Practical 15 literature for yle

AYLEN FERNÁNDEZ AND ALEXIS CORA

PRACTICE II

Literature for YLE.

As theorists have emphasized children process while doing. They can easily find personal meanings in the stories they are told and feel akin to their characters. Discussion and reflections as such are adult activities which find their place child-likely where children are putting the story in order, for instance, or sorting out linguistic elements, or drawing a certain part of the story. By all this we mean that with the activities mentioned we are creating a context and a friendly atmosphere for children to incorporate new vocabulary and other contents and also increasing their creativity.

Those same activities are called recognition activities because they invite children to recognise the target language and to process the new exposure comfortably in their own time.

The following lesson plan was carried out in 4th grade in which we worked with the short story “I wish I had a monster”.

Lesson plan nº8

Date: 26/09

Instituto María Auxiliadora

Teacher in charge: Marisa Medrano

Trainees: Alexis Cora & Aylen Fernández

Course: 4th grade A&B – initial

Timetable: Mondays from 15:15 to 15:55 and Wednesdays from 16:45 to 17:25

Objectives of the lesson: during this lesson students are expected to:

Listen and comprehend the story “I wish I had a Monster”. Read and put in order/match the parts of the story.


PRACTICE II

Understand it in order to be able to produce answers orally.Routines: Greeting and Praying (2’)

Activity 1 (3‘) as students weren’t able to correct the last two activities on their books during the class on Monday, we are going to check them at the beginning of the class.

-Opening the Lesson: Warm-Up Activity (5‘)

Macro skills: speaking & group interaction

Activity nº2 (5‘): Before reading the book, the trainee will give a summary of the book in order to ask some questions related it.

e.g: This boy is called Max. He wishes to have a monster. His father would help him to find one...

Have you ever wanted to have a scary monster? Do you think animals are scary monsters? Has your father/mother helped you to find a monster?

Can you imagine Max’s monster?

-Body of the lesson (28‘)

Activity nº3 (6‘)

Macro skills: listening

With the help of her pedagogical partner, the trainee will read the story “I wish I had a monster” presenting its’ images in a Movie prepared by both of them. The story will be read twice.


Macro skills: reading comprehension & writing


PRACTICE II

The trainee will give the students a photocopy with some vignettes representing the different stages of the story. Students will have to put them in order.


Macro skills: writing

Following the order of the story, students will have to write the monster’s description.


PRACTICE II

e.g: Vignette nº4: “the monster has got a big head and two small eyes”

Students will have to do the same with vignettes nº6 - 8 and 10

(The monster has got: a big mouth - big orange teeth – eight long blue legs – lots of red spots)


Macro skills: reading & matching

Students will have to match the picture that corresponds to each dialogue.

(First picture third dialogue)


PRACTICE II

Activity nº7 (4’)

Macro skills: listening & speaking

The trainee will ask some questions in order to ‘close’ the story.

e.g: Can you explain me why Max got scared? Which animal scared him?

Do you think spiders are scary monsters/animals? Why? Why not?

Which other animal do you consider as ‘scary’?


PRACTICE II

Closing the Lesson (2’)

As usual, students will copy on their books the activities they have done during the lesson, as date, weather and description of the activities.

Having in mind the theory studied and the genuine action of using literature with YLE we could conclude that “stories provide models of the world” (Bruner, 2002:25) the world in this case was descriptive texts and different vocabulary that as it was contextualized children were able to understand it and the model was the story mentioned.

For instance, they not only get engaged in listening to the story and knowing the climax and resolution, but they were also interesting in solving the activities since the necessity of learning was created.

When YLE are read a short story or any kind of literary text that encourages them to find out what the main characters do and what they say to each other. They may feel sad, afraid, angry or really happy. This is because the experience of reading or listening to a story is much more likely to make us 'feel' that we are part of the story, too. Just like in our 'real' lives, we might love or hate different characters in the story. But the crucial point to remember is that whatever they are read, provided that is meaningful, they will find it relevant to make it part of their lives.

In fact, cultures all around the world have always used storytelling to pass knowledge from one generation to another. And in the case of education we do need to make use of literature as it is a tool for passing contents from one generation to another.

The lesson plan was excellently achieved and we could noticed that students could acquire the structures that were expected to be learnt.

Education

Practical 15 literature for yle