Read Out of Love: Telling Stories with My Own Picture Books
HUI-HUI ,YING
National Hsinchu Girls' Senior High school
Overview
Most English teachers in Taiwan have encountered a common difficulty－students are reluctant to
speak English no matter how teachers encourage them. To solve this problem, we design this
student-oriented lesson plan Read Out of Love, which involves the integration of four language
skills, critical thinking, peer cooperation and service learning, in the hope of helping build students’
confidence in speaking English and boosting their creativity as well.
Standards
Read Out of Love conforms to 99 Curriculum Standards of English language arts:
1. Improve students’ listening, speaking, reading, writing abilities to facilitate daily communication
in English.
2. Develop students’ abilities of critical thinking, analysis, evaluation, synthesis and innovation.
3. Establish effective methods of English learning to reinforce students’ self-learning competence
and set up the foundation of lifelong learning.
4. Cultivate students’ interest and active attitude toward English learning.
5. Enhance students’ understanding and respect of multiculture.
Resources & Preparation
1. Pecos Bill by Steven Kellogg, Scholastic Inc.
2. Pecos Bill and Slue-Foot Sue by Tracy West in Teaching Tall Tales, Scholastic Inc.
3. Videos: Pocos Bill (part 1) http://www.youtube.com/watch?v=OO00DpbJDuA
Pecos Bill (part 2) http://www.youtube.com/watch?v=aE4YVFj-1DA
Pecos Bill (part 3) http://www.youtube.com/watch?v=1BZuWS-KeGs
4. Tall tale characteristics: http://www.greenville.k12.sc.us/stone/staff/lessons/bennett/tales.asp
5. Story Map: http://www.readwritethink.org/files/resources/interactives/storymap/
6. Plot Diagram: http://www.readwritethink.org/files/resources/interactives/plot-diagram/
7. Worksheets
From Theories to Practice
1. Bloom’s taxonomy
2. Peer-assisted Learning
3. Learning Pyramid
Objectives
Students will
1. learn a genre of literature: tall tales.
2. identify the characteristics of tall tales.
3. recognize multiple literary elements.
4. develop and apply specific reading comprehension strategies, including questioning, predicting,
inferring, summarizing, synthesizing, etc.
5. convey personal responses and opinions about a text reading through discussions.
6. develop critical thinking skills.
7. use the compare and contrast techniques to analyze two characters.
8. brainstorm their own tall tales.
9. have creativity boosted.
10. work cooperatively.
11. edit their own books.
12. learn the storyboarding process.
13. illustrate their own tall tales.
14. present their own tall tales with PowerPoint.
15. tell their own tall tales to elementary school or junior high school students and the elderly.
16. attain a sense of achievement.
SOP (Standard Operation Procedure)
Follow the procedure, and any class in any school can apply Read Out of Love to their English
classes. Teachers can easily adjust the lesson plan to fit in their teaching schedule.
Instructional Plan
Session One (3 hours)
Teaching Activities
Before reading Pecos Bill and Slue Foot Sue, teachers ask students to:
1. Divide students into groups.
2. Use an example from Diary of a Wimpy Kid #3 to show students
what a picture book is.
Teaching Materials
1. sample_tall_tale
3. Show students three simple tall tales to teach them this genre of
literature.
2. Diary of a Wimpy Kid
3. The characteristics of
4. Teach students the characteristics of tall tales.
Traditional tall tales have the following characteristics:
tall tales
(1)A tall tale has exaggerations;
(2)The main character is bigger than life and has super-human skills;
(3)Famous people and places show up in the story;
(4)A tall tale explains how some familiar things began;
(5)The hero has some problems with nature and/or people;
(6)The main character is helped by a powerful animal or object;
(7)At the end of a tall tale, the hero dies or disappears.
While reading Pecos Bill and Slue Foot Sue, teachers ask students to:
1.Rearrange the clips of a typical American tall tale－Pecos Bill and
4. Pecos Bill (for jigsaw)
Slue Foot Sue in a logical order
2. Predict what idea Sue has to overcome the drought.
5. Jigsaw Reading
6. Reading Selection
3. Read the complete version of Pecos Bill and Slue Foot Sue and find
out answers to the following questions:
(1) How do Pecos Bill and Slue-foot Sue get their names?
