Creating Captivating Lessons Using Repetitive
Stories and Children’s Literature
Helena Curtain helenacurtain@gmail.com
Types of Stories
Pattern/Repetitive • Cumulative • Concept-based
•Teacher or Student Created • ….
Benefits of Using Stories
 Provide authentic language/genuine
communication
 Teach vocabulary and grammar in context
 Provide extended listening experiences
 Provide an emotional connection
 Develop an appreciation for literature
 Caters to the individual but forges a community
 Helps with pronunciation
 Gives learners a sense of grammar and structure
especially when learners retell them
 Themes are often of universal appeal.
 Talented artists and illustrators are using picture
books as public galleries.
 Picture books can be used to introduce concepts
and sophisticated ideas.
 Students accustomed to learning visually through
television and computers will adapt naturally to
the picture book format. .
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Elements of Stories/ Children’s Literature
Story line: predictable, cultural dimensions, truth
about human nature, transferable to the lives of
students
Strong rhythm, rhyme, repeated patterns
Logical sequence
Illustrations: supportive, visually appealing
Affective dimensions: fantasy, playfulness
Select stories that
 YOU find interesting and engaging
 Provide interesting subject matter
 Contain some familiar vocabulary
 Have rhyme, rhythm, repetition
 Lend themselves to acting out
 Are easy to follow
 Have a few, well-defined characters
 Have a clearly defined theme
Planning Process
 Make a web and identify language, culture and
connections elements
 Simplify the story if necessary
 Build in rhyme, rhythm and repetition
 Determine how you will introduce and how you will
tell the story
 Practice the story out loud with actions and gestures
 Select manipulatives and pictures to use
 Select follow up activities to extend the story
 Be foolish, have fun and take a chance!
Sections adapted from Rita Gullickson and from The Top Ten
Reasons Why Teachers, Librarians, and Parents Should
Provide Picture Books for Older Readers:
http://www.poky.srv.net/~gale/topten.html
Creating Captivating Lessons Using Stories and Children’s Literature, Helena Curtain, helenacurtain@gmail.com, 1
Predictable Books/Pattern Books
Common Elements of Pattern Stories
Pictures support the text -- Pictures provide visual scaffolding, There is usually a one to one
correspondence between the pictures and the text. The illustrations support the content and language of
the text.
A repeated sentence or phrase -- There is a core repeating structure or pattern which makes it possible
to predict or what is next.
Familiar storylines or cultural sequences -- Storylines, cultural sequences or concepts in the text are
familiar to readers such as cardinal and ordinal numbers, the alphabet, months of the year, days of the
week, seasons, or colors.
Common Types Of Pattern Stories
1. Cumulative Story –each time a new event occurs, all previous events in the story are repeated.
2. Familiar Sequence—organized by recognizable them such as days of the week, numbers, months.
3. Question and Answer—the same or similar questions are repeated throughout the story
4. Repetition of a Phrase—word order in a sentence or phrase is repeated.
5. Rhyme—Rhyming words, refrains, or patterns are used throughout the story.
6. Chain or Circular Story—Plot is interlinked, the ending leads back to the beginning.
7. Songs—Familiar songs with predictable elements such as a repetitive
Writing Your Own Pattern Story
When creating a story on the topic of food you could use the familiar Sequence pattern in Number 2 and
write something like:
On Monday they ate...
On Tuesday they ate...
and so on....
Or
They ate one ...
They ate two....
They ate three....
and so on...
Or
First they ate
Second they ate
Third they ate
and so on...
Or
When they were hungry do you know what they ate?
They ate....
Or
In January…. On this holiday…
Of course this can happen in any tense.
Strategies for Reading And Storytelling
BEFORE
Activate Prior Knowledge
Set Purposes for Learning
Arouse Curiosity / Motivation
Develop Base for Assimilating
New Information
DURING
Take in Information
Monitor Comprehension
Satisfy Curiosity
AFTER
Summarize, Information
Reorganize Information
Refine Comprehension
Extend, Elaborate Concepts
Transfer & Apply Information
& Concepts
Creating Captivating Lessons Using Stories and Children’s Literature, Helena Curtain, helenacurtain@gmail.com, 2
Constructing a Story Map
A story map is graphic representation of the structure of a story. Story maps give students a structure for
retelling stories. The teacher decides how and at what point in the lesson to use the story mapping
strategy. For example:
•
Presenting a map as prereading organizer
•
Providing a map for students to complete as they read
•
Asking comprehension questions after reading and creating post-reading story map as a group
activity
•
Using a map to help determine comprehension questions
Typical story questions are:
What is the setting?
