwards a fable are unremarkably animals whose words together with actions reverberate human behavior. For example: ‘Hare & Tortoise’, ‘Fox & the grapes’ together with ‘The man child who called the wolf, etc.
Material / Resources
A story mass preferably amongst some illustrations / pictures to aid comprehension together with maintain involvement level, chalk/marker, board, textbook, charts of nouns, adjectives, adverbs, transitional words, verbs, etc. cutting the papers into little strips hence that each strip has i discussion or phrase on it. Fold the strips neatly together with seat them inwards a box, mix them up
Worm upwards activity · Ask how many of the students receive got started reading stories together with keeping a record.
· Ask the students nearly their favorite story/fairy tale.
· Ask them to say basic parts of a story.
· Tell them that a story is ever inwards yesteryear tense.
· Remind them a story you lot may receive got narrated to them recently, such equally the “Lion together with the Mouse”.
Development
Activity 1
· Ask a pupil to narrate a story they receive got read.
· Ask the students nearly the elements of the story narrated.
· Divide the degree inwards little group’s of4-5 members each.
· Paste pictures of animals that are kept equally pets (dog, cat, parrot, together with fish), some human characters, a setting scene together with vocabulary flash cards on the board.(cute, colorful, faithful, always, active, plays, when it ran away, hiding inwards the tree, flew away, sad, hungry, a few days, later, inwards the end, moral).
· You tin move add together to a greater extent than to this listing if you lot desire or if students suggest. Students tin move write their ain words also. It is non necessary that students piece of work all these words together with phrases. They tin move piece of work equally many equally they desire to.
· Tell the students that they receive got to write a story according to the guidelines they receive got studied hence far. Students must receive got at to the lowest degree 3 characters inwards their story, a proper setting, a beginning, middle, together with end. They tin move give a tittle together with moral of the story.
Activity 2
· Divide the degree into vi groups.
· Now distribute a storybook to each grouping (all students must receive got the same story book)
·
· Ask them to run across the illustrations (pictures) together with jurist what is happening inwards the pictures.
· After taking their feedback start reading the text amongst intonation together with expression.
· Try to piece of work pauses together with brakes, which volition aid the students to run across the pictures related to what you lot read.
· Ask them was the story interesting? What was the best part of the story? Discuss the story inwards brief.
· Now equally a pupil to volunteer to retell the story inwards his ain words.
Thirsty Crow
“One warm day, a thirsty crow fluttered all over the fields watching for water. For a long time, he could non select grip of any. Abruptly, he saw a H2O jug beneath the tree. He flew direct downwards to run across if at that topographic point was whatever H2O inside.
The crow tried to thrust his caput into the jug. Unhappily, he flora that the cervix of the jug was also thin.
The crow assumed difficult for a while. Then watching everywhere it, he saw some stones. He started picking upwards the pebbles i yesteryear one, dropping each into the jug. The H2O flat kept rising. Soon it was high plenty for the crow to drink. His excogitation had worked!”
· Encourage him to piece of work consummate sentences together with right tense.
· After that, enquire the side yesteryear side pupil to acquit on.
· Ensure that you lot monitor the mensuration of retelling the story hence that every kid tin move larn a chance.
· Ask the students to add together inwards whatever missing details.
Activity 3
· Choose a story from the textbook.
· Ask the students to await at the pictures together with championship together with jurist what the story is about.
· Ask the students to practise soundless reading of the story.
· Give guide chances to some students to retell the story inwards their ain words.
Greedy dog!
One afternoon, the Canis familiaris was awfully hungry. Just outdoor his house, at that topographic point was a bridge. The nutrient at that topographic point is for certain better," he assumed to himself.
He strolled across the wooden duo together with started smelling around for food. Abruptly, he marked a os lying at a distance
Without wasting whatever time, the hungry Canis familiaris chosen upwards the os together with was merely nearly to consume it, it was meliorate to larn abode together with consume it." Holding the os inwards his mouth, he ran headed for his house.
Whereas crossing the wooden bridge, he saw his ain image. The foolish Canis familiaris misidentified it for some other dog. Covetous, equally he was, he assumed that it volition live enjoyable to grab that slice of os equally well. Then, I volition receive got ii bones.
. He looked downwards at his reflection together with barked. As he opened his mouth, the os inwards his oral cavity brutal into the river. But it was also late. He had lost the slice of os because of his greed. Now he had to drive hungry.
· Appreciate together with right them on the spot.
Activity 4
· Write downwards the next topics on the board.
· (Best friends, summertime holidays, a journey, an eve out inwards a eatery together with childhood memories).
· Now enquire the students to select whatever theme together with say something nearly that.
