Level: Mid- Novices (13-14 years old)
Students: International (Asia)
Time: Approximately 85-95minutes
Lesson Aims:
Main Aim: Introduction to the Sleeping Beauty; emphasizing and identifying key phrases, so students will be able comprehend the grammar structure and the game in the lesson plan.
Sub-Aims:
• Focusing on identifying the simple key phrases of the story
• Introduction to vocabulary (king, queen, prince, princess, castle, fairy, party, town, godmother, gift, hall, etc.) that relates to Sleeping Beauty
• Introduction to grammar structure for students to participate in the practice phase.
Assumptions
• Students should know how to write and say simple complete sentences (introduce oneself, ordering, telling where something is at, colors, what they like, where they are from, and etc.)
• Students should know how to convert regular words from present to past form.
Anticipated Problems and Solutions
• Students might struggle with unfamiliar words (unlucky, stepped, temper, angel, nightingale, shaking, prick, needle, and knit). The teacher should write any words that were not clear them on the white board, explain why the words are important to understand for the lesson, and give real life examples (relate the words to the students).
• Students might have trouble with the telephone game. The teacher should thorough explain the grammar structure and game to the students, so they can fully comprehend the material and game.
Materials
• A copy of Sleeping Beauty
• Handout – matching
(20-25 min)
(Before class the teacher should write on the white board definitions of the vocabulary)
The teacher presents the fairy tale to the young learners. She writes on the white board the title of the story “Sleeping Beauty,” then the te...
... middle of paper ...
...circle and have one of the students that wrote down a few sentences recite it to another student and so on. When the last person hears the story they have to recite what they heard to the whole class and observe if they are correct or incorrect. Continue with the next student and so on.
*This game is important because it reiterates what the students learned that day and to see if they need any more practice (key phrases, grammar agreement, or vocabulary).
Handouts
Matching
Words
Princess
Prince
King
Fairy
Queen
Maids
Definitions
The head of a castle
Servant (female)
Magical creature with wings
Second in throne
The daughter of the head of a castle
Wife of the ruler
(Picture column is first)
Work Cited
"Lit2Go." "Sleeping Beauty".http://etc.usf.edu/lit2go/68/fairy-tales-and-other-traditional-stories/5102/sleepingbeauty/ (accessed May12, 2014).
This assignment will show both the student and I if the understand the math teems. It will measure how well the student understands the math terms. This information will help me to determine if I need to go back over certain words, or if I can continue on with my lesson plan without overwhelming or losing students. The assignment will consist of the student’s defining the vocabulary word and drawing a picture for some questions and on other questions, using the meaning to determine a word and draw a picture of the
Under the sea, in an idyllic and beautiful garden, stands a statue of a young man cut out of cold stone – for the Little Mermaid who knows nothing but the sea, the statue stands as an emblem of the mysterious over-world, a stimulus for imagination and sexual desire, an incentive for expansion of experience, and most predominately, an indication that something great and all-encompassing is missing from her existence. Traces of curiosity and a vague indication of the complexities of adult desires mark the child mermaid; in such a stage of development, the statue will suffice. However, as the Little Mermaid reaches puberty, the statue must allegorically come alive in order to parallel the manifestation of her new-found adult desires – the statue must become a prince in his world of adulthood above the sea. Thus, powered by an insistent and ambiguous longing for self-completion, the Little Mermaid embarks on a journey of self-discovery, and, to her ultimate misfortune, prematurely abandons her child-like self as sexual lust and the lust for an adult life takes hold of her.
If children or adults think of the great classical fairy tales today, be it Snow White, Sleeping Beauty, or Cinderella, they will think Walt Disney. Their first and perhaps lasting impression of these tales and others will have emanated from Disney film, book, or artefacts (Zipes 72)
For their second edition of fairy tales, the Grimms and their publisher deemed their original version of “Rapunzel” to be inappropriate for children for “what proper mother or nanny could tell the fairy tale about Rapunzel to an innocent daughter without blushing?” (Tatar 18). The Grimms, in fact, changed details of “Rapunzel,” ridding the story of even t...
Leprince de Beaumon. “Beauty and the Beast.” Folk & Fairy Tales. Matin Hallett and Barbrar Karasek. Canada: Library and Archives Canada Cataloguing in Publication, 2009.
My picture contrasts the dark, sharp, menacing objects with the light, calm, serenity of the hand. Using Molly Bang’s ten principles, I was able to depict this evil and suspenseful moment from the story, "Sleeping Beauty." Molly Bang’s ten principles teach us how to illustrate moments from stories or poems with abstract shapes and basic colors. By applying these principles, any emotion can be expressed.
