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THE PIED P PER OF HAMELIN

PAT

SUBJECT: T

MASTER DEGREE IN ELE

UNI

2011/2012

1

ICIA ALBORS ALBORS

EACHING OF ENGLISH

YEAR 2011/2012

MENTARY EDUCATION

ERSITY OF ALICANTE


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THE PIED PIPER OF HAMELIN 2011/2012

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1. INTRODUCTION: ......................................................................... 32. TIMING: ................................................................................... 3

3. OBJECTIVES .............................................................................. 6

4. BLOCKS OF CONTENTS .................................................................. 6

5. BASIC COMPETENCES .................................................................... 8

6. CROSS CURRICULAR ASPECTS .......................................................... 8

7. ASSESSMENT CRITERIA ................................................................ 9

8. BIBLIOGRAPHY ............................................................................ 9

9. SESIONS .................................................................................. 9


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1. INTRODUCTION:

This Didactic Unit is designed for students in the second cycle of primary education,

specifically for students in third grade. These students are aged between eight and nine

years.

Its title is: The Pied Piper of Hamelin.

With this Unit, I will try to encourage the students' interest in reading and introduce

cultural aspects of other countries.

2. TIMING:To sequence the Didactic Units, the first thing I need to know, is the calendar for

the current school year:


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Once I know the school calendar, I can sequence the Didactic Units. To do it, I need

to know the weekly classes and the number of units of this course:

- I will have three weekly sessions.

- I will have 10 Didactic Units.

Then, approximately ten sessions will be assigned to each unit:

UNITS SESSIONS

UNIT 1: Remember last year? My class, my

family, my pets, my house...

9, 12, 14, 16, 19, 21, 23, 26, 28, 30

September

UNIT 2: My school day 3, 5, 7, 10, 14, 17, 19, 21, 24, 26 October

UNIT 3: A day at the supermarket! 28, 31 October

2, 4, 7, 9, 11, 14, 16, 18 November

UNIT 4: Christmas holidays! 21, 23, 25, 28, 30 November

2, 12, 14, 16, 19 December

UNIT 5: Gifts and toys 9, 11, 13, 16, 18, 20, 23, 25, 27, 30 JanuaryUNIT 6: Farm animals 1, 3, 6, 8, 10, 13, 15, 17, 20, 22 February

UNIT 7: My Hobbies 24, 27, 29 February

2, 5, 7, 9, 12, 14, 16 March

UNIT 8: Easter 21, 23, 26, 28, 30 March

23, 25, 27, 30, April

2 May

UNIT 9: Sports in summer 4, 7, 9, 11, 14, 16, 18, 21, 23, 25 May

UNIT 10: The Pied Piper of Hamelin 28, 30 May

1, 4, 6, 8, 11, 13, 15, 18 June

I put the Pied Piper of Hamelin in the last session, because I think, it is a funny and

relaxed finish for the classes. Moreover, it is a way to remember many things that

students have studied during the course: values, content, skills...


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3. OBJECTIVES

With the development of this unit the student must have achieved the

following objectives:

- To read all type of simple stories about traditional topics.

- To produce their owns simple stories.

- To learn about different cultures and traditions around de world.

- To understand verbal and no verbal messages.

- To identify simple phonetic, rhythmic, stress and intonation aspects.

- To take care of your work.

- To express and interact orally.

- To respect your classmates and teacher.

- To value the work of others.

4. BLOCKS OF CONTENTS

- Oral language:

Listening:Listening comprehension with the story: The Pied Piper of Hamelin.

Spoken Production:Reproduction of oral texts: creative stories, representation with puppets

Spoken Interaction:Understanding of simple oral messages in the classroom interaction:

teacher with students, students with students.


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- Written language:

Reading:Reading simple sentences:

You see, there are many rats in Hamelin.

There are: big rats, little rats, old rats, baby rats... Rats of every colours and

shape.

Cats cannot do anything.

Writing:Writing simple sentences: Changes the end of the story: (you can use all the

vocabulary of the course)

- Linguistic elements and relations among them:

Vocabulary: This unit works with words about the story: The Pied Piper,pipe, cat, rat, cave, leg, feather, hat, children, river, sack...

