SAMPLE LESSON PLAN (YOUNG LEARNERS) (STORYTELLING)

Number of Learners: 24

Age of Learners: 6-12

Level of Learners: Elementary – Pre-Intermediate

Duration: 45 minutes

Subject: The Little Red Hen

Skills: Speaking and writing (drawing)

Inter-language: Past simple tense, modals (can, have to)

Materials: Handouts, pictures, masks, flashcards, role cards

Objectives:

To help the learners understand the story.

To guide the learners into storytelling.

To teach the learners how to do storytelling.

A. PRE-STORYTELLING ACTIVITY

Aims:

To prepare the learners to the lesson.

To interest the learners into the topic.

To make the learners be ready for the topic.

To activate the learners’ schemata.

Skills: Speaking, listening, writing (drawing)

Materials: Pictures, masks, handouts (complete the dots)

Duration: 5 minutes

Procedure: After greeting the learners and talking about daily life to make the learners to the lesson, the teacher gives the handouts and asks the learners to do the “complete the dots” activity. (There are 5 pictures on your handouts. Please complete the dots and try to find what the picture is.)

Then the teacher asks the learners some questions about the pictures. (Did you find out what they are? Which animals are they?)

After the guesses the teacher sticks the animal masks on the board.

Then the teacher gets learners repeat them. (Please repeat after me.)

Once animals are learned, the teacher helps the learners find the title of the story by asking questions. (Who is the main character?) (What color is it?) (Is it big or little?)

After the last questions the teacher moves on to the storytelling part. (Now, let’s listen to our story.)

B. WHILE-STORYTELLING ACTIVITIES

1) First Storytelling Activity

Aim: To have the learners get the story and have a general understanding.

Skills: Listening

Materials: Masks, pictures, handouts (speech match)

Duration: 10 minutes

Procedure: The teacher introduces the story by using the visuals on the board. One of the teachers does the storytelling while the other uses masks to act out the story with some lines and sound effects.

(How was the story? Do you want to listen to it again?)

Before the second storytelling the teacher gives the handouts. The learners do the “speech match” activity in 2 minutes, then they check the answers all together.

2) Second Storytelling Activity

Aims:

To get the learners understand the story in a deeper way.

To prepare the learners to do the storytelling on their own.

Skills: Listening, speaking

Materials: Masks, pictures, flashcards

Duration: 10 minutes

Procedure: The setting and the animals are introduced. The teacher does the storytelling once more but this time the teacher adds an alternative option to key points of the story and expect the learners to give the right answer.

The teacher has a semi-control over the class while sticking the names of the animals under their pictures on the board.

3) Third Storytelling Activity

Aim: To encourage learners to do storytelling

Skills: Speaking, listening

Materials: Masks, pictures, role cards, flashcards

Duration: 15 minutes

Procedure: One storyteller and 5 actors are selected. 5 learners are given role cards in which their characters’ lines are written. Storyteller tells the story either sitting in his/her chair or on the board. Storyteller can use of the visuals on the board.

(Alright, we listened to the story 2 times now, how about telling it? Can you act it out in front of the class?)

(Now make groups of 6. I have 5 colorful envelopes. Pick one and take the role cards in them. Each role card has a different character from our story. Choose one and act the story out in front of the class with your group.)

(Thank you everyone, you are wonderful actors.)

C. POST-STORYTELLING ACTIVITY

Aim:

To have the learners get to know the newly learned vocabulary.

To help the learners use the vocabulary

To encourage the learners to use authentic language.

To encourage the learners to improve their speaking skills.

Skills: Speaking, writing

Materials: Handouts (crossword puzzle)

Duration: 5 minutes

Procedure: The teacher helps the learners remember the newly learned vocabulary. And shows them on the board. Class repeats them.

Then crossword puzzle handouts are given to the class. (Now we have a crossword puzzle, complete the puzzle in 3 minutes.)

This puzzle includes the newly learned vocabulary. The learners complete the puzzle and check their answer together.

Homework: The teacher asks them to change how the story ends. (For the next lesson I want you to change the end of the story. You can use the newly learned vocabulary to write a new ending for the story.)