Short Story Module: Too Small Paul 1

Short Story Module:

Too Small Paul
Tyson Vieira
TESL 550: Second Language Pedagogy II
Azusa Pacific University
Short Story Module: Too Small Paul 2
Context, Theme and Rationale:
This particuar pro!ect "i #e $y %
rd
grade students first co$pete iterature e&perience' and
therefore hods e&tre$e i$portance that the students fee (successfu' having acco$pished
so$ething su#stantia if they read a co$pete "or) "ith understanding and en!oy$ent*
+,edgcoc) - .erris' /000' p1 /5231 To succeed in this tas)' I have designed various activities
and strategies #ased on the te&t' Too Small Paul' spread out across one acade$ic "ee)' #ased on
the (four4eve se5uence cassroo$ techni5ue'* deveoped #y Linda 6a!duse) +207731 This
cassroo$ techni5ue is a syste$atic se5uence of "or) that revie"s the #asic steps of iterary
anaysis1 The four steps divide the esson into Pre4reading activities +#ac)ground infor$ation and
voca#uary3' factua in4cass "or) +ans"ering: "ho' "here' "hen' etc13' anaysis +aspects of
structure' the$e and stye3' and e&tending activities' "hich e&tend the ideas and situations' found
"ithin the te&t +6a!duse)' 207731
At $y schoo' the %
rd
grade year is the first year of studying ESL' and "hen this iterature
pro!ect is introduced at the end of the student8s acade$ic year1 9y %
rd
grade students attend
three ti$es for :0 $inutes sessions' a foo"ing a very tight schedue in accordance "ith the
;orean <ffice of Educations standards and testing1 I "or) "ith a ;orean co4teacher "ho is #oth
fuent in ;orean and Engish and heps assists $y casses "ith activities' transating' ecturing'
etc1 .or !ust one "ee)' I have the opportunity to provide the cass "ith this iterature pro!ect
"hie foo"ing certain institutiona i$itations such as: foo"ing te&t#oo) curricuu$'
assigning no ho$e"or)' and providing =!ourna ti$e8 e&ercises for the first 5420 $inutes of
every cass1 >espite these $andatory i$itations' I have #een recenty granted per$ission to
Short Story Module: Too Small Paul 3
carry out ne" possi#iities in providing $y students "ith furthering opportunities to e&tend their
activities and earning e&periences #y adding 5 420 $inutes e&tra during the "ee)s Engish
sessions and co$pete ho$e"or) for the "ee)end ony1 This pro!ect is designed for #eginner
eve students ony as a first or even second Engish iterature e&perience1 The audience is for
;orean students' #ut can #e easiy adapted for any student cutura4ingua #ac)ground' #y
s"itching so$e ;orean transations into the target audience #ac)ground anguage1
The students are fro$ a rura area and thus do (not have the sa$e resources outside of cass to
deveop their L/ s)is* +,edgcoc) - .erris' /0003' thus choosing a proper and $eaningfu te&t
to suit the student8s needs is even $ore crucia1 The te&t' Too Small Paul' reates directy to the
student8s te&t#oo) and curricuu$1 9uch of the te&t8s voca#uary has #een previousy taught
and tested throughout the schoo year +such as: s$a' ta' they' pay' his' etc13' #ut at the sa$e
ti$e there are voca#uary "ords and phrases +i)e: too s$a' !ust right' eap4frog' idea' counts'
etc13 that are ne" to the students providing an effective (#aance #et"een te&ts that are too
daunting for the students8 reading e&perience and proficiency eve and te&ts that do not
