Lesson PLan After Teaching Ms. Lorafe T. Peconada - Teacher Lora

LEARNING MANAGEMENT PLAN USING THE 4A’S TEACHING STRATEGIES TO DEVELOP READING COMPEREHENSIONS AND CREATIVE WRITING SKILLS 4A’S TEACHING AFTER TEACHING RECORD STRATEGIES E32205 Reading and Writing 4 PLAN ACTIVATE loading.. . ACQUIRE APPPLICATION UNIT 2 Sufficiency Economy MS. LORAFE T. PECONADA Kanarasdornbumroong Yala School EP/IEP Department A Secondary educational Service Office Area 15 SSESMENT

After Teaching Record Semester 2 Academic Semester 2 Academic Year 2 E32205 Reading and Writing 4 Credit Unit 1.0 Total Hours: 40 Intensive English Program Subject Teacher: Ms. Lorafe T. Peconada Date: January 6, 2022 Channel the teachers use for teacher  Line  Facebook Group  Google Meet  Google Classroom  Others 1. Teaching Preparation  Study the learning materials and worksheets  Preparing students’ attendance  Prepare the learning materials and worksheets  Prepare the online media for teaching such as PowerPoint presentation, online test etc. 2. Teaching Process  Checking students’ attendance before teaching  Joined in Distance Learning Management Education with students  Asking questions and discussing problems with students  Review and Summarizing Learnings after teaching 3. Number of students attended the class Total Number of Students ___ Total Number of Absent ___ Total Number of Present___ 4. Total Number of hours for teaching Time: 30 minutes per session for online classes 5. Problem and suggestions about learning and management Note After Teaching The students attended the class in Reading and Writing via Google Meet. Learned about Sufficiency Economy according to 4A’s teaching strategies, discussed about W43 Post Reading Activity reading Skill Focus Understanding the Summary, Read the paragraphs and choose the main idea. Do the W4 writing a summary. Looking back to

the passage about Philosophy Economy and summarizing in one sentence. Discussed w6 Grammar Structure Synonyms and Antonyms, Compound words and Homophones. Assigned the students to do the W7 brainstorming activity applying the Philosophy Economy in everyday lives. Answer the questions, files are posted in FB Group Asked students to post in FB Group. Comments/ Suggestions ________________________________________________________________________________ ________________________________________________________________________________ Signed: _______________________ (Ms. Lorafe T. Peconada) Subject Teacher Date............Month..............Year........... Signed: _______________________ Signed: _______________________ (Mrs. Siriporn Thongchumroon) (Ms. Pherdpit Kuhamook) EP / IEP Department Head Asst. Director for Academic Affairs Date............Month..............Year........... Date............Month..............Year...........



LEARNING MANAGEMENT PLAN USING THE 4A’S TEACHING STRATEGIES TO DEVELOP READING COMPEREHENSIONS AND CREATIVE WRITING SKILLS 4A’S TEACHING AFTER TEACHING RECORD STRATEGIES E32205 Reading and Writing 4 PLAN ACTIVATE loading.. . ACQUIRE APPPLICATION UNIT 2 Sufficiency Economy MS. LORAFE T. PECONADA Kanarasdornbumroong Yala School EP/IEP Department A Secondary educational Service Office Area 15 SSESMENT

After Teaching Record Semester 2 Academic Semester 2 Academic Year 2 E32205 Reading and Writing 4 Credit Unit 1.0 Total Hours: 40 Intensive English Program Subject Teacher: Ms. Lorafe T. Peconada Date: January 13, 2022 Channel the teachers use for teacher  Line  Facebook Group  Google Meet  Google Classroom  Others 1. Teaching Preparation  Study the learning materials and worksheets  Preparing students’ attendance  Prepare the learning materials and worksheets  Prepare the online media for teaching such as PowerPoint presentation, online test etc. 2. Teaching Process  Checking students’ attendance before teaching  Joined in Distance Learning Management Education with students  Asking questions and discussing problems with students  Review and Summarizing Learnings after teaching 3. Number of students attended the class Total Number of Students ___ Total Number of Absent ___ Total Number of Present___ 4. Total Number of hours for teaching Time: 30 minutes per session for online classes 5. Problem and suggestions about learning and management Note After Teaching The students attended the class in Reading and Writing via Google Meet. Learned about Sufficiency Economy according to 4A’s teaching strategies, discussed about W8 Writing Completion using word transition and conjunctions. W9 Writing Essay, Do the W10 Assigned the students to do the W11 Project-Based Learning Integrated with

Technology creating Comic Strips about Sufficiency Economy the Philosophy of the King Rama 9. Asked students to post in FB Group. Comments/ Suggestions ________________________________________________________________________________ ________________________________________________________________________________ Signed: _______________________ (Ms. Lorafe T. Peconada) Subject Teacher Date............Month..............Year........... Signed: _______________________ Signed: _______________________ (Mrs. Siriporn Thongchumroon) (Ms. Pherdpit Kuhamook) EP / IEP Department Head Asst. Director for Academic Affairs Date............Month..............Year........... Date............Month..............Year...........

LEARNING MANAGEMENT PLAN USING THE 4A’S TEACHING STRATEGIES TO DEVELOP READING COMPEREHENSIONS AND CREATIVE WRITING SKILLS 4A’S TEACHING LESSON PLAN STRATEGIES E32205 Reading and Writing 4 PLAN ACTIVATE loading.. . ACQUIRE APPPLICATION UNIT 3 FOLKTALES MS. LORAFE T. PECONADA Kanarasdornbumroong Yala School EP/IEP Department A Secondary educational Service Office Area 15 SSESMENT

INTRODUCTION A Learning Management Plan using the 4A’s Teaching Strategies to develop reading comprehension and creative writing skills. A 32205 English, Reading and Writing 4 grades, Grade 11th Upper Secondary Intensive English Program, Kanarasdornbumroong Yala School. This learning management plan is designed for students to develop the skills in learning English specifically in Reading and Writing in higher order thinking skills integrating creativity and innovative approach to surpass critical learning approach on which it could practice students in both individual, pair work and group work or organize training activities. Furthermore, this plan would be essential part of life and applicable in daily life activity according to the vision of the 21st Century and the ASEAN Community. Additionally, modifying the teaching style in the situation of COVID-19 pandemic by online teaching method or on- demand teaching activities adapting to the current situation by using innovative teaching media and technology such as follows: Facebook, PowerPoint Presentation, Google Classroom, Google Form, Line Group and other accessible online teaching-learning platforms. In conclusion, the author highly emphasizes on the Learning Management Plan 4A’s Teaching Strategies to develop reading comprehension and creative writing skills in E32205 Reading and Writing 4 that would beneficial to the teachers who continually study and improve teaching strategies.

