LEVEL: Intermediate

OBJECTIVES: The students should be able to:

1. identify the plot, character and setting of a story
2. write phrases and sentences to complete a story tree

MATERIALS: Two short story books (one well-known fairy tale and a not so well-known story), pencils, colored marking pens, bond paper, colored pencils or crayons, ruler, chart paper, board or easel

TIME FRAME: Around one hour PROCEDURE:
1.) Find a good motivation to prepare the students for the selection. It can be a question, a picture, a game, or any activity that will create interest. For example, if the story is about “Aladdin and the Magic Lamp,” a good motivation is asking the class to give one wish each.2.) If the class knows the story already, show the pages of the book and let them tell the sequence of events. If they have forgotten or if the story is unfamiliar, read the story aloud with expression.

3.) Model how to make a story tree by putting the chart paper on the board or easel. The chart paper should contain a blank story tree that students need to help you fill out. See the sample finished product. Use the selection to complete the story tree. It is better to show a prepared set of instructions on another chart paper to guide you and the students. Use colored marking pens to make the answers more visually appealing. Use a green marking pen to make an outline of the tree leaves and a brown marking pen to make an outline of the trunk.

Instructions: Write the following information for each line to complete the story tree:

1. The name of the character
2. Two words that describe the main character (can be two adjectives or an
adjective + a noun like “hardworking girl”)
3. Three words that give the setting (e.g. a formidable castle)
4. Four words that tell what the main character wanted in the story (a phrase
or a sentence)
5. Five words telling what the main character’s opponent did to the former
(a phrase or a sentence)
6. Six words telling how the main character got what he or she wanted in
the story (a phrase or a sentence)
7. Seven words that describe the best part of the book according to the reader
(a phrase or a sentence)
8. Eight words telling why the book is good or not so good to read (a sen-
tence)

4.) Read another short story aloud. Make sure the story is good for about 2 minutes of storytelling time.

5.) Give the students pieces of bond paper for their story tree. They should write first their answers to form a pyramid and then draw their tree outline around the written answers. See the sample finished product. The students can then color their story trees using crayons or colored pencils. Walk around to help the students with their answers.

6.) If there is enough time left, group students into groups of four or pair them off (depending on the class size) for sharing time. Move from group to group or from pair to pair to listen to the student who is sharing his/her story tree to his/her groupmates or partner.

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