Grammar: In the original text I (the teacher) work with past, present andfuture simple (session of listening), but with the students we only work with

present and future simple (speaking, reading and writing sessions).

Phonetics: The unit works:Rat, Cat, Sack, Hat / /

Leg, feather

/ e /Children, river / /

- Language as a learning tool:

Assessing the foreign language as a communication tool with other students and with the

teacher.

Play with language: station of games.


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- Social and cultural dimensions of language:

Knowledge of other cultures and societies mediating the stories: station of storytelling

- Communication and information technologies: in this unit, only, the teacher works with

computer, projector and screen for practice with the students, but the students dont work

with communication and information technologies.

5. BASIC COMPETENCES

Royal Decree 1513/2006 introduces eight Basic Competences. In this unit I

only work with:

- C. in Linguistic Communication: studying a foreign language contributes to the

development of this competence.

- C. in Learning to Learn: language is the first vehicle of human thought, the most

powerful tool for interpretation and representation of reality and the best learning

tool.

- Self-autonomy & personal initiative C: initiative, creativity and imagination

- Citizenship & Social C: the language used for communication and cultural

transmission.

- Cultural & Artistic C: work with culturally linguistic productions.

6. CROSS CURRICULAR ASPECTS

Following the idea of integral and global learning process, we have to make use

not only of previous knowledge of the same curricular area, but also of other

curricular areas:

- Literature: stories and representation with puppets.- Art: make puppets.- Game: station of games.-


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7. ASSESSMENT CRITERIA

The assessment criteria of this unit will be to take into account the

achievement of the specific objectives of this unit by each pupil bearing in mind the

previous knowledge and progress along the unit.

The evaluation will be continuous by direct observation.

8. BIBLIOGRAPHY

- English talking book.

- Notes of classroom

9. SESIONS


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SESSIONS:

1st SESSION: LISTENING 2nd SESSION: Listening + SPEAKING 3rd SESSION: Listening + Speaking + READING 4th SESSION: Listening + Speaking + Reading +

WRITING

5th SESSION: STATIONS


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1st SESSION: LISTENING

In this first session students only listen. They cannot speak.

Silence please!!!!!

The session has three parts:

1. Presentation:

- Students only hear and see the pictures that the teacher shows them. (Flash

Cards)- The teacher pronounces correctly and slowly the words. These words will be use

for the entire unit. Its help has to understand the story at students.

-The teacher pastes it on the wall.


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2. Practice:

- The teacher read the story: The Pied Piper of Hamelin.- Children can see pictures of the story on screen while the teacher reads the

story slowly.

- Students: pay attention!!!A longA longA longA long,,,, longlonglonglong time ago, the people of the town of Hamelin had a big problem. There were tootime ago, the people of the town of Hamelin had a big problem. There were tootime ago, the people of the town of Hamelin had a big problem. There were tootime ago, the people of the town of Hamelin had a big problem. There were too

many rats in Hamelin.many rats in Hamelin.many rats in Hamelin.many rats in Hamelin.

There were big rats, little rats, old rats, baby rats... rats ofThere were big rats, little rats, old rats, baby rats... rats ofThere were big rats, little rats, old rats, baby rats... rats ofThere were big rats, little rats, old rats, baby rats... rats of every colour and every shape.every colour and every shape.every colour and every shape.every colour and every shape.

Even the cats couldnt do anything.Even the cats couldnt do anything.Even the cats couldnt do anything.Even the cats couldnt do anything.

The chief of the town called a meeting and said: we will give ten sacks of gold to anybodyThe chief of the town called a meeting and said: we will give ten sacks of gold to anybodyThe chief of the town called a meeting and said: we will give ten sacks of gold to anybodyThe chief of the town called a meeting and said: we will give ten sacks of gold to anybodywho saves us from the rats.who saves us from the rats.who saves us from the rats.who saves us from the rats.