Course Description Be able to understand, interpret, analyze, and comment or use electronic media. Read aloud, read different types of text, use language to create interpersonal relationships, communicate appropriately with moderation. Exchange information, experience information; transfer the ideas in readings both in the composition and not in the words of their own. To understands the differences between cultures of the Native Speaker. They can use foreign language to seek knowledge related to other subjects. Use reading and writing skills process language, summary and commentary. To know how to understand knowledge that can be applied in daily life and to acquire a good attitude in learning English. Learning Objectives 1. Listen to the correct pronunciation of the word and the meaning of the vocabulary correctly. 2. Bring the terminology to use in different contexts. 3. Write the sentences correctly using grammatical vocabulary. 4. Summarize the rules of using verbs according to the time (Tenses). 5. Read the chapter's importance. 6. Summarize the contents of the readable chapter. 7. Summarize the importance of the chapter and then read the facts and references. 8. Read the documentary readings and find the specific information you need. 9. Use writing process. Write facts and opinions. 10. Read the chapter and read the definition. 11. Read chapter read and write chronology. 12. Write, express, and comment on a readable story. 13. Write an article for the campaign to save the world. 14. Write creative subjects in the language of the topic. 15. Use English to find information from various sources

COURSE SYLLABUS Department: Intensive English Program Subject Code: E32205 Subject: Reading and Writing 4 Semester 2 Academic Year: 2021 Credit Unit: 1.0 Periods per week: 2 periods per week Total hours: 50 minutes Total No of periods: 40 Subject Teacher: Ms. Lorafe T. Peconada No. Name of Learning Desired Result/ Learning Learning Key Concept Teaching Score (100) Unit Indicators Time (Hour) 1 Environment: 1. To be able to read the Reading comprehension to 13 20 Global Warming passage and specify make reading understand sentence details. easily. 2. Write sentences Help develop reading skills for correctly using communication and creative grammatical thinking in the language vocabulary. leading to creative writing 3. Can read every chapter creativity. It is a thought from the newspaper process that is important to and summarizes children, so children can important details. create ideas imagine 4. Read the passage and creatively. read the details of the It is a part that helps to story. improve the quality of 5. Read the passage, read children's language learning, the summary, self-confidence and grow to importance facts and be more mature adults. the references. 6. Summarize the importance of the chapter and then read the facts and references. 5. Read the documentary readings and find the specific information you need.

14. Write creative subjects in the language of the topic. 15. Use English to find information from various sources. 2 Sufficiency 1. To be able to read the Reading, understanding, 13 15 Economy passage and specify understanding, and analysis of sentence details. news, nonfiction articles, 2. Write sentences reading comprehension, correctly using reading Writing about a grammatical disaster that students vocabulary. experience by themselves or 3. Can read every chapter being told by others. Seeking from the newspaper and using the internet to and summarizes research information is important details. beneficial for today's 4. Read the passage and communication. Help read the details of the develop reading skills for story. communication and creative 5. Read the passage, read thinking in the language, the summary, leading to creative writing. importance facts and the references. 6. Summarize the contents of the readable chapter. 8. Read the documentary readings and find the specific information needed. 12. Write, express, and comment on a readable story. 14. Write creative subjects in the language of the topic.

3 Reading from 1. To be able to read the Reading comprehension to 12 15 Literature: passage and specify make reading understand 40 50 20 Folktales sentence details. easily. 30 100 2. Write sentences Help develop reading skills for correctly using communication and creative grammatical thinking in the language vocabulary. leading to creative writing 3. Can read every chapter creativity. It is a thought from the newspaper process that is important to and summarizes children, so children can important details. create ideas imagine 5. Read the passage and creatively. read the details of the It is a part that helps to story. improve the quality of 6. Read the passage, read children's language learning, the summary, self-confidence and grow to importance facts and be more mature adults. the references. 7. Summarize the contents of the readable chapter. 8. Read the documentary readings and find the specific information needed. 9. Use writing process. Write facts and opinions. 12. Write, express, and comment on a readable story. 14. Write creative subjects in the language of the topic. Total Performance Before Midterm and Before Final Midterm Examination Final Examination Total Number of Hours

Teaching Management Plan Semester 2 Academic Semester 2 Academic Year 2 E32205 Reading and Writing 4 Credit Unit 1.0 Total Hours: 40 Intensive English Program Ms. Lorafe T. Peconada Ration 70:30 No. Topic Unit Hours Scores Onsite Online Midterm Final 1 Global Warming 2 Sufficiency Economy 77 25 - 3 Folktales 67 25 15 Total Performance throughout semester 67 20 15 19 21 70 30 Remarks: The teaching management plan is subject for change considering the Covid-19 pandemic. By using computer assisted instructions on reading and comprehension for developing creative writing skills in Mathayomsuksa 5/12 Intensive English Program of Kanarasdornbumroong Yala School.

4A’S Teaching Strategies Brief Description Students Handbook of learning management using the 4A’s Teaching Strategies Plan to improve reading comprehension and creative writing skills in Subject E32205 English, Reading and Writing for 11th Grades, Upper Secondary Level Intensive English Program of Kanarasdornbumroong Yala School to in able the teachers to organize the learning process to develop creativity in English of learners and make learners have a good attitude towards English language courses in order to achieve the aims of the school curriculum by using This learning management style and learning management 4A’s Teaching Strategies Approach. 4A’s Teaching Strategy Plan Model ACTIVATE Activate Prior Knowledge Accessing prior knowledge and activate student’s schema’s by loadi answering motivational questions, concept mappings, learning new vocabulary or brainstorming ng... ACQUIRE Acquire New Knowledge Promote higher order thinking; enable students to make connections between course materials and real-life experiences. Foster inquiry throughout lessons among students by group discussion, while reading and post reading activity, role playing, thinking and sharing in pair. APPPLICATION Application Consolidate what has been learned and make it relevant by practicing in pair, performances and real-life activities. ASSESMENT Assessment Assess what has been learned and what needs to be further developed by doing a Project-Based Learning, Quizzes, Unit Test and Examinations

TEACHING PREPARATIONS 4A’S Teaching Strategies Learning Management Plan organizes to promote learnings with the students interactive, creative and communicative by activating students’ prior knowledge such as brainstorming, answering motivational questions, concept mapping, individual, pair or group discussions and real-life experiences by doing a Project-Based Learning Assessments. Practicing all four skills with the following topics: 1. Unit 1 Environment (Global Warming) 2. Unit 2 Sufficiency Economy 3. Unit 3 Folktales All 3 units have been designed as teaching materials and tools related to measurement and evaluation for teachers that can be used immediately, where teachers should prepare and understand.

