Objectives: build up the sense of what to learn.

Have a brief introduction of the reading
8% Writing skills in this lesson.

Write about a good team

member. 12%
Listening and Speaking
Use key words learned before to discuss
good team members.

18%
Language and Vocabulary
62% 1. Analyze prefixes im– and co– in a
Reading
word.
1. Read and analyze the song Stone Soup. 2. Learn and apply pronouns: they,
2. Compare two versions of Domino Soup them, we, us.
and Stone Soup.

1
Objectives: review key words and discuss with key
words.
Talk and Lead In
1. Look at the picture and ask questions. Have Ss give
information about the picture.
1. Look at the picture. How do
2. Ask Ss to read the words. Then invite them to use
the sentence frame to show their opinions.
they work? Are they good team
members?
2. What is a good team member?
(Answer with language frame. ）

Language Frame
A good team member
shares her ideas
______________________.
(Click the red dot to show the model.)

Word Bank
society add
team cooperate
member enough
together possible
alone share
teamwork
4
 Objectives: introduce prefixes and explain the new
words with the prefixes im- or co-.

The coworkers wanted to try the soup

Prefixes
1. Have Ss read and guess the meaning of the words.
Introduce prefixes im- and co-.
2. Guide and introduce prefixes.
right away. But they did not want to be 3. Have Ss explain new words with a prefix.

impolite. ASoprefix
they is awaited until
word part. theadd
You can soup
a
was ready.
prefix to the beginning of a word. This can
Prefixes
co workers
change the word’s meaning. coworkers
1. Read and guess. What do
coworkers and impossible
4.mean?
Read and answer.
co workers coworkers • 2. Polite
What meansare the“acting
parts ofinthese
a
im possible impossible nice way”. What does
words?
1. Workers work together to 1. It is not possible to make impolite
the red dot mean?
get things done. co- means “together”
soup without a pot.
(Click to show the answer.)

3. What are prefixes?

prefixes
im possible
root words impossible (Click the red dot to show the answer.)
exercises.)

2. Coworkers work to get things 2. It is impossible to make

done. soup without a pot.
im- means “not”
prefixes

4
 Objectives: talk about the genre and the picture.
1. Have Ss talk about the picture.
2. Have Ss draw attention to the genre of the story
and make connections.

Making Connections by John Forster and

Now read a songwriter’s Tom Chapin
illustrated by Sonja Main Concept
version of the old folk tale
Stone Soup. Lamut 1. What’s the title?
2. What’s the genre of
the text?
Genre 3. What can you
A song is like a poem set to see in the picture?
music. The words in a song
are called song lyrics.

3

In a threadbare town at the end of the war,
Objectives: build comprehension.
1. Introduce the main character according to the picture. Read
and find the problem of the soldier and the people in the
village.
2. Have Ss make a prediction about the article.

A hungry soldier knocked on a door: “Pardon

Problem and Solution
me, Madam, I need some food . . .
1. What problem did
Rum dum diddle-ii food!” the soldier and the
people in the village
“I’m sorry, sir, but we are hungry, too. There’s have in common?

no food left Make Predictions

In the whole hungry village.” 2. What will the
solider do to solve the
problem of being
hungry?

3
 Objectives: build comprehension and analyze the setting and
the feature of the song lyrics.
Character:（hide/show
Click the red dot to 1. Have Ss talk about the picture and find the setting of the
the song lyrics .) article.
So the soldier marched to the center of town, 2. Analyze the feature of the song lyrics and have Ss visualize
the feelings of people.
“Hear ye! Hear ye! Gather ’round!”
He picked up aCharacter:
stone and gave it a kiss. Character: Analyze Elements of
Setting
Poetry
“Let’s make soup out of this!” 1. What’s the setting
3. What are some words
of the song?
Setting: in thethe
（ Click song that
red dot to rhyme?
“What? Soup from a stone?”
A town square from a show/hide the story map.)

village in the past

“Sure . . . Confirm Use Predictions
Visuals
All you need is what you’ve got, 2. Look
4. How did thepicture.
at the solider
A tasty stone and water in a pot. Plot: solve do
How theyou problem? Were
think the
your predictions
people feel about correct?
the
Takes some time but feeds a lot.
soldier?
Stone soup tonight.” (Click the red dot to
show more questions.)

“Stone soup? Stone soup?

