Question Task:

Task 1 (a): Types of stories and justification (30%)

Collect 1 sample of different story types suitable for use in lower primary
classrooms and another 1 sample for upper primary classrooms. Highlight the
features of these story types based on your readings. You may produce the
features in a non-linear form. Justify, in a page or two, why do you think these
books are suitable for use in the primary classroom, based on the pedagogical
principles of teaching story to young learners. Cite your references and sources
using the APA format.
NB: (Please hand in a copy of the books for references for assessment.)

Book 1-Lower primary classrooms

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Genre: Fable
Title of the book: The Bird and The Bumblebee
Characters: Bumblebee bee, Britanny bird and The hunter.
Setting: In the forest.
Moral Values: We should help others in trouble. One day, they will help us.
Synopsis of the story:

It is a hot and shining day. A bumblebee stops by a tsream to

drink but accidentally slips and falls into the stream. It cries for
a help.

A bird names Brittany flies past and sees the bumblebee

struggles in the stream. It plucks a leaf and drops it into the
stream. The bublebee climbs onto the leaf.

One day, a hunter comes to the forest and sees Britanny bird
on a branch of a tree. bumblebee the bee sees the hunter and
flies towards him. The hunter lifts his gun and aims to Brittany
bird. Just he is about to shots, bumblebee stungs his leg and
he shouts loudly. Brittany bird hears the loud shout and flies
away.

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7. Illustration:
The pictures
and colours
used in the
story are very
attractive.
The pages
layout and
creative
presentation
able to
arouse
pupils'
interest to
read the
story.
E.g: M y low
achievers
able to
6. Length: understand
The length of the story by
the story is looking at the
suitable w ith pictures.
15 pages and
short
sentences /
storylines
w hich suit
their level.
E.g: 'It is a
very hot day.'
5. D iction:
The diction
of the story
is easy to
hear and can
be uttered
clearly as it
is in pupils'
capability
and level.
E.g: Fam iliar
to & choices
of
vocabulary
are in pupils'
level.

Features of
the 1st story
: The bird
and the
bum blebee.

4. Setting:
The setting
of the story
is in the
forest, by the
stream w hich
connected
w ith the
pupils
background
and prior
know ledge.
E.g: M y
pupils com e
from a sm all
tow n with
stream s and
forests
around.

2. Storyline:
The storyline
is interesting
and easy to
understand
by the low er
classroom
pupils. The
plot of the
story is
sim ple and in
sequence.
E.g: How a
bird helps a
bee and the
other w ay
around w hen
3.Tim
e
in trouble.
sequence:
The
sequence of
tim e and plot
is sim pler.
Very sim ple
flow of tim e
to tell the
storyline.
E.g: M odern
tim e.

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Book 2- Upper primary classrooms

Genre: Pour quoi Tale
Title of the book: Why the shell of a tortoise looks cracked.
Characters: A tortoise & A duck.
Setting: In the forest and up in the air.
Moral Values: Listen to good advises and think about the good and bad effects of
our actions.
Synopsis of the story:

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A tortoise who lives near a pond in

the jungle. It has a good friend, a
duck and they spend a lot of time
together playing in the pond. One
day, the pond in the forest starts to
drought out.

A good friend of the tortoise. A very

helpful friend who never leave the
tortoise alone in the forest during
the drought season. The duck
carries the tortoise with a stick and
flies to another place. The tortoise
does not listen to the duck advise
and open it's mouth while they are
flying up in the air.

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Justification on the selection of the storybooks based on pedagogical principles