LESSON PLAN Department: Intensive English Program Subject Code: E32205 Subject: Reading and Writing 4 Semester 2 Academic Year: 2021 Credit Unit: 1.0 Periods per week: 2 periods per week Total hours: 50 minutes Total No of periods: 40 Subject Teacher: Ms. Lorafe T. Peconada 1. Learning Standards • Read the given readings and be able to specify the details of the sentences. • Write sentences using vocabulary, idioms and grammar correctly. • Read the chapter and be able to specify the details of the story. 2. Indicators and Learning Outcomes • Enhance creativity and critical thinking skills. • Apply learnings in real-life situations. • Improve communication skills • Become the school role-model 3. Importance / Concept Focus • Understanding each student’s individuality and differences in learning English, Reading and Writing by teaching activities that focuses on students to practice according to the terms and procedures of the activities to achieve learning outcomes in accordance with the course structure, teaching schedule and modified teaching styles in the situation of Covid- 19 pandemic with the integration of technology in doing project-based learning. 4. Learning Materials Knowledge (K) • Pre-study test in Unit 3 Folktales for 30 minutes. Skills/ Processes (P) • Language Process (listening, speaking, writing and reading) Aptitude (A) Desirable Characteristics 1. Honesty 2. Self - Discipline 3. Willingness to learn Indicator/ Learning Outcomes Indicator Learning Outcomes Comply with the agreements, rules, regulations, Punctuality in performing various activities in daily rules of the school and society. life and responsible for work.

5. Learners Key Competencies • Ability to construct knowledge • Ability to think systematically • Ability to solve problems • Ability to use technology • Ability to apply knowledge for daily life 6. Integration  Philosophy of Sufficiency Economy  ASEAN  Local 7. Media and Learning Resources • Pre-test and post test • PowerPoint • Students Hand-out • Unit Test • Online Quizzes • Computers • Projectors • Audio 8. Measurement and Evaluation Methods for measuring and evaluating according to actual conditions. Learning Objectives Assessment Tools Method Achievements Criteria Knowledge (K) Pre-Test for Unit 1 Pre-Test for Unit 1 The passing criteria is Knowledge and creativity Desirable Characteristic not less than 50. Aptitude (A) Desirable Characteristic The passing criteria is Desirable Characteristics Assessment Form not less than 80. 1. Honesty 2. Self - Discipline 3. Willingness to learn Skills/ Processes (P) Work Process Skills Pre-Test for Unit 1 The passing criteria is Skill assessment Assess work Assessment Form not less than 50. behavior/group work process

1. What to measure 1.1 Knowledge and creativity (K) 1.2 Process skills (P) 1.3 Desirable Characteristics (A) 2.Measurement method 2.1 Knowledge and creativity Pre-study test Learning Unit 3 Folktales 2.2 Process skills Work process skills assessment 2.3 Desirable Characteristics Evaluate Desirable Characteristics 3. Measuring and Evaluation Instruments 3.1 Knowledge and creativity Pre-study test Learning Unit 3 Folktales 3.2 Process skills Work Process Skills Assessment Form 3.3 Desirable Characteristics Desirable Characteristics Assessment Form 4. Measurement and Evaluation Criteria 4.1 The assessment was used to score knowledge and creativity in language as follows: 4.1.1 Fluency rating the responses were stimulating and correct to the point according to the conditions of the question, and each answer was scored 1 point according to the number of unique answers. 4.1.2 Scoring for flexible thinking Considered the responses that adjusted the thinking conditions in different situations, emphasizing the amount of grouping of answers, 1 point each. 4.1.3 Initiative Determined by the frequency of all student responses that differ from the normal response. or modifications and new applications that are not unique to others or less repetition Creativity score is obtained from the sum of scores for Fluency 1, Flexibility 2, Initiative 3. 4.2 Criteria for passing the assessment 4.2.1 Students pass the assessment criteria for knowledge and creativity of not less than 80% and 50%. 4.2.2 At least 80% of students pass the process skills assessment criteria. 4.2.3 At least 80% of students pass the assessment criteria on desirable characteristics. 9. Workpieces and workloads 9.1 Pre-study test on Global Warming 10. Teaching and learning process

Learning activities 1. Intro to the lesson (Warm up) 1.1 The teacher greets the students and gets to know them first and explains the structure of the English Reading and Writing 4 course (Code 32205) for the 2nd semester of Academic Year 2021 and the rules and regulations and agreements related to class attendance and to modify the teaching style in the situation of the COVID-19 epidemic by using innovations on the development of English reading achievement by using the 4A’s teaching strategies to improve reading comprehension. and creative writing skills in Mathayomsuksa 5 at Kanarasdornbumroong Yala School, Yala Province 1.2 The teacher explains to the students that in this period there will be a pre-test test. Learning Unit 3 Folktales 2. Teaching (Presentation) 2.1 Teacher distributes exam papers with answer sheets. and clarify about the time to do and the number of exams the teacher gave 30 minutes to complete the 20-item exam. *Note to change teaching styles in the situation of the epidemic of Covid 19 by using online exam channels, using Google forms, innovations for improving English reading achievement. By using a computer-assisted instruction on reading comprehension for developing creative writing skills in Mathayomsuksa 5 at Kanarasdornbumroong Yala School, Yala Province. 2.2 Students take the test before studying Learning Unit 3 Folktales 2.3 The teacher observes the general behavior of the students. 2.4 After 30 minutes, students put down their pens and pass the answer sheet take online exam 1) Learning management uses the process of language learning management for communication, which consists of the presentation stage, the practice stage, and the language use stage (Production). Summary (Wrap Up) consists of teaching activities in 5 steps, consisting of the use of 4A’s Teaching Strategies. 1.1 Lesson Procedure (Warm Up) using 4A’s Activate Prior Knowledge 1.2 Teaching (Presentation) which consists of activities before reading. (Pre-reading) and activities While reading (While-reading) using 4A’s Acquiring New Knowledge 1.3 Steps to practice skills (Practice) After reading activities (Post-reading) using 4A’s Application 1.4 Steps to implement language (Production) using 4A’s Assessment 1.5 Summary (Wrap Up) 2.5 Check students understand by them assessment test. 3. Summary (Wrap up) The teacher asks the students what exams they have taken. What questions do you have? *Note to change the teaching style in the situation of the c of Covid 19 pandemic by using innovations in the development of English reading achievement. By using a computer-assisted

instruction on reading comprehension for developing creative writing skills in Mathayomsuksa 5 at Kanarasdornbumroong School, Yala Province. 11. Results of learning management 11.1 Results of knowledge management Students pass the assessment criteria not less than 50% or more. It appears that there are number of students who pass the criteria............. Percentage ………………………………… Failed to pass the number of criteria........................ people as a percentage .................... 11.2 Results of learning management on process skills Students pass the criteria for assessing the quality of the achievements of the work. classified as quality The quality level is very good. Number of people ................. Quality level Good Number of people Quality level Moderate Number of people Quality level, improvement, number of ....................people 11.3 Results of learning management in terms of desirable characteristics Students pass the learning behavior assessment criteria. classified as a quality level Quality level Good Number of people Quality level Fair Number of people Quality level should be improved Number of .......................people 11.4 Problems and Obstacles ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ 11.5 Suggestions and Solutions ____________________________________________________________________________________ ____________________________________________________________________________________ Signed: _______________________ (Ms. Lorafe T. Peconada) Subject Teacher Date............Month..............Year........... Signed: _______________________ Signed: _______________________ (Mrs. Siriporn Thongchumroon) (Ms. Pherdpit Kuhamook) EP / IEP Department Head Date............Month..............Year........... Asst. Director for Academic Affairs Date............Month..............Year...........

