I have chosen the story The Boy Who Cried Wolf from the World of Stories, Year 3.

It is a story of the boy who cried wolf which teaches its lesson by means of a negative example. That is, the story is about a character who makes a foolish mistake, and then suffers some kind of punishment as a result. The idea is that we should learn from this negative example to avoid making the same foolish mistake ourselves! The story teaches this moral as a kind of practical lesson, showing the actual value of telling the truth. One should always tell the truth, because if you lie, then people will not believe you, even when you are telling the truth. Telling the truth is a value we should inculcate among our pupils especially in the modern era where our pupils are exposed to the world by quite a number of factors, including negatives ones.

Among the skills I would like to integrate are listed below, to fulfill my Lesson Outcomes that is to be able to write a simple story with little or no guidance. 1.2 Listen to and repeat accurately the correct pronunciation of words, correct intonation and word stress of phrases, expressions and sentences. 1.7 Listen to and enjoy stories, fables and other tales of imagination and fantasy and predict outcomes, and draw conclusions at a level suited to pupils ability. 2.5 Talk about the people, places and moral values of the stories heard, read and viewed in simple language. 2.5.1 Name the people or animals in the story heard or read. 2.6 Express thoughts and feelings and give opinions on things read, seen, heard and viewed in simple language. 2.6.2 Say whether one likes or does not like the story heard or read. 3.3 Read and understand simple sentences. 3.3.3 Read and understand a simple paragraph of 3-4 sentences. 3.4 Read aloud expressively and fluently pronouncing words correctly and observing correct stress and intonation and sentence rhythm. 4.4 Complete texts with the missing words, phrases or sentences. 4.5 Construct simple and compound sentence with guidance and independently. 4.5.1 Form simple sentences by arranging words. 4.8.5 Write simple stories with little or no guidance.

I would begin the lesson by showing the pupils the setting of the story they are going to watch. They will talk about what they can see in the picture and I will briefly explain about the work nature of a shepherd. Pupils can contribute ideas by talking about the people or animals they see in the picture. This is to get them mentally prepared about the setting or situation they are about to observe in the story.

Next, I would continue the lesson by showing a video tape / pre-recorded you tube version of the story, The Boy Who Cried Wolf. I would like the pupils to listen carefully to the pronunciation of the words, the intonation and stress of the speakers. This is to make sure that the pupils listen carefully to the pronunciation, stress and intonation of the story teller. I will also ask the pupils to identify details such as the characters in the story, the setting and to predict what happens next before the frame changes to a new one. I would like the pupils to be able to state correctly the names of people, animals and objects in the story to enrich their vocabulary. During lesson development, I will ask the pupils to retell the story using their own words and to express their opinion about the story. Pupils can choose from any section of the story they would like to retell. They are also encouraged to express their opinion about the characters in the story. Here I can observe how my pupils response to the story and which character influence them most or which character have an impact on them. Then I will distribute jigsaw puzzles of the story, where the group will work together to rearrange the jigsaw puzzle. Mean while, I will also paste sentence strips of the stories at random sequence on the board. Each group will then read aloud the sentences related to the jigsaw puzzle which they have rearranged. Volunteers will then be asked to rearrange the picture cards and sentence strips in the correct order. Next, I will give a set of picture cards from different scenes of the story to each group. The group will then create a suitable story for the picture. They will then take turn to read their version of the story. After the last group had read their section of the story, I would ask them to rearrange the story in the correct order. Volunteers will then take turn to read the story in the correct sequence.

At the production stage, I will ask the pupils to construct simple sentences to form a short story based on given pictures. Pupils will work individually to write their own short story based on the given picture series. Volunteers will take turn to read aloud their stories. Finally, I will ask the pupils to state the moral values they can elicit from the story. Among the teaching and learning materials I would use are LCD and projector for the presentation of the story, picture cards, sentence strips and word cards for group activity to rearrange the story in the correct sequence. I will also use cut out picture cards as jigsaw puzzle for the pupils to assemble and rearrange in the correct sequence of the story. I will distribute worksheets containing picture series of the story the pupils are going to write in the production stage. The advanced pupils are encouraged to use their own words or use some appropriate words which they think is suitable from the story they have just heard. Weaker pupils are guided with given words which they have to construct into simple sentences to describe the activities in the picture series. Based on the planned activities, I hope to achieve my lesson objectives that is for my pupils to be able to write simple stories based on the picture series using their own words.