Group 8: Teaching Writing

- Cung Thuỳ Linh

- Đinh Thị Thuý Hải
- Lưu Minh Anh

LESSON PLAN: WRITING FAIRY STORIES

I. Class description

1. Proficiency level of students: B1

2. Age/gender: females - 14 years old (Grade 8)
3. Class size: 12 students
4. Assumed prior knowledge:
- Students have been taught about active voice and passive voice of past simple and past continuous.
- Students have been taught to describe characters' activities: break the curse, rescue sb, fall in love with sb, explore the
world, bring peace to the kingdom, live happily forever.
- Students have been taught phrases to express intention: be about to, intend to, plan to.
- Students have been taught the logical sequence of fairy stories.
- Students have been taught about themes, and plot elements of fairy stories.
- Students have been taught about 6 stories: Cinderella, Little Red Riding Hood, The Frog Prince, Sleeping Beauty, The
Starfruit Tree, The Hundred-knot Bamboo Tree.
- Students have discussion and teamwork skills.
5. Lesson objectives:
By the end of the lesson, students will be able to:
- understand which criteria a good new ending includes.
- create a good new ending for a given fairy story.
- enhance their collaboration and communication skills through group-working.
6. Materials & teaching aids:
- Textbook: Tiếng Anh 8, Unit 6 - Folk Tales, Skills 2, p. 65 (Adapted)
- Material treatment: modify the textbook’s exercises (Ex 3, p. 63; Ex 4, p. 63) to match the lesson objectives.
- Additional material: self-designed slides and handouts for class activities (Handout 1, Handout 2)
- Computer
- Projector
- Whiteboard
- Markers
- Pointer pen
- Rewards
7. Duration: 50 minutes
 8. Procedure:

Students' Materials &

Lesson Teachers' activities Objectives Time
stages activities teaching aids

1. Warm-up Activity 1: GUESS THE STORY - Pay attention - Engage 7 - Fairy Tale
(FROM THE ENDING): as the teacher Ss and minute Endings:
- T prepares 5 ending videos of 5 reads or activate s Prepared
fairy tale stories and shows displays the their prior text for the
them to the whole class fairy tale knowledg endings
respectively. endings. e of fairy (Handout
- T gives instruction, then does a - Discuss within tales. 1).
comprehension check. their group to - Promote - Bell: For
decide on the teamwork teams to
Game instruction correct answer and signal
- There are 5 rounds, each round before ringing friendly their
will have a different ending. the bell. competiti answers.
- After the teacher displays the - Participate in a on. - Whiteboar
ending to the whole class, the discussion d and
team that firstly rings the bell about which Markers:
and correctly identifies the stories were To track
name of the story will earn 1 easier or harder points and
point. to guess. group
- If the team answers incorrectly, names.
the other groups have a chance
to answer.
Game facilitation
- After each correct answer, T
writes the group’s name on the
whiteboard and adds a point
next to it.
- T keeps the energy up by
 encouraging friendly
competition
- After all 5 endings have been
guessed, T rewards the winning
team, which has the highest
point.
2. ACTIVITY 2: INTRODUCE - Ss answer - Help 8 - Projector
Presentation T’s questions minut
CRITERIA & STRUCTURE FOR students - Computer
es
FAIRYTALE STORIES ENDING related to the understan - Handouts
T explains the two criteria: Relevance given story. d two key
and Creativity: - Ss take note criteria
+ Relevance: the ending must be of the key for
connected to the story and points about writing
solve the main problem. It relevance and an
should make sense with what creativity in effective
has already happened in the story endings. fairy tale
story.
ending:
+ Creativity: the ending should
relevance
be impressive, interesting, or
and
have a twist.
creativity
.
- Who:
- Provide
- How: action
students
- What: result
with a
clear
example
to
analyze
and apply
these
3. Practice ACTIVITY 3: EVALUATE - Ss read the - Reinforce 8 - Whiteboard
minutes
ENDINGS story to find Ss’ - Markers
- T shows the story “The Red the main understandin - Rewards
Riding Hood” on the projector problem. g of a good - Projector
and asks Ss to read it in one - Ss read two endings - Pointer pen
minute. endings and
- T asks Ss to state the main identify
problem of the story. which one is
- T shows two new endings on a good
screen. ending.
- T asks Ss to read and identify - Ss answer
the good ending individually. T’s questions
(4 minutes) to gain
- T checks students' rewards.
comprehension of given
instructions.
- T checks answers and gives
explanations.
- T rewards Ss with stickers.
ACTIVITY 4: FORMULATE A - Ss read the - Reinforce 9 - Projector
minutes
NEW ENDING ending to Ss’s - Pointer pen

