THE PIED PIPER OF HAMELIN

2011/2012

PATRICIA ALBORS ALBORS SUBJECT: TEACHING OF ENGLISH YEAR 2011/2012 MASTER DEGREE IN ELEMENTARY EDUCATION UNIVERSITY OF ALICANTE 1

THE PIED PIPER OF HAMELIN

2011/2012

1. INTRODUCTION: ......................................................................... 3 2. TIMING: ................................................................................... 3 3. OBJECTIVES .............................................................................. 6 4. BLOCKS OF CONTENTS .................................................................. 6 5. BASIC COMPETENCES .................................................................... 8 6. CROSS CURRICULAR ASPECTS .......................................................... 8 7. ASSESSMENT CRITERIA ................................................................ 9 8. BIBLIOGRAPHY ............................................................................ 9 9. SESIONS .................................................................................. 9

THE PIED PIPER OF HAMELIN

1. INTRODUCTION:

2011/2012

This Didactic Unit is designed for students in the second cycle of primary education, specifically for students in third grade. These students are aged between eight and nine years. Its title is: The Pied Piper of Hamelin. With this Unit, I will try to encourage the students' interest in reading and introduce cultural aspects of other countries.

2. TIMING: To sequence the Didactic Units, the first thing I need to know, is the calendar for the current school year:

THE PIED PIPER OF HAMELIN

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THE PIED PIPER OF HAMELIN

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Once I know the school calendar, I can sequence the Didactic Units. To do it, I need to know the weekly classes and the number of units of this course: - I will have three weekly sessions. - I will have 10 Didactic Units. Then, approximately ten sessions will be assigned to each unit:

UNITS UNIT 1: Remember last year? My class, my family, my pets, my house... UNIT 2: My school day UNIT 3: A day at the supermarket!

SESSIONS 9, 12, 14, 16, 19, 21, 23, 26, 28, 30 September 3, 5, 7, 10, 14, 17, 19, 21, 24, 26 October 28, 31 October 2, 4, 7, 9, 11, 14, 16, 18 November

UNIT 4: Christmas holidays!

21, 23, 25, 28, 30 November 2, 12, 14, 16, 19 December

UNIT 5: Gifts and toys UNIT 6: Farm animals UNIT 7: My Hobbies

9, 11, 13, 16, 18, 20, 23, 25, 27, 30 January 1, 3, 6, 8, 10, 13, 15, 17, 20, 22 February 24, 27, 29 February 2, 5, 7, 9, 12, 14, 16 March

UNIT 8: Easter

21, 23, 26, 28, 30 March 23, 25, 27, 30, April 2 May

UNIT 9: Sports in summer UNIT 10: The Pied Piper of Hamelin

4, 7, 9, 11, 14, 16, 18, 21, 23, 25 May 28, 30 May 1, 4, 6, 8, 11, 13, 15, 18 June

I put the Pied Piper of Hamelin in the last session, because I think, it is a funny and relaxed finish for the classes. Moreover, it is a way to remember many things that students have studied during the course: values, content, skills...
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3. OBJECTIVES

With the development of this unit the student must have achieved the following objectives: - To read all type of simple stories about traditional topics. - To produce their owns simple stories. - To learn about different cultures and traditions around de world. - To understand verbal and no verbal messages. - To identify simple phonetic, rhythmic, stress and intonation aspects. - To take care of your work. - To express and interact orally. - To respect your classmates and teacher. - To value the work of others.

4. BLOCKS OF CONTENTS - Oral language:

Listening: Listening comprehension with the story: The Pied Piper of Hamelin.

