Detailed Lesson Plan

LESSON PLAN AND TEACHERS NOTES
Warm-up/Review: (Teacher facilitates an activity that enables learners to use previously

taught language.)
Teacher elicits from students information about childrens books recently read in class. Teacher
asks follow-up comprehension questions about each story: What was the title? Who was the
author? Who was in the story? What happened? When did the story take place? Where did it
take place? Who read the story (teacher? student? guest speaker/storyteller?)?
Teacher should record this information in a mind-map or web on the board or overhead projector.
Introduction to the lesson: (Teacher focuses learners' attention on the lesson, establishes the
Lesson objective, and relates the lesson to the learners' lives and previous learning.)
Teacher introduces the lesson objective by referring back to the needs assessment which indicated
students wanted to participate more actively in literacy activities with their children.
Teacher reminds students about the story or book they selected. (In our case, students wrote their
own version of Mama, Do You Love Me? By Barbara Joose)
Presentation: (Teacher introduces new information, checks comprehension, and models
what learners need to do with the language during the practice stage.) and Practice
Activities: (Teacher provides practice of the new language, information, and material.):
See table below for multiple presentation and practice activities.
Activity
#1 A Storytellers
Vocabulary List
www.storyarts.org/class
room/retelling/getstarte
d.html
#2 Storytelling Skills
Rubric
www.storyarts.org/class
room/usestories/storyru
bric.html
Presentation
Teacher presents A Storytellers
Vocabulary, elicits definitions
from students, discusses and
relates them back to stories from
the warm-up activity. Model
each word from the vocabulary
list using one of the stories.
Teacher elicits from students

experiences theyve had telling
stories to their children. Teacher
reads a story, demonstrating
Effective Storytelling
Performance Skills. Teachers
asks students: Did you like the
story? Why? What made it
interesting/funny/frightening/etc
? In the discussion, teacher may
want to demonstrate ineffective
traits to show how it may not
have been so
exciting/interesting/etc., e.g.
teacher may read too slowly or
Practice
#1APair matching activity.
Students work in pairs to match
the vocabulary word with the
correct definition.
#1BIndividual Writing/Pair
sharing. Students complete
Handout #1-A Storytellers
Vocabulary for the story they
selected for todays lesson.
Students share in pairs the
information they recorded, using
the new vocabulary words to
describe their story.
Pair Information Gap: Students
work in pairs to complete
information gap handout.
Whole group discussion:
Teachers wraps up this activity
by asking for examples of each
item, either from personal
experience or based on the story
read by teacher.
Comments/Notes
#1A-Prepare multiple
sets for matching before
class.
#1B-If students did not
select a text for
storytelling before
todays lesson, students
may also complete this
handout for the new text
or story.
interesting/funny/frightening/etc
? In the discussion, teacher may
want to demonstrate ineffective
traits to show how it may not
have been so
exciting/interesting/etc., e.g.
teacher may read too slowly or
too quickly; may not use nonverbal cues, etc.
#3 Storytellers on Tour
(in the classroom)
www.storyarts.org/less
onplans/lessonideas/ind
ex.html
As students respond to these

debriefing questions, teacher
introduces and discusses
vocabulary on Effective
Storytelling Performance Skills,
again demonstrating the
importance of understanding
these terms for effective
storytelling.
Teacher tells student that now
they will practice telling stories
integrating effective storytelling
techniques and traits.
Review Listener Feedback Form
with whole class. Pass out one
copy to each student.
experience or based on the story

read by teacher.
#3A- Rotating Pair/Small Group

Storytelling Activity. For this
activity, students first work in
pairs to tell their story. One
student tells the story while their
partner listens and completes the
Listener Feedback Form. They
switch roles. Then, they give
each other the feedback form
and briefly discuss it, including
ways to improve their
storytelling technique.
When all pairs have finished,
one partner from each pair
moves so that new pairs have
formed. They repeat the
storytelling and feedback
activity above.
Rotate pairs at least

three times for multiple
practice opportunities.
Teacher should rotate to
make sure students
incorporate feedback
from their peers.
Gradually move from a
pair activity to a small
group,i.e. team up 2
pairs, so that the
audience increases from
1-3. Then, team up 2
small groups so the
audience increases to 7.
Application: (Teacher facilitates activities that enables learners to apply language and
information in a new situation and to their own lives.)
On the last day of class at our End of Cycle Party, parents and children are together. Each
student/parent is given time to tell their story while others listen.
Evaluation Activity: (Teacher assesses individual achievement of the lesson objective.)
Teacher assesses students speaking and listening while circulating during practice activities.
Feedback from the audience at the End of Cycle Party will also indicate the extent to which
students achieved the goal of developing effective storytelling skills.
Reflection Activity: (Teacher facilitates an activity that gives students the opportunity to
self-assess their performance and reflect on what they have learned).
Teacher asks reflective questions and whole group responds:
1) Did you like this lesson? (yes/no) Why/Why not?
2) How did you feel when you were telling the story?
3) How can you use this at home with your own children?
Extension Activities for the Classroom and Beyond: (Teacher provides an opportunity for
students to extend their learning.)
Teacher provides student with another story and encourages them to practice at home and then
tell their children.
www.storyarts.org/library/nutshell/stories/lion.html

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LESSON PLAN AND TEACHERS NOTES

Warm-up/Review: (Teacher facilitates an activity that enables learners to use previously

Teacher elicits from students

As students respond to these

experience or based on the story

#3A- Rotating Pair/Small Group

Rotate pairs at least

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