Nan - Zih Elementary School II－童玩繪本樂

                             Date: May 8, May 15
             Group Members: Whitney, Yvonne, and Lisa
          Students: Grade 6 from Nan-Zih Elementary School

Lesson Plan

l Time: 40 minutes

l Level: Grade 6

l Teaching Aids:

n A question list of the story

n A CD player

l Procedure:

√	Minutes	Items	Contents	Classroom activities & Methodology	Interaction
	3	Self- Introduction	Briefly introduce Lisa, Yvonne and Whitney.	1. Warm up the class by greeting.	T Ü S
	10	Game	Signature Challenge	1. Give each student one work sheet. 2. Find someone who matches the statement on the work sheet, and ask for his/her signature.	T Ü S
	2	Indication	Divide the class into two groups	Make sure that they understand the proper activity manner.	T Ü S
	5	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 3. Monkey game (Whenever the teacher says monkey, Ss have to stand up, turn around, and sit down.)	T Ü S
	10	Story-telling	Go through the story by explaining the story plots and pictures.	Arouse their motivation and make sure they understand the story.	T Ü S
	10	Game	Musical Chair	1. Ss walk around the classroom while the T is playing the music. 2. When the music stops, everyone has to find a chair to sit down. 3. The person who doesn’t sit on the chair has to answer the questions. (Questions are from the story.)	T Ü S

Reflection

    The main purpose of this story-telling activity for grade six students is to build up their English vocabulary bank, and explore students' creativity and problem solving. We generally divided the whole process into three categories: opening, body and closing.

Opening

1. Signature Challenge

    The warm-up activity constitutes a teaching technique that gets students' attention easily and gradually forms their superb class participation. Signature Challenge was one of the activities that we used as the opening in our grade six class. Students seemed to constantly enjoy searching for someone who dressed as similar as they did on that day. The boys proved to be particularly responsive to this activity better than the girls while the girls in this class were a bit shy to ask others questions in order to finish the form. As a result, this activity did not suit their interests completely. It should be designed as a more child-centered plan while some people like me had a wrong impression about that most grade six students behave more mature than other elementary school students and are reluctant to join their so-called naive games. Additionally, we should have led the students to discover the purpose of this activity instead of skipping it to leave more time on something else. Such a careless step suddenly turned the previous activity in vain somehow.

2.Cover reading
    Yvonne took this part as an important step, which was what our group members had intended. She gave all the students a detailed introduction which successfully inspired them to predict the upcoming story content. The students, later, better understood the theme of this story and were willing to tell the teachers what they found on the cover page. Even the little hidden pictures were earnestly sought out by those young readers.

Body

    While the story-telling activity was proceeding, our group members focused on not only the content of the story, but pointed out the facial expression of the characters in the book. The vivid pictures evoked the students emotional reponses. Part of the students even attempted to tell us their prediction for the next conflict in the book. The eye-contact and the volume from the teachers were suitable for students and were suitable enough to get everyone's attention even though the space in the classroom was quite big and the wind was blowing noisily outside. However, our overall performance was kind of lack of body languages and gestures while we were kneeling down for the purpose of a better distance to the audience. The body languages and gestures were limited. Therefore, I believe if we added more of them, the interaction between the teachers and the students would be ever better.

    In order to get students' full attention, a little teaching technique was placed during this reading part. Whenever the students heard "hop," they had to stand up and sit down. This technique successfully produced differing effects. In other words, it stimulatd students' reaction and made them involve in this activity more effectively.

Closing

    At the end, passing the ribbon - hot potato game played an important role to sum up the whole purpose of this activity and made them clarify the theme of this storybook. The students passed the ribbon around. While the teacher gave them the indication - "stop," whoever got the ribbon had to share what they absorbed from this story. Everyone seemed to have a pleasant time.