Introduction
Hi students, in this activity the goal of this Web quest is to help students with their reading comprehension. It is also designed to help students understand how to analyze a story. But the main goal of this lesson is to teach new vocabulary.
Task
At the end of the lesson, students will:
Read a Beauty and the Beast story
Recognize new vocabulary from the story
Demonstrate their understanding of the story by answering questions
sentences using new vocabulary
Make summary about a story of Beauty and the Beast
Student will prepare a role play of the story with the group
Find the story from this link.
Process
Procedure:
1. Make group reading consist of 4-5 students
2. Read the story of Beauty and the Beast that teacher given through the link
3. Discuss in your group and find out new vocabulary of the story
4. After find out new vocabulary of the story, student will make a list of new vocabulary that they found in a handout
5. Answer the questions listed at the end of the story with the group
7. Student make summary about a story of Beauty and the Beast by your own words and using a varied vocabulary appropriate
8. After that, students have to make role play of the story with the group for the next class.
Evaluation
Formative Assessment
Students will prepare a role play about Beauty and the Beast.
I will evaluate their play, which will allow me to see if they understood the story and if they can express themselves properly in English. This assessment will reflect on the students comprehension skills, oral skills, and acting skills.
|
Category |
4 (Very Good) | 3 (Good) | 2 (Enough) | 1 (Bad) |
|---|---|---|---|---|
|
Knows the story |
The storyteller knows the story well and has obviously practiced telling the story several times. There is no need for notes and the speaker speaks with confidence. |
The storyteller knows the story pretty well and has practiced telling the story once or twice. May need notes once or twice, but the speaker is relatively confident. |
The storyteller knows some of the story, but did not appear to have practiced. May need notes 3-4 times, and the speaker appears ill-at-ease. |
The storyteller could not tell the story without using notes. |
|
Acting/dialogue |
The student uses consistent voices, facial expressions and movements to make the characters more believable and the story more easily understood. |
The student often uses voices, facial expressions and movements to make the characters more believable and the story more easily understood. |
The student tries to use voices, facial expressions and movements to make the characters more believable and the story more easily understood. |
The student tells the story but does not use voices, facial expressions or movement to make the storytelling more interesting or clear |
| Vocabulary |
Uses a varied vocabulary appropriate for the audience, and also successfully tries to enlarge the audience's vocabulary. |
Uses a varied vocabulary that is appropriate for the audience. |
Uses a varied vocabulary that is occasionally a little to simple or a little too hard for the audience. |
The vocabulary was not varied or was routinely inappropriate for the intended audience. |
|
Sequences |
Retells story in correct sequence leaving out no important parts of story. |
Retells story in sequence with 2-3 omissions. |
Retells story with several omissions, but maintains sequence of those told. |
Retells story out of sequence. |
Conclusion
Closure
Students will do a role play of the story for the next class. Students can dress up if they would like.