STUDENT HAND-BOOK

หน่วยการเรียนรู้ Folktales วิชาภาษาอังกฤษอ่านเขียน เร่ือง Folktales ชัน้ มัธยมศึกษาปี ท่ี 5 Worksheet 1 Name…………………………………………Class…………………………Number…………… 1. …………………..………..…………. 2. ………………..……..………………. 3. ……………………..…………..……. 4. …………....…………………………. ที่มาของภาพ : http://www.google.co.th/search? &hl=en&tbo=u&qscrl=1&rlz=1T4ADFA_ enTH449TH461&tbm=isch&source=univ&sa=X&ei=PBIAUavZDYb9rAfzyYG4Bw&sqi=2&ved=0CC sQsAQ&biw=1366&bih=451

หน่วยการเรียนรู้ Folktales วิชาภาษาอังกฤษอ่านเขียน เร่ือง Folktales ชัน้ มัธยมศึกษาปี ท่ี 5 Worksheet 1 Name…………………………………………Class…………………………Number…………… 5. ……………………..…………..……. 6. …………....…………………………. ที่มาของภาพ : http://www.google.co.th/search?&hl=en&tbo=u&qscrl=1&rlz=1T4ADFA_ enTH449TH461&tbm=isch&source=univ&sa=X&ei=PBIAUavZDYb9rAfzyYG4Bw&sqi=2&ved=0CC sQsAQ&biw=1366&bih=451

หน่วยการเรียนรู้ Folktales วชิ าภาษาอังกฤษอ่านเขียน เร่ือง Folktales ชัน้ มัธยมศึกษาปี ท่ี 5 Worksheet 1 Name…………………………………………Class…………………………Number…………… Pre-Reading Activity A. Direction : Write the words which related to the picture as many as you can within 5 minutes. _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________

หน่วยการเรียนรู้ Folktales วชิ าภาษาอังกฤษอ่านเขียน เร่ือง Folktales ชัน้ มัธยมศกึ ษาปี ท่ี 5 Worksheet 1 Folktales Name…………………………………………Class…………………………Number…………… B. ให้นกั เรียนเขียนประโยคมีความหมายและความสมั พนั ธ์กบั ภาพ ตามความคิดเศรษฐกิจพอเพียง ให้ได้ มากท่ีสดุ ภายในเวลา 10 นาที (Create meaningful sentences which are related to the picture as many as you can within 15 minutes) ท่ีมาของภาพ : http://www.google.co.th/search? &hl=en&tbo=u&qscrl=1&rlz=1T4ADFA_ enTH449TH461&tbm=isch&source=univ&sa=X&ei=PBIAUavZDYb9rAfzyYG4Bw&sqi=2&ved=0CC sQsAQ&biw=1366&bih=451 _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________

หน่วยการเรียนรู้ Folktales วิชาภาษาอังกฤษอ่านเขียน เร่ือง Folktales ชัน้ มัธยมศึกษาปี ท่ี 5 Worksheet 1 Name…………………………………………Class…………………………Number…………… C. Answer the motive questions. 1. Do you read a story? How often? 2. What story do you read? 3. What are folktales? 4. Can you give examples of folktale stories? D. Look at the following pictures. What is the title of the folktale? 1. 1. _______________________ 2. ______________________ 3. ______________________ 4. _______________________ 5. ______________________ 6. _____________________ ท่มี า : http://www.google.co.th/#hl=th&sclient=psyab&q=fairy+tale+image&oq=fairy+ tale+image

หน่วยการเรียนรู้ Folktales วชิ าภาษาอังกฤษอ่านเขียน เร่ือง Folktales ชัน้ มัธยมศึกษาปี ท่ี 5 Worksheet 2 Name…………………………………………Class…………………………Number…………… While-reading Activity Divide the class into four groups. Each group should read 1 story. Read and understand the story. 1. A Seed That Never Grows Long long time ago in a faraway land there live a king. He’s very old. One day, while opening the door (door sound) He has this thought. “ Dear me, who will inherit my kingdom? He sighed because he didn’t have any children to succeed him. “All the ministers seemed untrustworthy” The king thought. They constantly gossiped and talked badly of each other. An honest and truthful person was nowhere to be found… One day, the king gathered all his ministers. “Give this seed out to every child in this kingdom. I will adopt the child who grows the most beautiful flower out of the seed.” The king decided to choose his heir among his young subjects. So, every child in the kingdom received a seed from the king. Oh, you will see I’m going to grow the most beautiful flower” said the child “Hmmp! My flower will be better than yours” said the other one. Everyone in the kingdom was very excited. Are you exited too? Each child planted his or her seed into a pot with all their hearts. A boy living in the mountain also received a seed. Even though he didn’t have a fancy pot but he liked to grow flowers.

Ammpp “ I wonder what kind of flower this will grow into” said the boy. He took care of the seed everyday. He sprinkled water on it while singing. But no matter how well he tended the seed; there was no sign of sprouting. This is strange! Why it won’t sprout? he wondered. Then, the day finally came when all the children took their flower pots to the king. The boy in the mountain also plodded along to the palace. He walked to the palace like (sound) but the other children walked like (sound) because they were so exited having a beautiful flower. The king examined each flower pot “Oh!, it is a beautiful flower” he said as he curiously look every pot of the flowers the children had brought. Ohh Ohh What happened to your seed? Why you don’t have anything in your pot? The king asked the boy. “Your majesty! I’m sorry, I did my best. I took care of it very well but it won’t grow “the boy lowered his head. “Aha” the king said! “ I will now announce who will become my heir. I have already chosen the most honest of you all.” Everyone waited eagerly. They were murmuring like bees in the garden (bees sound) when the king announced. “The child who will become my son is … is “You!” the king pointed the boy from the mountain. Everyone was shocked. Someone who was sitting on the chair fell down! Toink oh…oh and someone was objecting No…no...no .no. you see my flower is the most beautiful but that boy doesn’t have any… hmp The king explained “A seed that all of you got were parched seed. It won’t sprout. All of you manage to grow a flower, but those weren’t from my seed.” So, the boy lives together with the king in the palace and became the heir of the kingdom. His honesty makes him the next king of the kingdom. He deserved to be adopted son because he was an honest boy. So, whatever we do, at home, in school and with friends, it’s always good to be honest. Ha… that’s a very remarkable story. Right? I hope you have learned a good lesson from it. Thank you.

Exercise 1 Rearrange the sentences according to sequence of the story. Number them in the correct order. …….a. A boy is living in the mountain also received a seed. Even though he didn’t have a fancy pot but he liked to grow flowers. But no matter how well he tended the seed; there was no sign of sprouting. …….b. The boy lives together with the king in the palace and became the heir of the kingdom. The honesty boy will inherit his kingdom. ……..c. So, every child in the kingdom received a seed from the king. ……..d. The king wants the honest and truthful person who will inherit his kingdom. 2. The Story of Stone Soup Once upon a time, somewhere in post-war Eastern Europe, there was a great famine in which people jealously hoarded whatever food they could find, hiding it even from their friends and neighbors. Three soldiers trudged down a road in a strange country. They were on their way home from the wars. Besides being tired, they were hungry. In fact, they had eaten nothing for two days. \"How I would like a good dinner tonight,\" said the first. \"And a bed to sleep in,\" added the second. \"But that is impossible,\" said the third. On they marched, until suddenly, ahead of them, they saw the lights of a village. \"Maybe we'll find a bite to eat and a bed to sleep in,\" they thought.

