4th Grade Unit 7 Teaching Storytelling

PELİN IŞIK

09131042 3/B

 STORYTELLING

Grade: 4th

Unit 7: Pets

Language Point: “Have got / has got”, names and features of pets

Name of the story:  Three little kittens and the naughty doggy

Materials: Story, presentation about story, colorful papers and puzzle cards.

https://docs.google.com/file/d/0B78-KXfOdQzEVV9zQmpqLW9JYUU/edit?usp=sharing
https://docs.google.com/file/d/0B78-KXfOdQzER29mUGZqZXY0dlk/edit?usp=sharing

Aims:  

·         Learners learn language points about topic thanks to storytelling.

·         Learners become active during storytelling thanks to paralanguage and visual elements

·         Learners become aware of rhyming words and they memorize some parts of the story easily.

·         Learners learn basic vocabulary about topic and use them later.

·         Learners improve their listening skills and memorization in this way.

  Story: The original name of story is “Three pigs and the wolf”. I modified the story by adding rhyming words and different characters according to my topic.

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THREE LITTLE KITTENS AND THE NAUGHTY DOGGY

Once upon a time there are three little kittens in the town.

One day they leave from their lovely home. They are happy now.

They want to new houses in the forest.

The first little kitten finds some straw in the forest and it begins to meow “I have got a house from straw. I am happy now”

The naughty doggie sees the first little kitten. "Little kitten, little kitten, let me come in." Little kitten says:

"No, no, by the hair of my chinny chin chin,

I'll not let you in!"

So the naughty doggy shouts:

“I huff and I puff,

Till I blow your house in!"

And he huffs and he puffs, and he HUFFS and he PUFFS He enters the house.

The second little kitten finds some woods in the forest and it begins to meow “I have got a house from woods. My lovely wooden house is good”

The naughty doggie sees the second little kitten. "Little kitten, little kitten, let me come in." Little kitten says:

"No, no, by the hair of my chinny chin chin,

I'll not let you in!"

So the naughty doggy shouts:

“I huff and I puff,

Till I blow your house in!"

And he huffs and he puffs, and he HUFFS and he PUFFS He enters the house.

The third little kitten finds bricks in the forest and it begins to meow “I have got a house from bricks."

Other little kittens come here and they begin to meow “the naughty doggy is near.”

The naughty doggie sees the three little kittens. "Little kittens, little kittens, let me come in." Little kittens say together:

"No, no, by the hair of my chinny chin chin,

I'll not let you in!"

So the naughty doggy shouts:

“I huff and I puff,

Till I blow your house in!"

And he huffs and he puffs, and he HUFFS and he PUFFS He doesn’t enter the brick house. The naughty doggy thinks a trick to enter the house from brick.

He climbs the roof with a woof. The naughty doggie enters to stack and he becomes black. Three little kittens  begin to meow “burn firebrick quick quick!”

The naughty doggy runs through the forest and shouts “three little kittens burns my tail ”

Three little kittens are happy and they eat their meal.

Pre-storytelling

Guessing about the story

Materials: presentation about the story

Aims of the activity:

·         Learners become aware of the story

·         Learners’ attention is drawn thanks to pictures in presentation.

·         Learners’ knowledge about the story becomes active.

Stages

·         Teacher shows the presentation quickly and asks learners to guess about story.

·         Teacher asks questions such as “Do you see a kitten? Do you see a fish?”

·         After the guessing, teacher gives information about the story briefly.

·          

While-storytelling

Re-telling Story

Materials: presentation about the story

Aim of the activity:

·         Learners learn a story about the topic while listening and imagining.

·         Learners become active and they concentrate on the story in this way.

·          Learners try to understand the story by listening to story carefully and they get vocabulary and grammar.

·         Learners become aware of rhyming words.

 Stages

·         The teacher tell the story by using presentation

·         Teacher use body language and he or she use his/her voice effectively

·         Sometimes he/she stops so learners guess what is coming next.

·         Teacher tells slowly rhyming parts and learners try to repeat at the same time.

·         If learners get the story completely or they do not understand the story, teacher can tell story one more time.

·         After telling the story, teacher wants to learners to retell story by using simple words.

·         Volunteers retell the story briefly.

Post-storytelling

Puzzle Game

Materials: puzzle cards and colorful papers

Aim of the activity:

·         Learners’ attention is drawn and they work in groups so it provides the collaboration

·         Learners’ social skills are developed while working together in groups

·         Learners interact with each other freely.

·         Learners’ memorization skills become active.

Stages

·         The teacher asks learners to become groups

·         Teacher hands out colorful papers and puzzle cards.

·         Learners try to reorder puzzle cards including pictures of the story.

·         After they reorder cards correctly, they write the story by using simple words. Completed puzzle helps them to memorize the story and to write easily.

·         Finally learners share their stories with their friends.