(2) What abilities does Pecos Bill have after being raised by coyotes?
(3) What animals has Pecos Bill conquered? How?
(4) Why does Bill fall in love with Sue?
(5) What abilities does Slue Foot Sue have?
4. Identify the characteristics of tall tales in Pecos Bill and Slue Foot
Sue.
5. Analyze one of the characters in Pecos Bill and Slue Foot Sue.
Teachers can use online character map
(http://www.readwritethink.org/files/resources/interactives/storymap/)
to help students learn how to analyze a character. They have to answer
the following three questions first:
(1) What does the character look like?
(2) How does the character act?
(3) How do the other characters react to the character?
7. The characteristics of
Pecos Bill and Slue Foot
Sue
8. Character Analysis
6. Compare and Contrast: Pecos Bill and Slue Foot sue.
9. Compare and Contrast
7. Use Literature Circles to summarize, connect and ask critical
thinking questions
10 Literature Circles
8. Use online setting Map
(http://www.readwritethink.org/files/resources/interactives/storymap/)
to identify settings (time, place, environment) of Pecos Bill and Slue
Foot Sue.
9. Use online Plot Diagram
http://www.readwritethink.org/files/resources/interactives/plot-diagram/
to learn terms such as beginning, rising action, climax, falling action,
resolution, etc.
10. Complete the story map.
11. Story Map
Session Two (3 hours)
Teaching Activities
After reading Pecos Bill and Slue Foot Sue, teachers:
Teaching Materials
1. Divide students into groups. There are different ways to divide
groups:
(1) Students can form groups by themselves on condition that one
of them should be able to illustrate their tall tale.
(2) Teachers divide students into groups.
(3) Students are divided into groups randomly.
2. Use Story Map to brainstorm their own tall tales.
Students discuss and decide the setting, characters and events in
12. Story Map of their
own tall tale
their stories. Be sure to remind them to use as many exaggerations as
possible. Students can write down what they have discussed in a
blank Story Map worksheet.
3. Show students different illustrations of picture books
13. Your Own Story
Children’s picture books have various sizes and styles, which can
give students some ideas. Students can use different materials to
make their own unique picture books.
4. Have students write their own tall tales.
Before students write their own tall tales, they should discuss the
title, target readers and message they would like to convey through
their tall tales.
5. Have students check if their stories have the characteristics of tall
tales.
6. Revise students’ tall tales.
7. Have students start to do storyboarding and then illustrate for their
own tall tales.
14. The characteristics of
Your Own Story
15. Storyboard
Session Three
Teaching Activities
Teaching Materials
After students complete their own picture books, teachers provide
students with various opportunities to tell their stories to others.
1. Each group does PowerPoint presentation to share their story with
the other groups. At the same time, students should do peer
assessment to decide which groups the Best Story Award, the Best
Presentation Award and the Best Illustration Award go to.
2. Each class chooses two best groups to tell their stories to the whole
school. They use the following different ways to present their stories.
They can
(1) read their tall tales aloud;
(2) tell the story by describing the pictures;
(3) do role play;
(4) do PowerPoint presentation;
(5) use hand puppets;
(6) have talk shows;
(7) do radio broadcasting, etc.
3. Students tell tall tales to elementary school students.
The purpose of telling tall tales to children is to give students not
only an opportunity to more clearly express themselves in English but
also a sense of achievement. To make the storytelling proceed
smoothly, the procedures are planned in detail.
16. Presentation
Evaluation Form
(1) Divide one class of elementary students into groups;
(2) Since elementary school students only have limited vocabulary,
each group should not just read their tall tale but ask children
questions with the assistance of pictures. In this way, children can
understand the tall tales better.
(3) Give each group ten minutes to tell one group of elementary
students one tall tale;
(4) Ten minutes later, children will rotate to the next group until
they finish all the stories;
(5) Gather all the students in the auditorium and ask elementary
students questions. Whoever answers questions correctly will get
candies or rewards.
(6) Then, children will vote for their favorite tall tale; the first two
best-loved tall tales are told to everybody again.
4. Students tell tall tales to junior high school students.
Basically, the procedures are similar to those in telling stories to
children, except that as junior high school students can understand the
tall tales better, each group can tell their tall tale in a dramatic way.