Now the peasants of the place feared strangers. When they heard that three soldiers were coming down the road, they talked among themselves. \"Here come three soldiers,\" they said. \"Soldiers are always hungry. But we have so little for ourselves.\" And they hurried to hide their food. They hid the barley in haylofts, carrots under quilts, and buckets of milk down the wells. They hid all they had to eat. Then they waited. The soldiers stopped at the first house. \"Good evening to you,\" they said. \"Could you spare a bit of food for three hungry soldiers?\" \"We have no food for ourselves,\" the residents lied. \"It has been a poor harvest.\" The soldiers went to the next house. \"Could you spare a bit of food?\" they asked. \"And do you have a corner where we could sleep for the night?\" \"Oh, no,\" the man said. \"We gave all we could spare to the soldiers who came before you.\" \"And our beds are full,\" lied the woman. At each house, the response was the same -- no one had food or a place for the soldiers to stay. The peasants had very good reasons, like feeding the sick and children. The villagers stood in the street and sighed. They looked as hungry as they could. The soldiers talked together. The first soldier called out, \"Good people! We are three hungry soldiers in a strange land. We have asked you for food and you have no food. Well, we will have to make stone soup.\" The peasants stared. The soldiers asked for a big iron pot, water to fill it, and a fire to heat it. \"And now, if you please, three round smooth stones.\" The soldiers dropped the stones into the pot. \"Any soup needs salt and pepper,\" the first soldier said, so children ran to fetch salt and pepper. \"Stones make good soup, but carrots would make it so much better,\" the second soldier added. One woman said, \"Why, I think I have a carrot or two!\" She ran to get the carrots. \"A good stone soup should have some cabbage, but no use asking for what we don't have!\" said the third soldier. Another woman said, \"I think I can probably find some cabbage,\" and off she scurried.

\"If only we had a bit of beef and some potatoes, this soup would be fit for a rich man's table.\" The peasants thought it over, then ran to fetch what they had hidden in their cellars. A rich man's soup, and all from a few stones! It seemed like magic! The soldiers said, \"If only we had a bit of barley and some milk, this soup would be fit for a king!\" And so the peasants managed to retrieve some barley and milk. \"The soup is ready,\" said the cooks, \"and all will taste it, but first we need to set the tables.\" Tables and torches were set up in the square, and all sat down to eat. Some of the peasants said, \"Such a great soup would be better with bread and cider,\" so they brought forth the last two items and the banquet was enjoyed by all. Never had there been such a feast. Never had the peasants tasted such delicious soup, and all made from stones! They ate and drank and danced well into the night. The soldiers asked again if there was a loft where they might sleep for the night. \"Oh, no!\" said the town folk. \"You wise men must have the best beds in the village!\" So one soldier spent the night in the priest's house, one in the baker's house, and one in the mayor's house. In the morning, the villagers gathered to say goodbye. \"Many thanks to you,\" the people said, \"for we shall never go hungry now that you have taught us how to make soup from stones!\" The moral of the story is that by working together and everyone contributing just a little, a greater good is achieved. Exercise 2: Rearrange the sentences according to sequence of the story. Number them in the correct order. ………A. The villagers gathered to say goodbye to the three soldiers \"Many thanks to you,\" the people said, \"for we shall never go hungry now that you have taught us how to make soup from stones!\" ………B. Three soldiers trudged down a road in a strange country. They were on their way home from the wars. Besides being tired, they were hungry. ………C. No one had food or a place for the soldiers to stay. ………D. The three soldiers will have to make stone soup.

3. Mr. Vinegar English Fairy Tales. MR and Mrs. Vinegar lived in a vinegar bottle. Now, one day, when Mr. Vinegar was from home, Mrs. Vinegar, who was a very good housewife, was busily sweeping her house, when an unlucky thump of the broom brought the whole house cutter-clatter, cutter-clatter, about her ears. In an agony of grief, she rushed forth to meet her husband. On seeing him she exclaimed, 'O Mr. Vinegar, Mr. Vinegar, we are ruined, we are ruined: I have knocked the house down, and it is all to pieces!' Mr. Vinegar then said: 'My dear, let us see what can be done. Here is the door; I will take it on my back, and we will go forth to seek our fortune.' They walked all that day, and at nightfall entered a thick forest. They were both very, very tired, and Mr. Vinegar said: 'My love, I will climb up into a tree, drag up the door, and you shall follow.' He accordingly did so, and they both stretched their weary limbs on the door, and fell asleep. In the middle of the night, Mr. Vinegar was disturbed by the sound of voices underneath and to his horror and dismay found that it was a band of thieves met to divide their booty. 'Here, Jack,' said one, 'there's five pounds for you; here, Bill, here's ten pounds for you; here, Bob, there's three pounds for you.' Mr. Vinegar could listen no longer; his terror was so great that he trembled and trembled, and shook down the door on their heads. Away scampered the thieves, but Mr. Vinegar dared not quit his retreat till broad daylight. He then scrambled out of the tree, and went to lift up the door. What did he see but a number of golden guineas. 'Come down, Mrs. Vinegar,' he cried; 'come down, I say; our fortunes made, our fortunes made! Come down, I say.' Mrs. Vinegar got down as fast as she could, and when she saw the money, she jumped for joy. 'Now, my dear,' said she, 'I'll tell you what you shall do. There is a fair at the neighboring town; you shall take these forty guineas and buy a cow. I can make butter and cheese, which you shall sell at market, and we shall then be able to live very comfortably.' Mr. Vinegar joyfully agrees, takes the money, and off he goes to the fair. When he arrived, he walked up and down, and at length saw a beautiful red cow. It was an excellent milker, and perfect in every way. 'Oh!' thought Mr. Vinegar, 'if I had but that cow, I should be the

