LITERATURE FOR YLE

1. AYLEN FERNÁNDEZ AND ALEXIS CORA
PRACTICE II
Literature for YLE.
As theorists have emphasized children process while doing. They can easily
find personal meanings in the stories they are told and feel akin to their
characters. Discussion and reflections as such are adult activities which find
their place child-likely where children are putting the story in order, for
instance, or sorting out linguistic elements, or drawing a certain part of the
story. By all this we mean that with the activities mentioned we are creating
a context and a friendly atmosphere for children to incorporate new
vocabulary and other contents and also increasing their creativity.
Those same activities are called recognition activities because they invite
children to recognise the target language and to process the new exposure
comfortably in their own time.
The following lesson plan was carried out in 4th
grade in which we worked
with the short story “I wish I had a monster”.
Lesson plan nº8
Date: 26/09
Instituto María Auxiliadora
Teacher in charge: Marisa Medrano
Trainees: Alexis Cora & Aylen Fernández
Course: 4th grade A&B – initial
Timetable: Mondays from 15:15 to 15:55 and Wednesdays from 16:45 to
17:25
Objectives of the lesson: during this lesson students are expected to:
• Listen and comprehend the story “I wish I had a Monster”.
• Read and put in order/match the parts of the story.

2. AYLEN FERNÁNDEZ AND ALEXIS CORA
PRACTICE II
• Understand it in order to be able to produce answers orally.
Routines: Greeting and Praying (2’)
Activity 1 (3‘) as students weren’t able to correct the last two activities on
their books during the class on Monday, we are going to check them at the
beginning of the class.
-Opening the Lesson: Warm-Up Activity (5‘)
Macro skills: speaking & group interaction
Activity nº2 (5‘): Before reading the book, the trainee will give a summary of
the book in order to ask some questions related it.
e.g: This boy is called Max. He wishes to have a monster. His father would
help him to find one...
Have you ever wanted to have a scary monster? Do you think animals are
scary monsters? Has your father/mother helped you to find a monster?
Can you imagine Max’s monster?
-Body of the lesson (28‘)
Activity nº3 (6‘)
Macro skills: listening
With the help of her pedagogical partner, the trainee will read the story “I
wish I had a monster” presenting its’ images in a Movie prepared by both of
them. The story will be read twice.
Activity nº4 (7‘)
Macro skills: reading comprehension & writing

3. AYLEN FERNÁNDEZ AND ALEXIS CORA
PRACTICE II
The trainee will give the students a photocopy with some vignettes
representing the different stages of the story. Students will have to put them
in order.
Activity nº5 (6‘)
Macro skills: writing
Following the order of the story, students will have to write the monster’s
description.

4. AYLEN FERNÁNDEZ AND ALEXIS CORA
PRACTICE II
e.g: Vignette nº4: “the monster has got a big head and two small eyes”
Students will have to do the same with vignettes nº6 - 8 and 10
(The monster has got: a big mouth - big orange teeth – eight long blue legs –
lots of red spots)
Activity nº6 (5‘)
Macro skills: reading & matching
Students will have to match the picture that corresponds to each dialogue.
(First picture third dialogue)

5. AYLEN FERNÁNDEZ AND ALEXIS CORA
PRACTICE II
Activity nº7 (4’)
Macro skills: listening & speaking
The trainee will ask some questions in order to ‘close’ the story.
e.g: Can you explain me why Max got scared? Which animal scared him?
Do you think spiders are scary monsters/animals? Why? Why not?
Which other animal do you consider as ‘scary’?

6. AYLEN FERNÁNDEZ AND ALEXIS CORA
PRACTICE II
Closing the Lesson (2’)
As usual, students will copy on their books the activities they have
done during the lesson, as date, weather and description of the activities.
Having in mind the theory studied and the genuine action of using literature
with YLE we could conclude that “stories provide models of the world”
(Bruner, 2002:25) the world in this case was descriptive texts and different
vocabulary that as it was contextualized children were able to understand it
and the model was the story mentioned.
For instance, they not only get engaged in listening to the story and knowing
the climax and resolution, but they were also interesting in solving the
activities since the necessity of learning was created.
When YLE are read a short story or any kind of literary text that encourages
them to find out what the main characters do and what they say to each
other. They may feel sad, afraid, angry or really happy. This is because the
experience of reading or listening to a story is much more likely to make us
'feel' that we are part of the story, too. Just like in our 'real' lives, we might
love or hate different characters in the story. But the crucial point to
remember is that whatever they are read, provided that is meaningful, they
will find it relevant to make it part of their lives.
In fact, cultures all around the world have always used storytelling to pass
knowledge from one generation to another. And in the case of education we
do need to make use of literature as it is a tool for passing contents from one
generation to another.
The lesson plan was excellently achieved and we could noticed that students
could acquire the structures that were expected to be learnt.

7. AYLEN FERNÁNDEZ AND ALEXIS CORA
PRACTICE II
Closing the Lesson (2’)
As usual, students will copy on their books the activities they have
done during the lesson, as date, weather and description of the activities.
Having in mind the theory studied and the genuine action of using literature
with YLE we could conclude that “stories provide models of the world”
(Bruner, 2002:25) the world in this case was descriptive texts and different
vocabulary that as it was contextualized children were able to understand it
and the model was the story mentioned.
For instance, they not only get engaged in listening to the story and knowing
the climax and resolution, but they were also interesting in solving the
activities since the necessity of learning was created.
When YLE are read a short story or any kind of literary text that encourages
them to find out what the main characters do and what they say to each
other. They may feel sad, afraid, angry or really happy. This is because the
experience of reading or listening to a story is much more likely to make us
'feel' that we are part of the story, too. Just like in our 'real' lives, we might
love or hate different characters in the story. But the crucial point to
remember is that whatever they are read, provided that is meaningful, they
will find it relevant to make it part of their lives.
In fact, cultures all around the world have always used storytelling to pass
knowledge from one generation to another. And in the case of education we
do need to make use of literature as it is a tool for passing contents from one
generation to another.
The lesson plan was excellently achieved and we could noticed that students
could acquire the structures that were expected to be learnt.