TELL ME A DIFFERENT STORY
SCHOOL YEAR GRADE LEVEL
2018-2019 2nd Grade
TEACHING AREAS
English / Value education / Arts / Digital
education
CEFR LEVEL
A1 level (basic users): Children can
understand and use familiar everyday
expressions and very basic phrases aimed at
the satisfaction of needs of a concrete type.
Most of them can introduce themselves and
others and can ask and answer questions
about personal details such as where he/she
TERM NUMBER OF WEEKS TEACHER
3rd term 6 weeks Mayka Pardo
RATIONALE
This project comes from the need to address the following unit of the English textbook,
stories, in an experiential way. Taking this idea into consideration, the theme of this teaching
unit is creating a story. Anyhow, there are lots of stories already created, so what is going to
make this story different from others? At this point, there is the need to go further with this
project, there is the need to create a story more consistent with the current reality of our
society: women’s empowerment. For this reason, the key feature of this story, that students
are going to create, is that the princess is going to save herself without the help of the prince. Commented [1]: This the real reason, isn't it?
FINAL PRODUCT DRIVING QUESTION
The final product will be a short tale written Can a princess save herself without the
by the whole group class in which the prince’s help?
princess saves herself without the prince’s
help.
The tale will be presented by the second
graders to the first graders, and will be
posted on the school’s webpage.
 lives, people he/she knows and things he/she
has. Can interact in a simple way provided
the other person talks slowly and clearly and
is prepared to help.
LEARNING OBJECTIVES
1) To use a technological device to produce a written short tale in
which the princess saves herself
2) To explain orally the tale produced in class using visual supports
and body language
3) To demonstrate interest in the project and in the use of English to
communicate in the activities carried out in the classroom.
ASSESSMENT CRITERIA
1.1) To identify simple words, expressions and structures typical
from tales accompanied of visual and audiovisual support.
1.2) To incorporate and use in the story words and simple
expressions typical from tales worked in class
1.3) To identify and write the three parts of a tale: starting, action,
and ending
1.4) To use Storybird app to write the story
2.1) To make a correct pronunciation of the key words worked
during the project
2.2) To use body language to accompany the discourse
3.1) To assess oneself and peers‘ attitude and work during the
project
3.2) To actively participate in the activities during the project
4) To judge the treatment of the woman in traditional stories and 4.1) To identify sexist attitudes in traditional stories
make non-sexist suggestions and alternatives for improvement 4.2) To argue why the princess can save herself
4.3) To avoid sexist attitudes while writing the story

KEY CONTENTS & CURRICULUM CONNECTIONS

ENGLISH CURRICULUM SUBJECT-MATTER CURRICULUM

ORAL COMMUNICATION VISUAL EDUCATION
- Comprehension of simple working and behavioural instructions - Expression of ideas, emotions and other experiences that
in class. lead to artistic creation, such as writing a story, in different
- Comprehension of daily messages of social interaction (hello, languages
goodbye, introducing oneself) and daily use classroom - Appreciation and respect of own and other’s productions.
messages. VALUE EDUCATION
- Recognising and identifying words and brief oral tales - Identification of the own prejudices and stereotypes related
accompanied by visual/audiovisual support. to women treatment and sexism
- Global comprehension of an oral tale with a repetitive - Avoiding discriminating attitudes and behaviours towards
structure, with easy content accompanied by gestures and women
iconics. DIGITAL EDUCATION
- Specific comprehension of the basic vocabulary to understand - Use of a digital device and its functions to create and write a
stories with the help of gestures and iconic elements. story
- Oral reproduction of a brief and memorised tale
- Reproduction of the basic vocabulary and messages related to
communicative situations in the classroom.

READING COMPREHENSION
- Recognition and identification of words and brief tales
accompanied by visual/audiovisual support.
- Comprehension of words and simple sentences known and
worked widely in classroom oral situations related to tale’s

WRITTEN EXPRESSION
 - Using a technological device to write simple words and texts
that come from oral productions related with classroom
activities and experiences.
- Production of a brief story following a model worked orally.