· Ask questions to initiate them for example:
Ø Where did you lot larn during your holidays?
Ø Where is that place?
Ø Was it far away from where you lot lived?
Ø Did you lot oftentimes larn to that place?
Ø How did you lot travel?
Ø Who went amongst you?
· After taking feedback from dissimilar students, enquire them write few sentences nearly their selected theme inwards their notebook.
· Take circular together with brand corrections if required.
Sum upwards / Conclusion
· Ask the representative from each grouping to read out their story. Appreciate or advise, equally required.
· Display the stories inwards class.
· Discuss amongst students what they shout upwards is the lesson inwards each f their stories.
Assessment
· Ask some questions nearly the story similar description of the characters, together with their behaviors yesteryear using enquiry 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 household unit of measurement members together with to their friends.
· Ask them which graphic symbol they would similar to live together with why?
art%20of%20a%20story%E2%80%A2There%20is%20always%20a%20problem%20in%20a%20story%20(meaning%20the%20basic%20reason%20to%20write%20a%20story)%20and%20finally%20a%20solution%20to%20the%20problems%20is%20found%20towards%20the%20end%20of%20the%20story.%E2%80%A2Anecdote:%20is%20a%20short%20account%20(or%20narrative)%20of%20an%20interesting%20or%20amusing%20incident,%20often%20intended%20to%20illustrate%20or%20support%20some%20point.%E2%80%A2A%20fable:%20is%20a%20fictional%20narrative%20meant%20to%20teach%20a%20moral%20lesson.%20The%20characters%20in%20a%20fable%20are%20usually%20animals%20whose%20words%20and%20actions%20reflect%20human%20behavior.%20For%20example:%20%E2%80%98Hare%20&%20Tortoise%E2%80%99,%20%E2%80%98Fox%20&%20the%20grapes%E2%80%99%20and%20%E2%80%98The%20boy%20who%20called%20the%20wolf,%20etc.Material%20/%20ResourcesA%20story%20book%20preferably%20with%20some%20illustrations%20/%20pictures%20to%20aid%20comprehension%20and%20maintain%20interest%20level,%20chalk/marker,%20board,%20textbook,%20charts%20of%20nouns,%20adjectives,%20adverbs,%20transitional%20words,%20verbs,%20etc.%20cut%20the%20papers%20into%20small%20strips%20so%20that%20each%20strip%20has%20one%20word%20or%20phrase%20on%20it.%20Fold%20the%20strips%20neatly%20and%20put%20them%20in%20a%20box,%20mix%20them%20upWorm%20up%20activity%20%E2%80%A2Ask%20how%20many%20of%20the%20students%20have%20started%20reading%20stories%20and%20keeping%20a%20record.%E2%80%A2Ask%20the%20students%20about%20their%20favorite%20story/fairy%20tale.%E2%80%A2Ask%20them%20to%20tell%20basic%20parts%20of%20a%20story.%E2%80%A2Tell%20them%20that%20a%20story%20is%20always%20in%20past%20tense.%20%20%20%20%20%20%20%20%20%20%20%E2%80%A2Remind%20them%20a%20story%20you%20may%20have%20narrated%20to%20them%20recently,%20such%20as%20the%20%E2%80%9CLion%20and%20the%20Mouse%E2%80%9D.DevelopmentActivity%201%E2%80%A2Ask%20a%20student%20to%20narrate%20a%20story%20they%20have%20read.%E2%80%A2Ask%20the%20students%20about%20the%20elements%20of%20the%20story%20narrated.%E2%80%A2Divide%20the%20class%20in%20small%20group%E2%80%99s%20of4-5%20members%20each.%E2%80%A2Paste%20pictures%20of%20animals%20that%20are%20kept%20as%20pets%20(dog,%20cat,%20parrot,%20and%20fish),%20some%20human%20characters,%20a%20setting%20scene%20and%20vocabulary%20flash%20cards%20on%20the%20board.(cute,%20colorful,%20faithful,%20always,%20active,%20plays,%20when%20it%20ran%20away,%20hiding%20in%20the%20tree,%20flew%20away,%20sad,%20hungry,%20a%20few%20days,%20later,%20in%20the%20end,%20moral).%E2%80%A2You%20can%20add%20more%20to%20this%20list%20if%20you%20want%20or%20if%20students%20suggest.%20Students%20can%20write%20their%20own%20words%20also.%20It%20is%20not%20necessary%20that%20students%20use%20all%20these%20words%20and%20phrases.%20They%20can%20use%20as%20many%20as%20they%20want%20to.