1 - Student- Teacher General Information Program: School name: Education Gate International Schools Student Full Name(four credits):

Level: Grade 2 (Primary)

2- Story and Class General Information Date: Period: 3rd and 4th Subject: English Story Title: Iris and Walter Class: Grade 2 D

3- Selection Criteria for the Story: 1) 2) Story Selection Criteria The goal of the story is exploration. What can we learn from exploring new places and things? The goal of the story definitely agrees with Islamic values because our religion always urges us to explore everything before us, the planet we live on, or even the whole universe through the Holy Quran and the sayings of the prophet. The story deals with a little girl who moves to the country with her family. She gets bored with such a life till her grandpa encourages her to explore the area around where she finds a friend and shares a lot of activities with him. The story title Iris and Walter is linked to the content. Iris is the girl who is used to living in the city and feels bored for living in the country. Walter is a little country boy in the neighborhood
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about her age whom she makes friends with and shares a lot of activities with him. The story title is short, interesting and above all expressive as represents the main characters in the story. The story content is understandable and suitable for the students age level, second graders who are about 7 years old. The story is written in a simple, interesting and easy way to understand for students whose age is seven years old. The story develops the imagination of the students especially those who dont live in the country. The sensory descriptive scenes and the interesting illustrations help the readers create a mental image of things such as a tree-house, pony, redtailed hawks, starry skies and so on. There is an effective dialogue among the characters of the story. It shows us how these two little kids get to know each other, make friends and share activities that make Iris love the country and appreciate its beauty. The end of the story is interesting and convincing. As Iris changes her opinion about the country and starts to value its beauty and adore its charm. Total Marks (10)

4- Story Telling Criteria: 1) Story Telling Criteria Story title Iris and Walter is written on the board or shown before being told to students.

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There is a list of difficult words highlighted that are clarified before telling the story. During telling the story, the teacher can use simpler and clearer vocabulary to make it easier and within their reach. Story telling is within the appropriate limits (1015 minutes). The summary of the story focuses mainly on the major characters and events that make up the plot of the story, so it doesnt take much more time than the assigned for this activity. The classroom environment is appropriate to tell the story as the students level is good, the teacher makes the best use of the illustrations, flashcards and simple questions to keep her students attentive and check their understanding. Also, the inquiries of the students show their interest and attention. This creates a much more interactive environment within the classroom. The student teacher stands in a suitable position so that she can be seen by all of the class. She stands in front of the students, sometimes moves around the class to check group work, or even to the right or left of the board especially when she uses the overhead projector, or the smart board so as not to block their sight. The teacher employs different methods to create the interactive involvement of the story. The teacher uses traditional and non-traditional approaches to build motivation and help children build proficiency and gain confidence in their reading ability. The more students get

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involved in the learning process, the more they understand and whatever they learn sticks to their minds as long as they live. She has varied her questions; Whats the name of the pony? SAL/ whats the name of the horse? RAIN/ Iris is bored with living in the country / She meets a boy called .(Walter)who changes her mind. Etc. The teacher has used the educational tools to support storytelling such as the overhead projector, the smart board, white board, flashcards and objects to enhance their absorption. Sometimes using body language during storytelling helps the students understand without using the mother tongue like facial expressions, gestures and so on. Applying different methods to attain the attention of students in all stages of the storytelling. A teacher can ask students to sum up what they have learnt, complete missing parts in sentences, answer simple questions, etc. Teacher links between story events using cause and effect graphic organizer, summarization, etc. The story-telling evokes students curiosity to learn more. At several intervals, the teacher asks questions to make sure they understand and keep their attention hooked till the end of the story. For example, when Iris climbed up the tree, she found. What/who do you think could be in? how do you know that shes

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welcomed at the tree-house? Using repetition of selected sentences or phrases to stimulate students motivation during the storytelling. They rolled down hills. They played hide-and-seek. By keeping the students totally involved through any form of participation such as listening, answering or retelling parts of the story will certainly eliminate side talks and unrelated topics during story-telling. A competent teacher bears in mind the individual differences while telling the story by varying her questions to suit all students. The Teacher shows enthusiasm while telling the story to stimulate their attentiveness and curiosity or else they will lose interest in the story. The Teacher asks students questions of a variety of thinking levels after the completion of the story-telling. For example, How might the story be different if Iris and Walter had met in the city? Teacher responds to students inquiries about the story content. For example, they might ask about red-tailed hawks that are not found in their natural habitat. The teacher highlights the values of the story and its implications or significance in students lives. Wherever you go on the planet, you need to look for the unique qualities that make such a place beautiful and attractive in order to adapt to the new place and fit in easily.

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The teacher summarizes the key points of the story and briefly highlights the relations among them. Iris moves to the country from the big city, and she is sad. She'll miss so much about living in a city: noisy streets, long apartment building hallways, music from neighboring apartments. And much more. Iris's parents try to cheer her up, but Iris cant overcome such a feelings of dullness and loneliness. But then her grandpa takes her for a walk and they discover something marvelous: a treehouse. And something even more wonderful: a friend in the treehouse. When Iris meets Walter, it's the beginning of a warm friendship. The two share everything: tree climbing, hill rolling, hide and seek. Although Iris will always keenly miss her city life, she finds much to be happy with in her new home - especially her new friend. The teacher manages the classroom effectively during the story telling ( 20 ) Total marks ( 10 ) The average rate