This project is an in-depth project that will last several lessons. It is recommended to last from four to eight classes depending on your students' level, how much material you need to cover in your classes, and how much homework you want to assign.
*I don't like to assign much homework for these types of projects.
LESSON: Re-tell a Story
OBJECTIVE: a. To effectively use connectors, descriptors, and other story-telling language. b. To learn new vocabulary (when necessary) c. To exercise creativity.
LEVEL: Lower Intermediate+ (Blue belt and higher)
ACTIVITY: Class layout
- Do an example of the task before you ask the students to do their projects.
- Try not to assign homework unless the students are falling behind.
Write the definitions or explanation of each of the parts of a story. Plus write an example for each if you can think of one.
1. Describe the following terms:
2. Describe the following words and terms that are commonly in stories.
Define the following words that you may use in some of your stories. If you already know the word, write something you know about it. NOTE: Try to NOT write the translation from your language. -get creative-
Magic lamp –
Magic carpet –
Good and Evil –
The woods –
The forest –
Moral of the story –
Once upon a time… -
They lived happily ever after. –
Long ago/ a long time ago
About The Plot
Mini-task 1: Label the Plot
Label the Plot of the Story
Think of these common stories and label the different parts of the story according to the chart above. If you don’t know the story, you may need to look it up online or on YouTube.
Choose a story or movie: ___________________________
Mini-task 2: Brainstorming
Brainstorm your story
You are going to retell a story or movie but you will adapt or change something. Answer the following questions about your story.
- In a far away land
- They all lived happily ever after
Supporting Characters: Animals in the forest
Mini-task 3: Write
Write your story!
You´re going to re-tell a well-known fairy tale and make a story book or presentation (making the book/presentation is optional). Your story should be at least 200 words and will be a creative version of the fairy tale. You should include a title.
Content /20- Did I fulfill the task appropriately?
Grammar and Vocabulary /20 - Did I use the minimum number of vocabulary and grammar asked?
Creativity /10 - Is my version of the story different and unique?
Presentation /10 - Is the presentation of my project to standard?
In this volume, you will learn effective ways, and more importantly, effective mindsets to have when teaching teen ESL classes. Turn your classroom into a place where they will want to behave because your classroom management is providing motivation.
1. Remember, we do the same thing.
Understanding is number one when it comes to classroom management with teens because that's the most important thing to build a healthy relationship with anybody. Being able to see things from their perspective and understanding WHY they may be doing the things they're doing is the first step toward making a difference in his or her life.
If you've been in a teacher training session or meeting, you know that we do pretty much the same things, in that, if something isn't stimulating to us, our minds can wander, we can joke around with our co-workers, jump on our phones 'for a second', or do any of the dozens of things that our students do that drive us absolutely BONKERS.
I think the word is empathy, and that is the biggest key to reaching and connecting with teens.
2. Every student is different.
"One of the beautiful things about being a teacher is tapping into what makes those students interesting and what makes them tick, and what keeps them from looking at the clock ticking." - Harry Waters
There are no cookie-cutter teenagers, just like there is no cookie-cutter you. Once we personalize things, and realize that we are all different, we can better understand that this is especially true of teenagers. As much as they want to be accepted by their peers, and all like the same things, and dress the same way, they also want desperately to find their own way and find out who they are, so they can be that person.
It's not always easy.
However, if we do have the opportunity to find out exactly what connects with them, it is very rewarding and makes it all worthwhile.
3. Tap into their interests
"We're teaching communication, and we communicate about things that interest us."
One of the biggest tools we can use in the classroom is something that most teachers fight against.
If your students are really into Fortnite, instead of telling them to put down the controller and go outside or open a book, let's use that insanity for Fortnite to capture their attention in our lessons. If your students are really into John Cena and saying, "You can't see me", use that in your classes to get their attention and get them talking about, writing about, or watching videos in English with John Cena.
The bottom line is we need to be genuinely interested in the students, find out what they are into, and try to create an environment that makes them want to be involved in our classes by working with what they find interesting.
Even if it's doing something small like using their interest in a PowerPoint presentation or adjust a speaking topic to include that.
Easter Egg Lessons:
Going Deeper - Teaching things that interest them will reach a deeper level than just an English lesson.
Trust - They may end up trusting us in ways that we hadn't anticipated.
What else can you find?
How It Works:
*adapt these according to your style and class*
1. Form your class into teams.
2. Elicit capital cities (or any other themed words)
3. Write a chosen city name vertically from top to bottom on the board for each team.
4. Have the students come up with words beginning with each letter.
5. Award points however you see fit... but make it be known before you start the game
6. Take the rest of the game wherever you want for your class.
State Rules Before - Create clear rules and state them clearly before the game starts. If not, chaos will ensue.
Options - After the first round of writing words, build vocabulary with more rounds of work (writing sentences using the words, writing word families for the words they can - ex. Relate -> Relationship)
Award Points - This is magic. Awarding points for each task will get the students enthused and actually trying during the game.
Maintain Control - Have the students remain seated in their groups until they have the marker/chalk to avoid everybody crowded around the board yelling and fighting for the marker the whole time.
Easter Egg Lessons:
Teamwork - Once the students settle in their teams, most of the time, they will work well together to try to win.
Capital Cities - Someone will usually say at least one capital city that other students (or possibly you) won't know. Embrace that!
Learn More About Your Students - In one of my classes, a student insisted on me writing Astana. He eventually said that it was the capital of his birth country.
What else can you find?
Talk about preparing for real life! In this system, we're using a full economy and money management system.
This approach is the opposite from what we have all done in our classes to try to coax the kids to behave well and speak English during our lessons. We've all probably done this with some sort of point or star system starting at zero, and the students get points for doing things well and minus points for their team for speaking their language or misbehaving. This system works a similar way, except the class starts each class with a certain amount of money (points).
How it works.
We start the class with a certain number of points... or money. (In my case, I give 4 points for a 90-minute class. This is a salary of sorts for doing their job (of being a respectable student) efficiently. Below, you will find a Reward Coupon Poster of prizes they could buy with the money they save up.
Money can be deducted for:
- Extended conversation in the students' L1 (native language)
- Too much talking during inappropriate times
- Disrespectful behavior
Make the prizes something they want. The prizes have to be something worth fighting for, and the next prize must be that much better.
Root for the students to win
Offer raises and bonuses for excellent work (but calculate the bonuses by percentage. 1 extra dollar is 25%)
Easter Egg Lessons
Basic Economics - They get to practice what it feels like to "earn" a currency that they can save up for something they want.
Teamwork - The students are all "co-workers" of a company. They are all on a team working towards a goal. They may have to delegate jobs or responsibilities if necessary. (treasurer, project manager, etc.)
Delayed Gratification - The students will have to wait and save for bigger and better prizes.
Get the money and the poster
Bank Reward System
REWARDS you can buy with your money
Class Dollars and Reward Coupons
Have more time.