happiest man alive.' So, he offered the forty guineas for the cow, and the owner said that, as he was a friend, he'd oblige him. So, the bargain was made, and he got the cow and he drove it backwards and forwards to show it. By and by he saw a man playing the bagpipes--Tweedledum, Tweedle-dee. The children followed him about, and he appeared to be pocketing money on all sides. 'Well,' thought Mr. Vinegar, 'if I had but that beautiful instrument I should be the happiest man alive my fortune would be made.' So, he went up to the man. 'Friend,' says he, 'what a beautiful instrument that is, and what a deal of money you must make.' 'Why, yes,' said the man, 'I make a great deal of money, to be sure, and it is a wonderful instrument.' 'Oh!' cried Mr. Vinegar, 'how I should like to possess it!' 'Well,' said the man, 'as you are a friend, I don't much mind parting with it: you shall have it for that red cow.' 'Done!' said the delighted Mr. Vinegar. So, the beautiful red cow was given for the bagpipes. He walked up and down with his purchase; but it was in vain he tried to play a tune, and instead of pocketing pence, the boys followed him hooting, laughing, and pelting Poor Mr. Vinegar, his fingers grew very cold, and, just as he was leaving the town, he met a man with a fine thick pair of gloves. 'Oh, my fingers are so very cold,' said Mr. Vinegar to himself. 'Now if I had but those beautiful gloves I should be the happiest man alive.' He went up to the man, and said to him: 'Friend, you seem to have a capital pair of gloves there.' 'Yes, truly,' cried the man; 'and my hands are as warm as possible this cold November day.' 'Well,' said Mr. Vinegar, 'I should like to have them.' 'What will you give?' said the man; 'as you are a friend, I don't much mind letting you have them for those bagpipes.' 'Done!' cried Mr. Vinegar. He put on the gloves, and felt perfectly happy as he trudged homewards. At last he grew very tired, when he saw a man coming towards him with a good stout stick in his hand. 'Oh,' said Mr. Vinegar, 'that I had but that stick! I should then be the happiest man alive.' He said to the man: 'Friend, what a rare good stick you have got!' 'Yes,' said the man; 'I have used it for many a long mile, and a good friend it has been; but if you have a fancy for it, as you are a friend, I don't mind giving it to you for that pair of gloves.' Mr. Vinegar's hands were so warm, and his legs so tired, that he gladly made the exchange. As he drew near to the wood where he had left his wife, he heard a parrot on a tree calling out his name: 'Mr. Vinegar, you foolish man, you blockhead, you simpleton; you went to the fair, and laid out all your money in buying a cow. Not content with that, you changed it for bagpipes, on which you could not play, and which were not worth one-tenth of the money. You fool, you--you had no sooner got the

bagpipes than you changed them for the gloves, which were not worth one-quarter of the money; and when you had got the gloves, you changed them for a poor miserable stick; and now for your forty guineas, cow, bagpipes, and gloves, you have nothing to show but that poor miserable stick, which you might have cut in any hedge.' On this the bird laughed and laughed, and Mr. Vinegar, falling into a violent rage, threw the stick at its head. The stick lodged in the tree, and he returned to his wife without money, cow, bagpipes, gloves, or stick, and she instantly gave him such a sound cudgeling that she almost broke every bone in his skin. Exercise 3 Rearrange the sentences according to sequence of the story. Number them in the correct order. ………A. He changed cow forty guineas for a cow, bagpipes, gloves and stick. ………B. Their fortunes made. They got a number of golden guineas. ………C. Mr. Vinegar and Mrs. Vinegar was away from home because their house ruined. ………D. Final he had nothing because of his jealousy. this story teaches us to be happy with what we have gained and be proud of what you have done. It is better than you lose everything. Remember that is the way to the disaster. If you are jealous you ’ll have nothing. 4. The Boy Who Wants A Drum Once upon the time, a poor woman had only one son. She worked hard cleaning houses and grinding grain for the well-to-do families in town. They gave her some grain in return and she lived on it. But she could never afford to buy nice clothes or toys for her son. Once, when she was going to the market with some grain to sell. She asked her son, \"What can I get you from the market?\" He promptly replied, \"A drum! Mother, get me a drum.\"

The mother knew she would never have enough money to buy a drum for her son. She went to the market, sold the grain, and bought some gram flour and some salt. She felt sad that she was coming home empty-handed. So, when she saw a nice piece of wood on the road, she picked it up and brought it home to her son. The son didn't know what to do with it. So, he carried it with him when he went out to play. An old woman was lighting her woodstove with some cow-dung patties. The fire was not catching and there was smoke all around and it made the old woman's eyes water. The boy stopped and asked why she was crying. She said that she couldn't light her fire and cook. The boy said, \"I have a nice piece of wood and you can start your fire with it.\" The old woman was very pleased, lit the fire, made some bread, and gave a piece to the boy. He took the bread and walked on till he came upon a potter's wife. Her child was crying and flailing his arms. The boy stopped and asked her why the child was crying. The potter's wife said the child was hungry and she had nothing in the house to give him. Then the boy gave the bread in his hand to the hungry child, who ate it eagerly and stopped crying. The potter's wife was grateful to the boy and gave him a pot. When he walked on, he came to the river, where he saw a washer man and his wife were disputing. The boy stopped and asked the man why he was scolding his wife. The washer man said, \"This woman broke the only pot we had. Now I've nothing to boil my clothes in before I wash them.\" The boy said, \"Here, don't quarrel, take this pot and use it.\" The washer man was very happy to get a large pot. He gave the boy a coat in return. The boy walked on. He soon came to a bridge, where he saw a man shivering in the cold without so much as a shirt on him. He asked the man what had happened to his shirt. And the man said, \"I was coming to the city on this horse. Robbers attacked me and took everything, even my shirt.\" The boy said, \"Don't worry. You can have this coat.\" The man took the coat and said, \"Your very kind, and I want to give you this horse.\" The boy took the horse, and very soon he ran into a wedding party with the musicians, the bridegroom, and his family, but all of them were sitting under a tree with long faces. The boy stopped and asked why they looked so depressed.

The bridegroom's father said, \"We're all set to go in a wedding procession. But we need a horse for the bridegroom. The man who was supposed to bring it hasn't arrived. The bridegroom can't arrive on foot. It's getting late, and we'll miss the auspicious hour for the wedding.\" So the boy offered them his horse, and they were delighted. When the bridegroom asked him what he could do in return. The boy said, \"You can give me something, that drum your musician is carrying.\" The bridegroom had no trouble persuading the drummer to give the drum to the boy. The drummer knew he could easily buy another with the money he was going to get. The boy now rushed home to his mother, beating his new drum, and told her how he got it, beginning with a piece of wood from the roadside. If you want something just you wait it for overnight, it will belong to you just you don’t do anything. Only you give the kindness to everyone. Exercise 4 Rearrange the sentences according to sequence of the story. Number them in the correct order. ………A. The washer man was very happy to get a large pot. He gave the boy a coat in return. After that the man took the coat and said, \"Your very kind, and I want to give you this horse.\" The bridegroom had no trouble persuading the drummer to give the drum to the boy. ………B. The boy was a very kind child. He has a nice piece of wood and gave it to the old woman, and she gave some bread to the boy. The boy gave the bread in his hand to the hungry child, who ate it eagerly and stopped crying. The potter's wife was grateful to the boy and gave him a pot. ………C. A poor woman ’son wants a drum but his mother had no money to buy it. ………D. The boy now rushed home to his mother, beating his new drum, and told her how he got it, beginning with a piece of wood from the roadside. ………E. She felt sad that she was coming home empty-handed. So, when she saw a nice piece of wood on the road, she picked it up and brought it home to her son. ท่ีมา : http://www.worldoftales.com/

หน่วยการเรียนรู้ Folktales วิชาภาษาอังกฤษอ่านเขียน เร่ือง Folktales ชัน้ มัธยมศกึ ษาปี ท่ี 5 Worksheet 3 Name…………………………………………Class…………………………Number…………… Direction: Match the title of the story with the moral. Write the answer on the space provided. There are two possible answers. 1. A Seed That Never Grows…………………………………………………………………… 2. The Story of Stone Soup…………………………………………………………………….…. 3. Mr. Vinegar ……………………………………………………………………………….…… 4. The Boy Who Wants A Drum…………………………………………………………………. (A) Be contented for what you’ve got. (B) Be patient. (C) By working together and everyone contributes just a little, a greater good is achieved (D) Be honest all the time.

