StoryTelling, The Little Red Riding Hood
Grade 1, Class B level


In this lesson, students will learn vocaubualry words used in the reading of the short story Little Red Riding Hood. Students should be able to deteremine the relation between using facial features and how they function our senses. The lesson starts with a minimal discussion about the items shown, like: a basket, a stuffed wolf, a red wearing doll, and a stuffed Granmother puppet. This is followed by a controlled practice excercie through matching the pictures to the correect word, then another excerise to p[ut the snetces in the correct order in sequnce to the story. Finally a free practice via drawing a picture of their favorite character in two groups.


Abc Grandmother Puppet
Abc Basket
Abc Stuffed Animal -Wolf
Abc A3 Paper and Markers

Main Aims

  • By the end of this lesson, ss will read for detail about the body parts and functions and would also be able to clarify and practice words in the context of the story.

Subsidiary Aims

  • To provide clarification and review in the context of in the context of the story.


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students to the characters of the story

Lay the stuffed animals on the table including the basket to draw student's attention - Ask ss some questions about the items one by one. If yes, - What are the names of these items ? - Were they seen in a previous story ? If yes, what is the name of the story ? - What is the name of the little girl ? - Was she wearing something unique ? If yes, What color was her cape ? - Which character is their favorite ? - Where did the story take place ?

Pre-Reading/Listening (10-15 minutes) • To prepare students for the text and make it accesible while playing the video

- Give out the Little Red Riding Hood short story handout, play the short story video, let ss read it while it's played, then ask them for detailed questions on the facial parts uses and their functions to check their previous knowledge about the story. Ask them to underline them if they can read it from the text ex: - How many facial parts were mentioned ? - Can you determine the five senses or where were there less than five ? if yes, what were the senses mentioned in the story ? - Give out the activity handout, ask ss to answer the first matching excercise - SS check answers togther and then the whole class feedback

While-Reading/Listening #1 (10-14 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

- Ss will be divided in pairs, play the video again, Ss will be given intrsuctions to match what Little Riding Hood and the wolf said. - Ss will be asked to check answers togther - T feedback

While-Reading/Listening #2 (14-16 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

- In two large groups, ask ss to read the sentence, then put the pre-cutted sequnced events in the correct order of the story. - Peer correction, then teacher feed back

Post-Reading/Listening (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

- In two large groups, each group will be give A3 paper, and markers and will be asked to draw their favorite charachter in the story. - Ss will be asked to use 5 facials parts and their functions from the story to describe their favorite character. - Whole class feedback - Annouce the winner and give prizes

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