chaenge students ade5uatey1* +,edgcoc) - .erris' /0003 >ue to the ne" voca#uary' "estern
cutura infuences' and sentence structures' I #eieve this te&t provides a chaenge to"ards the
students' #ut not too over"he$ing to discourage the$ fro$ future Engish iterary pursuits1
This story is reata#e to students in that it incudes sports and outdoor activities and the feeing
of #eing s$a and young a$ongst a #ig "ord of taer si#ings and fa$iy1 The the$e of the
story is a#out a s$a' young #oy na$ed Pau "ho has a ta' oder #rother "ho often pays "ith
his ta' oder friends1 Pau8s #rother and friends pay different sports and activities that Pau is
too short to pay effectivey1 ?hen it starts to rain' Pau has an idea to pay =hide and go see)8
inside' and #ecause of Pau8s size' he is the #est at that specific ga$e1 The story8s the$e can
Short Story Module: Too Small Paul 4
easiy appy to $y students since a of $y students are young' s$a and constanty pay sports
aongside oder si#ings and aduts1 This story "i not ony provide $otivation to the students'
#ut aso serve #oth target needs +needs for course curricuu$3 and earning needs +ho" they
e&pect to earn3 +,edgcoc) - .erris' /00031
Pre-Reading Activities: (1
st
class !" minutes#$-1" minute %u&&er'
<vera the story' Too Small Paul' dra"s seections fro$ the (genre categories that $ost
appropriatey refects the target co$$unity of practice and that $ost suita#y $atches the
student8s iteracy and inguistic needs* +.erris - ,edgcoc)' /005' p1 5031 It is not cuturay
#ound #ut actuay hods very si$iar to the student8s ives and e&periences' "hich i$its the
co$pe&ity of potentiay pro#e$atic voca#uary such as cuturay specific ite$s +,edgcoc) -
.erris' /00031 The students +Ss3 co$e fro$ poor #ac)grounds' in "hich $ost of their free4ti$e
and activities are outside sports and ga$es that the story uses1 .or e&a$pe' =hide4and4see)8 and
=eap4frog8 are not stricty ?estern ga$es' #ut are shared in ;orea as "e@ therefore provide the
students not !ust so$ething reata#e and easier to earn to ease their an&iety during their first
iterary e&perience1 There is ony a s$a ist of "ords in "hich the students haven8t #een
introduced' #ut "ith such short sentences and the size of the overa story' even a fe" "ords
$issing fro$ the student8s understanding coud ater their overa co$prehension of the te&t@ and
according to various inguists' the reader $ust )no" and understand at east 05A of a te&t8s
"ords to successfuy co$prehend the fu te&t +,edgcoc) - .erris' /00031
The cass "i #egin "ith a $andatory !ourna entry' "hich "i #e used to start activating
sche$a #y providing a 5uestion that reates to prior essons taught' Ss drea$s and e&perience and
the the$e of the story1 This is ta)en fro$ ,edgcoc) and .erris8 +/0003 advice of understanding
Short Story Module: Too Small Paul 5
the student8s #ac)ground )no"edge in order to affect pre4reading activities1 The voca#uary'
#oth od and ne"' "i #e introduced "ith a !oint "or)sheetBPo"erPoint presentation +PP3
consisting of $any engaging visua aids1 A =#o$# ga$e8 +favored #y $y students3 "i provide
an introduction and effective practice to the stories chaenging' ne" phrases: (too #ig*' (too
s$a* and (!ust rightC*
A1 Dourna Entry +9andatory3 E20 $in1F
21 Introduce Dourna Guestion: (If you "ere #ig' "hat "oud you doH*