One day, a stranger from a faraway land came to Hamelin. Dressed inOne day, a stranger from a faraway land came to Hamelin. Dressed inOne day, a stranger from a faraway land came to Hamelin. Dressed inOne day, a stranger from a faraway land came to Hamelin. Dressed in colourful clothes, hecolourful clothes, hecolourful clothes, hecolourful clothes, he

had a feather in his hat and he carried a pipe.had a feather in his hat and he carried a pipe.had a feather in his hat and he carried a pipe.had a feather in his hat and he carried a pipe.

He said to the townspeople: I will get rid of the rats!He said to the townspeople: I will get rid of the rats!He said to the townspeople: I will get rid of the rats!He said to the townspeople: I will get rid of the rats!

Then, the stranger took out his pipe and started playing an estrange but wonderful tune.Then, the stranger took out his pipe and started playing an estrange but wonderful tune.Then, the stranger took out his pipe and started playing an estrange but wonderful tune.Then, the stranger took out his pipe and started playing an estrange but wonderful tune.

All the rats in the town heard the musicAll the rats in the town heard the musicAll the rats in the town heard the musicAll the rats in the town heard the music and began to run to him.and began to run to him.and began to run to him.and began to run to him.

Rats from every corner followed the Pied Piper and his music. The clever man took them allRats from every corner followed the Pied Piper and his music. The clever man took them allRats from every corner followed the Pied Piper and his music. The clever man took them allRats from every corner followed the Pied Piper and his music. The clever man took them all

to a river.to a river.to a river.to a river.

There, one by one, all the rats fell into the water a drowned. Hamelin was free of rats!There, one by one, all the rats fell into the water a drowned. Hamelin was free of rats!There, one by one, all the rats fell into the water a drowned. Hamelin was free of rats!There, one by one, all the rats fell into the water a drowned. Hamelin was free of rats!

The Pied Piper went back to collect hisThe Pied Piper went back to collect hisThe Pied Piper went back to collect hisThe Pied Piper went back to collect his reward. But now, townspeople did not want to payreward. But now, townspeople did not want to payreward. But now, townspeople did not want to payreward. But now, townspeople did not want to pay

him any money.him any money.him any money.him any money.

The Pied Piper was very angry. How dare you break your promise? I shall teach this town aThe Pied Piper was very angry. How dare you break your promise? I shall teach this town aThe Pied Piper was very angry. How dare you break your promise? I shall teach this town aThe Pied Piper was very angry. How dare you break your promise? I shall teach this town a

lesson!lesson!lesson!lesson!

Immediately, the Pied Piper began playing his pipe again.Immediately, the Pied Piper began playing his pipe again.Immediately, the Pied Piper began playing his pipe again.Immediately, the Pied Piper began playing his pipe again.

This time, all the children in theThis time, all the children in theThis time, all the children in theThis time, all the children in the town heard the music and ran after him. What lovelytown heard the music and ran after him. What lovelytown heard the music and ran after him. What lovelytown heard the music and ran after him. What lovely

music! They cried.music! They cried.music! They cried.music! They cried.

Every boy and every girl of Hamelin began to follow the magical music.Every boy and every girl of Hamelin began to follow the magical music.Every boy and every girl of Hamelin began to follow the magical music.Every boy and every girl of Hamelin began to follow the magical music.

The Pied Piper took them all to a cave outside the city and closed the cave door with a hugeThe Pied Piper took them all to a cave outside the city and closed the cave door with a hugeThe Pied Piper took them all to a cave outside the city and closed the cave door with a hugeThe Pied Piper took them all to a cave outside the city and closed the cave door with a huge

rock.rock.rock.rock.


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- Finally, teacher asks: Do you understand the story? Do you like the story?3. Production:Now, students are the protagonists. I need ten volunteers.

The teacher gives a story picture and says one word of the Flash Card. Then the

student goes to the wall and pastes this picture under the Flash Card that he/she

has understood.

Then we have all words and the story on the wall for next sessions.

Only two children were left behind. One little boy had hurt his leg and couldnt walk asOnly two children were left behind. One little boy had hurt his leg and couldnt walk asOnly two children were left behind. One little boy had hurt his leg and couldnt walk asOnly two children were left behind. One little boy had hurt his leg and couldnt walk as

fast as the other.fast as the other.fast as the other.fast as the other.