Who is the main character?
What did the main character want (goals)?
What was the problem?
What did the main character do to solve the
problem?
What happened next?
How was the goal met and the problem solved in
the end? or not solved?
How did the main character feel in the end?
Story Map The Three Pigs
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Sample Procedures for Using a Story
(Note: These procedures are spread out over time according with some of the activities being performed each day.)
Items Needed
• 3 books, one to read and two (paperback) to cut up (You need two books to cut up so that you can use the pictures on
each side of the page.) For reading to the students get a big book if possible. The advantages of the big book are that
everyone can see the print and thus share in the reading process.)
• Vocabulary Pictures Posted Around the Room (Large enough for all to see) (8" x 10" size pictures) Choose key
vocabulary from the story.
• Pictures of each of the events in the story (Use cut-up book pages and mount on tag board heavy cover stock.
• Text to go along with the pictures of the ten major events in the story. (Done on the computer, large 36 pt.) Mount on
cover stock or tag board.
• Realia or manipulatives to go with the story,
• Bag or box in which to hide the realia or manipulative.
• Make a set of small pictures exactly the same as the larger ones and put them in an envelope for each person. Ask the
class to get out of the envelope and hold up for you to see, the picture of the events you describe, for example, "Hold up
the picture of the ____.”. "Hold up the picture of the _______ This is another way to check comprehension of the story.
This would be done immediately after the story is read. (Optional)
Procedures
Before the Story
• Have students point to various pictures on the walls, or have students touch or pick up actual items connected with the
story.
• Give each student a manipulative (paper or a plastic replica) of the things from the story. Ask them to hold up the
manipulatives as you call them out. Or ask them to stand up if they are holding the manipulative you are calling out.
Later on as you read the story, ask the students to hold up their manipulative as that manipulative is mentioned in the
story.
• Put an item from the story in a bag or box and have students guess what you have in a bag. Begin reading the story after
someone guesses correctly. If it takes too long, you can take the item out of the bag.
The Story
• Read the story, acting out and embellishing various parts to increase understanding.
After the Story
• Make a visual summary of the story: a story map. Have the students help you organize the characters, setting, events and
so on.
• Read the story again
• Show pictures (out of sequence) of the events in the story. As you show each picture motion for someone to come to get
that picture and take it back to their place.
• After all the pictures have been passed out, ask which picture represents the first thing that happened in the story, show
number one with a finger gesture. Have the person holding that first picture go to the front of the room holding up the
picture for everyone to see.
• Do the same with the second picture and so on until all the persons with pictures are standing in the correct order of the
story in the front of the room.
• Next show (out of sequence) the text posters for the "class" to read silently. As you show each one, ask if anyone can
match the text to the corresponding picture. Ask the persons who volunteer to do this to stand behind the person holding
the picture and hold the text above their heads. (If it is a small group, ask the "class" to identify which picture goes with
the text and then give the text to the person holding the picture. Ask that person to hold up both the text and the picture at
the same time.
• Review with the class each picture and text.
Follow Up
• Continue to read the story several times. Retell the story using manipulatives or pictures only. Have students begin to tell
the story.
• Give the students the story text on strips of paper and have them put the text in the correct order in partners, groups or
individually. (This can also be done with story pictures.)
• Have the students illustrate and write their own story to take home and share with their parents. Have parents and others
sign an interactive homework form indicating that they have heard the student reading the story.
Creating Captivating Lessons Using Stories and Children’s Literature, Helena Curtain, helenacurtain@gmail.com, 4
Providing Critical Thinking in Stories and Storytelling Using Blooms Revised Taxonomy
Remembering
Understanding
Applying
Analyzing
Evaluating
Synthesizing
Dramatize what
Little Red Hen did
with the wheat.
Illustrate a picture of
Little Red Hen and
her family.
Compare the animals
in the story.
Predict what you
think would have
happened if they all
would have worked
together
Create a new ending.
Demonstrate what
Goldilocks would use
if she came into your
house.
Compare the story to
reality. What
incidents could not
have happened?
Judge whether
Goldilocks was bad
or good and be
prepared to defend
your opinion.
. Propose how the
story would be
different if it were
"Goldilocks and the
Three Fishes
Illustrate the main
idea of the story.
Group the characters
using one of the
following groups:
(wise-unwise, goodbad, major-minor).
