Nan - Zih Elementary School I－童玩繪本樂

                          Date: May 22, May 29
              Group Members: Whitney, Yvonne, and Lisa
          Students: Grade 4 from Nan-Zih Elementary School

Lesson Plan

l Time: 40 minutes

l Level: Grade 3

l Teaching Aids:

n One set of flashcards. (fly, spider, bird, cat, dog, cow, horse, swallow)

l Procedures:

Minutes	Items	Contents	Classroom activities & Methodology
2	Self- Introduction	Briefly introduce Lisa, Yvonne and Whitney.	1. Warm up the class by greeting.
2	Q & A	Ask each of them a question -What was the most disgusting thing you have ever swallowed?	1. Get all the Ss involved and keep the score on how many answers they give us to strengthen their participation.
1	Indication	Divide the class into two groups	Make sure that they understand the proper activity manner.
5	vocabulary	fly, spider, bird, cat, dog, cow, horse, swallow	1. Go through all the cards and have them repeat all the words. 2. Pay attention to Ss’ pronunciation d, sp, g, and t.
8	Four Corners	The T counts up to 10, the Ss run to their favorite card. Once the teacher says stop, the Ss must stand beside one card. Whoever stands beside the card that the T shouts out is out.	1. Ts do some humorous gestures to warm up the atmosphere.
7	Cover reading	Guide the Ss to understand what this story is going to talk about before reading it.	1. Encourage the kids to raise their hands and tell us what they think of the story. 2. Keep the score
5	Sentence pattern	There was an old lady who swallowed a ____.	Read the story and have them repeat the main sentence pattern
10	Story-telling	Go through the story by explaining the story plots and pictures. Pick one student to be the assigned animal and stand behind the T. When he/ she comes to the front, everyone has to say “There was an old lady who swallowed a ___.” The person who plays the assigned animal has to shout “ah-m, ah-m, ah-m! Yummy!”	Arouse their motivation and make sure they understand the story.

Reflection

The following items are the reflection of the story-telling at Nan-Zi elementary school for bringing about the advantages and disadvantages of our performance and interaction between the storytellers and the listeners/readers.

Disadvantages:

    As our textbook mentioned, a fully preparation such as rehearsal is a vital requirement to contribute to the readers' learning process. Although the whole process of the performance was running smoothly, the time management was poor due to the lack of rehearsal. The closing wrapped up in a rush way since time was running out fast. That the plans were cut off gave the audience no chance to express their response by reading such an interesting story. They lost the opportunity to share their ideas, and learn something about themselves and others. Additionally, the beautiful visual aids made by our group members became a waste which was only used as a decoration in the classroom. Therefore, by this failure, I learned that we should not ignore the importance of rehearsal.

    Next, while concentrating on the body movements during the story-telling, we did not well use the illustration of the storybook. This book contains a large amount of vivid and colorful pictures which could stimulate the audience's thoughts and visual sense. It is a pity that we did not have sufficient time to cover this part. Otherwise, our performance would meet our expected standard easily.

Advantages:

    The story-telling activity involves two elements - selection and delivery. First of all, our group members chose the storybook successfully because it is suitable to the children's emotional and social development levels, and contains simple and fast-paced plots. The repetitive patterns of this picture book were quickly learned by the students so that they could help tell the story from the beginning to the end of the class.

    Next, our group members did a great job by the effective body movement, facial expressions, eye contact, and rich voice. This story-telling activity was started with reading a set of new vocabulary from this picture book by us for the purpose of enriching their vocabulary bank and encouraging the audience to feel comfortable with the unfamiliar story. Then, part of the opening went beyond a simple game called "Four Corners" as well. This activity played a role to strengthen the audience's ability to evolve the theme characters. The audience successfully got the big picture of those characters and continued their story-reading with joy and effectiveness.

    Later, an interactive way of delivering the story attracted the audience' attention. Our group members invited students as performers to act out the plot by portraying the animals like a cow, a dog, a cat, etc. By creating such an interaction, the audience proved to combine their interest and the story. The audience had a high desire for participating in story-acting. The exaggerated sounds such as "ah-m, ah-m, ah-m, yummy!" or "ah-m, ah-m, ah-m, yucky!" and the expressive gestures for those sounds truly inspired them to facilitate their learning process. Visual stimulants were also used as the emotionally evocative. The audience joined this activity more enthusiastically than the time when there was no visual stimulant.

    Thus, our group members created a lively and interesting reading atmosphere in this story-telling activity. We appreciate that our professor - Emily provides such a wonderful experience for us to apply the theories from our textbook into a practical training.