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Selecting Stories
The Story Has…
 Rhyme
 Rhythm
 Repetition
 Beginning, Middle, and
End
 Intrinsic Drama
 Richness of the Target
Cultu...
The Story Lends
Itself to……
 Visuals
 Props
(Authentic+)
 Acting it out
 Storytelling
 Signaling
 TPR
The Story is…
 Compelling and
Engaging
 Meaningful to
Students
 Relevant to
Curriculum
Objectives
 Age-appropriate
 L...
Fairy GodmotherPoints
Choose a
Folk Tale
How will you
Present?
Storytelling
Action Play
Ask the Story
(TPRS style)
Key props
??
Type of Story
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SnowBall
Whydidyouchoose?–
Whatwillbetheassessment?
Adjust
www.menti.com
41 71 59
Lunch
Pre-Reading
Purpose
Give Context to
Story
Copious Interactive
Comprehension for
key vocabulary
Connect to prior
knowled...
Anticipation
Guide
 Menti.com
Info Gap
Passport
Culturally
Approrpiate
KWL Chart
Plan 1 Pre-Reading
Activity
SharkTank
Interactingwith
Reading
Annotating
Discourse
Scramble
Tecuciztécatl, un dios joven y elegante,
se levantó y ofreció dar su vida.
Point of View
ReadingAction
Chain
Illustrationwith
White Boards
How will students
interact?
Post-
Reading
Extend to Students
Cultures
Context for
Spontaneous
Speaking
Extend Story
Interjections!
• Je suis perplexe!
• Je suis content!
• J’ai froid!
• J’ai faim!
• Je suis fâché!
• J’ai mal!
• J’ai peur!...
Il n’y a rien à cuisinier.
• Le cuisinier dit, « Je suis
perplexe! »
Le loup garou chasse Elzéar.
• Elzéar sanglote, « J’ai peur ! »
Il neige beaucoup.
• Elzéar grogne, « J’ai froid ! »
Story Map
Comparisons
Il y a un desert en
Californie.
Ah bon?
Ah oui!
Je crois
que non.
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2017 waflt folktales design

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Pre-reading, Reading and Post-Reading

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2017 waflt folktales design

  1. 1. Selecting Stories
  2. 2. The Story Has…  Rhyme  Rhythm  Repetition  Beginning, Middle, and End  Intrinsic Drama  Richness of the Target Culture  Connections to other disciplines
  3. 3. The Story Lends Itself to……  Visuals  Props (Authentic+)  Acting it out  Storytelling  Signaling  TPR
  4. 4. The Story is…  Compelling and Engaging  Meaningful to Students  Relevant to Curriculum Objectives  Age-appropriate  Linguistically appropriate (Krashen’s I+1) p. 3
  5. 5. Fairy GodmotherPoints
  6. 6. Choose a Folk Tale
  7. 7. How will you Present? Storytelling Action Play Ask the Story (TPRS style) Key props ??
  8. 8. Type of Story www.menti.com 41 71 59
  9. 9. SnowBall Whydidyouchoose?– Whatwillbetheassessment?
  10. 10. Adjust www.menti.com 41 71 59
  11. 11. Lunch
  12. 12. Pre-Reading Purpose Give Context to Story Copious Interactive Comprehension for key vocabulary Connect to prior knowledge Anticipate Misunderstandings
  13. 13. Anticipation Guide  Menti.com
  14. 14. Info Gap
  15. 15. Passport
  16. 16. Culturally Approrpiate
  17. 17. KWL Chart
  18. 18. Plan 1 Pre-Reading Activity
  19. 19. SharkTank
  20. 20. Interactingwith Reading
  21. 21. Annotating
  22. 22. Discourse Scramble Tecuciztécatl, un dios joven y elegante, se levantó y ofreció dar su vida.
  23. 23. Point of View
  24. 24. ReadingAction Chain
  25. 25. Illustrationwith White Boards
  26. 26. How will students interact?
  27. 27. Post- Reading Extend to Students Cultures Context for Spontaneous Speaking Extend Story
  28. 28. Interjections! • Je suis perplexe! • Je suis content! • J’ai froid! • J’ai faim! • Je suis fâché! • J’ai mal! • J’ai peur! • J’ai soif!
  29. 29. Il n’y a rien à cuisinier. • Le cuisinier dit, « Je suis perplexe! »
  30. 30. Le loup garou chasse Elzéar. • Elzéar sanglote, « J’ai peur ! »
  31. 31. Il neige beaucoup. • Elzéar grogne, « J’ai froid ! »
  32. 32. Story Map
  33. 33. Comparisons Il y a un desert en Californie. Ah bon? Ah oui! Je crois que non.

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