LGA3101 Justification of short story

7/27/2019 LGA3101 Justification of short story

1/8

[LGA3103 : TASK 1(B)] DEVISING LANGUAGE ARTS ACTIVITIES

Page 1 of8

Level 2 :Chicken Licken (folktale)

Purpose:

Listening is an important skill as what learners hear often becomes one of the main

sources of the target language to be learnt. In order to develop pupils listening skill,

teachers should make pupils listen to songs, rhymes, and stories. To show their

understanding of what they have heard, pupils can be asked to answer questions that

require them to recall ideas, give details and even talk about the ideas heard. Pupils

should be given lots of opportunities to talk in class so that they gain confidence to speak

in the language. Opportunities should be given to pupils to role-play, participate in drama

activities that make them use the language suitable for the role or situation.

Focus : Listening and SpeakingTheme : World of Stories

Story : Chicken Licken

Learning outcomes :

1.7 Listen to and enjoy stories, fables and other tales of imagination and fantasy and

predict outcomes and draw conclusions at a level suited to the pupils ability.

2.4 Tell stories based on pictures and other stimuli,

Learning Objectives :

1.7.2 Listen to simple stories and recall the story-line by answering simple Wh

questions.

2.4.3 Complete parts of a story heard before.


2/8


Page 2 of8

Learning Objectives:

1) By the end of the lesson, pupils are able to complete the story Chicken Licken with the

correct words.

(a) High proficiency pupils - 21/21 correct answers

(b) Intermediate proficiency pupils17/21 correct answers

(c) Low proficiency pupils 21/21 correct answers(fully guided)

Previous Knowledge : Pupils have learnt about farm animals before.

CCTS : Making associations and connection, identifying.

Moral value (s) : Willingness to come to others aid ( ChickenLickens friends)

AVA

(1) PowerPoint presentation - as in Appendix A.

(2) Jigsaw picture ( 5 sets ) as in Appendix B

(3) Worksheet 1(a)as in AppendixC (high& intermediate proficiency pupil

(Completing the story Chicken Licken with the missing words)

(4) Worksheet 1b)as in Appendix D (low proficiency pupils)

(Completing the story Chicken Licken with the missing words fully guided)


3/8


Page 3 of8

Grammar : 5.1.3 (c) Simple Past Tense

Vocabulary : chick / hen / cockerel / duck / drake / goose / fox / king / sky /

nut / castle / king

Procedure:

[A] Set Induction:[7 minutes]

The teacher introduces the lesson with a PowerPoint Presentation. Teacher tells the

pupils that they are going to do Activity 1. The pupils are divided into four groups. Each

group is then given an envelope with cutout picture of an animal. Then the teacher

explains to the pupils that they are going to solve the jigsaw picture and name the animal

that is revealed in the jigsaw. Teacher has to wait for all the groups to complete the puzzle

before asking them to name the animal (chick)revealed in the picture. Teacher uses the

pupils responses to introduce the lesson of the day.

[B] Pre Listening & Speaking stage: [10 minutes]

Teacher uses the picture of the chick to lead into Activity 2, the introduction of the

storybook Chicken Licken. Teacher asks the pupils to name the title of the story bookthat

she holds in her hand.The pupils are expected to answer Chicken Licken. Then, teacher

and pupils discuss the illustration of the cover of the book together. During the discussion,

the teacher asks the pupils to predict the plot of the story. Teacher accepts all possibilities

and tells pupils to listen to the story. Teacher uses the pupils responses to introduce

Activity 3 which is a storytelling session. But before that, the teacher introduces all the

seven main characters to the pupils according to the sequence of appearance in the story

using stick puppets. The character are (based on sequence of appearance ) Chicken

Licken, Henny Penny, Cocky Locky, Ducky Lucky, DrakeyLakey, Goosey Loosey and

Foxy Loxy.


4/8


Page 4 of8

[C] While Listening& Speaking stage: [25 minutes]

Part 1 :Storytelling session

The teacher begins Activity 3 by telling the pupils that are going to listen to a story

entitled, Chicken Licken told by their own teacher. Teacher recaps the characters with the

pupils but this time they name the characters independently. Then, the teacher proceeds

with the storytelling using stick puppets. During the storytelling session, teacher acts as

the main storyteller until after Chicken Licken met Cocky Locky. After that the teacher

prompts the pupils to guess the rest of the characters Chicken Licken meets. The pupils

are also asked to say Chicken Lickens lines out aloud as illustrated below.

On the way they met _________________ (the pupils say the name of the animal).

Chicken Licken :The sky is flling down. Im going to tell the King. (Pupils say in chorus)

When Chicken Licken meets the last character in the story, Foxy Loxy, the teacher pauses

and asks the pupils to guess the ending of the story. Teacher accepts any predictions and

tells the ending part of the story. The teacher then proceeds with some wh-questions to

test pupils comprehension of the story.

Part 2 :Drama

The lesson proceeds with the teacher asking for volunteers to play all the seven

characters in the short dramatization of the story Chicken Licken. Teacher guides the

pupils to select the main repetitive lines for each character: For example

Chicken Licken : The sky is falling down! Im going to tell the King.