5. Students tell tall tales to the elderly in the Senior Center.
The procedures are the same as those in telling stories to
elementary school students.
6 Students of the voluntary club tell tall tales to children of the
underprivileged families.
The children are from grade one to grade six, so besides letting
children know what the picture book is about, the main goal is to
teach children ten new words from each picture book.
Assessment
Teachers can evaluate students’ performance through
1. worksheets.
2. picture books.
3. PowerPoint presentation.
4. tall tale telling.
5. participation.
Extensions
1. Teachers can change to other genres of literature, such as fables, fairy tales, mythology, etc.
2. Picture books can be used to discuss different themes, including gender differences, character,
human rights, environmental protection, moral lessons, and technology, etc.
3. Picture books can be applied to other subjects, especially Chinese, history, geography, biology,
math, physics and chemistry.
4. Students teach junior high school students to make their own picture books.
5. Students teach elementary school students to make their own picture books.
6. Students teach adults to make their own picture books.
7. The school authorities can hold an exhibition of picture books.
Student Reflections
「為愛朗讀」
為愛朗讀」―用我的英文繪本說故事
活動後意見調查 (可複選)
1. 活動中，我喜歡：
□老師介紹 tall tale
□口頭報告
□分組做學習單
□分組分享故事
□共同創作
□畫圖
□至其它機構分享故事
2. 活動中，我不喜歡：
□寫學習單
□分組討論
□繪圖
□口頭報告
3. 活動中，我學到的：
□英文 tall tale 的特色
□分工合作
□故事創作
□繪本製作
□讀
□寫
□說故事的技巧
4. 此活動對我的英文哪些方面有幫助：
□聽
□說
5. 此活動對英文創作能力有幫助嗎?
□有很大的幫助
□有些許幫助
□完全沒有幫助
6. 此活動對我哪一種思考能力有幫助?
□分析
□批判
7. 看到自己的圖畫書有成就感嗎?
□創造
□評價
□很有成就感
□有一些成就感
□沒有成就感
8. 活動中，我的困難是：
□參與討論有困難
□不會畫圖
□想不出故事題材 □不擅英文口語表達
□沒有足夠的時間
9. 你認為值得將這個活動推薦給其它未參加的同學嗎?
□值得 Why? ________________________________________________________
□不值得 Why? _______________________________________________________
10. 你認為這個活動需要改進的地方為何?
______________________________________________________________________
_____________________________________________________________________________
Appendix I
Sample Student Works
Appendix II Teaching Materials
1. sample_tall_tale
Three stories
1. One hot summer day, I was riding my horse through a corn field. It got so hot that
the corn began to pop, and the air was filled with white popcorn. When my horse
saw all that white pop corn, he thought it was snow, so he lay down and froze to
death.
2. Where I live, the rabbits can run so fast that it’s almost impossible to shoot them.
You have to know a trick to do it. You aim real fast, shoot and then you whistle.
When you whistle, those rabbits stop running and sit up to see what’s going to
happen. And then the bullet has a chance to catch up with them.
3. There’s a farmer in the western part of the United States who has a bit wheat field.
It’s so big that one spring when he was planting wheat, it took him so long to reach
the other end and come back that the wheat he first planted was ready to be
harvested.
Questions:
1. What are the three stories in common?
2. Give examples of exaggeration.
2. Diary of a Wimpy Kid
Diary of a Wimpy Kid #3
SILLY BEAR
SILLY BEAR YAWNING,
SILLY BEAR SAD.
SILLY BEAR SLEEPING,
SILLY BEAR GLAD!
THE END.
All you have to do is make up a character with a snappy name, and then make sure the character
learns a lesson at the end of the book.
Wise Up,
Mr. Sharopsharp!
Once upon a time there was this man named Mr. Shropsharp who thought all these crazy thoughts.
“I don’t know much, but I do know one thing: Polar bears are some useless animals.”
One day Mr. Shropsharp took a ride in his car.
“Here I go…”
But then…
“Oops.”
And then…
“Mr. Shropsharp, you would have drowned, but luckily tobuk here was sitting on an iceberg, and he
saved your life.”