LITERATURE EDUCATION
- Dramatization of a tale with a repetitive structure.
 ENGLISH

LITERATURE PLURILINGUAL &

ORAL COMMUNICATION READING WRITING EDUCATION INTERCULTURAL

EDUCATION

1 2 3 4 5 6 7 8 9 10 11 12 13

X X X X X X

DIGITAL EDUCATION

INSTRUMENTS & APPS DEALING WITH INFORMATION & VIRTUAL COMMUNICATION & HABITS, CIVIC EDUCATION

ENVIRONMENTS COLLABORATION & DIGITAL IDENTITY

1 2 3 4 5 6 7 8 9 10

X
 ARTS

PERCEPTION, COMPREHENSION & APPRECIATION INTERPRETATION & PRODUCTION IMAGINATION & CREATIVITY

1 2 3 4 5 6 7 8 9

X X

VALUE EDUCATION

PERSONAL INTERPERSONAL SOCIAL

1 2 3 4 5 6 7 8

X X
 PROJECT OVERVIEW

SESSION 1 1 hour

Session purpose

- To introduce the project and the driving question

- To present the three parts of the story: starting, action, and ending
- To present tale’s key vocabulary

Activity 1 – Saint George’s legend WC 20 min

This activity will consist on presenting the legend of Saint George (Sant Jordi) to the children. Firstly, the teacher will tell the story to the
students using body language and visual support (pictures). After that, the teacher will tell the legend again but, this time, she will ask the
students to imitate her body language when telling the story. This way, the students will associate the movements to specific words, and
they will better comprehend the story. The three parts of a story (starting, action, and ending) are presented taking this legend as a model.

Resources Diversity
 - Digital version of Saint George picture book (in English) In regards to diversity, as the two cases of special needs are related
- Projector to writing and reading skills, and this activity only involves listening
- TPR technique Picture book of Saint George’s legend in and oral skills, no major adaptations are needed.
digital format (English version) However, as these two cases of special needs have also behavioral
- Projector and screen problems, it could be great to pay special attention to classroom
- TPR technique (movement associated to words and management to avoid students’ over excitement..
expressions)

Activity 2 – Discussion & driving question presentation WC 15 min

This activity will consist on a whole group discussion about the legend and the values behind it. The driving question of the project (Can a
princess save herself without the prince’s help?) will be presented and students will reflect about it. The aim of this discussion is that:
- children understand that the princess can save herself
- children want to write another story in which the princess saves herself

Resources Diversity

- Classroom distribution: tables in U shape
- Participation ball: throwing the ball to the person we want
to participate in order to ensure:
a. That everybody is paying attention in case they
have to catch the ball
b. That everybody respects intervention turns
In regards to diversity, as the two cases of special needs are related
to writing and reading skills, and this activity only involves listening
and oral skills, no major adaptations are needed.
However, as these two cases of special needs have also behavioral
and concentration problems, it could be great to keep them
participating and interacting so that they do not lose the track and
start misbehaving.In regards to diversity, as the two cases of special
- That everybody particioates at least onceParticipation ball: needs are related to writing skills, and this activity only involves
throwing a ball to a student to make him/her participate in interaction skills, no major adaptations are needed.
the discussion. This resource is really helpful because: However, as these two cases of special needs have also behavioral
- Enhances students’ attention (they have to be problems, it would be good to keep these students motivated and
aware and ready because in any moment they can participative during the debate by encouraging them to participate, so
be thrown the ball) they do not lose the track of the dynamics and start misbehaving
- Helps to respect participation turns (it prevents
interruptions to happen since only the student with
the ball can talk
- Keeps the discussion alive
- Enhances participation (even from those shy
students that usually do not raise up their hand)
- Flash cards (pictures + word) of the main vocabulary it may
arise during the discussion:
- Blackboard and chalk: taking notes from the ideas drawn
during the discussion
- Cardboard with the driving question to stick in the wall
during the whole project
c.