The other was a little girl who couldnt hear anything. They went to the townspeople andThe other was a little girl who couldnt hear anything. They went to the townspeople andThe other was a little girl who couldnt hear anything. They went to the townspeople andThe other was a little girl who couldnt hear anything. They went to the townspeople andtold them what had happened.told them what had happened.told them what had happened.told them what had happened.

Now, the townspeople wNow, the townspeople wNow, the townspeople wNow, the townspeople were very scared and very ashamed for breaking their promise.ere very scared and very ashamed for breaking their promise.ere very scared and very ashamed for breaking their promise.ere very scared and very ashamed for breaking their promise.

They went to the cave where the Pied Piper was and begged forgiveness. They even promisedThey went to the cave where the Pied Piper was and begged forgiveness. They even promisedThey went to the cave where the Pied Piper was and begged forgiveness. They even promisedThey went to the cave where the Pied Piper was and begged forgiveness. They even promised

to give him twenty sacks of gold.to give him twenty sacks of gold.to give him twenty sacks of gold.to give him twenty sacks of gold.

Finally, the Pied Piper let the children go. The town of Hamelin had leFinally, the Pied Piper let the children go. The town of Hamelin had leFinally, the Pied Piper let the children go. The town of Hamelin had leFinally, the Pied Piper let the children go. The town of Hamelin had learnt never to be andarnt never to be andarnt never to be andarnt never to be and

greedy.greedy.greedy.greedy.

The Pied Piper disappeared, never to be seen again. But they say that sometimes in Hamelin,The Pied Piper disappeared, never to be seen again. But they say that sometimes in Hamelin,The Pied Piper disappeared, never to be seen again. But they say that sometimes in Hamelin,The Pied Piper disappeared, never to be seen again. But they say that sometimes in Hamelin,

if you listen very carefully, you can still hear the beautiful sound of his pipe!if you listen very carefully, you can still hear the beautiful sound of his pipe!if you listen very carefully, you can still hear the beautiful sound of his pipe!if you listen very carefully, you can still hear the beautiful sound of his pipe!


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2nd SESSION: Listening + SPEAKING

In this second session students can speak but cannot read.

Repeat please!!!!!


1. Presentation:

I will work with the same Flash Cards than in the first session. But in this case,

students listen and repeat:

2. Practice:

In this second part I am going to practice with the Flash Cards about the story.

Remember: They are on the wall.

In each picture, the teacher will say a simple phrase about the story, which

describes the picture. Students will repeat the sentence without having seen it

written. For example:

There are many rats in Hamelin.


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Big rats, little rats, old rats, baby rats... Rats of every

colours and shape. Cats cannot do anything.

The chief of the town offers ten sacks of gold.

A stranger (the Pied Piper) came to the town and says: I will

get rid of the rats!

He plays his pipe and all rats follow the Pied Piper, They fall

into a river and drown.

Townspeople dont want to pay him. The Pied Piper is very

angry.

Immediately, He plays his pipe and all children follow him.


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The Pied Piper takes them a cave and closes the cave door

with a huge rock.

Only two children dont follow him.

Now, townspeople want to give him twenty sacks of gold.

Finally, the Pied Piper let the children go.

3. Production:

In this case, students work in groups of four people.

They have to invent a story but cannot write just to talk.They have to invent a storybut they cannot write only speaking.

When they have finished, they have told his story to the other groups.


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3rd SESSION: Listening + Speaking + READING

In this session, the students will see the written words to read them.

Read and repeat!!!


1. Presentation:

We use the same Flash Cards that we have on the wall.

In this case, when the teacher says the word paste a label with the name under the

Flash Card and the students repeat the word:

THE PIED PIPER PIPE RAT CAT

SACK HAT CAVE FEATHER


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Students must pay attention to the pronunciation of the letters shown in different

colors.

2. Practice:

For this exercise the teacher will project the images and the story on screen. So

while the teacher reads, students can also read and pay attention to how to write

each of the words of the story.

In this practice, to use the text of the speaking because the original (read the first

day) is more complicate. Then, in this case, only use the present and the future

simple, not the past simple (original).