And so…
“Before, I said that polar bears are some useless animals, but now I can see that not every polar bear
is so useless after all.”
The End
3. The characteristics of tall tales
Characteristics of Tall Tales
Characteristics of a
Tall Tale
A tall tale has
exaggerations.
The main character
has super-human
skills.
The main character
has problems to
solve.
Famous people and
places show up in the
story.
The plot is funny and
impossible.
A tall tale explains
how some familiar
things began.
The hero has
problems with nature
and/or people.
The main character is
helped by a powerful
animal or object.
At the end of a tall
Pecos Bill
tale, the hero dies or
disappears.
4.. Pecos Bill (for jigsaw)
Pecos Bill & Slue-Foot Sue
If you were to ask any cowhand to name the greatest cowboy to ever ride the Texas range,
you’d be sure to hear the name of Pecos Bill. Raised by coyotes until he was ten, young Bill
quickly learned to ride horses and rope cattle better than anyone else in the state of Texas.
Pecos Bill loved his rope so much that he threw a lasso around anything in sight. He practiced
on every bull, every cactus, and every critter in the state. He got so good at it that when a cyclone
blew through the plains, Bill threw a lasso right around its middle, then jumped on its back and
rode it across the dusty land.
One day, Bill was wandering under the hot Texas sun when he saw a bunch of cowhands
watching a wild horse, a white mustang. Bill thought the horse was the most beautiful creature he
had ever seen and wanted to tame it. The other cowhands warned him against it. They called the
horse Widowmaker because every man who had tried to ride it had died trying.
That didn’t stop Pecos Bill. After riding that cyclone there was nothing he couldn’t do. Bill
jumped on widowmaker’s back. The horse bucked and kicked, but Bill hung on tight. Before the
sun sank, he had that horse tamed, and he made Widowmaker a promise that no one besides
himself would ever be allowed to ride him.
Not long after, Bill was riding Widowmaker along the Rio Grande River when he saw the
second most beautiful creature he had ever seen. A woman with hair as red as his own and eyes
the color of a Texas bluebonnet was riding down the river on the back of a giant catfish. Bill
couldn’t believe his eyes.
The woman rode the catfish to shore and introduced herself as Slue-Foot Sue. It turned out
that Sue could ride and rope as well as Bill himself, and could play the guitar around the campfire
to boot.
Bill fell instantly in love, and asked Sue to marry him. She agreed, on one condition―that Bill
let her ride Widowmaker. Bill didn’t want to, but he agreed to let her ride him after their wedding,
hoping she’d forget.
But Sue didn’t forget. Right after the wedding she headed for the horse. Sue didn’t even wait
to change out of her white wedding dress. A big bustle made of springs filled out the skirt in the
back. As soon as Widowmaker felt Sue on his back he knew Bill had broken his promise. The
horse bucked and kicked harder than he ever had before.
The force sent poor Sue flying up high in the sky, so high that people say they saw her go over
the moon and come back down. Luckily, her thick bustle cushioned her fall, but it was so springy
that she bounced right back up in the sky.
Bill was so heartbroken to see Sue go flying off again that he howled into the night so loud
that he woke up everyone in Texas. Bill’s coyote friends started howling too, and they still do to
this day.
Now Bill knew that howling wouldn’t bring Sue down, so he got out his rope, threw a lasso on
her, and brought her back before she could bounce down again. Sue was shaken up, but she was all
right.
On that trip over the moon Sue had learned a lot about the stars in the sky, and that came in
handy soon after her wedding day. You see, Texas was in the middle of a terrible drought. It was so
hot and dry that folks perspired dust instead of sweat, and chickens laid eggs already fried. Bill
knew things couldn’t go on like that, but he didn’t know what to do.
Sue had an
idea. …………………………………………………………………………………………………
…………………..
5. Jigsaw Reading
Jigsaw Reading
Class______ Group______ Group member_________________
(A)
(B)
(C)
(D)
(E)
(F)
(G)
Your turn:
What idea do you think Sue would have?
Can you help create an ending to it?
6. Reading Selection
Reading Selection
Class ______ Group ______ Members_____________
Title _______________________________________________________
If you were to ask any cowhand to name the greatest cowboy to ever ride the Texas range, you’d
be sure to hear the name of Pecos Bill. Raised by coyotes until he was ten, young Bill quickly
learned to ride horses and rope cattle better than anyone else in the state of Texas.