a1 This is usefu in practicing "riting co$position' spar) creativity' and as a resut of
this pro!ect' it "i #e (an e&ceent "ay to encourage individua e&poration of the
te&t* +6a!duse)' 2077' p1 /:531
#1 This particuar 5uestion activates sche$a #ecause it ao"s the Ss to #ring their
previous )no"edge and e&periences into the te&t8s su#!ect $atter' #ut yet doesn8t
give too $uch a"ay' (ao"ing the$ the e&cite$ent and peasure of discovery*
+6a!duse)' 2077' p1 /%531
/1 Ss "i "or) on their ans"ers1 +54I $in13
a1 If any confusion arises' the co4teacher "i e&pain and transate the 5uestion1
#1 ?e "i provide a for$ua on the #oard for the Ss to "or) fro$: I "oud JJJJ
JJJJ1* +Keates to the recent esson of the student te&t#oo): ="oud831
c1 >uring this ti$e' the teacher +T3 and co4teacher "i "a) around the roo$ and
hep Ss "ith their gra$$ar and voca#uary1
Short Story Module: Too Small Paul 6
%1 Ss share their ans"ers1 +% $in13
a1 .irst' have the cass share their ans"ers "ith their partner1
#1 Then' have the Ss vountariy provide their ans"ers to the cass' "hie the T
points out the revie"ed for$ua fro$ ast esson: =I "oud JJJ JJJJ18 E&a$pe: (I
"oud pay #ase#a1*
c1 The pri$ary goa of sharing ans"ers and e&periences is (to foster a $a&i$ay
invoving co$$unicative setting in "hich to teach greater inguistic and
co$$unicative co$petence* +6a!duse)' 2077' p1 /%:31
L1 Voca#uary E25 $in1F
21 Kevie" ?ords
a1 Introduce a Po"erPoint +Appendi& A3 starting "ith revie" "ords that the Ss
have earned through the te&t#oo) during the acade$ic year +Activating Sche$a31
#1 ,ave the Ss stand and provide actions #ased on the voca#uary +foo"ing the
teacher31 This provides not ony auditory and visua earning' #ut )inesthetic
earning as "e1 +.or e&a$pe: Las)et#a M (9ichae Dordan sa$ dun) pose1*3
Note: .irst sides "i have no "ords #ut ony pictures' to test the Ss in
re$e$#ering the ans"ers1
/1 Introduce Ne" ?ords
a1 6ive Ss Appendi& L "or)sheet' "hich provides the ne" voca#uary $i&ed "ith a
fe" revie"ed "ords that the Ss aready )no"1
Short Story Module: Too Small Paul 7
4 ?or)sheet is a $atching activity "ith "ords and pictures
4 Encourage the Ss to guess the un)no"n "ords' in "hich the T provides so$e
visua hep to guide the$ at the right direction1 Las)et#a' for e&a$pe' T
"oud highight =4#a8 so the student $ight find a connection1
#1 Oontinuing the sa$e PP +Appendi& A3 and introduce the ne" "ords using the
sa$e strategy: 2
st
side ony pictures' then /
nd
side picture and "ord1
4 As) the cass' (?hat is itH* +2
st
side3
4 ,ave the Ss correct their $atching e&ercises
4 Oa and repeat the ne" "ords for effective pronunciation' "hie encouraging
the cass to perfor$ $ove$ent and actions to physicay define the "ord1
+;inesthetic earning3
O1 Too LigPToo S$aPDust Kight E25 $in1F
21 Introduction
a1 Lased on their sche$a +te&t#oo)3' as) the Ss' (?hat is s$aH* +e&pect
ans"er3 then as)' (?hat is too s$aH* +Sa$e "ith =too #ig8 and =!ust right83
#1 Provide ne" Po"erPoint +consisting of =too JJJ8B!ust right8 introduction and
practice ga$e3 EAppendi& OF
4 E&a$pe: s$a #ase#a' arge #ase#a' right size #ase#a
4 ,ave the Ss ans"er aoud: (too s$aC* (too #ig* (!ust right*
Short Story Module: Too Small Paul 8
4 If any confusion' the co4teacher "i e&pain and transate1 Note: The ;orean
anguage uses a si$iar gra$$atica for$ for too +3 #ut it8s paced in a