Activity 3 – Story quiz WC/GW 20 min

This activity will consist on a quiz to introduce the students the basic items of a story:
- Main characters
- Adjectives associated to main characters
- Action verbs
- Locations
- Etc
The quiz is going to work the following way:
1. Students will divide into 4 groups to work/play collaboratively
2. A picture (characters, locations, action verbs…) is going to be projected in the whiteboard
3. Below the image, there will appear two possible names for the image displayed
4. Students have to choose between the two options the one they think is the name for the picture
5. The group that collects the highest number of correct options, wins

Resources Diversity

- Projector In what refers to diversity, this activity involves As this activity

- Quiz presentation
- Option 1 and Option 2 paddles
- Blackboard for the points’ totting upA projector and screen
- Gaming: the quiz about the basic items of the story
- 2 paddles (option 1 and option 2) for every group
- Blackboard and chalk to count up points
involves reading skills (students have to read the options), it will be
necessary to take the two cases of special needs into consideration.
For this reason, it will be very important to create heterogeneous
groups, so that all of them have more or less the same average level,
and these students with special needs can be benefited from the
group work.some reading skills because students have to read the
two possible options for the image displayed. Therefore, we need to
pay attention to the two cases of special needs, that have severe
difficulties in reading.
 For this reason, the activity is carried out in heterogeneous groups, so
that these two students that have reading difficulties can benefit from
the help of the other members of the group.

SESSION 2 1 hour

Session purpose

- To work on the three parts of a story in corner 1

- To work on tale’s typical characters in corner 2
- To work on tale’s typical verbs in corner 3
- To work on adjectives associated to typical tale’s characters in corner 4

Pre-activity – Introducing the corners WC 10 min

This activity will consist on introducing the corners to the students. The teacher will explain what every corner is about, and which are the
objectives to accomplish in each of them. After that, the teacher is going to divide the students into four groups (previously created
according to diversity and special needs), and she will establish the dynamics of the corners: which is the starting corner for each group,
how to do the transitions from one corner to another, etc.

Resources Diversity
 - Blackboard and chalk to write down key In regards to diversity, the two cases of special needs have also behavioural
information about the corners problems, so it is essential to ensure that they perfectly understand what they
- Checking comprehension before starting the have to do in each corner, so they do not lose the track and start misbehaving.
activity by asking someone to explain a corner Plus, we have to take a look at them frequently and facilitate them the extra
(already explained by the teacher) in Catalan. So scaffolding they need in every corner.
the rest will have listened to both explanations
(English and Catalan) and they will better
understand.
- Heterogeneous groups
- Timer

Corner 1 – Ordering the story GW 12 min

This corner will consist on ordering 10 short stories. Each story is going to be divided into three cards (starting, action, and ending). Firstly,
as all cards are going to be mixed, students will have to separate the cards according to the story they belong to. Afterwards, they will have
to order the three cards of every story into starting, action, and ending.

Resources Diversity

- 10 short stories (3 flashcards for story) - flashcards
will be very visual (not even necessary to read the
short sentence behind the image to be able to order
them)
- Scaffolding: typical sentences for starting/ending
In what refers to diversity, this corner involve reading skills so both cases of
special needs could struggle in it. However, although the flashcards of the
stories will contain a picture and a sentence, the flashcard can perfectly be
understood without reading the sentence and just looking at the picture. For
this reason, they could participate in the corner with no major adaptations.
 - Every story will have a different colour so the the
three flashcards will have a sticker from the colour
of the story they belong to.

Corner 2 – The characters PW 12 min

This corner will consist on playing “Guess who” and students will have to organise themselves into pairs. Each student will have a board with
the typical characters that appear in a tale (princess, prince, dragon, witch, wizard, etc) and they will play “Guess who”: each student will pick
a character and the opponent pair has to guess the character. They will have to use:
- “Are you (name of the character)?”- to ask
- “Yes, I am / No, I am not”- to answer.

