LEVELS: Elementary/Intermediate

OBJECTIVES: The students should be able to:

1. write a sequence of events
2. illustrate their stories

MATERIALS: Any story that has an easy to follow sequence of events (should be short enough for storytelling), bond paper, ruler, pencils, stapler, crayons or colored markers, board, markers or chalk, prepared step book, blank step books for each pair of students

TIME FRAME: Around one hour


1.) Find a good motivation related to the story that will spark the students’ interest. It can be a question, a picture, a game, or an activity that will prepare the students for the story. For example, for the story “The Little Mermaid,” ask the students (intermediate level) to choose which part of the body they can do without and which part of the body they can’t do without. Let them explain their answers. Ask them to guess which body part the main character in the story will give up. For elementary-level students, show a picture of a mermaid and ask them to describe what they see. Ask them if they would like to be mermaids or mermen. Let them explain their answers.

2.) Read the story aloud with expression.

3.) Discuss the story with the class. Focus on the sequence of events and let the class give the sequence of events in their own words. Write their answers on the board.

4.) Show a prepared step book (even if there are no illustrations yet, just the written words)

5.) Tell the class that they will make their own step book by using the story as a model. They will use another character. For example, the original “The Little Mermaid” can become “The Little Ant.” They can follow the same storyline of the original story with some minor changes or create their own sequence of events (for intermediate level). They will do this activity with a partner. Help them brainstorm ideas for their stories.

6.) After pairing the students off, distribute the blank step books among them. Tell them to write the title of their story on the first step. The sequence of events should be written on the succeeding steps. They should illustrate the events on each step by putting the drawings under each flap. They need to lift a flap for the drawings.

7.) Partners should help each other write and illustrate their stories. Move around to help each pair by giving them ideas on what to write about.

8.) Require elementary-level students to write a complete sentence on each step. However, require intermediate-level students to write two to three sentences on each step like the one in the picture.

9.) Give them a time limit and then ask pairs to exchange step books.