different structura setting1
/1 (Lightning 6a$e* EAppendi& OF
a1 Kues: Payers choose a #o&1 Lehind the #o& ies a 5uestion1 Oorrect ans"ers
can get either points or dyna$iteB#o$# +ose points31
#1 Ans"ers "i #e e&pained to the cass: every ans"er "i consist of (It8s JJJ
JJJC* .or e&a$pe' (It8s too s$aC* or (It8s !ust rightC*
4 Oass "i #e encouraged to sho" physica gestures for =too s$a8' =too #ig8
and =!ust rightC8
4 So$e of the 5uestions on this ga$e "i practice the ne" voca#uary1 .or
e&a$pe: =hide and see)8 +sho" a giant $ansion3 M =too #ig81 Aso' introduce
ne" "ords that the Ss )no" #ut put into conte&t such as: (too ta*' (too
short*' (too heavy* etc1
>1 ,o$e"or) +<ptiona3 ELuffer 5420 $in1F
21 Introduce ,o$e"or)
a1 ,andout the story#oo)s' Too Small Paul1
#1 Encourage the Ss to oo) at the pictures and co$e up "ith an idea of "hat the
story is a#out1
Short Story Module: Too Small Paul 9
4 The pictures "i hep assist the Ss as they read the seections in the te&t
especiay during the in4cass activities' so it8s #est to have the students
#eco$e fa$iiar "ith the visua infor$ation1
/1 .oo"4Up
a1 The /
nd
cass !ournaing "i #e a foo"4up to the ho$e"or) assign$ent1
#1 Since the ho$e"or) isn8t $andatory it "i #e greaty encouraged "ith stic)ers'
creating (an anticipation of re"ard1* +Lro"n' /00I' p1 QQ3 It "i aso #e very
$uch encouraged to start reading the te&t at ho$e' for $ore than one stic)er1
(actual )n-class *or+: ,
nd
Class (!" minutes total# $-1" minutes %u&&er'
In accordance "ith 6a!duse) +20773' (the factua "or) +in cass3 "ith a piece "i esta#ish
"ho' "hat +happens3' "here and "hen'* +p1 /%73 #ut #ecause of the #eginner eve and size of
the te&t' aong "ith the o"er eve of the students' the ti$e' effort and possi#iities for factua
o#servations "i #e greaty i$ited1 .or e&a$pe' =o$niscient third person8 $ight #e a itte too
difficut to e&pain in Engish@ therefore the co4teacher "i e&pain the =point of vie"8 anaysis1
.ound in the su$$ary of =factua in4cass "or)'8 6a!duse) +20773 e&pains' (>epending on the
difficuty of the seection and the proficiency or the fa$iiarity of the cass "ith the process of
reading iterature' the in4cass "or) to esta#ish facts $ight ta)e ess ti$eP#ut the i$portant
thing is that it gives students a chance to test out and revise assu$ptions and i$pression a#out
the iterature during the process of e&poration and interaction1* +p1 /::3 Since this pro!ect is the
students first Engish iterature e&perience' the factua o#servations shoud #e i$ited to "ho
+characters3' "here' and "hat happens1
Short Story Module: Too Small Paul 10
As a foo"4up to the ho$e"or) that is encouraged' the cass "i start "ith the !ourna
5uestion: (Lased on the pictures' "hat is the story a#outH ?hat happensH* This !ourna activity
shifts the iterary pro!ect fro$ voca#uary and structura preparation to te&tua and iterary
e&poration1 After this' the students "i oo) through and read the te&t and ist any voca#uary
and phrases they don8t )no" or understand1 After the Ss fa$iiarize the$seves "ith the te&t' the
T and co4teacher "i read the te&t aoud under specific strategies discussed in the foo"ing
outine1 >uring this ti$e' the T and co4teacher "i (as) Ss various 5uestions during the reading
to hep evauate potentia strengths' "ea)nesses and e&ecute* +,edgcoc) - .erris' /000' p1 QI31