Resources Diversity

- Game boards with character pictures (and names
before each picture)
- Scaffolding
- Asking: Are you (name of the character)?
- Answer: Yes, I am / No, I am not
Although this corner involves more oral skills, reading ones are still needed to
carry out the activity, since students will need to read the names of the
characters below the pictures (because we do not expect them to remember
all the names by heart). For this reason, the two students will have an extra
sheet of paper with the images of the board. Whenever they want to ask the
other if he/she is a specific character, (and they do not remember the name by
heart) they can just point the picture of the character in their extra sheet of
paper (not the board) to ask their peer for the name of it, so they can
reproduce the name orally afterwards.
 Corner 3 – The verbs GW 12 min

This corner will consist on doing mimicry of some specific verbs that may appear in a tale (sleep, walk, fight, smile, etc). Students will take
turns to do mimicry so that while one student is doing the representation, the others are guessing the verb he/she is representing. As students
are not supposed to know the verbs by heart:
- The student doing mimicry will pick a card from the stack of cards that will contain the verb’s name and picture
- The ones guessing will have a showcard with the names & pictures of all the verbs / The ones guessing will also have
action sticks (sticks with the action and its name below) so that can raise them up to say the answer
Once someone knows the action, he/she can raise the action stick and say the name of the action. If it is correct, he/she gains a point; if not,
the rest keep trying.

Resources Diversity

- Mimicry cards: very visual (not even necessary to
read the word to be able to perform it.
- Action
- Scaffolding: all the possible mimicry actions that can
appear during the game (picture and name below)
- Counting up points grid (names of the participants
and points)
In what refers to diversity, the two students with special needs will need
some extra help in this corner. Although they should not have any problem
when performing (because they can just look at the picture and imitate), they
may have problems when answering (we do not expect them to know the
names by heart, but they cannot read the name of the action below the
images). For this reason, sticks are incorporated for everybody. This way,
students that do not know how to read can just answer by raising up the stick
of the concrete action, while the rest of students will do the same but also
saying the name out loud (since they can read)

Corner 4 – The adjectives GW 12 min

This corner will consist on playing the memory game. The cards of the memory will be related to simple adjectives that may be used to
describe the characters (tall, short, blonde, handsome, brave, etc). There will be two cards for each adjective and every card will contain the
picture that represent the adjective and the name of it. The objective is that the students find the two cards of every adjective. The student
that has got more pairs is the winner.

Resources Diversity

- Memory cards: very visual (not even necessary to
read the names under the pictures to understand the
meaning)
- Counting up points grid (participants and points)
- Scaffolding: a sheet of paper with the adjectives
(pictures and name below)
- Playing in pairs
In what refers to diversity, the two students with special needs will need some
extra help in this corner. Although they should not have any problem when
finding the pairs (because they can just look at the picture and relate), they may
have problems when reading the name of the adjective (below the image) in
order to get the point for the found pair (we expect the rest of the students to
read the name of the adjective to get the point. For this reason, the game is
setted to be played in pairs, so that the other can read the adjective out loud,
and he/she just repeat it.

SESSION 3 1 hour

Session purpose
 - To check students’ comprehension of the tale’s key vocabulary
- To carry out the decision making process about the tale (brainstorm)

Activity 1 – Checking quiz IW 20 min

This activity will consist on carrying out again the quiz of the first session about story items. This time, students will have to answer the quiz
individually and write their answers in a piece of paper provided by the teacher. The sheet of paper will contain the pictures that are projected
in the whiteboard and the two possible answers (also displayed in the whiteboard), so students will just have to circle the option they think
is the correct one. The aim of this activity is checking students’ comprehension of the story items presented in the first session and worked
during the second session.