Rank characters from
best to worst,
smartest to least
smart, and most
important to least
important.
. Create a new story
about "Little Red
Riding Hood".
Change the time to
modern day or use
descriptive words to
opposites (good-bad,
big-little, red-blue)
Using models,
demonstrate which
house stood up the
best.
Categorize the pigs'
homes from worst to
best according to
strength, cost and
building time.
Choose the smartest
pig. List three
reasons for your
choice.
Prepare a new ending
to the story "Three
Little Pigs".
The Little Red Hen
List all the animals in
the story. Recall
what they said to
Little Red Hen when
she asked for help.
Explain why the
animals wouldn't
help Little Red Hen.
Recognize which
animals were lazy?
Goldilocks and the Three Bears
Recall the items used
by Goldilocks in the
Three Bears' House.
Explain why
Goldilocks liked
Baby Bear's chair
best.
Little Red Riding Hood
Draw the characters
from "Little Red
Riding Hood.”
Describe the main
events of "Little Red
Riding Hood' in eight
sentences. Cut them
apart for a
sequencing activity.
The Three Little Pigs
Read the story
"Three Little Pigs"
and name all of the
characters.
Describe each pig's
home.
Adapted From: Strengthening Instruction for Gifted Students Using Outstanding Teaching Strategies
Creating Captivating Lessons Using Stories and Children’s Literature, Helena Curtain, helenacurtain@gmail.com, 5
Book Review Questions Organized
According to Bloom's Revised Taxonomy
Each Activity receives a certain amount of points based on how high it is on the Bloom’s
Taxonomy from lowest to highest type of thinking required.
REMEMBER: 1 point each
1. Make a list of facts you learned from the story
2. List the characters and describe them
3. List five new words you learned in the book.
Write down their dictionary pronunciation and
meaning.
4. If your book was a mystery, tell what the
mystery was and how it was solved
5. List ten good words from the book. Put them
into a word search
6. What problems does one of the characters have,
and how does he or she solve it?
7. Where did the story take place?
8. List the places mentioned in the book.
9. What other books has this author written?
10. What is the time period in which the book
happens?
UNDERSTAND: 2 points each
11. What was the problem in the book, and how
was it solved?
12. Did anyone in the book do something you did
not like? Why?
13. What kind of book is this? List three
evidences of this
14. What was the author's purpose or purposes in
writing this book?
15. If you could continue the story, what events
would you include? Why?
16. List the five major events in the story in the
correct order.
17. Tell in your own words the beginning of the
book
18. Describe what is happening in the first
illustration in the book
19. How did the main character feel during the
book? Give evidences of this.
20. What did the title have to do with the book?
21. Tell in your own words how the setting of
the story made it more interesting.
APPLY: 3 points each
23. Did this book remind you of anything that
has happened to you? What? Why?
24. Did this book give you any new ideas
about yourself? Why?
25. What would the main character be likely
to do if s/he visited out classroom?
26. If you were in a problem situation like one
in the book, how would you have acted?
Be sure to tell what the situation is.
27. What lesson did you learn from the story?
28. Tell about a time something similar to
what happened in the story happened to
you or to someone you know.
29. Write a letter to a friend recommending
this book.
30. Pretend you are one of the characters in
the book. Write a diary about the
happenings in your life for two
consecutive days.
31. List the places in the book that are
important. Then make up a map including
these places as you imagine they may
look. It may be a city map or a country
map or any other kind of map.
32. What changes would have to be made if
the book occurred 200 years ago?
ANALYZE : 4 points each
33. If your story happened in a foreign land,
compare that land to the United States.
34. If your story occurred long ago, compare
that time with today in a good paragraph.
If it was a modern story, compare it with a
long time ago and tell what would be
different
Creating Captivating Lessons Using Stories and Children’s Literature, Helena Curtain, helenacurtain@gmail.com, 6
35. Pick one of the main characters. Think of a
shape that fits that person's traits. Draw the
shape. Then describe the character inside the
shape
36. Decide which parts of the book include the
five W's (who, what, when, where, why) and
the H (how). Then write a good paragraph for
a newspaper article including these facts.
37. Write a different ending to the book. Tell why
you changed it.
38. Tell five ways the main character is like you
39. Find one word that describes a character in
your book very well. Give five reasons for
your choice of words.
40. In a good paragraph, state the main idea of the
book.
41. Compare this book with the last book you
read.
42. Compare two of the characters in this book.
EVALUATE : 5 points each
43. Who do you think the author intended to read
this book and why?