In both Hans Christian Andersons “The Little Mermaid,” and Disney’s version of the story, the main character— a young and beautiful mermaid— waits anxiously for her fifteenth birthday to venture from her father’s underwater castle to the world above the water. As the story carries on the mermaids priorities change; her modest and selfless nature is revealed towards the end in Andersen’s version. However, Disney’s version encompasses a rather shallow ending and plot throughout. The theme found in comparing the two versions reveal that Andersen’s substance trumps Disney’s entertainment factor in fairy tales.
The tale of Sleeping Beauty is influenced by oral folklore and various written versions. Today fairytales are told as a domain for the entertainment and teachings of children. In traditional storytelling, peasants transmitted folklore orally around campfires to audiences of mixed ages. However, during the 17th century, peasant tales, such as Sleeping Beauty, were altered by writers like Charles Perrault’s, to appeal to the courts of aristocracy. Thus the characters of Sleeping Beauty adorned a courtly air to appeal to the crown, such as Louis XIV of France. Throughout history, various cultural influences transformed the tale of Sleeping Beauty through the manipulation of various social forces to achieve better entertainment purposes and reflect Christian beliefs and customs. In addition, the moral of the tale conveys a message that women remain passive in hope to marry her true lov...
"Teaching Games for Understanding ." Teaching Games for Understanding . N.p.. Web. 16 Sep 2013. .
If we can harness/utilize the energy, motivation and sheer potential of their game-play and direct it toward learning, we can give students the tools to become winners in real game of life.
Intellectual quality is embedded through the elements of deep knowledge and understanding and substantive communication (NSW DET, 2003, p. 10). Throughout the lesson, focus is sustained on key concepts such as cursive writing, spelling, grammar, punctuation and vocabulary. Students are then given opportunities both orally and written, to express and demonstrate their understanding and competency. Extension options are also available for students where they can use digital technologies to publish their work or write in calligraphy once the set task is completed. (NSW DET, 2003, p. 11). For students to achieve higher quality outcomes, they need to be highly engaged and willing to participate (NSW DET, 2003, p. 10). This can be achieved through establishing challenging learning goals within each students’ proximal development and providing work that is intellectually stimulating, relates to real life and meet the needs of each student in order to gain confidence first (AITSL, 2011; Berk, 2013, pp. 267-268).
Throughout the years there have been many different stories of Sleeping Beauty, but none have ever been as great as these two tales. The two stories are Briar Rose one by Jane Yolen, and one edited by Maria Grimm. Through comparing and contrasting these two tales, the reader finds that both stories had the princess fall asleep differently, the princess’ worldly positions differed in riches and poor, and how long they slept and who woke them up were almost the exact same.
Fairytales and folktales have been told around the campfire, in the living room, the class room, and before bedtime for centuries. First told orally, the “… stories had to have remarkable features in order to remain memorable (Nodelman 246).” These stories were passed down from storyteller to audience until they were eventually written down and collected for consumption by the public. Due to the passing of time and fallibility the stories have changed throughout the years and slightly differ from culture to culture, however, “Stories similar to “Cinderella” can be found in historical records from as far back as the seventh century, and from a variety of places around the world (Nodelman 246).” Although the classic tales differ in various ways from their modern counterparts (such as Disney films, etc.), the characters and their journeys are still very much identifiable.
We have often seen numerous folktales that appear to be similar among different cultures. Often at times, the characters or locations change to accommodate the surrounding culture, but the message or moral of the story stays the same. In the case of the story, Sleeping Beauty, we notice that the earlier versions of the story are more crude and “adult” and as time passed on, the story evolved to become more suitable for a younger audience. Sleeping Beauty became a story of “rape, adultery, sexual rivalry, and attempted cannibalism” (Hallett, 1) to the clean and innocent Disney version we know today. The three versions of Sleeping Beauty that I will compare are Sole, Luna, E Talia (Sun, Moon, And Talia) by Giambattista Basile, The Sleeping Beauty in the Wood by Charles Perrault, and Brier Rose by Jacob and Wilhelm Grimm.
On the other hand, teachers prefer using L1 for a more effective approach to teaching grammar and checking students’ understanding. Macaro (1997) commented that teachers often lack enthusiasm in using the target language for grammar explanation. Many students have difficulty in learning grammar, especially for those whose L1 system is entirely different from the TL. L1 can be more efficient, particularly when a teacher wants to discuss the learning contract with students, or tries to explore the needs of his/her students, especially those in the lower level (Harmer, 2007). Evidence provided by Harmer (2007) also indicates that the classroom environment can be enhanced through the use of L1 to establish a positive social relationship with students, which ultimately leads to a more effective teaching process.