Changes

Themes: '''Pollution, Socio-Emotional Learning, Learning from mistakes, health and hygiene, Vocabulary'''  

Themes: '''Pollution, Socio-Emotional Learning, Learning from mistakes, health and hygiene, Vocabulary'''  

Suitable for: '''Higher Primary class 4, 5, 6, 7,'''  

Suitable for: '''Higher Primary, class 4, 5, 6, 7'''  

Learning Objectives:

Learning Objectives:

Before diving into the audio story, engage your students with these/ similar activities designed to build their listening skills and focus.

Before diving into the audio story, engage your students with these/ similar activities designed to build their listening skills and focus.

## Total Physical Response (TPR) Activity – Ask the students to enact out the different scenes and actions in the story as you narrate it - [Ask students to visualize it in their minds and express what they are feeling through their expressions and/or body language]

# Total Physical Response (TPR) Activity – Ask the students to enact out the different scenes and actions in the story as you narrate it - [Ask students to visualize it in their minds and express what they are feeling through their expressions and/or body language]

## Show students a set of pictures related to the story – ask them what they can see? How do the pictures make them feel?

# Show students a set of pictures related to the story – ask them what they can see? How do the pictures make them feel?

## Introduce some basic vocabulary related to the story theme

# Introduce some basic vocabulary related to the story theme

 

=== During-Listening Activities ===

=== During-Listening Activities ===

As students listen to the audio story, keep them engaged with these interactive activities.

As students listen to the audio story, keep them engaged with these interactive activities.

## Pause and discuss:

# Pause and discuss: Pause the story at strategic points to ask questions after – what happens next, what do you think was the cause how would they feel if they were cheeku what do you think she should do?

### Pause the story at strategic points to ask questions after –  

# Ask students to draw certain parts of the story

#### what happens next,  

 

#### what do you think was the cause

#### how would they feel if they were cheeku

#### what do you think she should do?

### Ask students to draw certain parts of the story  

=== Post-Listening Activities ===

=== Post-Listening Activities ===

After students have listened to the audio story, reinforce their understanding and extend their learning with these activities.

After students have listened to the audio story, reinforce their understanding and extend their learning with these activities.

## Story Re-telling  Divide the class into small groups and have each group retell the story in their own words. Provide prompts or story maps to help students organize their thoughts.

# Story Re-telling  Divide the class into small groups and have each group retell the story in their own words. Provide prompts or story maps to help students organize their thoughts.

## Story elements mindmap

# Story elements mindmap

### Display the mindmap and ask students to provide responses for the different bubbles.

# Display the mindmap and ask students to provide responses for the different bubbles.

## Challenge students to create alternate endings for the story.  

# Challenge students to create alternate endings for the story.

### encourage them to think about the reasons behind certain actions or behaviours of the characters in the story.

# encourage them to think about the reasons behind certain actions or behaviours of the characters in the story.

[Click here for more post-listening activity suggestions]

[https://karnatakaeducation.org.in/KOER/en/index.php/Post-listening_Activities Click here] for more post-listening activity suggestions

''Note: Sometimes discussing feelings and emotions can trigger some negative thoughts among students. Make sure you are conscious of the discussions that are happening among students. More importantly, efforts should be made to help students learn how to express their emotions in a healthy way''

''Note: Sometimes discussing feelings and emotions can trigger some negative thoughts among students. Make sure you are conscious of the discussions that are happening among students. More importantly, efforts should be made to help students learn how to express their emotions in a healthy way''