44. If you could only save one character from the
book in the event of a disaster, which one
would it be and why?
45. Is the title a good one or a poor one and why?
46. Did you like the way the story ended? Why or
why not?
47. Which character in the book would you
choose for a friend? Why?
48. What did you think was the most interesting
part of the book? Why?
49. Tell about the most exciting part of the book.
being sure to give at least three reasons why
50. What part would you change in the story,
and why?
51. Using information from the book about
one of the main characters, rewrote the
ending of the book.
52. Write another short story using the same
characters.
53. Name one character. Rewrite the story
from this character's point of view.
54. Write a poem about this book.
55. Organize this book into three or more
sections and give your own subtitle for
each section.
56.Design a poster for this book.
57. Pretend you are a librarian recommending
this book to someone. Write a paragraph
telling what you would say.
58. Make an eight-section comic strip with
captions showing the main events of the
story
59. Make a radio announcement t advertise the
book. Write it out.
60. Prepare a book jacket that illustrates the
kind of book as well as the story
61. Design costumes for the characters
62. The climax of any book or story is the
exciting or interesting part. Tell what you
think is the climax of the book and why.
63. Choose an interesting character from your
book. Think of what his/her dislikes are;
then think of a gift you would like to give
him/her. Design a greeting card to go
along with the gift in which you explain
why you gave that gift.
64. Identify one problem in the book and give
an alternate solution not given by the
author.
CREATE: 6 points each
Working with Vocabulary
Remember:
 Vocabulary development isolated from or done before concept development may cause
confusion
 Vocabulary instruction is most effective when it is used to label concepts that come out of
experiences.
 Note indispensable vocabulary items, don’t try to teach every word
 Note vocabulary items that may cause difficulty for language learners (especially, but not only,
idioms and figures of speech).
Creating Captivating Lessons Using Stories and Children’s Literature, Helena Curtain, helenacurtain@gmail.com, 7
Resources for Using Stories with Children
(Spanish Books) Compiled by Cherice Montgomery
ISBNs are for the Spanish version of the book and copyright dates are for the Spanish translation):
CLOTHING
Froggy se viste/Froggy Gets Dressed - Jonathan London, ISBN 0-670-87414-0
El machinchar: diálogo en dos voces - Angel Nieto, 1993, ISBN 0-590-26843-0
Se venden gorras/Caps for Sale - Esphyr Slobodkina, Translated by Teresa Mlawer, 1995, ISBN 0-59062152-1 (peripherally about clothes)
El traje nuevo del emperador/The Emperor‚s New Clothes - Patricia & Fredrick McKissack, ISBN 0-51632365-2 (A VERY simplistic version of the story written for beginning readers)
***
COLORS
Demasiados globos/Too Many Balloons - Catherine Matthias, ISBN 0-516-53633-8
El día de Miranda para bailar/Miranda‚s Day to Dance - Jackie Jasina Schaefer, ISBN 0-02-781112-3
Gato Galano observa los colores/Calico Cat Looks at Colors - Donald Charles, ISBN 0-516-33437-9
El libro de colores de Azulín/Blue Bug's Book of Colors - Virginia Poulet, ISBN 0-516-33442-5
El libro de contar de los chocolates marca M&M/The M&M Counting Book -Barbara Barieri McGrath,
ISBN0-88106-903-5
Pinta ratones/Mouse Paint - Ellen Stoll Walsh, Translated by Gerardo Cabello, 1992, ISBN 0-43905207-6
Se venden gorras/Caps for Sale - Esphyr Slobodkina, Translated by Teresa Mlawer, 1995, ISBN 0-59062152-1
***
FAMILY
Abuela/Grandmother and I - Arthur Dorros, ISBN 0-14-065226-5
Cuadros de familia/Family Pictures - Carmen Lomas Garza, ISBN 0-89239-050-6
¿De quién eres, ratoncito? - Robert Kraus, Translated by Argentina Palacios,
1980, ISBN 0-590-44547-2
En mi familia/In My Family -Carmen Lomas Garza, ISBN 0-516-20287-1
Mi abuela y yo - Mercer Mayer, 1994, ISBN 0-307-71893-X
Mi primo y yo/My Cousin and I - Gina and Mercer Mayer, ISBN 0-307-72688-6
El tapiz de abuela/Abuela’s Weave - Omar S. Castañeda, ISBN 1-880000-08-3
***
NUMBERS (many also relate to colors)
Los cinco patitos/Five Little Ducks - Pamela Paparone, ISBN 1-55858-715-2