LEG CHILDREN RIVER

THE PIED

PIPER


There are: big rats, little rats, old rats, baby rats... Rats

of every colours and shape.


The chief of the town says: We will give ten sacks of gold

to anybody who saves us from the rats.


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A stranger (the Pied Piper) from faraway land came and

says: I will get rid of the rats! He dress in colourful

clothes and he has a feather in his hat.

He plays his pipe and all rats follow him, all rats fall into a

river and drown.

Then, townspeople dont want to pay him. The Pied Piper is

very angry.

Immediately, he plays his pipe and all children follow him.


with a huge rock.


One boy because he has hurt his leg and one girl because

cannot hear anything.


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3. Production:

In pairs, students must answer the following questions about the text:

1. Match the pictures with texts:



THE END



One boy because he has hurt his leg and one girl because

cannot hear anything.

Then, townspeople dont want to pay him. The Pied Piper is

very angry.


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with a huge rock.

A stranger (the Pied Piper) from faraway land came and

says: I will get rid of the rats! He dress in colourful

clothes and he has a feather in his hat.


Immediately, he plays his pipe and all children follow him.

The chief of the town says: We will give ten sacks of gold

to anybody who saves us from the rats.


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2. Answer the following questions with the labels:

- Who is the main character in the story?

- There are a lot in Hamelin

- Where are the children?

- Who could not solve the rat problem?

- What is the boy's problem?

There are: big rats, little rats, old rats, baby rats... Rats

of every colours and shape.


He plays his pipe and all rats follow him, all rats fall into a

river and drown.

THE PIED PIPER

LEG

RAT

CAVE

CAT


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4th SESSION: Listening + Speaking + Reading +

WRITING

Finally, the students can listen, speak, read and write.

Please, to prepare pencils and pens!!!


1. Presentation:

The same Flash Cards and labels of the last session.2. Practice:

The teacher read de following text in class and the students complete the gaps:


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3. Production:

Changes the end of the story: (you can use all the vocabulary of the course)

.............................................................................................................................................

.............................................................................................................................................

.............................................................................................................................................

.............................................................................................................................................

.............................................................................................................................................

There are many .......... in Hamelin.

There are: big rats, little rats, old rats, baby rats... Rats of every colours

and shape.

.......... cannot do anything.

The chief of the town says: We will give ten .......... of gold to anybody who

saves us from the rats.

A stranger (the Pied Piper) from faraway land came and says: I will get rid

of the rats! He dress in colourful clothes and he has a .......... in his hat.

He plays his pipe and all rats follow him, all rats fall into a .......... and drown.

Then, townspeople dont want to pay him. The Pied Piper is very angry.

Immediately, he plays his pipe and all .......... follow him.

The Pied Piper takes them a .......... and closes the cave door with a huge

rock.


One boy because he has hurt his .......... and one girl because cannot hear

anything.


Finally, the Pied Piper let the .......... go.

THE END


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5th SESSION: STATIONS

Station 1:storytellingIn the classroom library the students have all kinds of stories:

- The Frog Prince.- Pinocchio.- The Three Little Pigs.- Hansel and Gretel.- Gingerbread Man.- ...

In groups of four people chose four stories.

Each student read one story individually. When they finish, they tell the story at

rest of the group.

Station 2:puppetsIn this station, students in groups of four (one for: the Pied Piper, one for: the

chief, one for: children and other for: cats and rats) have to make the puppets

(color, cut and assemble) and the decorated to a small representation of the story.

Also, they have invented a dialogue and then represent in class their story.


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Puppets: characters + straw

To color, to cut and to assemble:


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Material:


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Station 3:games.This last week of class wants that the students to play, always speaking in English.

Some games can be:

- Puzzle:

- Playing cards:


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THE PIED PIPER OF HAMELIN 2011/2012- Board games:perception and logic games

- Crosswords:R A R I V E R B H C

D A E F G H I J A K

L M T P N O P Q M R

S C T I U V W X E S

Y A Z P H A T A L A

B V E E J L N Q I C

C E F I K M O R N K

D H G C A T P S T O

Words: Rat, River, Cave, Pipe, Hat, Cat, Hamelin, Sack.

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