What is this fellow, a nincompoop?”
4

Character: （ Click the red dot to
hide/show the song lyrics .)
Objectives: build comprehension and analyze the
plot.
1. Have Ss use text clues to give the meaning of
“piping hot”
2. Guide Ss to summarize the first event and show
the answer.

But the kids brought stones,

Character: Character: Use Text Clues
Which he put in the pot.
1. What clues from the
Boiled the whole thing piping hot.
song help you know
Setting: what “piping hot”
Then he hushed the crowd
A townand, solemn-faced,
square from a means?
Took a rum dum diddle-ii taste.
village in the past
“Oh, this is gonna be good!” Plot
2. What did the solider
Plot: do? How did people
“Please, Sir, please, can we have some?”
Event 1: The soldier is hungry so he gets the feel?
“No, not yet. It’s people
not quite done.
curious about the stone soup. (Click the red dot to
show/hide the story map.)
It needs a soup bone . . . for flavor.”

3
 Objectives: analyze details and build comprehension.
1. Help Ss understand the text.
2. Analyze the key sentence and have Ss explain it.
A little girl who’d brought a stone
Said, “We’ve been saving a big hambone.
Shall I get it?”
“That’d be nice.”
She was back in a trice!
The soldier smiled.
Analyze Details
“All you need is what you’ve got.”
He took that bone and threw it in the pot. 1. What does “some
grown-ups started to see
Some grown-ups started to see the light. the light ” mean?
“Stone soup tonight.”

2
 Objectives: build comprehension and summarize the characters
and the plot of the article.
Character: 1. Have Ss consider whether the solider shares soup with
Then he took a taste, took aChildren
taste: villagers and give reasons.
2. Have Ss think about the text and show the characters of the
“Oh, this is gonna be great!” Make Predictions
article and summarize the second event.

Character:
“Now, Sir, now, can we have some?” Character: 1. Do you think the
soldier will share the
Soldier Adult villagers soup with the villagers?
“Not just yet. It’s still not done.
It needs . . . a potato and . . . anSetting:
onion.”
A town square from a Characters
village in the past 2. Who are the
The kids jumped up and off they tore characters in the song?
And brought the things that he’d asked for,
Not to mention turnip greens, Plot: (Click the red dot to
show/hide the story map.)

A carrotEvent
and 1:
some
Thebeans!
soldier is hungry so he gets the Plot
people curious about the stone soup.
3. How do kids help the
Event 2: The kids bring much food to help the soldier to make soup?
soldier make soup.
(Click the red dot to
show/hide the story map.)

4
 Objectives: build comprehension then summarize the solution.
1. Guide Ss to understand the text and illustration. Have Ss
visualize the soup with linking verbs.
2. Have Ss summarize the solution.
The smell of soup began to float
Into every nose and throat,
Calling people like a drum,
“Rum dum diddle-ii yum!” Visualize
“Stone soup. Stone soup.
1. Can you imagine the
We want some of that tasty goop.”
smell of the soup?
“No. Not yet. I’m still not through.
It needs one thing from each of you . . .
Whatever you can spare.” Problem and Solution

2. How did the soldier

solve his problem?

3
 Objectives: understand the similes in the article and summarize
the last plot.
Character: 1. Guide Ss to confirm predictions in their own words.
2. Help Ss clarify the similes in the article and have Ss think
So the villagers scattered toChildren
their root cellars, Confirm Predictions
about the meaning of “Little things become a lot”.
3. Have Ss summarize the last plot.
Corn cribs and secret nooks 1. Did the soldier share
And broughtCharacter:
back everything Character: the soup with the
From an eggplant
Soldier to a pepperoni. Adult villagers villagers? Was your
And that night the whole hungry village prediction correct?
Feasted on soup made out of aSetting:
stone! Clarify
A town square from a
All we need is what we’ve got,
village in the past 2. What does “Little
A tasty stone and water in a pot.
things become a lot”
Little things become a lot. mean?
Tiny gifts can fill the pot Plot:
Event 1:shared
The soldier Plot
When they’re and isserved
hungryupsohot.
he gets the
Stone soup. Stonepeople curious about the stone soup.
soup. 3. How did people
Eventtonight!
2: The kids bring much food to help the cooperate to make the
Stone soup soup?
soldier make soup. (Click the red dot to
Event 3: Each villager adds something to the pot show the story map.)

to make the soup better.