Counting Your Way Through Mexico - J. Haskins (history, symbols)
Crictor/Crictor/Crictor - Tomi Ungerer, ISBN 84-204-3703-4
¿Cuánto es un millón?/How much is a million? - David M. Schwartz, ISBN
0-590-47393-X
¿Cuántos osos hay? - Cooper Edens, ISBN 0-689-31948-7
Cuenta ratones/Mouse Count - Ellen Stoll Walsh, ISBN 968-16-3766-6
Demasiados globos/Too Many Balloons - Catherine Matthias, ISBN 0-516-53633-8
El día de Miranda para bailar/Miranda‚s Day to Dance - Jackie Jasina Schaefer, ISBN 0-02-781112-3
En aquel prado: Una antigua rima de números/Over in the Meadow - Illustrated by David A. Carter,
1993, ISBN 0-590-48084-7
Gato Galano observa los colores/Calico Cat Looks at Colors - Donald Charles, ISBN 0-516-33437-9
¡Insectos!/Bugs! - Patricia & Federick McKissack, ISBN 0-516-32088-2
El libro de colores de Azulín/Blue Bug's Book of Colors - Virginia Poulet, ISBN 0-516-33442-5
Creating Captivating Lessons Using Stories and Children’s Literature, Helena Curtain, helenacurtain@gmail.com, 8
El libro de contar de los chocolates marca M&M/The M&M Counting Book - Barbara Barieri McGrath,
ISBN0-88106-903-5
Pinta ratones/Mouse Paint - Ellen Stoll Walsh, ISBN 968-16-3768-2
Se venden gorras/Caps for Sale - Esphyr Slobodkina, ISBN 0-06-025330-4
Siete conejitos/Seven Little Rabbits - John Becker, Translated by Martha Sastrías, 1995, ISBN 0-59048613-6
Sumemos con el dominó/Domino Addition - Lynette Long, Ph.D., ISBN 0-88106-909-4
TIME
Cachumba la cachumba - This text of this picture book is actually a poem which goes through various
events that happen at each hour of the day. It has Posada-like illustrations and a chant that
students can learn before reading the book so that they can participate as you read.
La mariquita malhumorada by Eric Carle, ISBN#0-06-0443449-4 You would need to simplify the text,
but this book uses time as the theme.
La hora by Jonathan Rutland - ISBN# 84-272-7523-4.
Tic! Tac! by Keith Faulkner and Jonathan Lambert - ISBN #84-406-3624-5. (About time and teddy
bears--pretty elementary in nature)
***************************************************
THE MAGIC-MYSTERY BOX
Note: Any box or bag can be used for this purpose.
From Curtain, Helena and Carol Ann Dahlberg, (2010) Languages and Children: Making the Match, 4th Edition, New
York: Pearson Allyn and Bacon
The "magic" or "mystery" box is a multipurpose tool that
brings a game-like element of surprise to any context in
which it is used. The box can hide and then bring to light
many different vocabulary items and can be a continuing
source of motivation in the classroom. The box can be filled
with just a few items that will introduce a lesson or a story,
or it can be stuffed full of so many items that the large
number of items being pulled out of rather small box will
add another element of fun. The magic box is a technique
which the students will find continually interesting, a
surprise never fails to excite, as does the possibility of
finding out if one's guesses or predications of what might be
inside the box are correct. Listed below are many ideas for
using the magic box and directions for making one.
HOW TO MAKE A MAGIC--MYSTERY BOX
1.
2.
3.
4.
5.
Here are the directions for making a magic-mystery box:
Cover the bottom and sides of a (large) cylinder shaped box, or plastic container with two layers of self-stick plastic
covering. If patterned covering is not used, decorate the box with symbols cut from contrasting plastic.
Cut the heel and the foot from a large heavy sock, or use a portion of a leg warmer. Pull the sock over the top of the
oatmeal box until the entire sock is stretched around the box.
Staple the sock around the top edge to fasten it to the box.
Place a strip of plastic or tape around the top edge of the box, covering the staples and the top edge of the sock.
Pull the sock up from the bottom, inside out, to form a "handle" for the box.
Thematic Web for Hungry Caterpillar Unit Suited for Elementary School
(Could be adjusted for middle or high school)
Identify Months of the Year
Creating
Lessons
Using Stories and Children’s Literature, Helena Curtain, helenacurtain@gmail.com, 9
Make booklet:
TheCaptivating
Very Hungry
Student
(Could be class bookl made by teacher)
In January the student ate…
In Feb student ate??? (Change grammar
according to needs of language.