Resources Diversity

- The same quiz from session 1 (same questions but different
order and without the correct answers until the end)
- Individual sheets of paper (to write the answers)
- Projector and screen
In what refers to diversity, we have to bear the two cases of special
needs in mind because they have problems with reading skills, used
in the quiz when reading the options. What I am going to do is
reading the two options out loud for everybody. It is a good way to
embrace the needs of these two students who cannot read and also
allow others to benefit also from the adaptations.

Activity 2 – Taking decisions WC 25 min

This activity will consist on a whole group discussion in which students are going to decide the argument of the book, the characters,
location, etc. The objective is that they generally define what happens in every of the three parts of the story (starting, action, and ending).
The story will be divided into 9 showcards (3 showcards for the starting, 3 showcards for the action, and 3 showcards for the ending).
Students will make 9 groups of 2-3 people and each group is going to be in charge of one showcard of the story.

Resources Diversity

- Projector, whiteboard, internet access and drive (to take In regards to diversity, no major adaptations are needed. But as the
notes from the decisions) two cases of special needs have also behavioural problems, it is
- The participation ball (used in session 1) essential to ensure that they keep participating, so they do not lose
the track and start misbehaving.

Activity 3 – Starting, action, and ending GW 15 min

The three groups in charge of the starting, the three groups in charge of the action, and the three groups in charge of the ending will meet
separately. The objective is that the three groups in charge of the starting decide what is going to happen in every of the three cards that
form the starting part of the story (and so will do the three groups in charge of the action, and the three groups in charge of the ending).
They will have to keep in mind the general decisions taken in the whole group discussion about the whole story, but the objective is that
they reach an agreement of what happens in detail in these three showcards of every story part.
It is very important that groups take notes about their decisions so that they can use them to start writing in the next session.

Resources Diversity
 - Cardboard and pencils (all decisions will be written in the
cardboard so that the information is kept for the next
session)
- Roles’ distribution
In regards to diversity, no major adaptations are needed. As students
will be assigned different roles during this decision making, it is key
to assign a role that these two students can develop autonomously
(supervisor, cheerleader, spokesperson, etc). Again, we cannot
forget their behavioral problems, so it is good for them to have a role,
a responsibility, so that they stay focused and do not lose the track
and start misbehaving.

SESSION 4 1 hour

Session purpose

- To work cooperatively in groups

- To write the flash cards of the tale

Activity 1 – Remembering and defining roles IW 15 min

This very first activity will consist on refreshing students’ memories about the decisions taken in the previous session as a whole group and
in section groups (starting, action, and ending).
Before starting to write the story, the teacher will define, assign and explain the different roles that students will have to assume in their
working groups:
- The leader/spokesperson: the one in charge of representing the group and solving conflicts
- The secretary/writer: the one in charge of writing (this role can be shared with other members)
- The supervisor/cheerleader: the one in charge of supervising the work and encouraging the group to keep working

Resources Diversity

- Cardboard: including roles and responsibilities for each role
- Grid: students’ names and roles assigned
- Cardboard with the decision making in session 3
Again, in order to meet the needs from all students and paying
special attention to the two special needs’ students, the criteria when
distributing roles is a key factor. These two students that have
reading and writing skills’ needs cannot be assigned, for instance,
the writer role. They should be assigned a role they can develop on
their own, so that they feel responsible for something, and that they
can do it autonomously.

Activity 2 – Writing the story GW 45 min

Now is time to work in little groups in every flashcard of the story.