>ue to the i$ited cass ti$e and strict i$itations of ho$e"or)' the anaysis step "i #e
foo"ed for the %
rd
cass' "hie the e&tended activity step "i #e carried out "ith the "ee)end8s
ho$e"or) pro!ect1
A1 Dourna Entry EE&tend to 25 $in1F
21 .oo"4Up Guestion: (Lased on the pictures of Too Small Paul' "hat is the story
a#outH ?hat happensH*
a1 6ive stic)ers to Ss "ith ans"ers1
#1 Sa$e as the !ourna pre4activity Ss "i "rite' share "ith their partner
and #e encouraged to share "ith the cass1
/1 .irst Guic) Kead EAppendi& .F
a1 ?ith the !ournas' have the Ss ist "ords or phrases they do not )no"1
#1 >uring this ti$e' T "i not ans"er each individua ist' #ut "i ans"er "hen it
Short Story Module: Too Small Paul 11
co$es across on the te&t1
L1 In4Oass Keading E%0 $in1 R using 5 $in1 #uffer ti$eF
21 Keading Se5uence EAppendi& .F
a1 .irst' a S "i read a sentence1 Then T "i read aoud' in "hich the cass "i
repeat aoud1
4 These (dri i)e e&ercises "i reinforce graphe$e4phone$e association*
+,edgcoc) - .erris' /000' p1 /23
4 (Auditory e&ercises re5uire earners to produce target phone$es or graphe$es
via ora reading practice* +,edgcoc) - .erris' /000' p1 /231
/1 GuestionsBE&panationsBAns"ers
a1 +Te&t#oo) contains one sentence M one page M one picture3 therefore after each
sentence or t"o' T "i as) various 5uestions such as:
4 (Any "ords on your istH*
4 Transate in ;orean' peaseH +Ss to Oo4T3
4 Various =factua 5uestions8 +soidifying "ho' "here' "hat happens3 depending
on the page1 E&a$pe Te&t: (Pau is s$a1 ,is #rother Lo# is ta1* T
Guestions: (?ho is taH +Ss: Lo#C3' ?ho is s$aH +Pau3' (Is Lo# S$aH
+NoC3*
#1 E&tra Activity
Short Story Module: Too Small Paul 12
4 Lefore in4cass reading' provide Appendi& > as)ing the Ss to provide a ist of
characters' paces' and actions +"ho' "hat happens' "here31 Oo4teacher "i
e&pain the $eaning and significance of this "or)sheet activity1
4 Engish and ;orean transations1
4 Lecause the story is so short' the ist "i #e s$a1 .or e&a$pe: Oharacters
are ony: Lo#' Pau and .riends1
4 Luffer ti$e "i #e used to finish this ist of iterature e&poration1
-rammar Activity and Analysis (.
rd
Class'
6a!duse) +20773 stated' (If' as is often the case at inter$ediate or o"er eves' one of the
goas of the cass is to present and practice sentence4eve gra$$ar* +p1 /5%31 This is "hy' aong
"ith voca#uary' sentence4eve gra$$ar has #een a high focus of this pro!ect' especiay in the
Po"erPoint8s' !ourna entries and pre4activity ga$e1 Athough this is a pri$ary focus' the T "i
provide open4ended 5uestions +!ourna entries3 and "i continue to do so in the %
rd
cass' "hich
"i hep #uid the toos for Ss to e&pore further on their !ourney of Engish iterature1 9uch
i)e the in4cass factua step in the pro!ect' as a resut of o"er eve Ss during their first iterature
e&perience' the anaysis step of 6a!duse)8s (four4eve se5uence cassroo$ techni5ue* "i #e
i$ited as "e' focusing pri$ariy on voca#uary' phrases' and so$e shared e&periences aong
"ith so$e open ended 5uestions and activities1 .ose8s +/00Q3 stated' (ESL earners soon
discover that their ac) of voca#uary )no"edge i$pedes their a#iity to co$prehend or e&press
the$seves ceary in Engish* +p1 /I%31 This is a co$$on firsthand e&perience that $any
teachers "itness "ithin the TES<L fied1
Short Story Module: Too Small Paul 13