Spoken Production: Reproduction of oral texts: creative stories, representation with puppets

Spoken Interaction: Understanding of simple oral messages in the classroom teacher with students, students with students. interaction:

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- Written language:

Reading:
Reading simple sentences:

You see, there are many rats in Hamelin. There are: big rats, little rats, old rats, baby rats... Rats of every colours and shape. Cats cannot do anything. Writing:
Writing simple sentences: Changes the end of the story: (you can use all the

vocabulary of the course)

- Linguistic elements and relations among them:

Vocabulary: This unit works with words about the story: The Pied Piper, pipe, cat, rat, cave, leg, feather, hat, children, river, sack...

Grammar: In the original text I (the teacher) work with past, present and future simple (session of listening), but with the students we only work with present and future simple (speaking, reading and writing sessions).

Phonetics: The unit works: Rat, Cat, Sack, Hat Leg, feather Children, river / / /e/ / /

- Language as a learning tool: Assessing the foreign language as a communication tool with other students and with the teacher. Play with language: station of games.

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- Social and cultural dimensions of language: Knowledge of other cultures and societies mediating the stories: station of storytelling - Communication and information technologies: in this unit, only, the teacher works with computer, projector and screen for practice with the students, but the students dont work with communication and information technologies.

5. BASIC COMPETENCES

Royal Decree 1513/2006 introduces eight Basic Competences. In this unit I only work with: - C. in Linguistic Communication: studying a foreign language contributes to the development of this competence. - C. in Learning to Learn: language is the first vehicle of human thought, the most powerful tool for interpretation and representation of reality and the best learning tool. - Self-autonomy & personal initiative C: initiative, creativity and imagination - Citizenship & Social C: the language used for communication and cultural transmission. - Cultural & Artistic C: work with culturally linguistic productions.

6. CROSS CURRICULAR ASPECTS

Following the idea of integral and global learning process, we have to make use not only of previous knowledge of the same curricular area, but also of other curricular areas: 8

Literature: stories and representation with puppets. Art: make puppets. Game: station of games.

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7. ASSESSMENT CRITERIA

The assessment criteria of this unit will be to take into account the achievement of the specific objectives of this unit by each pupil bearing in mind the previous knowledge and progress along the unit. The evaluation will be continuous by direct observation.

8. BIBLIOGRAPHY - English talking book. - Notes of classroom

9. SESIONS

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SESSIONS:
1st SESSION: LISTENING 2nd SESSION: Listening + SPEAKING 3rd SESSION: Listening + Speaking + READING 4th SESSION: Listening + Speaking + Reading + WRITING

5th SESSION: STATIONS

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1st SESSION: LISTENING

In this first session students only listen. They cannot speak. Silence please!!!!! The session has three parts: 1. Presentation: - Students only hear and see the pictures that the teacher shows them. (Flash Cards) - The teacher pronounces correctly and slowly the words. These words will be use for the entire unit. Its help has to understand the story at students. -The teacher pastes it on the wall.

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2. Practice: The teacher read the story: The Pied Piper of Hamelin. Children can see pictures of the story on screen while the teacher reads the story slowly. Students: pay attention!!!

A long, long, long time ago, the people of the town of Hamelin had a big problem. There were too many rats in Hamelin. There were big rats, little rats, old rats, baby rats... rats of every colour and every shape. Even the cats couldnt do anything. The chief of the town called a meeting and said: we will give ten sacks of gold to anybody who saves us from the rats. One day, a stranger from a faraway land came to Hamelin. Dressed in colourful clothes, he had a feather in his hat and he carried a pipe. He said to the townspeople: I will get rid of the rats! Then, the stranger took out his pipe and started playing an estrange but wonderful tune. All the rats in the town heard the music and began to run to him. Rats from every corner followed the Pied Piper and his music. The clever man took them all to a river. There, one by one, all the rats fell into the water a drowned. Hamelin was free of rats! The Pied Piper went back to collect his reward. But now, townspeople did not want to pay him any money. The Pied Piper was very angry. How dare you break your promise? I shall teach this town a lesson! Immediately, the Pied Piper began playing his pipe again. This time, all the children in the town heard the music and ran after him. What lovely music! They cried. Every boy and every girl of Hamelin began to follow the magical music. The Pied Piper took them all to a cave outside the city and closed the cave door with a huge rock.