Resources Diversity
 - 1 flash card per group Again, in order to meet the needs from all students and paying
- Writing material: pencil, rubber, pen, etc special attention to the two special needs’ students, the criteria when
- Scaffolding: key vocabulary worked during the project distributing roles is a key factor. These two students that have
(pictures and names) reading and writing skills’ needs cannot be assigned, for instance,
- Characters the writer role. They should be assigned a role they can develop on
- Adjectives their own, so that they feel responsible for something, and that they
- Verbs can do it autonomously.
- Typical expressions

SESSION 5 1 hour

Session purpose

- To construct the final story using Storybird App

- To prepare the storytelling

Activity 1 – Constructing the story WC 30 min

This activity will consist on constructing the story. Every group will share with the rest of the class their flashcard and, at the same time, all
the students can suggest improvements and make comments on it. Once a flashcard is presented and revised, it will be transferred to
Storybird, so that the program can generate the final story with illustrations at the end.
 Resources Diversity

- Computer with internet access In regards to diversity, no major adaptations are needed. But as the
- Storybird app two cases of special needs have also behavioural problems, it is
- The 9 flash cards created in session 4 essential to ensure that they keep participating, so they do not lose the
- The participation ball track and start misbehaving.

Activity 2 – Preparing the presentation of the story WC 30 min

Once the final story is ready, it is time to prepare the oral presentation for the next session. Each student is going to be in charge of telling
one sentence of the story so all together will assign one sentence per student. Once everyone has a sentence, we will decide which body
gestures are going to be used during every sentence in order to facilitate the comprehension of the story to the audience (the first graders).
Students will also decide if they want to include any kind of atrezzo to the story telling.

Resources Diversity

- TPR technique: emphasis on worked vocabulary
- Grid (students and sentences assigned)
- Blackboard and chalk to write down decisions
- (Just if needed) random assignment programme if many
students want to be in charge of the same sentence.
Regarding diversity, the two students will be assigned short and easy
sentences with the most familiar vocabulary for them. The teacher will
specially help them to pronounce everything and ensure they can
mainly remember the sentence by heart (since they will not read).
 SESSION 6 1 hour

Session purpose

- To carry out the storytelling

- To carry out a peer and self evaluation
- To draw final conclusions about the project

Activity 1 – Story telling rehearsal WC 20 min

This activity will consist on doing a rehearsal of the story telling. It is an opportunity for students to experience in situ how the story telling is
going to be like, solve last-minute questions about gestures, pronunciation, etc.

Resources Diversity

- Attrezzo In regards to diversity, teacher should devote specific attention to these

- Storybird version of the book two students that have special needs. The teacher should check if they
- TPR technique have any pronunciation question, if they know the sentence by heart, last
- Notes from students minute questions, etc.

Activity 2 – Story telling WC 20 min

This activity will consist on telling the story they have created to the first graders.

Resources Diversity
 - Attrezzo The teacher should be available to help anybody that misses a word,that
- Storybird version of the book needs help to remember something, etc. Special emphasis should be
- TPR technique placed on the two students with special needs.
- Audience
- Evaluation grid

Activity 3 – Peer and self evaluation IW 10 min

After the story telling, students will come back to the English class again to start closing the project. In this activity students will have to
evaluate their peers and themselves with a grid about their attitude and work done during the group work.

Resources Diversity

- Self evaluation rubric In what refers to diversity, we have to bear the two cases of special
- Peer evaluation rubric needs in mind because they have problems with reading skills, used in the
- Projector and screen rubric when reading the items. What I am going to do is reading the items
out loud for everybody. It is a good way to embrace the needs of these
two students who cannot read and also allow others to benefit also from
the adaptations. However, the items of the rubric will be accompanied
with emojis that represent what is written with words.

Activity 4 – Closing the project WC 10 min

This activity will consist on a whole group discussion about their feelings after the project. Students will share their experiences, opinions and
reflections about it.
 Resources Diversity

- Computer and internet access In regards to diversity, no major adaptations are needed. But as the two
- Drive document to take notes of the feedback received cases of special needs have also behavioural problems, it is essential to
from students, experiences, feelings, etc. ensure that they keep participating, so they do not lose the track and start
- Participation ball misbehaving.

LINK TO MATERIALS: https://drive.google.com/drive/u/0/folders/1FnsWdbQOrhgxVyheUwQZk67WPfsTEKBx