หน่วยการเรียนรู้ Folktales วิชาภาษาอังกฤษอ่านเขียน เร่ือง Folktales ชัน้ มัธยมศึกษาปี ท่ี 5 Worksheet 4 Name…………………………………………Class…………………………Number…………… Post-reading Activity Read Elements of Short Story . Reading Skill Focus Elements of Short Story 1. The setting of a short story is the time and place in which it happens. Authors often use descriptions of landscape, scenery, buildings, seasons or weather to provide a strong sense of setting. 2. A plot is a series of events and character actions that relate to the central conflict. 3. The conflict is a struggle between two people or things in a short story. 4. The character is usually on one side of the central conflict. On the other side, the main character may struggle against another important character, against the forces of nature, against society, or even against something inside himself or herself (feelings, emotions, illness) 5. The theme is the central idea or belief in a short story. ท่ีมา : http://users.aber.ac.uk/jpm/ellsa/ellsa_elements.html

Example : The Father and His Sons by Aesop A FATHER had a family of sons who were perpetually quarreling among themselves. When he failed to heal their disputes by his exhortations, he one day told them to bring him a bundle of sticks. When they had done so, he placed the bundle into the hands of each of them in succession, and ordered them to break it in pieces. They tried with all their strength, and were not able to do it. He next unclosed the fagot, and took the sticks separately, one by one, and again put them into their hands, on which they broke them easily. He then addressed them in these words: My sons, if you are of onemind,andunitetoassist eachother,youwill beasthisfagot,uninjuredbyall attemptsof yourenemies; butifyouare divided among yourselves, you will be broken as easily as these sticks. Moral : Disunited families are easily injured by others. Elements of the story Title Characters Setting Plot Conflict Theme The Father Father and home Father Father’s sons Unity is and His Sons sons couldn’t settle were fighting. important in the conflict of the family his sons. So he used a bundle of sticks to show that unity is important in one’s life.

หน่วยการเรียนรู้ Folktales วชิ าภาษาอังกฤษอ่านเขียน เร่ือง Folktales ชัน้ มัธยมศกึ ษาปี ท่ี 5 Worksheet 4 Name…………………………………………Class…………………………Number…………… Complete the elements of each story in your group. Title Characters Setting Plot Conflict Theme

หน่วยการเรียนรู้ Folktales วชิ าภาษาอังกฤษอ่านเขียน เร่ือง Folktales ชัน้ มัธยมศึกษาปี ท่ี 5 Worksheet 5 Name…………………………………………Class…………………………Number…………… ใบความรู้ What is a Narrative Paragraph? Narration paragraphsare most distinctively usedin fiction. As such,theywill containall necessarycomponents of action development: protagonist, setting, goal, obstacle, climax and resolution. Writing a narration paragraph requires, consequently, sequential order and chronology. There are many descriptive elements included into the body of a narration paragraph but, if composed correctly, the paragraph will feature much more action than depiction. Example of a Narrative Paragraph Read the following sample narrative paragraph, and pay attention to its construction: Larrysuddenlywoke upfrom adeepsleep.Thesunwas dazzlinghishalf-openeyes,andhecouldn’t figureout what time it was. The door to his room was closed; the house was immersed in some sort of reckless silence. He slowly got out of his bed and approached the bench right next to the window. For a moment, he thought, he heard a tapping sound comingfromtheattic. Thenagain,heheardthesound,onlythistimeitseemedtobesomewhatcloser.Helookedoutside the window and saw a man going by the left side of the road. On seeing Larry, the man approached his garden’s fence and whistled. At this point, Larry recognized Nick and waved his hand. He quickly got dressed and was about the get down to open the gate, but he again heard someone murmuring in the other part of the house. Larry decided to go to the attic and see what was causing this, now buzzing, sound. He got to the second floor of his house and looked toward the attic.He quicklyopeneditsdoorandlookedinside.Nothingwasfound.Hewasabouttoturnbackandattendtohisguest when he, suddenly, slipped on the stairs and fell. He called out to Nick to help him get up. Elements of a Narrative Paragraph Narrative paragraphs contain several regular elements: • Protagonist n. (ผ้แู ขง่ ขนั สาคญั ตวั เอก)– in the above paragraph, the protagonist is Larry who is introduced at the very beginning of the story; • Setting n. ( ฉาก ชดุ การจดั ตงั้ ) – Larry’s house is the setting. From the paragraph, reader can learn about his bedroom (where he woke up), it is also clear that it’s a two-story house with an attic, and a fenced garden;

• Goal n. ( จดุ มงุ่ หมาย)– the goal of the story is Nick visiting Larry; • Obstacl n. (อปุ สรรค ปัญหา ปมของเรื่อง ) – what stops Larry from coming down, and earlier on, from concentrating on getting dressed are repeating bizarre sounds coming from all parts of the house; • Climax n. ( จดุ สาคญั สงู สดุ ของเหตกุ ารณ์) - Larry trying to check what was causing the sound; • Resolution n. (การแก้ปัญหา การตดั สนิ ใจ อยา่ งเดด็ ขาด ลงมติ มติ ) – Larry falls from the stairs and calls out to Nick to help him get up. ท่มี าของเร่ือง http://daria-przybyla.suite101.com/example-of-a-narrative-paragraph-a106737 A. Direction : Rearrange the sentences to make a narrative paragraph. Use numbers 1-12.My Most Embarrassing Moment ………..Finally, from that day on I learned to drive carefully. ………..Humiliated and scared, I still had to drive my totaled care home. ………..The hood was buckled, the front end was pushed back, and my headlights were broken. ………..Then it came time to look at my car. My car was ruined. ………..The devastation sunk in. I was so worried that I damaged the truck, but all that I did was scratch its bumper. ………..In the blink of an eye I hit the back of the truck in front of me. ………..Since I was distracted, I thought the long line of traffic had started to move, but it hadn’t. ………..At the moment I was trying to tell the kid that I was giving a ride to get back in the car because he was hanging out the window. ………..After a second,a fellow older student told me that I was really close andthat I was going to hit the truck in front of me. ………..First I pulled up right behind this truck at a stop sign. ………..It all started right after school when I turned on to the busiest street by the school. ………..The most embarrassing moment of my sophomore year was how I earned my nick name, Crash. ที่มา : http://www.essaydepot.com/documents/the-most-embarrassing-moment-in-my-life/1

