This interactive lesson is designed for a 2 hour presentation/group session for EAL Ss. It can be modified to suit all levels and to fit with non- EAL Ss/National curriculum English Language and Creative Writing guidelines.
Lesson aims and learning objectives:
The first half of the presentation is designed to introduce describing vocabulary and encourage S interaction with the learning:
1. Using the first slide 'The Lake District' ask Ss to shout out any adjectives that come to mind (blue, white, pretty, peaceful...)
2. Introduce the concept of an adjective cloud and divide Ss into teams
3. Using slides 3-7 give each team 2 minutes (more for lower levels) to think of as many adjectives as possible. Each adjective = 1 point. The team with the most points at the end of slide 7 wins prize/reward.
The second half of the lesson teaches the components of a short story, leading to a group writing and reading activity - Ss compose their own short stories and read them aloud to the rest of the group.
4. Ask if Ss have heard of Beatrix Potter, Q&A.
5. Explain that slides 1-7 are pictures taken from the home, gardens and village where Beatrix lived and wrote The Tale of Peter Rabbit & co.
6. Show slide 8 of Beatrix Potter, outside her house, and slide 9 the original copies of The Tale of Peter Rabbit.
6. Introduce slide 10, 'Elements of a Short Story'. Discuss the 8 bullet points with Ss - Q&A/note taking
7. Tell Ss that you are going to watch a video of The Tale of Beatrix Potter and ask Ss to look out for the 8 bullet points, making notes to discuss after the video
8. Post video - group discussion detailing how each bullet point was met, and how The Tale of Peter Rabbit follows the elements of a short story, detailed in slide 10.
9. Ss write and read their own short stories (in groups)
Task requirements:
Writing -
a. Think about adjectives and how these can be used to describe setting and characters
b. Plot devices: Conflict, Climax & Resolution
Reading -
a. Introduce your story by describing the main themes in the story and from who's eyes the story is seen through.
b. Read story to group - everyone group member to read (time is given for each group to decide who will read what/when)
10. S-centred feedback, for each group - 2 likes, 1 thing that could be improved.
End of lesson
Lesson aims and learning objectives:
The first half of the presentation is designed to introduce describing vocabulary and encourage S interaction with the learning:
1. Using the first slide 'The Lake District' ask Ss to shout out any adjectives that come to mind (blue, white, pretty, peaceful...)
2. Introduce the concept of an adjective cloud and divide Ss into teams
3. Using slides 3-7 give each team 2 minutes (more for lower levels) to think of as many adjectives as possible. Each adjective = 1 point. The team with the most points at the end of slide 7 wins prize/reward.
The second half of the lesson teaches the components of a short story, leading to a group writing and reading activity - Ss compose their own short stories and read them aloud to the rest of the group.
4. Ask if Ss have heard of Beatrix Potter, Q&A.
5. Explain that slides 1-7 are pictures taken from the home, gardens and village where Beatrix lived and wrote The Tale of Peter Rabbit & co.
6. Show slide 8 of Beatrix Potter, outside her house, and slide 9 the original copies of The Tale of Peter Rabbit.
6. Introduce slide 10, 'Elements of a Short Story'. Discuss the 8 bullet points with Ss - Q&A/note taking
7. Tell Ss that you are going to watch a video of The Tale of Beatrix Potter and ask Ss to look out for the 8 bullet points, making notes to discuss after the video
8. Post video - group discussion detailing how each bullet point was met, and how The Tale of Peter Rabbit follows the elements of a short story, detailed in slide 10.
9. Ss write and read their own short stories (in groups)
Task requirements:
Writing -
a. Think about adjectives and how these can be used to describe setting and characters
b. Plot devices: Conflict, Climax & Resolution
Reading -
a. Introduce your story by describing the main themes in the story and from who's eyes the story is seen through.
b. Read story to group - everyone group member to read (time is given for each group to decide who will read what/when)
10. S-centred feedback, for each group - 2 likes, 1 thing that could be improved.
End of lesson
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