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| LESSON PLAN 1 Verbal - Linguistic | |
| Activity | Learning Objectives |
| Draw Chart listing all characters in the story with description (aim for at least five descriptive words for each character) | Show knowledge and comprehension of the characters in the tale |
| Choose one character from list and, to a partner, describe that character- without giving name. Partner has to draw the character and, for a bonus point, guess which character is being described. | Analyse the characters. |
| Using the character each student has drawn from their partner's description - write three sentences on their background (eg where they were born, what their hobbies are and what music they like) | Apply their knowledge to an extension of the characters. |
| Using the information they have gathered on their character (both from the tale and their own extension) draw a cartoon of the character in a modern-day situation (Football Match, Classroom, Concert etc) | Use their knowledge, understanding and analysis of the character to entertain and amuse! |
| Display the cartoons of each character in a separate area and hand out voting slips to each student. | Evaluate the portrayals of each character by voting on favourite cartoon and saying why - linking back to original tale. |
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Voting Slip Name............................Class............... |
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| Name of Character: | Number of Cartoon: | ||||||||
After listening to the tale I decided the character
was:
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The cartoon shows the character as:
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| LESSON PLAN Visual/Kinesthetic | |
| Activity | Learning Objectives |
| Illustrate one background scene from the story | Show comprehension by identifying background and scene |
| In groups, decide on accuracy of illustrations, choose most accurate. | Compare and analyse a selection of drawn impressions |
| In groups, pull together the characters involved in chosen scene and cast | Working in a group situation, discuss and organise character casting |
| In groups, discuss and put together a tableau for that scene | Apply group decisions to produce entertainment. |
| Put two groups together. They then present tableau to partner group who evaluate | Evaluate a piece of drama.. |
| Aspect | Marks out of 5 |
| Casting choices | |
| Positioning of tableau | |
| Facial expressions | |
| Dramatic impact |
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| LESSON PLAN Musical/Audio | |
| Activity | Learning Objectives |
| Identify points in the story where sound effects would be useful (or if using tape/cd points in story where sound effects are used) using a time-line. Students to copy time-line for future use. | Show ability to identify specific points in story |
| Using list on board, choose three possible sound effects and write ideas on how to produce them | Use imagination to create ideas to perform a specific task |
| On board, gather in ideas in chart form for different sound effects and choose most effective for each one | Working in a group situation, analyse and organise ideas |
| Choose one sound effect and it's solution and list out props needed for creation | Put together a comprehensive list of props needed throughout the story |
| Each group to organise acquisition of props needed for specific sound effect - props ready for next lesson | In group situation, discuss and decide on individual responsibilities |
| Follow on:
Next lesson: Each group to demonstrate "their" particular sound effects and mark props used onto Sound Effect Time-line. |
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| LESSON PLAN Mathematical | |
| Activity | Learning Objectives |
| List out and count up the main events in the story | Show comprehension by identifying and sequencing important points in the storyline |
| Write up those main events on board using ideas from students | Compare and analyse the importance of the different events |
| Each student to design and illustrate a time-line for the story using the information on the board | Apply the knowledge by re-presenting information |
| Look at the time-line, pick the penultimate event, change it and see how it would affect the ending | Predict and confirm how changing an event can change results |
| In groups, study the time-line, decide which event is the most "dramatic" and put together a short scene showing that event | Work in a group situation, evaluate the different parts of the story and create a small presentation. |
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| LESSON PLAN Intra-personal | |
| Activity | Learning Objectives |
| Think about the ending to the story - is it what the students would have wished? Brainstorm ideas for different endings. | Discuss and show comprehension of story-line through change |
| Choose an ending (either the original or one of the new ideas) and think about the "moral" of the story | Analyse the story and its "hidden" meaning |
| In groups, think about a situation where choices have to be made (right or wrong?) and what each choice would mean. Write one sentence for each choice giving the "moral". | Discuss importance of making right choice and predicting consequences |
| Pull together in whole class discussion the different situations, choices and morals and create chart on board and/or on paper for future activities | Evaluate each other's ideas |
| Famous tales - individually write down name of at least one tale with a moral (think of fables, myths, pantomimes etc), then whole class activity looking for ideas and discuss possible morals | Use skills to match morals to well-known stories |
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| LESSON PLAN Inter -personal | |
| Activity | Learning Objectives |
| Use one
of story-telling activities to be found by clicking on link:
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Work creatively as a group, build stories through discussion/play/brainstorm and present those stories to others whilst using skills such as analysis, evaluation, synthesis. |
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