Tail Power

1. Warm-Up

• Let’s Chant song (Student book pg. 9).

3. Student book pg 8

• Review target vocabulary through actions and explanations.

4. Interactive Reading — Student Book

• Read the story aloud, one page at a time. Read slowly and clearly. Pause after each sentence or short phrase.
• pg 16: ask students what the ground at the festival is like. “Is it clean? Is it messy?”
• pg 17: “Do the friends look happy or sad?”
• pg 18: ask students how Roo helps. Get them to shake their hips to mimic Roo and underline the word ‘help’.
• pg 19: get students to find what Roo is sweeping up and name the objects.
• pgs 20-21: find out what the friends learned. Try to elicit an answer and help them make the connection if they can’t do it on their own. Discuss how you can be friends even though some people are different. Relate the responses to them individually and ask how they are different or the same as their friends.

5. Picture Walk (Student Book pgs 16-21)

• Open to page 16. Before reading the text, focus on the illustrations. Go through each page (16-21), one at a time.
• For each picture, ask open-ended questions: “What do you see in this picture?” “Why is it so messy?” “How does Roo help?” “What does Tigo say?” “How are the friends different?” “What body part of Roo saved the festival?”

6. Reinforce vocabulary

• pgs 16/17: ask them what happened at the festival. Practice saying ‘messy’ together.
• pg 18: ask them if they know how Roo feels about helping. Is Roo happy about her tail? Practice saying ‘help’ together.
• pg 19: first explain what sweep means and physically demonstrate it using a brush in the classroom or through other physical means.
• pgs 20-21: ask them if they know who the characters are and what saved the festival. Ask what the friends have learned about friendship and differences, so the students recall the vocabulary and use it in the context of the story.

7. Story Review

• a) “Let’s look at the story again and remember what happened.”
• b) Open the Student Book to page 10 and go through each page until page 21.
• c) For each page, ask key questions related to the pictures and events.

8. Story reenactment

• Assign characters to different students (give everyone a chance) and physically act out the story. Have lots of enthusiasm and encourage the students to be enthusiastic and have fun.

9. Wrap up with the Chant on Student book pg 9

• a) Relate each sentence to the story.
• b) “Who wants to help, who is different?”
• c) Have the students stand up while singing and encourage them to move their bodies.

1. WB pgs 6-7 — Story activity

• a) Go to workbook page 6 and look at the sentences. Select the correct response from the students and have them circle it in their books. Read the sentences together and interact enthusiastically to get them to choose the correct options.
• b) Workbook page 7. Ask students what happens first, second, third and finally in the story. Get students to write in numbers 1-4 according to the correct sequence, then color in the pictures. Encourage individual work; when everyone is complete, go through the answers together. Review each vocabulary word as it is introduced by asking students about the story sequence.

2. Skills (Student book pg. 22)

• a) Open the student book to page 22. There is a drawing activity that focuses on the words ‘short’ and ‘long’.
• b) First write the words large on the board so that students can see them.
• c) Ask them if they know what these words mean before you go over it all together.
• d) Get students to identify short and long things within the classroom.
• e) Get students to draw short and long things on the whiteboard.
• f) To make things fun and interesting, point to a short or long thing. Have the students say “short” or “long”; increase the speed or slow it down to increase the fun.
• g) In the Student Book have the students draw the characters’ tails onto them.

3. Vocabulary Game

• a) The teacher places physical objects or vocabulary pictures from the student book or workbook around the classroom, along with another set of printed vocabulary without pictures. Write “I spy with my little eye something beginning with ….” on the whiteboard.
• b) The teacher starts and says “I spy with my little eye something beginning with……” The student must put their hand up. When they identify a picture or word they must go and get it and repeat that word in front of the other students. The student who has collected the most vocabulary pictures or words at the end wins.
• c) Matching Game: place all the collected vocabulary and pictures on a table upside down and get students to match words and pictures. Students can only turn two items over at a time and must turn the blank side over again if they don’t match. Go around in a circle so each student gets a chance.