- T divides Ss into group of three choose which understandin - Padlet

ending is g of a good - Laptop
- T reminds Ss of the original ending
better. fairy ending.
of the Little Red Riding Hood (in
- Ss answer
Activity 3).
T’s questions
- T gives each group a set of words to
and give
form a new ending from these words.
explanations.
- T asks Ss to write in Padlet
platform in 5 minutes.

- T checks comprehension.

- T observes and gives support.

- T checks answers and re-corrects
mistakes (intergrate both teacher’s and
peers’ comments).

Question:
Ending 1:
Who: the Little Red Riding Hood
How: spray the wolf
Result: Granny/jump out of its belly.
The wolf/ terrify/run away.

Ending 2:
Who: Granny
How: Roll around the wolf’s belly.
Result: The wolf/die. Granny/escape
from its belly.
4. Production ACTIVITY 5: WRITE A - Ss work in - Reinforce 18 - Handouts
minutes
NEW ENDING groups to write Ss’ - Projector
- T instructs Ss to retain the a new ending understandin - Pointer pen
group that they have formed at in 3 sentences g of the
the beginning of the lesson. on Padlet in 10 writing
- T reviews again the set list of minutes. criteria (the
vocab that Ss have learned in - Ss create a relevance and
the last lesson. creativity)
new ending
- T gives each group a handout and their
relying on the
which includes a sample of application in
given structure
“The Sleeping Beauty” story creating a
and vocab.
(the original ending is new ending
- Ss have 1
included) and a structure with for the given
minute to
those learned vocab (Handout story.
discuss and
2).
vote for a good - Enable Ss
- T asks Ss to write a new ending
ending. to develop a
in 3 sentences based on the
new story’s
given structure and vocab for
ending.
the story “Sleeping Beauty” in
10 minutes, considering both
the relevant and impressive
criteria.
- These new endings will be
 written on Padlet and shown on
the screen after the time ends.
- T publicizes a rubric handout
containing 2 criteria: creativity
and relevance.
- T checks Ss’ understanding
about the instruction.
- While Ss are writing, T
observes the class.
- T asks the class to vote for a
good ending.
5. Wrap-up - T sums up the lesson's content - Ss answer - Reinforce 1 minute - Computer
- T asks Ss questions about the T’s questions the - Projector
lesson: about what knowledge
What are the 2 criteria for writing a they have that Ss learn
new ending? learned. during the
- T assigns homework to Ss: - Ss finish lesson
each group rewrites/ edits their assignments
own ending for the story at home.
“Sleeping Beauty” that
includes both relevance and
creativity criteria.
 9. Anticipated problems and solutions

Lesson stages Proble Solutio

ms ns
- Ss do not pay attention to the
1. Warm-up - T calls a S randomly for a comprehension check.
instructions.

2. - Ss cannot follow the speed of T. - T delivers the contents at a slower speed.

Presentation
- Ss are not engaged in group - T encourages Ss by showing and confirming rewards for
3. Practice
activity. the winning team.

- Ss cannot brainstorm the idea for - T helps Ss generate their ideas by asking more detailed
4. Production
the new ending. questions about their new ending.

- T calls randomly a S to check his/her comprehension.

5. Wrap-up - Ss are distracted by the break time. - T confirms the more Ss are focused, the earlier they can
have break time.
10. Materials

Textbook
 1Handout 1 for Activity 3: Categorise new endings

Read the given story and write down which endings are relevant or creative.

The Little Red Riding Hood

Little Red Riding Hood lived in a wood. One day, she went to visit her grandmother. On the way, she met a
wicked wolf. The wolf tricked her into telling him where her grandmother lived. He ran to the house, swallowed Granny,
and got into her bed. When Little Red Riding Hood arrived, she noticed something was wrong with "Granny." Just then,
a woodcutter heard her scream and rushed in. He hit the wolf, and Granny jumped out safely. The wolf ran away, and
Little Red Riding Hood and her grandmother were happy ever after.

