STORIES FOR YOUNG LEARNERS4PISMP TESL 1

ISL TASKS

Minggu/ Tarikh

Topik/ Tajuk TUTORIAL( 1 HOUR )

ISL TASKS( I HOUR )

M 1

(17/6 – 21/6)

Exploration of types of stories Modern fantasy Realistic fiction Non-fiction Biography/Auto-

biography Folktales

(folklore/mythology), fables, legends, parables

Group task : Choose stories from any 3 genres of children stories to be taught for a designated level, Justify your choices.

Read:

Kurikulum Standard SekolahRendah. 2009. KementerianPelajaran Malaysia: BahagianPerkembanganKurikulum.Class Readers list.

M 2

(24/6 – 28/6)

Importance of stories for young learners

Features of children’s stories

Character Storyline Time sequence Setting Diction Length Illustration

Individual task : Students identify the first book they recall reading. Draw the cover and highlight what they remember.

Class task : Students identify and discuss the features of children stories based on the books they remember

Read:

Johnson, Denise. (2009). The joy of children’s literature. Boston: Houghton Mifflin Harcourt Pub. Co.(Chapter 2)

M 3

( 1/7 – 5/7)

Stories and the teaching contexts in the primary English curriculum

(Refer to Readersspecified in National School Curriculum)

World of Self World of Stories World of Knowledge

Group Task: Refer to school readers to

determine how they fit into - World of Self- World of Stories- World of Knowledge

Read:

Johnson, Denise. (2009). The joy of children’s literature. Boston: Houghton Mifflin Harcourt Pub. Co.(Chapter 3)

Hancock, M. R. (2004). A celebration of literature and response: Children, books and teachers in K-8 classrooms. New Jersey: Pearson Edu. Inc.

M 4

(8/7 – 12/7)

Stories and development of personalities The hopes of mankind Forming moral

judgments Stimulate mental

processes Effect on personality

of learners

Group Task: Identify relevant titles from

the selected Readers that can help develop the personality traits listed.

Individual Task: For any one title you have

selected,show how the personality traits of the characters can be used to help pupils form moral judgements.

Read:

Sawyer, Walter, E. (2004). Growing up with literature. (4th ed.) NY: Thomson. (Chapter 1)

Lynch-Brown, Carol & Tomlinson, Carl, M. (2005). Essentials of Children’s Literature. (5th ed.) Boston: Pearson. (Chapter 1)

M 5

(15/7 – 19/7)

Selection of stories for young learners Appropriate

language level Content Visuals Language learning

potentials

Group task: Identify a story book you

could use to develop a drama performance. Why is the book suitable? What are the benefits of such activities?

Using the same book, create 3 language focused activities or worksheets.

Read:

Russell, David L. (2006). Literature for children: a short introduction. (5th ed.) Boston: Pearson. (Chapter 2)

M 6

(22/7 – 26/7)

Stories in the ESL Classroom Techniques and strategies in

exploring- Aesthetic values- Linguistic features

Group Task Explain different

techniques and strategies in exploring:

- Intellectual development (Piaget’s developmental stages)

- moral/personality development

(Kohlberg’s Model)

Read:

Sawyer, Walter, E. (2004). Growing up with literature. (4th ed.) NY: Thomson. (Chapter 1)

Lynch-Brown, Carol & Tomlinson, Carl, M. (2005). Essentials of Children’s Literature. (5th ed.) Boston: Pearson. (Chapter 1)

M 7( 29/7 – 2/8 )

Stories in the ESL Classroom Techniques and strategies in

exploring- Intellectual - Moral / Personality

Group task: Take turns to tell a story.

Use your checklist to evaluate your storytelling.

Class work: Show case the best story

tellers.