Pecos Bill loved his rope so much that he threw a lasso around anything in sight. He practiced
on every bull, every cactus, and every critter in the state. He got so good at it that when a cyclone
blew through the plains, Bill threw a lasso right around its middle, then jumped on its back and rode
it across the dusty land.
One day, Bill was wandering under the hot Texas sun when he saw a bunch of cowhands
watching a wild horse, a white mustang. Bill thought the horse was the most beautiful creature he
had ever seen and wanted to tame it. The other cowhands warned him against it. They called the
horse Widowmaker because every man who had tried to ride it had died trying.
That didn’t stop Pecos Bill. After riding that cyclone there was nothing he couldn’t do. Bill
jumped on widowmaker’s back. The horse bucked and kicked, but Bill hung on tight. Before the
sun sank, he had that horse tamed, and he made Widowmaker a promise that no one besides himself
would ever be allowed to ride him.
Not long after, Bill was riding Widowmaker along the Rio Grande River when he saw the
second most beautiful creature he had ever seen. A woman with hair as red as his own and eyes the
color of a Texas bluebonnet was riding down the river on the back of a giant catfish. Bill couldn’t
believe his eyes.
The woman rode the catfish to shore and introduced herself as Slue-Foot Sue. It turned out that
Sue could ride and rope as well as Bill himself, and could play the guitar around the campfire to
boot.
Bill fell instantly in love, and asked Sue to marry him. She agreed, on one condition―that Bill
let her ride Widowmaker. Bill didn’t want to, but he agreed to let her ride him after their wedding,
hoping she’d forget.
But Sue didn’t forget. Right after the wedding she headed for the horse. Sue didn’t even wait to
change out of her white wedding dress. A big bustle made of springs filled out the skirt in the back.
As soon as Widowmaker felt Sue on his back he knew Bill had broken his promise. The horse
bucked and kicked harder than he ever had before.
The force sent poor Sue flying up high in the sky, so high that people say they saw her go over
the moon and come back down. Luckily, her thick bustle cushioned her fall, but it was so springy
that she bounced right back up in the sky.
Bill was so heartbroken to see Sue go flying off again that he howled into the night so loud that
he woke up everyone in Texas. Bill’s coyote friends started howling too, and they still do to this
day.
Now Bill knew that howling wouldn’t bring Sue down, so he got out his rope, threw a lasso on
her, and brought her back before she could bounce down again. Sue was shaken up, but she was all
right.
On that trip over the moon Sue had learned a lot about the stars in the sky, and that came in
handy soon after her wedding day. You see, Texas was in the middle of a terrible drought. It was so
hot and dry that folks perspired dust instead of sweat, and chickens laid eggs already fried. Bill
knew things couldn’t go on like that, but he didn’t know what to do.
Sue had an idea. From her trip into space, she knew that the Big and little Dippers were filled to
the brim with clear, cool water. So she had Bill got the longest piece of rope they could find and
climbed the highest mountain they could find. Then Bill threw a lasso around the handle of the
Little Dipper, Sue grabbed hold of the rope and together they pulled with all their might. The
Dipper tipped just enough to send that clear, cool water pouring on Texas, and the drought ended.
To celebrate, Slue-Foot Sue played her guitar and Pecos Bill danced a jig, and for the rest of
their days they roped and rode their way through the great state of Texas.
Vocabulary Preview:
Please write down the words you don’t know and try to guess the meaning for each word from the
context. You can also consult the dictionary or your group members.
vocabulary
meaning
vocabulary
meaning
7. The characteristics of Pecos Bill and Slue Foot Sue
Characteristics of a Tall
Tale
A tall tale has
exaggerations.
Bill scared the bull out of its skin with a blood-curdling coyote howl.
The embarrassed creature hightailed it off to grow a new coat…
The main character has
Bill and a monster wrestled up and down the canyon and kicked up
quite a dust storm before the monster finally became so dizzy it had
to quit.
super-human skills.
The main character has
problems to solve.
Famous people and places
show up in the story.
Bill met many ferocious animals and he needed to conquer them.