Identify Days of the
Week
More Possible Games and Activities for To Use with Stories
The vocabulary for all these activities can be changed according to the unit you are teaching.
Hide items to teach/review under a cloth.
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Hide items to teach/review under a cloth. Let volunteer feel through the fabric and state what he/she thinks is
there. Do several times.
“Make” and “Taste” Imaginary Food
Show student a poster chart of the food pyramid. Pretend to make a vegetable soup (or salad or rice dish). Place
plastic vegetables (including some that grow in the target culture) into a cooking pot. Name and describe each one
using color, size, and shape. As you place each vegetable in the cooking pot, ask students:
Do you like carrots?
Do you like beans?
After soup is done, go around the room with the pot. Let students “taste” the soup and state whether they like or
dislike the soup.
This could also be done in making a fruit salad.
Directing Students to Bring Materials and Manipulatives Back to Teacher after the End of a Lesson
Segment (Using Food as a sample Topic)
At the end of a lesson or a lesson segment, direct students to collect the manipulatives that have been used..
Mary, bring me the red fruits.
Sue, bring me the potato.
Jeff, bring me the big fruits.
Justin, bring me the dumpling.
I’m thinking of…… Game (Using Food as a sample Topic)
Review vegetables (or any topic) with the I'm Thinking of ____ game. You say:
I'm thinking of a fruit.
The students ask questions related to its size, shape, and color. For example:
Is it red?
Is it round?
Is it small?
Students try to guess. If correct, you select a different fruit and continue the game. If incorrect, students must ask
three more questions and guess again.
I have /I don’t have Game (Using Food as a sample Topic)
Divide the class into groups of 4 - 6 students. Play the following game:
The first person in each group says: I have a carrot.
The second person says I don't have a carrot. I have lettuce.
The third person says: I don't have a carrot. I don't have lettuce. I have potatoes.
Continue the game as time allows.
Note: Before you play the game for the first time, model how it is done several times with groups and have the
rest of the class watch.
Students Holding A Picture Or Object Classifying Themselves By Moving To A Certain Part Of The Room
(Using Food as a sample Topic)
Distribute plastic fruits and vegetables (or any vocabulary items) to students. Put the word cards and the pictures
of a tree, bush, vine, and root in different parts of the room. Direct students to move to the picture where they
think their fruit or vegetable grows. You say: The apple grows on a tree.
Encourage the students to create a sentence about the fruit or vegetable that they are holding.
Note: This activity can be done with any topic. For example; With animals and locomotion students would have
to take their animal to the place that shows how it moves. (Crawl, walk, swim, fly) This could be interesting with
the animals that move in move than one way. Students could chose the one to which they want to go but must
state both or more ways that the animal moves.
Other topics could be :Food and food groups, animals and habitats, countries and monuments and so on.
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Fly Swatter Game (Using Food as a sample Topic)
Play the Fly Swatter game with fruits, vegetables and the parts of a plant. Place the pictures of fruits, vegetables
and parts of a plant on the chalkboard. Divide the students into two teams and line each team up single file,
facing the board. Hand the first person in each team the fly swatter. Show the word card with the name of a fruit,
vegetable or part of a plant. The person to swat the correct picture wins a point for her team. The person who
swats the picture must make a sentence about the picture and not just say the vocabulary world. The sentence
could be something like: It is a _____. It is a red _____. It is a big _____. It a big, red ______. The idea here is
that the students become accustomed to using sentences rather than words in isolation.
Rhythm Activity (Using Food as a sample Topic)
Divide the room into two groups.
Clap your hands to establish a rhythm. The students join in. Say: I like the carrots.
Group 1 says:
Me too.
Group 2 says: I don't like them.
Continue with other vegetables as time allows.
Pulling Objects out of a Mystery Bag or Box and Talking About Them (Using Words from Hungry
Caterpillar Story as an Example)
Hold up a large paper bag. The bag contains the following: a butterfly, a caterpillar, an apple, a pear, an orange,
a plum and strawberries. Hold the bag open and direct a student to take one object from the bag. Talk about the
object. Emphasize the words for the objects and the adjectives to describe their color. Look, here is an apple. The
apple is red. Touch the apple. Point to the apple. Continue for all of the objects in the bag.