Read:

Russell, David L. (2006). Literature for children: a short introduction. (5th ed.) Boston: Pearson. (Chapter 2)

M 8( 5/8 – 9/8 )

6.0 Crafts of Storytelling Diction Intonation Gesture Facial expression

Discuss and analyze the following strategies reading aloud storytelling theatrical story telling children as authors and

storytellers

Discuss and analyzethe benefits of using various forms and types of poetry

Read:Lamb, N. (2008) The art and craft of storytelling: a comprehensive guide to classic writing techniques. Cincinnati, Ohio: Writer’s Digest Books.Useful URL:http://storytellingcraftsandkids. blogspot.com/http://www.timeoutchicagokids.com

Smyth, J. (2005) Storytelling with young children. Watson, ACT: Early Childhood Australia.

M 9(12/8 – 16/8 )

SEMESTER BREAK

M 10( 19/8 – 23/8 )

SCHOOL BASE EXPERIENCEPBS 2

M 11

(26/8- 30/8 )

6.0 Crafts of Storytelling Poise Voice projection Body movement Time Props

Individual task: Select an item which could

enhance their performance as a story teller (e.g. card, sock, stick and paper, card and string, paper cups)

These items have to be used to create a story.

Students justify their choices.

Read:Davies, Allison. (2007). Storytelling in the classroom. Nottingham: Paul Chapman Publishing.(Part One)

Smyth, J. (2005) Storytelling with young children. Watson, ACT: Early Childhood Australia.

M 12

( 2/9 – 5/9 )

7.0 Exploring Language through stories

Developing fluency and cohesion

Reading aloud and understanding

Class task: Group One: usesBig Book

strategy Group Two : uses Round

Robin strategy Use the story chosen to

discuss suitable techniques and strategies to enhance understanding

Read:Karge, B. D. &Dunnick, M. M. (2003). Puppet &Flannelboard: Stories for Reading Readiness. Westminster: Mary D. Smith, M. S. Ed. Davies, Allison. (2007). Storytelling in the classroom. Nottingham: Paul Chapman Publishing.(Part Two)

Smyth, J. (2005) Storytelling with young children. Watson, ACT: Early Childhood Australia.

M 13

( 9/9 – 13/9 )

7.0 Exploring Language through stories Stories and writing Stories and critical

thinking

Group task: Select a story and identify

the conflict. Make suggestions for solutions.

Choose any of the solutions suggested to create a new ending.

Read:Hancock, M. R. (2004). A celebration of literature and response: Children, books and teachers in K-8 classrooms. New Jersey: Pearson Edu. Inc. (Part Three)

M 14

(16/9 – 20/9 )

9.0 Storytelling Performance Preparation for

Storytelling

Students prepare for storytelling assessment:- writing scripts- characterization- crafts and props

Hancock, M. R. (2004). A celebration of literature and response: Children, books and teachers in K-8 classrooms. New Jersey: Pearson Edu. Inc. (Part Three)

Cox, C. (2008). Teaching language arts: A student-centred classroom. (6thed). Massachusetts: Allyn& Bacon.(Chapter 5)

M 15

(23/9– 27/9 )

9.0 Storytelling Performance Storytelling

M 16

(30/9 – 4/10 )

9.0 Storytelling Performance Reflection Exhibition of story crafts

Preparation for story crafts exhibition

Read:

Farr, Roger (1990). "Setting directions for language arts portfolios." Educational Leadership, 48 (3), 103.

Hancock, M. R. (2004). A celebration of literature and response: Children, books and teachers in K-8 classrooms. New Jersey: Pearson Edu. Inc. (Part Three)

M 17

(7/10 – 11/10 )

8.0 Types of Assessment Portfolio Aural-oral assessment Written assessment

Class task: Discuss and create a set of

criteria for portfolio assessment.

Rationalise each criteria and suggest suitable documentation.

Group task: Design aural-oral and

written assessment using stories as resource.Discuss how these assessments can be

M 18(14/10 – 18/10)

REVISION

M 19(21/10 – 25/10)

REVISION

M 20(28/10 – 1/11)

REVISION

M 21(4/11 – 8/11)

EXAMINATION

M22(11/11 – 15/11)

EXAMINATION