Name: Ana Luca Lizarralde

Storytelling: Carnival Crime

Course: 6th grade, public school (11-12)

Number of ss: 26

Number of periods: 2
Level of proficiency: Pre-Intermediate

Objectives:
-To develop extended listening and prediction skills in young learners using a short story
- To recycle vocabulary related to colors and clothes
- To reinforce the use of the simple past tense
Anticipated problems: That ss are not familiar with carnivals.
Time Activities
3'

Students get ready

10'

The teacher writes Carnival Crime on

the board and tells the students that she is
going to tell them a story called Carnival
Crime.
Then, she asks the students if they know
what a carnival is and ask them questions
about carnivals to capture their interest
such as:
Do we have a carnival in our country?
When do we have our carnival?
What do people wear during carnival?
What do people do during carnival?
If the students do not know what a
carnival is, the teacher will show them a
video and pictures of costumes.
Then, she tells the students that the
carnival in the story is in Brazil and ask
the students if they know where Brazil is,
and if they do not know where it is the
teacher will show the ss on a map.

Skills (R-L-W-S)

Language

Materials

Interaction patterns

New vocabulary:
Related to carnivals
(carnival, costume,
parade, samba music,
fireworks)

Board
Whole class
Laptop (video of a
carnival, pictures of
costumes and map of
Brazil)
(from the movie RIO:
https://www.youtube.co
m/watch?
v=OGRBmAw3Q9Y)

10'

The T asks the ss if they know what parts

a story consists of (beginning, middle and
end). If they do not know, the T will
explain what the parts are and what each
of them consists of.
Beginning: setting and characters
Middle: main events
End: Resolution of the conflict

Structure of a story

Board

Whole class

15'

The T tells the ss that before she tells Speaking

them the story, she will give them a Listening
picture of the main characters (Kelly,
Steve, Diana Diamond, Black Cat) in the
story for them to describe it to a partner
so he/she can draw it. (Information-gap
activity)

Vocabulary:
Clothes and colors

Description of the 4
main characters
(Appendix A)

Pair work

20'

The T asks the students to sit on the floor Listening

in a circle and listen to the story, she will
pause at times to ask the children
questions to predict how the story will
continue an end. While the teacher tells
the story she will show them pictures of
the most important events in the story

Grammar: Simple past

Story: Carnival Crime Whole class

(Appendix B)
Story cards (Appendix
C)
Samba Music: mp3 file

15'

The T gives the ss the shuffled story Speaking

cards for them to put them in the correct
order and them retell as much of the story
as they can using the story cards.

30'

The T asks the ss to write a short story Writing

about a family vacation they were on.

15'

The T asks ss to exchange stories with a a Writing

partner and to complete a peer correction
guide after they read their partner's story.
The T monitors the ss to make sure their

Story cards (Appendix

C)
Board
Structure of a story
Grammar: Simple past

Whole class

Individual work
Students' stories
Peer correction guide
(Appendix D)

Pair work

corrections are accurate.

10'

The ss give the corrected versions of the Writing

story back to their owners and each
corrects their story. The stories can then
be collected and put together in a book.

Structure of a story
Grammar: Simple past

Students' stories

Individual Work.