of teaching story to young learners.
Features of the

2nd story: Why the

shell of a tortoise
looks cracked.
When children discover enjoyment
in reading storybooks, time is enriched, not
wasted and they can even imagine themselves in new places. They began to develop
favourable attitudes towards reading and became appreciative at the same time. As
required for this project task, I have identified and selected 2 storybooks for my lower
classroom pupils and upper classroom pupils. As for my lower pupils, my storybook
selected is a fable entitled The bird and the bumblebee and a pour quoi tale entitled
Why the shell of a tortoise looks cracked for my upper classroom pupils.
I prefer to choose a simple length of stories because pedagogically speaking,
they are easier to read and I could actively seek a way to increase my pupils knowledge
and interest through them. As my target audience is lower and upper classroom pupils
the storybooks selected are based on their age level of maturity and their level of
proficiency. For example, the choice of words or vocabulary used in the story is simple
and easy to understand by them. Giving them a lengthy one would spoil the enjoyment
of reading and the sense of appreciations towards a good piece of literature. Moreover,
the suitability of the book setting which is in the forest is suitable and in the culture of my
pupils. So, the pupils will not face any difficulties in adapting themselves in the culture
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as the setting is familiar with their background. Apart from that, I have to bear in mind
the area of interest and the gender of my pupils. Not all girls like to read stories on
fantasy or something related with dolls as well as the boys. So I decided to choose the
two storybooks as they are suitable for the area of their interest and both genders able
to read the books whereby the storyline is not focusing on one gender only.
Other than that, I have to consider the content of my 2 storybooks to ensure the
suitability of the content. It should be relevant to my lower and upper classroom pupils.
Some of the examples of suitable stories for them are those about their experiences,
their background as well as values both good and bad. The content of the stories help in
the enhancement of children's imaginative thinking which leads to creativity. As well as
reinforcing vocabulary trough the selection of the books content, stories can be used to
reinforce learning about culture, friendship, nature and consequences. For example in
both of my stories selected, it teaches pupils to value friendship, nature and the
consequences. Besides that, the values found in my selected stories able to get them to
apply those values in their daily life. Moreover, the content of my stories selected in term
of language and selection of words are suitable and appropriate as the used of the
words are not too wordy or too difficult to understand.
For young learner, most of the selections of books they choose to read are based
on the visuals. It refers to the illusion of the surface texture, the colourful images in the
books, the presentation of the creative illustration and the size. Based on my choices,
the two books have interesting, colourful and attractive illustration which able to create
and arouse interest to both lower and upper pupils to read and enjoy my stories. For few
pupils, the clear and attractive illustrations do help them to understand better on the
storyline. They able to make connection and making predictions based on illustration. In
my storybooks that I chose, most illustration conveys meanings and feelings. The
stories able to convey the meaning of friendship, values and nature to both my lower
and upper classroom pupils. As well as the choice of the fonts are suitable and
appropriate to both my lower and upper classrooms pupils.
Last but not least, the other aspect to be considered is the language learning
potentials found in the story. Sawyer (2004) states that when considering language, one
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is concerned with ABCs, colour words, word patterns, sequencing, solving puzzles and
many more. Thus, it seems to be a device that can link and integrate two or more
components to make meaningful language learning potentials. The language learning
potentials are basically to develop the language skills such as listening, reading, writing
and other skills. Based on my two selected storybooks, there are several activities can
be conducted using the stories. For examples, the activities are predicting, rearranging,
and identifying true false and many more. By doing those both lower and upper
classroom pupils able to participate and gain learning through stories.
By reflecting on my teaching experiences, I noticed that children are being
trained to think imaginatively even while listening or reading stories in accordance to
how the story describes the setting, characters, and events that took place in the story.

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REFERENCES
Classroom Strategies / Resources for educators of kids in grades 4-12 / AdLit.org.
(n.d).Retrieved February 20 2015 from
http://www.adlit.org/strategy_library/

Using storytelling activities in the primary modern language classroom. Retrieved

February 20 2015 from
www.mlpsi.ie

Preschool ESL Classroom Activities: Storytelling / By Jasmine. Retrieved February 20

2015 from
http://hubpages.com/hub/Storytelling-with-children

Pedagogical Principles Of Teaching Young Learners / By JJM. Retrieved February 20

2015 from
http://letsdiscuss-jjm.blogspot.com/2012/08pedagogicalpprinciples-of-teaching.html

Medlicott,M,(2004).Stories for Young Children and How to Tell

Them.London:Featherston

Wickham, R.(2013).Stories For Young Learners.IPGKDRI:Brighton Education Training

Fellow
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