When you plan a variety of activities around a story or a poem, you can address the different language learning needs of students. In Case Study 1, a teacher plans multiple activities linked to a familiar story.
Mythili teaches a large mixed age group of students in Classes I, II and III.
In my class there are students of different ages and abilities. Instead of giving different language books to different groups, I plan learning activities based on one story that each group can achieve at their level.
For example, all my students love the story of ‘The Puri Boy’ [see Resource 1]. For this story, I planned four activities for different age groups. I put students into groups and display a wall chart of these groups. Then I set up the classroom so that on each day of the week a group has an area to work on a ‘Puri Boy’ activity. The younger students work with me, and the older students work independently – this is a good skill for them to learn.
Over a two-week period, I rotate the groups through all the activities. I make another wall chart that says what each group will do every day. The group name chart and the activity chart encourage students to read in English.
Sometimes I mix the groups, so that the older ones help the younger ones. Also, I expect the older students to do more writing than the younger ones.
Here are my activities for the ‘Puri Boy’ story. Can you guess which groups worked with me, and which groups worked independently?
To ensure that students with physical disabilities do not feel excluded, these can be used:
I always plan some extension activities for able students to do, such as:
Finally, I plan activities for the whole class to do. This brings the learning together for everyone:
Students do not get bored returning to the same story. Planning different activities around one story gives them – and me – repeated opportunities to practise English using a familiar and playful theme. With multiple activities around a text, students have time to develop confidence in using English and I have assessment opportunities when I work with groups.
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The activities that follow will help you to plan, manage and evaluate multiple activity sessions.
Do this activity with colleagues, if possible. Use the short story below or choose one from your own English textbook.
‘Raja’
Raja called Shyama to come and play with him. Shyama said that he had to work and could not play. Raja went to a field with a ball. Raja saw honey bees and called them to play. The honey bees said they could not play as they had to work. He then saw ants. Raja called out, ‘Ants! Ants! Come let us play!’ ‘No, we cannot play. We have to work,’ said the ants. Raja went home. He helped his father at work. Father said, ‘You are a good boy.’ Raja felt happy.
Brainstorm and list possible activities based on the story of Raja’s search for playmates. Think about activities that might involve the following elements:
As you do this, think about the different abilities of your students. How could the activities support their learning?
Here is what a group of Class III teachers thought of, for the story of Raja. In each activity, there is an emphasis on reading, writing or speaking English.
Now choose no more than three activities that you feel you could implement using a short story or a poem. Choose a text that you and your students will enjoy. Choose activities that you feel confident doing with students. You might feel more confident about craft or a game, or you might feel more secure with a reading activity. When you have chosen a story and thought of some activities, discuss your ideas with your colleagues. Take their feedback and revise your ideas.
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See Resource 2, Using groupwork’, to learn more about organising students in multiple activities. |
Now continue the activity, adding more detail.
Multiple activities work well when planning is detailed and flexible. Here are some points to consider.
How much time will you need for each activity, including time needed for giving instructions, grouping students, moving equipment and distributing resources?
For example, for the ‘Puri Boy’ activities in Case Study 1:
As you can see, one class period is not enough time to do everything well. Activities should be planned over two or more periods, or on different days of the week. Look at the school calendar to find a suitable time to do the activities without interruption.
Make the activities into opportunities for English language learning. What words or phrases do you want students to practise? How will you make sure these are used? Make a list of these words and phrases. You could display them in your classroom either on the board or on a poster.
You might need to change the way your classroom is set up. Do you need to move chairs or desks? Students can help you to do this. How will you organise the students to start, stop or change from one activity to another? Practise English words and phrases to organise students and get their attention. Here are a few examples:
Now come up with some phrases of your own related to your activity, your classroom and your students. Practise these at home or with a colleague.
Make a list of the resources you will need. How will you organise the distribution of the resources? For example, you could:
You should now have a very detailed plan for multiple activities based on a story or other text, covering timing in the lessons, the English language you will use and encourage your students to use, and the resources needed.
Review and discuss your plan with a colleague, reworking it if necessary.
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