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Only two children were left behind. One little boy had hurt his leg and couldnt walk as fast as the other. The other was a little girl who couldnt hear anything. They went to the townspeople and told them what had happened. Now, the townspeople were were very scared and very ashamed for breaking their promise. They went to the cave where the Pied Piper was and begged forgiveness. They even promised to give him twenty sacks of gold. Finally, the Pied Piper let the children go. The town of Hamelin had learnt learnt never to be and greedy. The Pied Piper disappeared, never to be seen again. But they say that sometimes in Hamelin, if you listen very carefully, you can still hear the beautiful sound of his pipe!

Finally, teacher asks: Do you understand the story? Do you like the story?

3. Production: Now, students are the protagonists. I need ten volunteers. The teacher gives a story picture and says one word of the Flash Card. Then the student goes to the wall and pastes this picture under the Flash Card that he/she has understood. Then we have all words and the story on the wall for next sessions.

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2nd SESSION: Listening + SPEAKING

In this second session students can speak but cannot read. Repeat please!!!!! The session has three parts: 1. Presentation: I will work with the same Flash Cards than in the first session. But in this case, students listen and repeat: 2. Practice: In this second part I am going to practice with the Flash Cards about the story. Remember: They are on the wall. In each picture, the teacher will say a simple phrase about the story, which describes the picture. Students will repeat the sentence without having seen it written. For example:

There are many rats in Hamelin.

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Big rats, little rats, old rats, baby rats... Rats of every colours and shape. Cats cannot do anything.

The chief of the town offers ten sacks of gold.

A stranger (the Pied Piper) came to the town and says: I will get rid of the rats!

He plays his pipe and all rats follow the Pied Piper, They fall into a river and drown.

Townspeople dont want to pay him. The Pied Piper is very angry.

Immediately, He plays his pipe and all children follow him.

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The Pied Piper takes them a cave and closes the cave door with a huge rock.

Only two children dont follow him.

Now, townspeople want to give him twenty sacks of gold.

Finally, the Pied Piper let the children go.

3. Production: In this case, students work in groups of four people. They have to invent a story but cannot write just to talk.They have to invent a story but they cannot write only speaking. When they have finished, they have told his story to the other groups.

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3rd SESSION: Listening + Speaking + READING

In this session, the students will see the written words to read them. Read and repeat!!! The session has three parts: 1. Presentation: We use the same Flash Cards that we have on the wall. In this case, when the teacher says the word paste a label with the name under the Flash Card and the students repeat the word:

THE PIED PIPER

PIPE

RAT

CAT

SACK

HAT

CAVE

FEATHER

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LEG

CHILDREN

RIVER

Students must pay attention to the pronunciation of the letters shown in different colors. 2. Practice: For this exercise the teacher will project the images and the story on screen. So while the teacher reads, students can also read and pay attention to how to write each of the words of the story. In this practice, to use the text of the speaking because the original (read the first day) is more complicate. Then, in this case, only use the present and the future simple, not the past simple (original). THE PIED PIPER

You see, there are many rats in Hamelin.

There are: big rats, little rats, old rats, baby rats... Rats of every colours and shape. Cats cannot do anything.

The chief of the town says: We will give ten sacks of gold to anybody who saves us from the rats.

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THE PIED PIPER OF HAMELIN

2011/2012

A stranger (the Pied Piper) from faraway land came and says: I will get rid of the rats! He dress in colourful clothes and he has a feather in his hat.

He plays his pipe and all rats follow him, all rats fall into a river and drown.

Then, townspeople dont want to pay him. The Pied Piper is very angry.

Immediately, he plays his pipe and all children follow him.

The Pied Piper takes them a cave and closes the cave door with a huge rock.

Only two children dont follow him. One boy because he has hurt his leg and one girl because cannot hear anything.