4
 Objectives: compare and contrast the “Domino Soup” and
“Stone Soup” .
Character: 1. Have Ss think about the two stories according to the
elements of story maps.
Maria
Domino Soup Stone Soup
2. Have Ss reflect on the lessons are learnt in the stories to see
if the themes are similar and discuss.
Plot:
Character:Event 1: Grandpa Character: 3. Link to the lesson theme of ‘Better Together’.
Type of wins
Old andatNew
dominoes.
Grandpa play2: Maria wants
Event song
to welcome Compare Two Versions
Story Neighbors
new neighbors. 4. How
How are
are the
the types
plots of
of of
these
Maria, 2. characters of
Characters EventGrandpa,
3: Maria gets everyone
soldier, to
children,
1.
3.
two stories
these stories
settings
similar
two stories
stories
these
and and
similar
Old Neighbors,
share. two
these two different?
different?
adult villagers different?
Genre New Neighbors Genre
(Click
(Click the
(Clickthe red
thered dot
reddot to
dotto show
toshow
show
A play is a story that can A town
A song is likesquare
a poemfromset the
the answer.)
answer.)
thenext
next question.)
question.)
Setting Character:
Little Havana in
be acted out.
to do. a village
to music. The
to do.in
wordsthe past
in a Language Frame
Miami Children Plot:
A script isEvent
the written song are
1: The soldier is hungry so
called
he gets
song
the
Character: Character:
lyrics. The ____ in both stories
form of a play.Maria
Setting: makes
people soup
curious about the Setting:
Avillagers
solider
stone makes
soup. soup
Plot Soldier Adult are similar/different
Little from
Havana
Event a domino
2: The A town
to trick
kids bring much from
foodsquare
atostonefrom a
to trick because ___________.
in Miami help the
neighbors soldier
into village
sharingmake in the past
villagers
soup. into sharing
Eventfood with villager
3: Each food withtoeach
the newadds something the other.
pot to make the soup better.
neighbors.
5
 Plural Pronouns
Objectives: learn and understand plural pronouns.
1. Have Ss read example sentences.
2. Explain the definition of pronouns to Ss.

3. So the villagersPlural
scatteredPronouns
to their root
cellars, they brought back everything.

1. “Please, Sir, please,

Tinycan
Gifts
Grammar
we have some?” Rules – Plural Pronouns
• For yourself and another person, use Adult Villagers
2. “Please,we
Sir,orplease,
us. can
you give
• usFormore?”
two orgifts
more
4. Tiny canpeople, places,
fill the pot whenor
they’re
Speaker and Others
things, use We
shared. theyareorhappy
them. to have them.

Plural
PluralPronouns
Plural Pronouns
Pronouns
1.3.
2. What
Read
Read are
thethe plural
sentences.
sentences. pronouns?
What
What dodowe
they
and usand
refer them
to? refer to?
(Click the red dot to show
(Click
(Click the
the red
red dot
dottotoshow
show
thenext
the answer.)
question.)
the next question.) 3
 Objectives: apply plural pronouns.

Plural Pronouns 1. Have Ss read the sentences and choose the correct pronouns.
2. Guide Ss to identify the subject and object pronouns.

Can youAct chooseathe

Catright pronoun
Give a as
Big Smile
to fill in the blanks?

For yourself
and another
Passneighbors
1. Our the butterare
to Mom
at theand me.too.
park,
Act as a cat
person Pass the
Jack andbutter
I wavetoto_____.
_____.

Jackneighbors
2. Our and I are best friends.
are at _____
the park, too.
Give a big
For two or
like toare
_____ playsoathappy.
the park.
smile
more people or A. We B. Us
things A. They B. Them
C. we D. us
C. they D. them

(Click the arrow to show the request.) 2

 Objectives: talk about a good team member.
1. Have Ss talk about the picture and answer the third question
with sentence frame.
2. Have Ss make a new sentence and listen carefully to their
partner’s sentence to offer praise and advice.
3. Encourage Ss to use words learned before to answer. Click
the red dot to show the model.
A Good Team Member
1. What are the people doing in
the picture?
2. Do you think they are good
team members?
3. What makes a good team
member?

Writing Frame

A good team member

__________________________.
does her part of the work
(Click the red dot to show
two the
more pictures.)
model.)

4
 Objectives: explain the online exercise.
Explain the online exercise to Ss. Remind Ss to
shoot and post their writing.

• Online exercise

• My Writing Journal P9-12