>espite this o#servation' i$portant anguage earning goas have #een acco$pished' so
therefore "e can ($ove #eyond infor$ation to invove$ent and e&perience'* +6a!duse)' 2077'
p1 /:53 even if it8s through i$ited a#iity1 (Dourna "riting is an e&ceent "ay to encourage
+this3 individua e&poration* +6a!duse)' 2077' p1 /:53' in "hich the !ourna entry 5uestion "i
reate to the students and pro$ote ($eaningfu earning* to the earner +Lro"n' /00I31 After the
!ourna entry routine' "e "i #egin the anaytica seg$ent fro$ the factua eve #y as)ing the
cass' (?hat happened in the #oo)H* Instead of using ter$inoogy such as confict' ci$a&' stye
and the$e' "e "i as) the cass easier and $ore #asic 5uestions that reate such as: (?hat
actions happenedH ?hat "as the pro#e$H ?hat did Pau doH Etc1' +since the students don8t even
fuy grasp "hat the anaytica ter$inoogy $eans in their o"n anguage31 At the end of the %
rd

and fina cass' the Ss "i then create a co$ic #oo) that not ony reates their e&periences "ith
the story' #ut aso pro$otes individua e&poration and Engish co$$unication through the te&t1
A1 Dourna Entry E20 $in1F
21 Introduce Dourna Guestion: (,ave you ever #een too s$a to do so$ethingH* or
(,ave you ever fet too #igH*
a1 9oving #eyond infor$ation to individua e&perience and e&poration1
#1 .oo" the sa$e routine of sharing as done in the previous !ourna entries1
/1 ,ave the Ss create a short story of these e&periences1
a1 Use the sa$e gra$$aticaBsentence structure as the story#oo)
#1 Provide the pro#e$' not the soution
Short Story Module: Too Small Paul 14
4 E&a$pe: (Liy is s$a1 ,is #rother Lrandon is ta1 Lrandon pays
#as)et#a' #ut Liy is too s$a1*
4 Oo4teacher "i e&pain and transate if there is any confusion
L1 GuestionsBAns"ers E20 $in1F
21 As) the Ss a series of 5uestions +starting "ith the "or)sheet3
a1 ?ho are the charactersH
#1 ?here is the storyH
c1 ?hat happenedH ?hat "as the pro#e$H
d1 ?hat did Pau doH
/1 Ss "i refer #ac) to the #oo) for the ans"ers if needed
a1 Stic)ers or candy "i #e provided for the ans"ers
#1 A the 5uestions shoud have ans"ers that can #e read fro$ the te&t itsef1
O1 Oo$ic Loo) Activity E/5 $in1 R 5 $in1 Luffer Ti$eF
21 Introduce the activity1
a1 Provide the Ss "ith a #an) sheet of paper1
#1 Sho" on the ho$eroo$ screen' an e&a$pe of a co$ic #oo) script1
c1 E&pain to the Ss +co4teacher hep3 to $a)e a story using their !ourna entry story
e&a$pe and then create a =soution8 to the pro#e$1
Short Story Module: Too Small Paul 15
4 Ss "i have to "rite a sentence +sa$e structure as the story#oo)3 in each
sideBpicture +tota of Q31
4 They need at east one sentence of: (too s$aBtoo #ig* and (Dust rightC*
/' Present the co$ic #oo)1
a1 Ss "i present their co$ic #oo) strip and sho" the cass1
#1 Their partner +seating arrange$ent3 "i have to act the story out +having an e&tra
partner is fine3
4 The $ost dra$atic story reader and actor gets a candy1
/xtended Activities (0ome1or+ 2 3ournal /ntry'
As the ast step of the pro!ect' the T can finay give a ho$e"or) activity since the Ss can
"or) on it over the "ee)end1 The ho$e"or) "i #e ight and "i focus pri$ariy on the
voca#uary that the story provides1 Voca#uary "i #e the pri$ary focus for the e&tended
activity pri$ariy fro$ .ose8s +/00Q3 o#servation that (L/ voca#uary retention is higher for
