.
STORYTELLING
Concepcin, 2016
Members:
Javiera Barrueto
Brian Huenupe
Teacher:
Katiuska Santibaez.
Reflection to analyze the advantages and disadvantages to use storytelling technique in the Chilean classroom context.
Every time that we use an ICT as a tool for teaching in a classroom, we have to consider that sometimes resources are not enough for
every student in the classroom, in most of the schools in Chile this is the reality. Another very common problem is that the resources can
fail at the moment when we want to use them; this brings complications at the time to develop the class. When we want to work with
technological resources. Sometimes we assume that students know how to manage them, this assumption is correct, they know how to
manage a computer but they do not know how to manage specific programs or pages, most of them only know how to use social
networks. At the same time, when we try to teach them new websites or programs they usually focus their attention on another pages
instead of paying attention to the instructions.
On the other hand, there are advantages at the moment of use ICT, for example, the class is more interactive, they like the technology,
images and songs, and this is good to catch their attention. Also, as I mentioned before, they know how to use technology so if they do not
know how to use a program or page, we can teach them and they will learn very quickly and this will not affect the time of the lesson.
Finally, the use of ICT in classroom will promote their group work, collaborative work when the task is in pairs and will develop their
investigation abilities, their reading and writing activities.
Universidad Catlica de la Santsima Concepcin
English Pedagogy Programme
PPV
LESSON PLAN SDL
Unit 4: Things used to be different!
Lesson number: 15
English level: A2
Level:
7th grade
Length of lesson:
90 minutes
Student-Teachers name:
Javiera Barrueto
Brian Huenupe
School:
Colegio Concepcin
Pedro de Valdivia
Aim:
Students will be able to know the use and create a short storytelling about how things used to be different.
Assume knowledge:
Students know vocabulary of the unit.
Students know how to manage external resources to create short videos.
Students know specific vocabulary to compare and contrast
Students know how to express past and future situations.
Students know adverbs of frequency.
Target language:
Verbs, present, past simple and future, vocabulary of specific objects related to the unit, vocabulary of the specific technologic resources.
Adjectives.
Ai
ds:
La
b
co
mp
ute
r
Pro
ject
or
Wh
iteb
oar
d
Int
ern
et
con
nec
tio
n
Lo
uds
pea
ker
s
Adapted from University of Sussex
Stages
Activities
What the teacher is going to do
Pre-
Strategies
Time
(min)
What students are going to do
T greets their students and asks them
to pay attention to the part and the
following instructions.
Ss listen and pay attention to the T
T puts off the lights and asks
students to sit down in silence
T starts telling a short story about Ss follow T instructions
the changes in a small town.
T puts the lights on and starts
showing pictures in the board
contrasting different artefacts and
places related to the story.
10
Identifying patterns of
organization:
Comparison/contrast
T asks students to guess what she Ss answer T questions
was telling
Identify which resource
she was using
T asks students to guess the name of
the story
While-
T tells students to pay attention to
Ss listen the story telling, then
the video (story telling )
form pairs and do the activity
T tells students to write in pairs at
least 4 things that have been
changing around them during the
time.
15
T asks students to share in groups
and to follow the next step.
T explains the students that they will
be allow to create a short video
including voices and images the next
class
Post
T tells students to form groups of 4
Ss listen the T instructions
Ss form groups of 4
10
20
Checklist: This rubric is for the process of creation of the story.
Students name:
Category
Students work
collaboratively
Students finish on time
Students show creativity
Students follow the
instructions
Yes
No
This rubrics objective is to assess the final product of the students.
Name of the story: ____________________________________________
Students name:
1.
2.
3.
4.
CATEGORY
Sequence
Retells story in
correct sequence
leaving out no
important parts of
story.
Retells story in
sequence with 2-3
omissions.
Retells story with
several omissions,
but maintains
sequence of those
told.
Retells story out of
sequence.
Characters
The main characters
are named and
clearly described
(through words
and/or actions). The
audience knows and
can describe what
the characters look
like and how they
typically behave.
The main characters
are named and
described (through
words and/or
actions). The
audience has a fairly
good idea of what
the characters look
like.
The main characters It is hard to tell who
are named. The
the main characters
audience knows very are.
little about the main
characters.
Voice
Always speaks
loudly, slowly and
clearly. Is easily
understood by all
audience members
all the time
Usually speaks
loudly, slowly and
clearly. Is easily
understood by all
audience members
almost all the time.
Usually speaks loudly
and clearly. Speaks
so fast sometimes
that audience has
trouble
understanding.
Speaks too softly or
mumbles. The
audience often has
trouble
understanding.
Accuracy of
Retelling A
Story
The storyteller
includes all major
points and several
details of the story
s/he is retelling.
The storyteller
includes all major
points and 1-2
details of the story
s/he is retelling.
The storyteller
includes all major
points of the story
s/he is retelling.
The storyteller forgets
major points of the
story s/he is retelling.
Written Copy
The student turns in
an attractive and
complete copy of the
story in the correct
format.
The student turns in
a complete copy of
the story in the
correct format.
The student turns in
an complete copy of
the story, but the
format was not
correct.
The student turns in
an incomplete copy of
the story.
