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Welcome to part two of this video class.
My name is Silvia Sánchez Calderón and I'm part of the teaching
team of Didáctica de la Comunicación Escrita en Inglés,
a module of the fourth year of the degree of Infant Education.
In this video class, we're going to cover
the use of literature as a didactic strategy
in the teaching and learning process of written production
in English and its application in the classroom.
In particular, we're going to focus on the key elements
involved in a lesson plan following the curriculum design.
These elements involve the objectives of the
educational level, the specific objectives of the area,
the contents of the course in terms of
procedural, attitudinal and across curriculum,
the activities of the lesson plan and the assessment, initial
or diagnostic, continuous assessment and summative assessment.
We're going to use a tale as part of the
lesson plan, working on reading comprehension.
The skill of reading comprehension can be worked through
a sequence of activities before reading or pre-reading,
while reading and after reading or post-reading.
In the case of the pre-reading stage, teachers should check the children's
or the students' previous knowledge of the tale by using realia.
In the while-reading stage, teachers can use strategies
in order to make children interested in the tale,
for example, by asking children to be storytellers and use flashcards as well.
In the last stage, the after reading or the post-reading
stage, we can maintain working on the same plot of the tale.
and acquire, learn about new vocabulary or review
structures of the tale in order to create interaction,
to create language-related activities
that can be worked in peers or in groups.
We're going to discuss each of these stages in
detail based on the objectives and the activities.
These are some ideas to integrate tales in a lesson plan.
The before reading stage is used to motivate students to read the tale.
We need to specify what skills are going to be worked
in the while reading stage and the after reading stage
and activate the previous knowledge with the
topic that is being involved in the tale.
This can be done using different types of
activities, for example, using the tale cover,
talking about the title of the tale, guessing about the
author's name, using images in order to predict information,
using characters in order to predict facts,
actions that they might do, emotions.
We can also use images and the title in order to relate
these elements of the text to the children's own experience.
What about the while-reading stage?
This stage is used to foster, to promote
the comprehension of the text, of the tale,
and creates a global understanding, building an
overall understanding of what the text is about.
Teachers can also clarify the meanings of some words
or some facts that might not be clear to the students.
The while-reading stage is also used to develop this awareness
in understanding the text at the same time as it is being read
and share ideas, share their own feelings and reactions while reading.
This can be done via the design of different activities, for
example, manipulating different types of tasks, role-playing,
include mistaken facts, erroneous actions, so
that children can spot them while reading the text,
building a mental image as well, and relate this mental
image to the child's own reality and share them in groups.
We can also ask students to think about
what the character's behavior is about,
analyze them in terms of their physical appearance,
in terms of predicting what they will do later on.
In the after reading stage, or the post-reading stage, it
is used to check how much the tale has been comprehended.
It is also used to clarify doubts that students may come
across with and encourage their own interpretation of the text.
They can also share their feelings for
characters' reactions derived from the story,
and analyze different types of elements involved
in the story, for example, facts, characters, etc.
For example, in terms of the activities that
can be designed in this post-reading stage,
it is the reconstruction of the different parts
of the plot based on role-playing or using images,
and this can be done individually or in groups.
We can also ask students to summarize
the plot orally, using visual support,
and share their feelings about a particular character or an event.
We can also ask them to predict possible continuations
of the story or change the ending of the story.
Let's see an example of a lesson plan that has
used the tale Goldilocks and the Three Bears.
This lesson plan is targeted for first-year students of infant education.
The lesson plan is 60 minutes.
What are the learning contents of the lesson plan?
They will learn about present tense, have got and be,
too+adjective, and this and that singular determiners.
They will also learn about different types of communicative functions,
for example, describing, expressing their own
personal opinion, giving and asking for information.
The skills involved are the oral production,
communicating with their own peers in English,
and listening to the teacher's instructions.
They will also learn about phonology,
intonation, rhythm, in rhymes and songs,
and the phonemes /t/ and /tʃ/ and final /m/.
They will also learn about different types of vocabulary,
parts of the house, pieces of furniture, adjectives.
And they are required to have previous knowledge
about colours, the numbers 1 to 9, and clothing.
They will also learn about a cross-curriculum
content, and in particular cleanliness,
and the immediate use of resources in recycling.
The class should be structured in a particular
way, tables should be placed individually,
and in each table they will have a flashcard with the
part of the house or the part of a piece of furniture,
so that the objects can be identified based on the song
that is being played or the story that is being told,
and they can also practice linguistic patterns orally.
This table shows the timing, the activity, and the
resources involved in the 60-minute lesson plan.
The first 11 minutes will be used for
introducing the concepts of boy versus girl,
colours and hair shapes as well, using
realia, using the students' hair as examples,
and for that they will use posters, flashcards and realia.
The next 12 minutes will be used to work on
the tale cover by answering this question,
"Is it a boy or a girl?" and guessing based on the tale cover.
They will also work on songs about hair colours with
their own students' personal hair identification.
And the final part of these 12 minutes is going back to the tale cover
and relate what they learned about Goldilocks' hair colour.
The next 12 minutes will be used for working with gestures,
mimicking the different types of hair, if it's
curly, if it's short, and using also visual support.
Another activity is Simon Says with the
actions of curly hair, short hair, etc.
And going back to the tale cover and asking
about what type of hair Goldilocks has.
And students can ask questions about the type
of hair that is shown in different images.
The next 15 minutes will be used for colouring in Goldilocks
while the teacher is singing "Goldilocks has got blonde locks".
The next 10 minutes will be used for showing
images of different types of parts of the house,
chairs, plates, cutlery, the bed, and students say what they are.
They can also be asked to bring these
objects, some of the objects using realia,
in order to work on sharing what they have with the class.
For this video class we used this reference, Pérez
Cabello (2009), La didáctica del Cuento en Lengua Inglesa.
Aplicaciones Teórico-Prácticas, and we based on chapters 8 and 9.
Thank you for your attention.
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