Day 4: Sharing Stories
At the end of this two hour lesson, students will be able to:
1. Present a short summary of a folk tale from their home country, including discussing its characters, plot and setting.
2. Identify and discuss key elements of fiction from texts from other countries.
3. Ask questions and give feedback to their classmates about their folk tale presentation.
4. Be able to use the 5 part dramatic structure to summarize the plot of a short story they presented (or that they were introduced to in class) in a homework assignment.
HW: Create a storyboard of one of the folk stories introduced in class today (or their own).
[Note: You will have to provide printouts or digital copies of at least 4-5 of the stories introduced in class. It may be difficult to find the texts in English, so as an option they can make one for their own story].
Class Plan
(5 min) Greetings and Warm-Up Activity
After greeting the students and getting them settled into class, display the storyboards from the previous class and present “awards”: Can award chocolate/treats to winners.
Best summary
Best Art
Best use of vocabulary from the story
(30 min) Peer Feedback Round 1 & Presentation Practice Time
Qualities of good and not-so good presentations discussion.
How do we avoid giving a not-so-good presentation? Practice!
Go over group feedback examples & presentation checklist
Arrange students into groups of 3 or 4. Ask the students to practice talking about their story (can use their worksheet with information they prepared, or show their presentation and talk if they have a laptop/smart device).
Give each group a handout with example feedback (e.g. speak slower please, speak a little louder, or if there’s an element from the checklist they missed).
To make sure all students get a chance to present and get feedback, can use an in class timer (6 min each person: 4-5 for presentation, and 1 min for feedback) and then ask students to change to the next person.
(60-65 min) Student Presentations
Pass out the in-class peer feedback sheets to the students before the presentations start to encourage active listening as well as give them an opportunity to do some peer feedback. After the presentations I will compile the feedback and provide summaries of it (along with mine) to the students in their grade.
Establish a few rules for conduct during the presentations. I included active, respectful listening and making sure they complete their feedback for their 2 presenters. You can give the students the option to include other suggestions in the list.
You can randomly choose which students give feedback for which presentations. I would recommend to make sure students do not give feedback to members of their own group that they already have given feedback for.
Student presentation time will depend on how many students are in your class. Because I had 12 students and a two hour time block for class, I had all students go on the same day. But it may be more preferable for other classrooms to split it up, or not allot as much presentation time.
I pre-loaded all of the student presentations and allotted 5 min for each student to present their presentation.
HW: Create a storyboard of the plot (using the 5 dramatic structure elements) of either the story they presented, or one of the new stories they heard in class.
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