Answer keys:
- Ending 1:
- Ending 2:
- Ending 3:
Ending 1:
The wolf swallowed her and fell asleep, but a hunter passing by saw it. He was about to shoot but he suddenly realized
that the Granny may be inside, so he used scissors to cut open the sleeping wolf's belly. Little Red Riding Hood and
her Granny were saved. They filled the wolf’s belly with heavy rocks. When the wolf woke up and tried to escape, the
weight of the rocks made him collapse, and he died. Little Red Riding Hood and her Granny were safe at last.

The wolf swallowed her and fell asleep. The woodcutter heard his snoring, used scissors to cut open his belly and
saved them. They filled the wolf’s belly with heavy rocks. When the wolf woke up and tried to escape, the weight of
the rocks made him collapse, and he died.

Ending 2:
When the wolf planned to attack her, Little Red Riding Hood offered him garlic bread. He greedily ate it, and soon
began sneezing from the garlic. After that, Little Red Riding Hood sprayed him, and the wolf blinded and in pain.
Granny jumped out of the wolf’s mouth safely. The wolf ran off and never came back. From then on, Little Red
Riding Hood always carried garlic bread and pepper spray.

Ending 3:
When the wolf intended to attack her, Little Red Riding Hood quickly remembered her basket. She took out some
bread and offered it to the wolf. Surprisingly, the wolf paused and sniffed the bread. He ate it instead of attacking.
While he was distracted, the woodcutter arrived and chased the wolf deep into the forest. Granny was safe in the
wardrobe, and they all sat down for tea, grateful that kindness had saved the day.

The Little Red Riding Hood gave the wolf garlic bread to make him sneeze. While he was distracted, the woodcutter
arrived and chased the wolf deep into the forest. Granny was safe in the wardrobe, and they were all safe at last.
 Handout 2 for Activity 5
Work in group and create a new ending which contains the relevance and creativity based on the given structure and vocab.

The Sleeping Beauty

Once upon a time, there lived a good king and his queen. After many years, the queen gave birth to a lovely baby girl. The king held a
big celebration and all the fairies in his land were invited. But the king forgot to invite an old and wicked fairy. She was very angry
coming to the celebration. She came near the baby and said, “When you are sixteen, you will touch a spindle and die!” A good fairy
quickly chanted a magic spell to change the curse, “The princess will fall into a deep sleep instead of dying.” The princess became a
beautiful girl when she turned sixteen. Her mother was always careful to keep her away from spindles. But one day, the princess saw
an old servant spinning and she sat down to spin. When the princess touched the spindle, she fell into a deep sleep. At that moment,
everyone in the castle was also put to sleep.
Original ending: After many years, the princess was awakened by a kiss from a prince. The spell was broken, and the entire kingdom
woke up from their long sleep. The prince and the princess fell in love and soon got married. They ruled the kingdom together with
peace and joy, and lived happily ever after.

Suggested structure:
4 new endings for the story “The Sleeping Beauty”

1. When the curse faded, the princess and kingdom gradually woke up after 100-year sleeping. From that, the princess
begins to help the kingdom grow strong. Because of her bravery and kindness, she becomes a queen who always
brings peace and happiness to the country. (Relevant, creative)
2. After 100 years, there was a prince who came to rescue the princess, he kissed her, then the curse was broken.
Aurora and the prince came together. They lived happily forever. (Relevant, no creative)
3. The princess never woke up. Sadly, the kingdom will be forgotten forever. (No relevant)
4. After 100 years, the wicked fairy felt regretful for casting a spell at the princess, she broke the curse by herself.
Then, the princess and kingdom were back to their usual life. It became a happy and peaceful kingdom ever after.
(Relevant, creative)
 Criteria for good fairy tale ending

1. Relevance:
- Ending is fully similar with the original story:
• Themes
• Characters
• Plot elements
- It connects logically with the flow of the story.
- It ends the story in a meaningful and satisfying way.
2. Creativity:
- Ending is impressive and imaginative.
- It introduces fresh ideas, twists, or new approaches.
- It surprises or delights readers.