หน่วยการเรียนรู้ Folktales วิชาภาษาอังกฤษอ่านเขียน เร่ือง Folktales ชัน้ มัธยมศึกษาปี ท่ี 5 Worksheet 5 Name…………………………………………Class…………………………Number…………… B. Direction : As soon as you’re done arranging the sentences, rewrite them to make a narrative paragraph. ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________

หน่วยการเรียนรู้ Folktales วิชาภาษาอังกฤษอ่านเขียน เร่ือง Folktales ชัน้ มัธยมศกึ ษาปี ท่ี 5 Worksheet 6 Name…………………………………………Class…………………………Number…………… Direction: Write a narrative paragraph about the given title. Worst Day …………………………………………………………. was a …………day. I was………………………………………………………………………………………………………… Because……………………………………………………………………………………………………… Suddenly……………………………………………………………………………………………………. A few minutes later…………………………………...………...................................................................... Shorty after…………………………………………...................................................................................... Finally…………………………………………………..................................................................................

หน่วยการเรียนรู้ Folktales วิชาภาษาอังกฤษอ่านเขียน เร่ือง Folktales ชัน้ มัธยมศึกษาปี ท่ี 5 Worksheet 7 Name…………………………………………Class…………………………Number…………… Direction : Identify the elements of your narrative paragraph. (Refer to worksheet no. 5) • Protagonist n. (ผ้แู ขง่ ขนั สาคญั ตวั เอก)– …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… • Setting n. (ฉาก ชดุ การจดั ตงั้ ) – …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… • Goal n. (จดุ มงุ่ หมาย) – …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… • Obstacle n. (อปุ สรรค ปัญหา ปมของเรื่อง) – …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… • Climax n. (จดุ สาคญั สงู สดุ ของเหตกุ ารณ์)– …………………………………………………………………………………………………………… …………………………………………………………………………………………………………… • Resolution n(การแก้ปัญหา การตดั สนิ ใจ อย่างเดด็ ขาด ลงมติ มติ ) – ………………………………………………………………………………………………………………. ………………………………………………………………………………………………………………

หน่วยการเรียนรู้ Folktales วชิ าภาษาอังกฤษอ่านเขียน เร่ือง Folktales ชัน้ มัธยมศกึ ษาปี ท่ี 5 Worksheet 8 Name…………………………………………Class…………………………Number…………… A. Direction : Create your own story and act it out in class. Include the elements of a short story and the moral from sufficiency economy.

หน่วยการเรียนรู้ Folktales วิชาภาษาอังกฤษอ่านเขียน เร่ือง Folktales ชัน้ มัธยมศึกษาปี ท่ี 5 Worksheet 8 Name…………………………………………………………..Class……………………………… Name…………………………………………………………..Class……………………………… Name…………………………………………………………..Class……………………………… Name…………………………………………………………..Class……………………………… B . Direction : Work with a partner. Create meaningful sentences which are related to the project work as many as you can. ให้นกั เรียนเขียนประโยคตงั้ ชื่อเรื่องที่มีความหมายและความสมั พนั ธ์กบั ผลงานใน รูปแบบหนังสือทามือเล่มเล็ก ตามแนวคิดเศรษฐกิจพอเพียง ซึ่งเป็นผลงานท่ีนักเรียนจัดทาขึน้ ตาม แนวคดิ เศรษฐกิจพอเพียง ซง่ึ เป็นผลงานท่ีนกั เรียนจดั ทาขนึ ้ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________

Name…………………………………………Class…………………………Number…………… Test A A. Direction: Tell whether the sentence is TRUE or FALSE. …………1. The setting of a short story is the time and place in which it happens. …………2. Aplotisaseriesofeventsandcharacteractionsthatrelatetothecentralconflict. …………3. The conflict is a struggle between two people or things in a short story. …………4. The character refers to the moral of the story. …………5. The theme is the central idea or belief in a short story. …………6. The protagonist is the main setting in the story. …………7. The setting refers to the background in which the story takes place. …………8. Climax is the strongest part of the story, where the conflict builds up to the emotional peak …………9. Resolution is where the conflict is resolved. …………10. A folktale is a modern narrative. Test B A. Direction: Read the folktale story and answer the questions. The Fighting Roosters and the Eagle “That’s it!” Black Roostercrowed to himself when hespotted Red Cockflirting with the hens again. “I’ve had it with that impudent Rooster. I am the Master of the Farm Yard, not him!” Black Rooster threw back his head and crowed loudly: “Cock-a-doodle-doo! I will fight you.” Red Rooster turned around slowly, fluffing out every feather on his body as he moved. “Oh yeah? Just try it,” he replied. The hens squawked and gabbled as the two Roosters flew toward each other. They huddled together as the Roosters pecked and kicked and pounded one another with outstretched wings. Feathers flew everywhere.

RedRooster aimed a mighty blow to Black Rooster’s head, but Black Rooster ducked and bit Red Rooster'sleg. RedRooster screamed in rageand pummeled Black Rooster with his wings, but BlackRooster was older and wilier than Red Rooster and hustled out of reach. Then Black Rooster bit RedRooster from behind, right in the shoulder. Red Rooster screamed in agony and flapped away to a private corner to bleed in misery. “Iwon!”Black Roostercrowedindelight. “Iwon!” Hethrewouthischestandflappedmightily. Thenheflew up to the top of a high wall and stretched his wings to their full length, calling exultantly at the top of his voice. “I am the WINNER!” High above the farm yard, Eagle floated lazily on an updraft. His keen eye was searching for his next meal, when he spotted BlackRooster dancing atop the high wall. His keen ear heard BlackRooster crowing in triumph. “Ah ha! Dinner at last,” said Eagle, folding his wings and diving toward the ground. “I won! I won! I, the mighty Black Rooster, have won!” Black Rooster strutted and danced on the high wall above the farm yard. Beneath him, the hens cackled wildly and flattened themselves on the ground as a shadow blotted out the sky. “I wo….” Black Rooster’s triumphant crow was cut off as Eagle snatched him off the wall and carried him away in his mighty talons. RedRoosterpeeredanxiouslyfromhiscornerandsawBlack RoosterfloatingawayintheEagle’sgrasp. Afew black feathers cascaded down onto the head of a broody hen sitting on a nest in the shade of the wall. RedRooster shook his feathers into place, gave his wounded shoulder a quick preen, and strutted out into the farmyard. “You may have won, but I am Master of the Farm Yard,” he called after the retreating black speck floating skyward in Eagle's talons. And all the hens, strutting back into the yard to feed, happily agreed, Moral: Pride goes before destruction. 1. Who are the characters? ………………………………………………………………………………………………… ………………………………………………………………………………………………… 2. Who did the Black Rooster fight with? ………………………………………………………………………………………………… ………………………………………………………………………………………………… 3. Describe the fight of Red and Black Rooster. ………………………………………………………………………………………………… …………………………………………………………………………………………………