1. Programa Nacional de Inglés en Educación Básica
School: Cycle: 4 Grade: 1 Groups:
Teacher:
Social Practice of the language: Read and understand different types of literary texts of
English-speaking countries Date: From: To:
Social environment: Literary and ludic Unit: 1 Lesson plan: 2
Specific Competency:Read classic tales and write a short story based on them
Product:Big book
PRODUCT Stages: Doing with the language Knowing about the
language
Achievements Time Procedure
(teaching strategies)
Assessment Materials
BIG BOOK
Step 1
Select and read a classic
story.
Select and check classic
tales.
• Recognize graphic and
text arrangement.
• Identify the author(s).
• Activate previous
knowledge.
• Topic, purpose and
intended audience.
• Graphic components.
• Textual components
• Uses known
comprehension
strategies.
SESSION 1,2
Step 1:
Have Ss. bring different classic stories
they know, have heard or read or that
they have access to. In trios have them
choose one, the one they like best.
Have Ss. analyze the graphic and the
text arrangement of the story, have them
identify the author, the publisher and
some other features worth pointing out;
for example: the main characters, the plot,
the climax, the conflict and/or the
resolution, and if there is a message for
Ss to analyze. From the book cover
illustrations, ask Ss to predict what the
story may be about. Ss may be given
question prompts to ask and answer
questions about the different elements of
a story; in case they have difficulties with
vocabulary, promote the use of bilingual
dictionaries. In case Ss need extra
support, they should ask for it in English.
Ask Ss to work in teams. Each team is
provided with a different part of a story.
Ask them to put it in order, try not to
spoon-feed Ss during this activity;
promote collaborative work and the use of
the different sources they count on in the
classroom, such as dictionaries, pictures
dictionaries, multimedia, etc.
Monitor Ss’ choices so that not a

2. single story is repeated and there is
greater variety of literary genres:
narrative, descriptive, myth, legend, fairy
tale, science fiction books, scientific
topics, readers, etc. Ask questions to
make sure Ss have grasped the general
idea of the story chosen.
Stage 2
Determine which the key
events are.
• Determine topic, purpose
and intended audience.
•Read and understand the
general meaning and main
ideas of a classic tale.
• Predict contents based on
graphic and text
components.
• Narrative elements.
• Repertoire of words
necessary for this social
practice of the language.
• Recognizes the
general meaning from
some details.
SESSION 3,4
Step 2
In the same teams have Ss identify the
main characters or events and the main
ideas. Use the texts from the previous
class, and ask Ss to identify the main idea
in the part of the text they were assigned
and share it with their teams. Then, ask
them to label each part according to their
function in the text (main characters, plot,
climax, conclusion, etc.). They may be
asked to write short sentences or even
isolated expression to support their ideas.
Divide teams in two and provide them
with information-gap activities. Provide
question prompts so that Ss are able to
ask and answer questions to get
information about the texts they have read
and analyzed. If necessary, analyze the
meaning of question words through the
use of previous elaborated models.
Stage 3
Write and arrange the
sentences based on key
events.
• Use different
comprehension strategies
(e.g., skimming, scanning,
adjusting speed and
rhythm).
• Detect sounds
represented by different
letters or their combination.
• Establish forms that
express continuous and
past actions.
• Identify key events.
• Recognize the general
meaning.
• Determine number and
order of key events.
•Speak about and rewrite
key events of a classic tale.
• Speak about personal
• Verb tenses: past.
• Verb forms:
progressive.
• Adverbs of time and
pronouns.
• Non-frequent or absent
letter groups found in
mother tongue
(e.g., ee, gh).
• Differences between
British and American
variants
(e.g., -our/-or, -re/-er).
• Formulates and
answers questions in
order to locate specific
information.
• Expresses personal
reactions to literary
texts, using known oral
expressions.
• Retells events using
images.
• Organizes sentences
into a sequence of
actions.
SESSION 5,6,7
Step 3
Ask Ss to work in pairs or four person
teams and provide them with gapped
paragraphs of a story to put in order.
Then, ask them to analyze the events in
chronological order (which happened first,
which after and or which was in progress).
After that, ask them to retell the story to
the rest of group to reach an agreement
about what the correct order of the story is
(different options are accepted).
As an alternative activity, Ss can be
asked to use cutouts to create a short
story. Then, they give it to another team
so that they write what they thing the story
is about. While doing this activity monitor
what teams are doing in case they need

