The document outlines two lesson plans for teaching the story of Hansel and Gretel to 6th grade English students. The first lesson involves students watching a video of the story, answering questions about it, and ordering picture sequences from the story. The second lesson reviews the story, has students match pictures to verbs and write sentences, then form groups to create and illustrate new story endings which they present to the class. Both lessons aim to practice listening, reading, speaking and writing skills.

1. Monge,Ana Valentina
Morán,Ana Belén
PRACTICE II, DIDACTICS OF ELT and Practicum Primary School level.
Adjunto Regular a/c Prof. Estela N. Braun (2017).
PRACTICAL 12:The Magic Bag Project
LESSON PLAN: “Hansel and Gretel” by the Brothers Grimm, published in Kinder- und
Hausmärchen, Germany, in 1812.
VIDEO: https://a8g4i9g5y.ssl.hwcdn.net/files/sgdg1p/vi/converted/36/f0/777955.mp4
STUDENTS’ PROFILE: 6th grade, beginning level of English language proficiency. State
primary School. Two classes a week, 40 minutes each. There are twenty five students in
each of the classes.
Students’ age: 11-12 years old.
TIMETABLE: Mondays and Thursday, from 15.45Hrs. – 17.25 Hrs.
LEARNING OBJECTIVES:
By the end of the two lessons students will be able to:
 Revise prior knowledge about family members.
 Listen and understand the story with the help of the trainees.
 Answer questions orally.
 Reflect upon children’s rights related to the story.
 Enjoy reading time.

2. Monge,Ana Valentina
Morán,Ana Belén
 Enjoy stories in English.
 Describe scenes of the story using Present Continuous tense.
 Retell the stories to their parents with the help of the pictures and their drawings.
Skills to be emphasized:
 Listening
 Reading
 Speaking
 Writing
Language:
• Active vocabulary: father, step-mother, wife, sister, brother, house, poor, wood-
cutter, pebbles, eat, cook, bread, chocolate, cake, sugar, pancakes, maple syrup,
milk, crumbles, starvation, sleep, walk, winter, morning, noon, sunset, forest, old
woman, witch, treasure, fat, thin, good, bad, happy, sad, miserable.
• Grammar: Present Continuous tense.
Materials:
• Video about the story.

3. Monge,Ana Valentina
Morán,Ana Belén
FIRST SESSION
ROUTINE:
 Greeting with the usual phrase “Yellow, red, green and blue, hello teacher, how are
you? I’m fine, and you? We are OK, thank you.” repeated by the students, teacher
and trainees.
 Writing down the date on the blackboard.
 Asking students about how they are on this day and if there is anybody absent.
Timing: 3 minutes.
WARM UP
The lesson will start by showing the students an image about the story there are
going to work with: Hansel and Gretel. After showing them the image, trainees will ask
some questions such as: ‘Do you know the story?’ ‘Are there children in the story?’ Are
there old people in the story?’ Are there any animal in the story?’ ‘Which is the
relationship between the characters?’ ‘Will it be sad or a happy story?’ ‘Will it be a magic
story?’ ‘Where do you think the story takes place?’.
• Type of interaction: Teacher – students.
• Macro-skills: Listening and speaking.
• Timing: 7 minutes
• Materials: Notebook, projector.
FIRST ACTIVITY:
First, students will have to watch the video and listen to the story carefully. After some
scenes, trainees will stop the video to ask students about what have happened and to
monitor if they are following the story, using questions such as: ‘What happened here?’
‘What do you think comes next?’.
• Type of interaction: Teacher – students.
• Macro-skills: Listening, reading and speaking.
• Timing: 20 minutes

4. Monge,Ana Valentina
Morán,Ana Belén
• Materials: Notebook, projector.
SECOND ACTIVITY:
In the following activity students will be given a photocopy with six (6) images with its
corresponding paragraphs and they will have to order them according to what happens in
the story. Through this activity trainees will be able to check if students have
comprehended the story. Moreover, it will be done in pairs and checked orally and all
together with the help of the trainees.
• Type of interaction: Students individually.
• Macro-skills: Reading.
• Timing: 7 minutes
• Materials: Photocopies, whiteboard.
CLOSING UP:
Just in case the previous activity was not finished, trainees will assign to complete it
as homework. Finally, trainees will say goodbye to the students.
• Type of interaction: Students individually.
• Macro-skills: Reading.
• Timing: 3 minutes
• Materials: Photocopies, whiteboard.

5. Monge,Ana Valentina
Morán,Ana Belén
SECOND SESSION
ROUTINE:
 Greeting with the usual phrase “Yellow, red, green and blue, hello teacher, how are
you? I’m fine, and you? We are OK, thank you.” repeated by the students, teacher
and trainees.
 Writing down the date on the blackboard.
 Asking students about how they are on this day and if there is anybody absent.
Timing: 3 minutes.
WARM UP
The class will start by making a revision about the story previously seen. Trainees will
ask students to retell the story using the images they worked with last class. Also, trainees
will ask some questions, such as ‘How does the story begin?’ ‘Who are Hansel and
Gretel?’ ‘How are they related?’ ‘Is their family poor or rich?’ ‘What happens in the
forest?’ ‘Who is the old woman?’ Is she good or bad?’ ‘How do children escape from the
old woman’s house?’ ‘What happens with their step-mother?’ ‘At the end of the story, are
they poor or rich?’ ‘Why?’.
• Type of interaction: Teacher - students.
• Macro-skills: Listening, reading and speaking.
• Timing: 7 minutes
• Materials: Photocopies.
FIRST ACTIVITY:
Next, students will be a given another photocopy in which they will have to match
three (3) images with the right verb, and after this they will have to write three (3)
sentences describing what is happening in each of the images, using present continuous
tense.
For example: ‘Hansel is sleeping on the floor’.

6. Monge,Ana Valentina
Morán,Ana Belén
The activity will be done with the help of the trainees and after finishing it students
will have the opportunity to share their productions orally with the rest of the group.
• Type of interaction: Teacher - students.
• Macro-skills: Writing, speaking.
• Timing: 5 minutes
• Materials: Photocopies.
SECOND ACTIVITY:
Last, students will have to form groups of four (4) people and choose a different
ending for the story. Together with this, they will have to draw the scene of their new
ending so as to later tell it to the rest of the group.
• Type of interaction: Students individually.
• Macro-skills: Speaking.
• Timing: 20 minutes
• Materials: Sheets of paper, colouring pencils.
CLOSING UP:
Finally, students together with the help of the trainees will make an oral reflection
about the story trying to relate it with the Children’s rights previously studied. In order to
do that, trainees will ask some questions such as: ‘Which Children’s Rights may be related
to the story?’, ‘Which children's rights are violated in the story?’, ‘Was it OK that Hansel
and Gretel stool the old woman’s treasure?’, ‘Where do you think the real mother is?’
‘Why do you think the step-mother decided to abandon Hansel and Gretel in the forest?’
‘Children are abandoned in the forest, and in our modern world?’ ‘Do you know any
similar story?’.
Finally, trainees will say goodbye to the students.

7. Monge,Ana Valentina
Morán,Ana Belén
• Type of interaction: Teacher - students.
• Macro-skills: Listening, speaking.
• Timing: 5 minutes
• Materials: -

8. Monge,Ana Valentina
Morán,Ana Belén
APPENDIX
FIRST LESSON
Second activity:
SECOND LESSON
First activity: