My favorite books

Friday, October 26, 2012

Little Red Riding Hood (story structure)


Lesson 1

Content Objective:

Students will identify elements of story structure.

Language Objective:


Students will record the elements of the story structure (characters, setting, problem, and solution) in a graphic organizer.


(Warm-up) 


ü        Preview characters in the book. (Little Red Riding Hood, Grandmother, Wolf, Woodcutter)                                                                                                                                                                                                                                                                                                                                                                                    
Watch a clip video, Little Red Riding Hood (2 mins)


(Guided Practice-whole group activity)

 

Materials:
ü       Picture of characters (from http://www.sparklebox.co.uk)
ü       Sandwich Graphic Organizer with labels of “Setting,” “Characters,” “Problem,” “Solution.” (for display)
 
     
                              Making a Sandwich (adopted from Freedom Writers Diary - Teacher's Guide p76)

ü       To make a delicious sandwich, what do we need?
Yes, we need bread, cheese, ham, and lettuce at least.
Like a sandwich, a good story should have these elements: setting, characters, problem, and solution.


ü       Have students find the elements of story structure by asking questions & write down what students say on the board.
 The setting is where the story takes place. –Where does the story take place?
     (In the forest/ in the woods/ in grandmother’s house)
       A story has characterswho were in the story?
           (Little Red Riding Hood, Grandmother, Wolf, Woodcutter)             
                                                                                                                                                                                                                                                                                                                                                    
One of the characters usually wants to do something but has a problem.
–What was the problem in the story?
    (The wolf ate the grandmother. The wolf was trying to eat the Little Red Riding Hood.)
The events of the story tell how the problem is solved.
– Who solved the problem?  How was the problem solved?
    (The woodcutter hit the wolf over the head with his ax.)


















(Independent Practice–pair work)

Materials:
ü       Sandwich Graphic Organizer (for individuals)
  ( first grader-ESOL level 1)
 
 

  ( first grader -ESOL Level 3)
 

ü        Have each student draw pictures of four elements of story structure in an individual sandwich graphic organizer.
(For students who are capable of writing the elements of story structure in an individual sandwich graphic organizer, encourage them to do so.)
 

Lesson2

Content Objective:
 Students will use props (stick puppets) to retell the story of Little Red Riding Hood.
Language Objective:
Students will use vocabulary from the story and recall the important details when retelling the story.

(Guided Practice-whole group activity)
Materials:
Props (stick puppets)
 








         (from http://www.sparklebox.co.uk)


 
 












ü    A teacher demonstrates how to retell the story with stick puppets.
ü     Need six people (Little Red Riding Hood, Grandmother in the bed, Wolf, Wolf in the bed, Woodcutter, Narrator)
    Have each student practice his/her part and do a round-robin retelling
 

(Independent Practice–pair work)
ü        Have students play their roles to retell the story.
 (If possible, a teacher records students’ story telling.)
ü        Have students watch what they said to monitor their language.
 
video

Lesson3

Content Objective:
Students will find morals in a story.

Language Objective:
Students will write a letter to Little Red Riding Hood to give advice.

(Warm-up)

ü        “What do you think if Little Red Riding Hood didn’t talk to a stranger, the wolf?”
       “What would her mom say to her?”
       Today we are going to write a letter to Little Red Riding Hood.


(Guided Practice-whole group activity)
Materials:
A big chart paper











ü        Teach Ss how to write a letter. (e.g. Date, Dear~, Your friend, etc.)
ü        Use a big chart board to show Ss the proper letter format.

(Independent Practice–pair work)
Materials:
letter shaped paper for each student (for individuals)









ü        Distribute each student a letter shaped graphic organizer.
ü        Have them write a sentence to give advice to the Little Red Riding Hood.

 
Letter to Red Riding Hood

4 comments:

  1. I love how you use the sandwich to represent story structure. I really think this helps ESOL students to have a better understanding of story structure. You bring such a positive impact to the students you teach. Thank you!

    ReplyDelete
  2. Thanks for your comment. Yes, visual aids always help ELLs understand abstract concept better. Story structure wasn't easy concept for 1st ELLs to understand. However, they loved using that sandwich graphic organizer to describe story structure. If you would like to have that graphic organizer, let me know. I can scan it and send it to you.

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  3. Excellent work!! I have been thinking of this story for some time for working with my students in class and I think it is a good idea. here in Chile the educational system evaluate teachers through a entire unit so I want to do it as better as I can. I have to plan each class and reflect on it. Therefore, i am looking for resources related to little red riding hood story. i´d appreciate if you help me with some. thanks a lot. my email address is: cesar_et.2007@hotmail.com

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  4. Hola~! Como esta?

    Thank you for visiting my blog. I'm glad that you liked my lesson with my English language learners. Wow, are you in Chile? One of my mentor teachers was from Chile while I was doing my internship 6 years ago...lol
    Let me know what I can help you. Actually, I just emailed you.

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