Thank you. I am thinking of story telling for my camp and I think this will be useful.

Thanks a lot!
me and children really enjoy the story telling.
I  think story telling leads  very powerful educational achivement.  ;)

ok so after the vocabulary slides...

1- "what's the problem": this is a chance for the students to do some free thinking. I did think, pair, share with this. I gave the students 3 minutes to think
on their own about what the problem could be. They should use the picture as a spring board for their imagination. (It was difficult to explain to them that they can
think of any story that is relative to the picture; they thought they had to think of THE right answer). Then they paired up and shared what they came up with.
This only takes about 1 minute before the pairs start digressing. Then the pairs shared with the group what the problem was. For example, for the first slide, you can
expect answers like "the man ate too much and he's too fat" or "he's too ugly and wants the doctor to help him" etc. Of course, anything is ok; you're just encouraging
the students to think independently in English and have fun with it. I have the squares on the slides because our school has a touch screen TV and the students can
write their answers on the TV, which makes it more fun. You can delete those slides if you want to.

The next few slides are review.

Then the slides with the links on them which go with the prompt

Then the pictures for vocabulary review (problem, evil, prediction, fake, characters)

Then the transition words. The students have to chose the correct transition word to tell the story of a butterfly. My grade 5 students didn't know the vocab of Caterpillar
and cocoon but those were easy to teach.

Then they had to chose the correct series of pictures that show the correct chronological order. This was a team game because then the team had to work together
to tell the story of the pictures.

Then after the slide that says "tell the story" and then has one picture per slide after that, they had to look at the pictures and just make up a story. First they had
do it together as a class. Something like this is really difficult for them and the less pressure the better so first time around we did it together. Second time around,
they had strips of paper with easy sentences on it that went with the picture and they put them in order. Third time around (yes, with same slides) they had to write
the story. This can take several class periods if you let it.

Then i taught them about chronological order

Then I taught them about past tense verbs. For practice, we looked at the pictures and they had to say what happened that led up to the picture. For example, with
the soccer player, some students said he was praying to win but I asked them to think about the past to get them to use past tense verbs so then they answered
with things like he missed the final goal or he won the game and he was so happy etc.

Then we practiced using adjectives to create visualization.

Lastly we used everything we learned to tell the story using the last few pictures.

I hope this helps!!!! Good luck!!!

ok so after the vocabulary slides...

1- "what's the problem": this is a chance for the students to do some free thinking. I did think, pair, share with this. I gave the students 3 minutes to think
on their own about what the problem could be. They should use the picture as a spring board for their imagination. (It was difficult to explain to them that they can
think of any story that is relative to the picture; they thought they had to think of THE right answer). Then they paired up and shared what they came up with.
This only takes about 1 minute before the pairs start digressing. Then the pairs shared with the group what the problem was. For example, for the first slide, you can
expect answers like "the man ate too much and he's too fat" or "he's too ugly and wants the doctor to help him" etc. Of course, anything is ok; you're just encouraging
the students to think independently in English and have fun with it. I have the squares on the slides because our school has a touch screen TV and the students can
write their answers on the TV, which makes it more fun. You can delete those slides if you want to.

The next few slides are review.

Then the slides with the links on them which go with the prompt

Then the pictures for vocabulary review (problem, evil, prediction, fake, characters)

Then the transition words. The students have to chose the correct transition word to tell the story of a butterfly. My grade 5 students didn't know the vocab of Caterpillar
and cocoon but those were easy to teach.

Then they had to chose the correct series of pictures that show the correct chronological order. This was a team game because then the team had to work together
to tell the story of the pictures.

Then after the slide that says "tell the story" and then has one picture per slide after that, they had to look at the pictures and just make up a story. First they had
do it together as a class. Something like this is really difficult for them and the less pressure the better so first time around we did it together. Second time around,
they had strips of paper with easy sentences on it that went with the picture and they put them in order. Third time around (yes, with same slides) they had to write
the story. This can take several class periods if you let it.

Then i taught them about chronological order

Then I taught them about past tense verbs. For practice, we looked at the pictures and they had to say what happened that led up to the picture. For example, with
the soccer player, some students said he was praying to win but I asked them to think about the past to get them to use past tense verbs so then they answered
with things like he missed the final goal or he won the game and he was so happy etc.

Then we practiced using adjectives to create visualization.

Lastly we used everything we learned to tell the story using the last few pictures.

I hope this helps!!!! Good luck!!!