Teaching vocabulary according to large and small and using manipulatives, physical response and paper
replicas (Using Food as a sample Topic)
Materials needed: Large and small size manipulatives and large and small size colored circles (12 inch and 4
inch)
The example uses fruits, but this activity can be used for any topic.
Place large and the small plastic manipulatives such as fruits in a bag, box or basket. Place 12" color circles on
the floor or on the chalkboard.
Take out the large apple and the small apple. Talk about the difference in size. Hand the large apple to one
student and the small apple to another. Ask, “Who has the large apple?” “Who has the small apple?” Use
gestures for large and small. Encourage the students to do the gestures with you and begin to say the words large
and small. Place the word card “large” and the word card “small” on each of two baskets. Instruct the students
with the apples to put the large one in the correct basket and the small one in the correct basket. Continue for the
other fruits.
Bring out the large and the small fruit in a bag, box or basket. Take one out or ask a student to take one out and
direct students to follow your instructions. For example:
Place the large apple on the white circle.
Place the small banana on the red circle.
Check for comprehension.
Is the large apple on the white or red circle?
Is the large or small apple on the white circle?
Which apple is on the white circle?
Which fruit is on the red circle?
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This section uses paper with pictures of the fruits. These must be pre cut out by the teacher or the students must
cut them out according to teacher direction in the target language.
Direct students to give paper replicas of the fruit to each other. For example:
Mary, give John the small apple.
Bill, give Isabel the large banana.
Ask students which fruit they have and encourage them to answer with the name of the fruit, its size, and color.
For example:
I have a big, red apple.
Students Respond to Commands according to the Manipulative or Object they are holding (Using Food as
a sample Topic)
Take out the eight 12” and the eight 4” color circles and the big and small plastic fruit. Hand them to different
students. Every student should have something. Direct the students to sort themselves by big and little. Direct the
students to sort themselves by color. Do a TPR activity with the students holding the circles and the fruit. For
example, “If you have something big, hold it over your head. Jump three times.” “If you have something little,
hold it over your head. Jump four times.” “If you have something red, hold it over your head. Jump ten times.”
As you do this activity, assess the students for their knowledge of the color words, the size words big/little, and
the names of the fruit.
Graphing with Self-stick notes (Post-it Notes) (Using Food as a sample Topic)
Hand students a self-stick removable note and direct them to draw a happy face if they like the fruit or a sad face
if they don’t like the fruit. Students place their faces on the happy/sad face picture poster cards. Count the
number of students that like the fruit and the number of students that don’t like the fruit. Write the following
sentences: We eat mangos. (Number) students like mangos. (Number) students don’t like mangos.
Action Series (Gouin Series)
Here are some sample Gouin Series
Making Dumplings!
I’m hungry
I roll the dough.
I put in the filling.
I wrap it up.
I pinch it –hard.
I put it in the water and cook it.
I eat it.
It’s good to eat.
Playing Shuttlecock
I pick up the shuttlecock.
I throw the shuttlecock..
I kick the shuttlecock..
I count, 1, 2, 3….
I like to play shuttlecock.!
Source: Singapore American School Intermediate
School Chinese Teachers
Numbers Review with Cards
 Review numbers 0 - 100, counting by 10's and counting by 5's. Take out the 10's set of number cards and
hand ten students one of each of the cards. Direct them to stand in front of the class in random order side
by side in a line. Ask each student: What number do you have?
 One by one each student responds: I have (the number) ___.
 Tell students to hold the card behind their back and keep it there so others can't see it. Direct the first and
second students in the line to ask each other the question: What number do you have?
 Each student answers. The student with the higher number moves to the right and the smaller number to
the left. Select two other students to ask each other the same question, answer, and position themselves
with the higher number moving one space to the right and the lower number one space to the left. The
pattern is established.
 Direct the students to continue until they feel the line is in order with 0 at the left and 100 at the right.
Tell students to hold their number cards in front of themselves to prove they have sorted themselves out.
Count together as a class. As time allows, select a different group of ten students to sort themselves out
or have 2-3 groups of students doing the activity simultaneously, using either the 10's or the 5's counting
cards.
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Activity for Teaching Greetings “Famous People”
Note this activity could also be done with “famous” animals, or “famous” classroom objects or anything else the
class is studying.
 Place the pictures of 4 - 6 famous people from target culture on the chalkboard (use magnets or magnetic
tape strips so that the pictures are easily removable.) Point to a picture of a famous person. and ask:
What is his/her name?