Other characters except : Im coming too!

Foxy Loxy

The lines are repeated until Chicken Licken met Foxy Loxy.


5/8


Page 5 of8

Chicken Licken : The sky is falling down! Im going to tell the King.

Foxy Loxy : I know where the King lives. Follow me.

Then the player who plays Foxy Loxy pretended to eat all the other characters.

The teacher then congratulates on the pupils effort to put up their first ever drama.

[D] Post Listening & Speaking stage: [15 minutes]

Teacher introduces Activity 4 to the pupils. Teacher distributes two sets of graded

worksheets to the pupils; Worksheet 1(a) for the high and intermediate proficiency pupils

and fully guided Worksheet 1(b) for low proficiency pupils. Teacher explains the writing

tasks to the pupils. Pupils are asked to complete the story Chicken Licken. If theres ample

of time left, teacher discusses the answers with the pupils.

[E] Closure: [3 minutes]

Teacher discusses the moral value of the story and focuses on Chicken Lickens moral

value which is the willingness to aid others in need.

Activity 3 takes place in the production stage. This stage serves as to reinforce the pupils

understanding and to give remedial practice to the under achiever.


6/8


Page 6 of8

Justification of Activity

[1] Set Induction Stage

I decided to use a jigsaw puzzlein the set induction stage because I believe that

this is a fun and engaging activity to get the pupils undivided attention and arouse their

interest in the English Language lesson. When the jigsaw picture is solved, it will reveal

the picture of a chick. This is interconnected with the focus of the days lesson which is a

story entitled Chicken Licken.

According to Perrott, E. (1982), a set induction helps the pupils to focus their

attention on what is to be learned by gaining the interest of them.Children really enjoy

learning and reciting Pupils can acquire the English Language better because they are

motivated to learn better in a fun and non-threatening environment.

[2] Pre Listening and Speaking Stage

A good teacher always start her storytelling session with brief introduction of the

books title, author, illustrator or publisher. Then the teacher and pupils could also briefly

talk about the illustration of the cover of the book.These would enable the pupils:

1) to be eager to know more about the story

2) to be mentally prepared and ready for the lesson

3) to be familiar with the format of a story book


7/8


Page 7 of8

[3] While Listening and Speaking Stage

Part 1

Storytelling is the original form of teaching, has the potential of fostering emotional

intelligence and helps the child gain insight into human behaviour. Storytelling also helps a

teacherpromotes language learning by enriching learners vocabulary and acquiring new

language structures. Moreover, storytelling can provide a motivating and low anxiety

context for language learning. Stories are motivating and fun and can help develop

positive attitudes towards the English language and language learning. They can create a

desire to continue learning. Stories are also a great way to exercise the imagination.

Learners can become personally involved in astory as they identify with the characters

and try to interpret the narrative and illustrations.This imaginative experience helps

develop their own creative powers.

Learners enjoy listening to stories over and over again. This frequent

repetitionallows certain language items to be acquired while others are being overly

reinforced.Repetition also encourages participation in the narrative.Following meaning and

predicting language are important skills in language learning. Listening to stories allows

the teacher to introduce or revise new vocabularyand sentence structures by exposing the

children to language in varied, memorable andfamiliar contexts, which will enrich their

thinking and gradually enter their own speech.Listening to stories develops the child s

listening and concentrating skills viavisual clues (for example, pictures and

illustrations),their prior knowledge of how language works and their general

knowledge.This allows them to understand the overall meaning of a story and to relate it

totheir personal experience

Part 2 -

Drama is an excellent way to bring lessons to life and can also offer pupils of all

abilities a chance to engage in fun activities, whilst learning at the same time. Drama can

greatly increase a pupils confidence, listening skills, evaluation skills and group working

skills. Through this pupils learn to be more imaginative, creative and able to express

themselves freely thus making them more confident and have higher sense of self can

boost pupils confidence and sense of self.


8/8


Page 8 of8

[4] Post Listening and Speaking Stage

Graded activities are designed for pupils of different proficiency levels as to cater to

their learning needs.Fully guided activities specially designed for the low average pupils

are meant to boost their confidence and motivation to learn the language. Children who

are clearly motivated will have a positive display of emotion. They are satisfied with their

work and show more enjoyment in the activity, according to Alfie Kohn.By giving the

pupils written work pertaining to the story heard, a teacher consolidates the learning

through a production-based activity. This will reinforce the sentence structure that have

learned with the hope that they will acquire the language and retain them for a longer

period. It also serves as an assessment for the teacher to see the level of acquisition each

learner have achieved and the effectiveness of the activities that she has planned in order

for her to help the learners to achieve the learning objectives.

[5] Closure

As stated in the Primary English language syllabi, In addition, moral values should

also be infused in lessons through the selection of appropriate materials and activities. By

ending the days lesson with a discussion of moral values learnt from the stories read or

heard, a teacher helps to mould and instill good character and moral values among

learners.

Documents

LGA3101 Justification of short story