3. reactions and opinions of
an event.
• Retell events from
illustrations.
• Rewrite sentences of key
events.
• Complete sentences that
express continuous and
past actions.
• Rewrite key events.
• Arrange events in a
sequence.
support to express their ideas; promote
peer support and, if necessary, provide
them with a model sentence in which you
use expressions to join ideas.
Stage 4
Check that the sentences
comply with grammar,
spelling and punctuation
conventions.
. SESSION 8
Step 4
In teams or individually ask Ss to
create their own story, tell them they can
use fiction or nonfiction elements, make
emphasis on the fact that the story needs
to contain graphic devices such as
illustrations and oral texts. In addition,
remind Ss to include the different
elements of a story, such as main
characters, plot, climax, conflict, etc.
While doing this activity, monitor Ss and
ask them to look up work done in previous
classes. If needed, provide them with
models in order to avoid possible spelling
mistake or wrong structures.
Have Ss work in pencil on their
notebooks to facilitate correction, insertion
of new and better ideas and spelling.
Stronger Ss may help out by being in
charge of their own teams’ productions.
Once they have gone through the
corrections, Ss may start producing their
Big Book on pieces of folding paper or
pieces of cardboard, leaving enough
space for the illustrations.
Step 5
Put together and illustrate
the Big Book
Step 6
Rehearse the oral reading
out loud of the text and
practice pronunciation.
SESSION 9,10
Steps
5 and 6
Have Ss produce the images,
illustrations or drawings, or reproduce the
illustrations from the original books. Make
sure Ss keep a balance between the
written and the image sizes and that the
presentation gets standardized in terms of

4. size and quality of work. While Ss are
producing this, take advantage to start
preparing the reading of the story out
loud. Ss should concentrate on good
pronunciation, the effect of intonation
patterns when dealing with emotions,
changes of mood and reactions, as well
as the volume of voice.
Ask Ss to say the story aloud so that
their team members help them improve
their performance or their pronunciation
and rhythm, while doing this monitor in
case Ss need support to read or
pronounce what the will present later to
the rest of the class.
Step 7
Read the book out loud
and donate it to students
from basic education lower
grades.
SESSION 11 AND 12
Step 7
Have the reading first in the group
itself.
Organize different reading sessions,
and invite the different groups to attend
this theatrical reading. Have Ss choose
some music to be played before, at
specific moments and after the story has
finished. Also, encourage Ss to create the
appropriate atmosphere according to the
nature of the story they will tell.
Being through the language:
• Acknowledge reading as a recreational activity.
• Understand and appropriately contribute in discussions.
• Foster respect towards others’ opinions.
Comments and reflections:
Books
Publishing House Teacher’s book Students’ book Readers
“All Ready! 1”
Macmillan
pp. 36-48 pp. 22-35 Reader
pp. 20-32
“Brilliant! Teens 1”
Santillana
pp. 36-54 pp. 28-43 Stories
pp. 7-18
“Crossover 1”
University of Dayton
pp. 43-60 pp. 19-28 Narrative
pp. 71-80

5. “Teens Club 1”
Castillo
pp. 44-53 pp. 24-37 Narrative
pp. 40-47
“Yes, we can! 1”
Richmond
pp. 14-23 pp. 14-23 Fiction
pp. 5-14
Other resources
http://www.onestopenglish.com/teenagers/skills/warmers/
http://learnenglishteens.britishcouncil.org/
http://www.learn-english-today.com/fun/fun_activities.html
http://genkienglish.net/juniorhigh.htm
http://www.cambridge.org/gb/elt/students/zones/item2325607/Secondary/?site_locale=en_GB&currentSubjectID=2325607
Stories: http://www.learner.org/interactives/story/
http://hrsbstaff.ednet.ns.ca/engramja/elements.html
http://users.aber.ac.uk/jpm/ellsa/ellsa_elements.html
http://www.studyzone.org/testprep/ela4/h/storyelements.cfm