The Hell’s Gulch Gang
The plot is funny and
impossible.
Slue-Foot Sue bounces up and down on her giant bustle.
A tall tale explains how
some familiar things
… Bill cut the hide into strips and passed them out to the men to use
as lassos.
began.
The hero has problems
Bill chased the stallion north to the Arctic Circle… and south to the
with nature and/or people.
bottom of the Grand Canyon. Finally he cornered the stallion and
jumped onto his back.
The main character is
helped by a powerful
Lightning exploded from the canyon, leaping and bucking across
three states….Bill offered Lightning freedom, but Lightning chose to
animal or object.
follow him forever.
At the end of a tall tale,
the hero dies or
Today their descendants are still there, happily herding cattle.
disappears.
8. Character Analysis
Character Analysis
Class _______ Group _______ Members ____________
1. Choose a character from the story, draw his/her physical appearance, and fill in
other information such as personalities, words, feelings, actions about that character.
2. Imagine you are the character; write a letter to another character.
Personalities
Character:
Words
__________
Draw and Tell
Feelings
Dear _____________________,
Actions
Sincerely yours,
9. Compare and Contrast
Comparison and Contrast
Class _______ Group _______ Members ___________________
Different
Pecos Bill
Similar
Different
Slue-Foot Sue
10. Literature Circles
Summarizer
Title: Pecos Bill and Slue-Foot Sue
Class _______ Group _______ Group Members __________________
Instruction:
When you summarize the story, you need to…
1. Summarize in a logical order. (First,… Next,… Then,… Finally,…)
2. Reread to remember main ideas.
3. Retell the story in your own words and include key events.
***You can also refer to the story map!
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Connector
Title: Pecos Bill and Slue-Foot Sue
Class _______ Group _______ Group Members __________________
1. Story to yourself: Connect your own thoughts and feelings, events in your life.
2. Story to story: Connect the story with other stories.
3. Story to the world: Connect to events you have heard in the news or from other
people.
Story to yourself
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Story to story
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Story to the world
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Discussion Leader
Class _______ Group _______ Group Members __________________
Discussion leader should ask good questions. The language of questioning that you can
use includes who, what, when, where, why, how, what if… etc.
1. Comprehension questions (Read the reading carefully and you can get the answer.)
(1) ____________________________________________________________
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Ans: ________________________________________________________
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(2) ___________________________________________________________
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Ans: ________________________________________________________
________________________________________________________
2. Critical thinking questions (The answer is not in the story. You need to think hard to
get the answer.)
(1) ____________________________________________________________
____________________________________________________________
Ans: ________________________________________________________
________________________________________________________
(2) ___________________________________________________________
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Ans: ________________________________________________________
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11. Story Map & 12 Story Map of Your Own Story
Story Map
Class __________ Group ________ Members ___________________
Climax
Conflict
Resolution
Event 3
Event 2
End
Event 1
Setting ___________________________
Characters: _______________________
________________________
13. Your Own Story
Your Own Story
Class ______ Group ______ Members ________________
Title of your story: _________________________________________________
Target Readers: ___________________________________________________
Message: ________________________________________________________
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14. The Characteristics of Your Own Story
Tall Tale Characteristics of Your Own Story
Class _______ Group ______ Members _______________
Characteristics of a
Tall Tale
A tall tale has
exaggerations.
The main character has
super-human skills.
The main character has
problems to solve.
Famous people and
places show up in the
Your Own Story
story.
The plot is funny and
impossible.
A tall tale explains how
some familiar things
began.
The hero has problems
with nature and/or
people.
The main character is
helped by a powerful
animal or object.
15. Storyboard
Storyboard
Class ________ Group _________ Members _____________________
Story Title _______________________________________________________
16. Presentation Evaluation Form
Presentation Evaluation Form
Evaluator:
Quality Index:
3: Excellent,
2: Good,
1: Needs improvement
Quality of Presentation
1
2
3
4
5
6
7
8
9
10
11
Well Prepared
Time Control
Voice
Eye contact
Content
Tall Tale
Characteristics
TOTAL
The Best Story Award goes to Group _____________________________________
The Best Presentation Award goes to Group _______________________________
The Best Illustration Award goes to Group ________________________________