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Now, townspeople want to give him twenty sacks of gold.

Finally, the Pied Piper let the children go.

THE END

3. Production: In pairs, students must answer the following questions about the text:
1. Match the pictures with texts:

Finally, the Pied Piper let the children go.

Only two children dont follow him. One boy because he has hurt his leg and one girl because cannot hear anything.

Then, townspeople dont want to pay him. The Pied Piper is very angry.

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THE PIED PIPER OF HAMELIN

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Now, townspeople want to give him twenty sacks of gold.

A stranger (the Pied Piper) from faraway land came and says: I will get rid of the rats! He dress in colourful clothes and he has a feather in his hat.

You see, there are many rats in Hamelin.

Immediately, he plays his pipe and all children follow him.

The Pied Piper takes them a cave and closes the cave door with a huge rock.

The chief of the town says: We will give ten sacks of gold to anybody who saves us from the rats.

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There are: big rats, little rats, old rats, baby rats... Rats of every colours and shape. Cats cannot do anything.

He plays his pipe and all rats follow him, all rats fall into a river and drown.

2. Answer the following questions with the labels: - Who is the main character in the story? - There are a lot in Hamelin - Where are the children? - Who could not solve the rat problem? - What is the boy's problem?

LEG

THE PIED PIPER RAT CAVE CAT

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THE PIED PIPER OF HAMELIN

2011/2012

4th SESSION: Listening + Speaking + Reading + WRITING

Finally, the students can listen, speak, read and write. Please, to prepare pencils and pens!!! The session has three parts: 1. Presentation: The same Flash Cards and labels of the last session. 2. Practice: The teacher read de following text in class and the students complete the gaps:

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There are many .......... in Hamelin.

2011/2012

There are: big rats, little rats, old rats, baby rats... Rats of every colours and shape. .......... cannot do anything. The chief of the town says: We will give ten .......... of gold to anybody who saves us from the rats. A stranger (the Pied Piper) from faraway land came and says: I will get rid of the rats! He dress in colourful clothes and he has a .......... in his hat. He plays his pipe and all rats follow him, all rats fall into a .......... and drown. Then, townspeople dont want to pay him. The Pied Piper is very angry. Immediately, he plays his pipe and all .......... follow him. The Pied Piper takes them a .......... and closes the cave door with a huge rock. Only two children dont follow him. One boy because he has hurt his .......... and one girl because cannot hear anything. Now, townspeople want to give him twenty sacks of gold. Finally, the Pied Piper let the .......... go. THE END

3. Production: Changes the end of the story: (you can use all the vocabulary of the course) ............................................................................................................................................. ............................................................................................................................................. ............................................................................................................................................. ............................................................................................................................................. .............................................................................................................................................
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5th SESSION: STATIONS

Station 1: storytelling In the classroom library the students have all kinds of stories: The Frog Prince. Pinocchio. The Three Little Pigs. Hansel and Gretel. Gingerbread Man. ...

In groups of four people chose four stories. Each student read one story individually. When they finish, they tell the story at rest of the group. Station 2: puppets In this station, students in groups of four (one for: the Pied Piper, one for: the chief, one for: children and other for: cats and rats) have to make the puppets (color, cut and assemble) and the decorated to a small representation of the story. Also, they have invented a dialogue and then represent in class their story.

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Puppets: characters + straw To color, to cut and to assemble:

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Material:

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Station 3: games.

2011/2012

This last week of class wants that the students to play, always speaking in English. Some games can be: Puzzle:

Playing cards:

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Board games: perception and logic games

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Crosswords:
R D L S Y B C D A A M C A V E H R E T T Z E F G I F P I P E I C V G N U H J K A E H O V A L M T R I P W T N O P B J Q X A Q R S H A M E L I N T C K R S A C K O

Words: Rat, River, Cave, Pipe, Hat, Cat, Hamelin, Sack.

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