 Students respond together with the answer. Teacher pretends to shake hand and says: “Nice to meet
you!”
 Continue with the other pictures of famous people from the target culture. Point to picture of a person
from the target culture. Motion for the class to ask: What's his/her name?
 You respond telling the name of the person, and write it on the board by that picture. The class extends
arm and pretends to shake the hand of this famous person and says: “Nice to meet you!”
 Continue with the other pictures and each time going back to also repeat for pronunciation the names of
the previously introduced persons.
 Hand out the pictures from the chalkboard to 8 - 12 students. Direct these students to form a circle in the
room facing outward. (Note: if there is not room for this in your classroom, you may have the famous
people walk one behind the other through the rows of desks in the class. When the music stops, they turn
to the student on their right and introduce themselves.) Direct the other students to form a circle, around
the famous people, facing them. Play the music for several seconds. Tell the famous people to walk
around in a circle to the right. Stop the music, class members ask: What's your name?
 Famous people introduce themselves to the class member stopped in front of them. All shake hands and
say: “Nice to meet you!”
 Continue as time allows.

Collect the pictures of the famous people and instruct the students to sit down. One by one ask the name of a
famous person from the target culture and direct a student to place the card by the correct name on the chalkboard.
Review the name together. Take off the word card and repeat the activity, giving as many students as possible an
opportunity to match the name and picture. You may want to make a partner activity to continue to practice
matching the names with the pictures of famous people from the target culture. Hand one student the names and
one student the pictures: students practice the vocabulary for introductions, gesture of the handshake, and match
the names and the pictures.
Ball Toss game (Can be used to review or practice any vocabulary)
Review numbers 0-1000 with the Ball Toss game. Stand in front of the room with a beach ball. Say a number,
for example, 200. Throw the ball to a student and direct him to say the next higher number (indicate higher using
thumbs up), or lower number (indicate lower with thumbs down). The student throws the ball back to you and
sits down. Toss the ball to another student and continue as time allows.
• Review introductions, height and eye color. Ask questions randomly of different students:
What's your name?
How tall are you?
What color are your eyes?
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Raps, Songs, Rhymes and Chants
Sample Chants
I'm Going to the Doctor
Chorus:
I'm going to the doctor
I'm not afraid
I'm going to the doctor
I'm not afraid
What's the matter?
My head hurts. (Touch head, express pain)
Your head hurts?
Yes, my head hurts.
Chorus:
I'm going to the doctor
I'm not afraid
I'm going to the doctor
I'm not afraid
What's the matter?
My elbow hurts. (Touch elbow, express pain)
Your elbow hurts?
Yes, my elbow hurts
I'm Hungry Today
I’m hungry today.
I’m hungry today
I want to eat an apple
I want to eat an apple
Oh That tastes good.
Yes that tastes good.
I’m hungry today.
I’m hungry today
I want to eat an _____
I want to eat an _____
Oh That ___ tastes good.
Yes that ___tastes good.
I’m hungry today.
I’m hungry today
I don’t want to eat an _____
I don’t want to eat an _____
Oh That ______ tastes bad!
Yes that ____ tastes bad!
Graphing Activity Using Color of Eyes/Hair as Example
(Could be adapted to graphing other topics)







Teach a rhyme, song or poem from the target culture that has something to do with eyes. Take
out four of the pictures of the famous people from the target culture Select at least one person to
represent each eye color (green, blue, brown, hazel). Say, for example:
(Famous person) has brown eyes. Mary, do you have brown eyes? Sara, do you have brown
eyes? Stand up if you have brown eyes.
Continue with three other pictures and the eye color. Hold up a picture of a famous person with
brown eyes and ask: Who has brown eyes like (famous person)?
Select a volunteer to take the picture and stand in one corner. Do the same for the other three
people and eye color. Direct the students to sort themselves out and stand in the correct corner.
Graph the results on the chalkboard, or on chart paper or on a Smartboard..
Have students talk with partners or do a survey to track student eye colors..
This activity will have to be adapted according to the age and literacy level of the student
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Our Eyes
…
7
6
5
4
3
2
1
blue
green
Who has . . . eyes?
blue
black
green
brown
.
2.
3.
4.
.
2.
3.
4.
1.
2.
3.
4.
.
2.
3.
4.
black
brown
Who Has ___ Hair?
blond
red
black
brown
1.
2.
3.
4.
1.
2.
3.
4.
1.
2.
3.
4.
1.
2.
3.
4.
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