students "ho co$pete "ritten voca#uary activities after a reading tas) than students "ho
co$pete another reading assign$ent +"ith the sa$e target voca#uary3 after the reading tas) is
co$pete* +p1 /I531 Since a ac) of voca#uary is a ac) of e&pression' it8s i$portant for the Ss to
succeed in e&pressive co$$unication for their Engish spea)ing future' an e&tended voca#uary
activity "oud #e )ey to their #enefit1 In o#serving .ose8s +/00Q3 research and findings' the T
"i provide Ss "ith a three fi4in4the4#an) stye e&ercise "or)sheet #ecause "hen (earners
interact "ith any singe "ord $utipe ti$es' it therefore pays a )ey roe in uti$ate voca#uary
retention1* +p1 /II3
Short Story Module: Too Small Paul 16
A1 ,o$e"or) +Provide and Introduce during the #uffer 5 $inutes of cass3
21 Introduce ,o$e"or)
a1 Provide ?or)sheet O +Appendi& E3 to the Ss after the ast co$ic #oo)
presentation
#1 ,ave the co4t e&pain the directions of the ho$e"or) so there is no confusion
/1 Keturning ,o$e"or)
a1 The foo"ing 9onday +#efore !ourna entry3 have the Ss return "or)sheet O and
story#oo)
#1 If Ss sti create errors' the T and co4teacher "i hep further tutoring of that
particuar student if necessary1
L1 .oo"4Up Dournaing +<ptiona3
21 ,ave Ss "atch a $ovie cip "hose pro#e$ is si$iar to Too Small Paul.
/1 At the end of the cip have the Ss "rite do"n the story +using the Too Small Pauls
gra$$aticaBsentence structure3
%1 >uring the Ss sharing' the T and co4teacher "i assess the Ss8 "or) to see if there are
any potentia errors1
Module Conclusion
6a!duse) +20773 states that (reading is an active' t"o "ay process of $atching inco$ing data
"ith our e&isting )no"edge' not ony of the anguage syste$' #ut of the "ord'* and through
Short Story Module: Too Small Paul 17
iterary te&ts' (teachers can hep students $ove #eyond the =data8 to invove$ent and
e&perience1* +p1 /%23 To acco$pish this teaching goa' (each activity needs to have a reasonP
"hy that activity is i$portant and "hat the students "i #e a#e to do "hen they finish it1*
+Purgason' 2002' p1 :/%3 >espite the i$ited ti$e and strict institutiona poicies' I have
designed various activities such as ga$es' "or)sheets' creative activities' group and individua
"or) in order to $eet 6a!duse)8s (four4eve se5uence cassroo$ techni5ue* effectivey1 ?ith
this "ee)4ong pro!ect as $y student8s first co$pete iterature e&perience' I #eieve $y Ss "i
fee (successfu' having acco$pished so$ething su#stantia if they read a co$pete "or) "ith
understanding and en!oy$ent* +,edgcoc) - .erris' /000' p1 /5231
A44endix A: Pre-reading - 5oca%ulary Po1erPoint (exam4le'
Short Story Module: Too Small Paul 18
Short Story Module: Too Small Paul 19
A44endix 6: Pre-reading - *or+sheet A
*ords 1ith 789 1ere learned in text%oo+:
Songji lementary! 3
rd
grade: Too Small Paul
"ame:##################$ate:################################
#######
Short Story Module: Too Small Paul 20
Mat%hing: $ra& a line 'rom the &ord to the (i%ture)
1) *i+e,

2) -ea(./rog

3) 0dea

4) 1ount,
2((endi3 1: Pre.4eading . *om5 6ame 73am(le8
Short Story Module: Too Small Paul 21
Short Story Module: Too Small Paul 22
2((endi3 $: /a%tual 0n.1la99 . :or+9heet *
Songji lementary! 3
rd
grade: Too Small Paul
"ame:##################$ate:################################
#######
1hara%ter9:
1)
2)
3)
Setting;Pla%e: :here i9 the 9tory<
.