%E2%80%A2Tell%20the%20students%20that%20they%20have%20to%20write%20a%20story%20according%20to%20the%20guidelines%20they%20have%20studied%20so%20far.%20Students%20must%20have%20at%20least%20three%20characters%20in%20their%20story,%20a%20proper%20setting,%20a%20beginning,%20middle,%20and%20end.%20They%20can%20give%20a%20tittle%20and%20moral%20of%20the%20story.Activity%202%E2%80%A2Divide%20the%20class%20into%20six%20groups.%E2%80%A2Now%20distribute%20a%20storybook%20to%20each%20group%20(all%20students%20must%20have%20the%20same%20story%20book)%E2%80%A2%E2%80%A2Ask%20them%20to%20see%20the%20illustrations%20(pictures)%20and%20guess%20what%20is%20happening%20in%20the%20pictures.%E2%80%A2After%20taking%20their%20feedback%20start%20reading%20the%20text%20with%20intonation%20and%20expression.%E2%80%A2Try%20to%20use%20pauses%20and%20brakes,%20which%20will%20help%20the%20students%20to%20see%20the%20pictures%20related%20to%20what%20you%20read.%E2%80%A2Ask%20them%20was%20the%20story%20interesting?%20What%20was%20the%20best%20part%20of%20the%20story?%20Discuss%20the%20story%20in%20brief.%E2%80%A2Now%20as%20a%20student%20to%20volunteer%20to%20retell%20the%20story%20in%20his%20own%20words.Thirsty%20Crow%E2%80%9COne%20warm%20day,%20a%20thirsty%20crow%20fluttered%20all%20over%20the%20fields%20watching%20for%20water.%20For%20a%20long%20time,%20he%20could%20not%20catch%20any.%20Abruptly,%20he%20saw%20a%20water%20jug%20beneath%20the%20tree.%20He%20flew%20straight%20down%20to%20see%20if%20there%20was%20any%20water%20inside.%20The%20crow%20tried%20to%20thrust%20his%20head%20into%20the%20jug.%20Unhappily,%20he%20found%20that%20the%20neck%20of%20the%20jug%20was%20too%20thin.%20The%20crow%20assumed%20hard%20for%20a%20while.%20Then%20watching%20everywhere%20it,%20he%20saw%20some%20stones.%20He%20started%20picking%20up%20the%20pebbles%20one%20by%20one,%20dropping%20each%20into%20the%20jug.%20The%20water%20level%20kept%20rising.%20Soon%20it%20was%20high%20enough%20for%20the%20crow%20to%20drink.%20His%20plan%20had%20worked!%E2%80%9D%E2%80%A2Encourage%20him%20to%20use%20complete%20sentences%20and%20correct%20tense.%E2%80%A2After%20that,%20ask%20the%20next%20student%20to%20carry%20on.%E2%80%A2Ensure%20that%20you%20monitor%20the%20pace%20of%20retelling%20the%20story%20so%20that%20every%20child%20can%20get%20a%20chance.%E2%80%A2Ask%20the%20students%20to%20add%20in%20any%20missing%20details.Activity%203%E2%80%A2Choose%20a%20story%20from%20the%20textbook.%E2%80%A2Ask%20the%20students%20to%20look%20at%20the%20pictures%20and%20title%20and%20guess%20what%20the%20story%20is%20about.%E2%80%A2Ask%20the%20students%20to%20do%20silent%20reading%20of%20the%20story.%E2%80%A2Give%20chance%20to%20some%20students%20to%20retell%20the%20story%20in%20their%20own%20words.Greedy%20dog!One%20afternoon,%20the%20dog%20was%20awfully%20hungry.%20Just%20outdoor%20his%20house,%20there%20was%20a%20bridge.%20The%20food%20there%20is%20certainly%20better," hungry.="" hungry="" i="" if="" image.="" imageanchor="1" in="" initiate="" into="" is="" it.="" it="" journey="" just="" late.="" lesson="" like="" lived="" looked="" lost="" lying="" make="" marked="" members="" memories="" misidentified="" mouth="" notebook.="" now="" of="" often="" on="" opened="" or="" out="" own="" piece="" place="" question="" questions="" ran="" read="" reflection="" representative="" required.="" restaurant="" retell="" river.="" round="" saw="" select="" selected="" sentences="" smelling="" some="" something="" spot.="" started="" stories.="" stories="" story.="" story="" strolled="" students="" style="margin-left: 1em; margin-right: 1em;" sum="" summer="" take="" taking="" tell="" that.="" that="" the="" their="" them="" then="" they="" think="" time="" to="" topic="" topics="" travel="" two="" up="" using="" was="" wasting="" well.="" went="" what="" when="" where="" whereas="" which="" who="" why="" will="" with="" without="" wooden="" words="" would="" write="" you="" your="">
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