Thanks, I really appreciate this

These are for use with the British Council version of the story, which is fairly low level: http://learnenglishkids.britishcouncil.org/en/short-stories/jack-and-the-beanstalk - I did this with the fifth graders and the fourth graders over camp and both responded pretty well.

The fourth graders needed a lot of help with re-ordering the sentences, but they enjoyed reading the story when they were done.

Fee-Fi-Fo-Fum!

Hi guys,

Here are 4 PPT's with vocab and some activities. The activities are pretty self explanatory. Unfortunately, I didn't get to choose the books or I would have chosen some more difficult ones as my students are pretty advance but I hope this helps someone. I'll be using this for 3rd and 4th graders. The 4 stories are "Goodnight Moon" by Margaret Wise Brown, "Inside Mary Elizabeth's House" by Pamela Allen, "Draw me a star" by Eric Carle, and "When I was five" by Arthur Howard. The work for "Inside Mary Elizabeth's House isn't mine, but thank you to whoever posted it. Some of the pics are of me in some of the PPT's. Feel free to use them or change them. 

OOps! here's 2 more.

The Princess and the Dragon
British Council + other activities
160 mins

I have used the story and worksheets from British Council, but also added some other fun activities to make up the full day. I added 'Create a Character', 'Book report', games like Royal taboo, charades and pass the ball, the matching picture activity and some explanation slides.

Refer to the ppt for further notes and instructions.

2. We're Going on a Bear Hunt (80 minutes)
Vocab: areas (cave, grass, forest, mud, river, snowstorm) + prepositions (over, under, through) + random (bear, scared, what a beautiful day, can't)

- First pretaught the random vocab again
- Then read the story. My school had the book so I read it straight from there but I'm sure you can find it online. Got the students to do a beat 1 (slap knees), 2 (clap), 3 (wipe hands one way), 4 (wipe hands other way) repeat while I read the story. I got them to stop at the bit where they find the bear. Make  sure they go slow enough on the beat for you to say it slow enough for them to understand.

AREAS: Reviewed them all, then worksheet of matching the words to the pictures.
- Listening Lucky Star Game: stuck the areas on purple paper, put a star on the back and laminated it so they looked the same. Put them star-front on the board. Students in groups, each student within a group has a number (better to have more groups with fewer students per group). I said a number, that student stood up and then I said an area. They go and stand in front of the star they think has that area. One point per correct star chosen.
- Speaking RPS Race Game: boards (attached) and printed, cut out, and laminated the characters. Play in pairs, one starts at each end. RPS, winner moves up one square and says the area, RPS again... If they land on the same square RPS again and the winner stays and the loser goes back to their starting space. The winner is the first to get into the other player's starting space. Board = Word Doc under "Bear Hunt Game"

PREPOSITIONS: reviewed them all. Used a hula hoop and a ball to show each one.
- Race: students in a line, had to pass a ball over the first person, under the next person's leg, then through the next person who had their arm on their side, repeat. Winner is the first to go through all the people. Better to have them do it up AND down the line or if you have lots of space make them race to the end of a big room and move so when you are finished you join the end of the line.
- Challenge: Learnt can't. Then each person took it in turns to come to the front. Students write on their paper whether they think the person can or can't kick/head/volley... the ball through the hula hoop. Student tries and the the sitting student gets one point per correct guess or can/can't and also mark whether ball went over, under, or through the hoop.

Mini multiple choice quiz to finish

4. Final Lesson and Golden Bell Quiz (80 minutes)
Had been requested by the school to do a Golden Bell Quiz in the final session.

First reviewed all the words we'd done over the Bear Hunt and Caterpillar sessions. Students were meant to look at the pictures and think and stand up when they thought they knew all of them on the slide.

Then remember and write game. Vocab item pictures flew across the screen and students had to remember all 3 of them. The 3rds and 4ths just had to put their hands up and say them, but the 5th and 6th graders were in pairs and needed to write them down. They quite enjoyed racing each other to do this.

Golden Bell Quiz. Multiple choice and board between 2 for 3rd and 4th graders, and writing and 1 board for 1 person for 5th and 6th graders.

Then we made fruit salad. Students had to say the name of each fruit as it came round to them in order to get it. When they had finished mixing it they got some ice-cream on top too. We used frozen berries and canned peaches but otherwise fruit was fresh apples, bananas, hallabongs (Jeju oranges), and grapes. Teachers pre-cut the apples and bananas and students peeled oranges between them.