Short Story Module: Too Small Paul 23
.
:ho i9 9mall;9hort<
:ho i9 tall;5ig<
:hat ha((en9 in the 9tory<
:hat 9(ort9 i9 Paul too 9mall 'or< 7Ma+e a li9t8
:hat game i9 Paul good at<
2((endi3 : 3tended 2%ti=ity . :or+9heet 1
,Thi9 &or+9heet &ould initially 5e 2.3 (age9! 9in%e the ne& =o%a5ulary &ill 5e te9ted in 3 di''erent &ay9) *elo& i9 an
e3am(le o' one &ord te9ted three time9> o5=iou9ly it &ould 5e 9%attered among9t other &ord?9 e3er%i9e9)
Songji lementary! 3
rd
grade: Too Small Paul
"ame:##################$ate:################################
#######
3am(le 1: *o5 ####### to ten) @i9 'riend9 try to hide) 7Page 24.258
Short Story Module: Too Small Paul 24
3am(le 2: 7-oo+ at the (i%ture8 @e ##### to threeA
3am(le 3: 71om(lete the &ord8 1B# # #TS
-ood 3o%;;;
A44endix (: Too Small Paul
Transcri4tion 1ith )mages
Paul is small.
His brother Bob is tall.
Bob has tall friends.
They do not play with Paul.
Bob and his friends play basketball.
Paul is too small.
Bob and his friends ride bikes far.
Paul is too small.
Bob and his friends play ball.
Paul is too small.
Bob and his friends play leapfrog.
Paul is too small.
I want to play! says Paul.
No one hears him.
Paul is mad.
Short Story Module: Too Small Paul 25
He is too small for eerything.
It starts to rain.
!hat "an we play# asks Bob.
Paul has an idea.
$et%s play hide&and&seek' he says.
Bob "ounts to ten.
His friends try to hide.
But they are too big.
Paul is not too big.
He is (ust right.
Paul has the best hiding pla"e of all!
The )nd!
Re&erences
Lro"n' ,1> +/00I31 Teaching by Principles: An Interactive Approach to Language Pedagogy
+%
rd
ed131 Ne" Sor): Pearson Education1
.erris' >1' - ,edgcoc)' D1S1 +/00:31 Teaching ESL Composition: Purpose Process and
Practice
+/
nd
ed131 9ah"ah' ND: La"rence Er#au$1
.ose' ;1 S1 +/00Q31 The Effect of Type of ?ritten E&ercise on L/ Voca#uary Ketention1
TES!L
Short Story Module: Too Small Paul 26
"uarterly' :0+/3' /I%4/0%1

6a!duse)' L1 +207731 To"ard ?ider use of Literature in ESL: ?hy and ,o"1 TES!L
"uarterly' ##+/3' //I4/5I1
,edgcoc)' D1 S1' - .erris' >1 K1 +/00031 Teaching $eaders o% English: Students Te&ts and
Conte&ts. Ne" Sor)' NS: Koutedge1
Po"erPoint - ?or)sheet Pictures1 Ketrieved 9ay /:' /02%' fro$: 6ooge I$ages1
Purgason' ;1 L1 +200231 Panning essons and units1 In 9 Oece49urcia +Ed13' Teaching English
As a Second or 'oreign Language +/
nd
ed1' pp1 :204:%231 Ne" Sor): Ne"#ury ,ouse1
?ood"ard' ;ay1 +/00:31 Too Small Paul1 Oou$#us' <,: 6ingha$ >og Press1