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Tell it Again – The Storytelling Handbook for Primary English Language Teachers Part 2: Story notes – Jim and the Beanstalk Lesson Three Aims ●● To continue with the story and the bookmaking project. Materials ●● ●● ●● The children’s zigzag books. For each child: green paper for a beanstalk; strips of paper 30 cm x 6 cm folded into a zigzag (about 11 folds) for the Giant’s head. Scissors and glue for each pair of pupils. Recap Re-read the story to Come in, boy, you’re quite safe. Allow children to ask questions and check understanding. On page 4 pupils write ‘X’ knocks on the castle door. A very old giant opens the door. They can draw a pair of giant feet behind the door and themselves standing at the door. On page 5 they stick a strip of paper (30 cm x 6 cm), folded into zigzags, on to the upper middle of the page so that the concertina shape unfolds upwards. Ask pupils to draw a picture of the Giant’s head on a circle of paper about 8 cm in diameter and to stick it face upwards on to the end of the zigzag. Check to make sure that each child has stuck the Giant’s face on the correct side so that it pops up at page 4 above the door. Pupils may also like to stick a speech bubble containing the words Aha! A boy/ girl. A nice juicy boy/girl. Come in. Book-making project The pupils now start to fill in the pages of their zigzag books. Use the text suggested in these notes as a guide, but elicit the sentences from the pupils and encourage pupils to produce their own language as much as possible. With the class together, decide on a sentence to write on page 1, e.g. One morning ‘X’ wakes up and sees a beanstalk outside his/her window. Pupils insert their own name for ‘X’. Invite a pupil to write the sentence on the board and when it is correct, pupils copy it into their book and illustrate it. Show the pupils the picture of the beanstalk in the storybook and ask them to copy it (on to green paper if possible), to cut it out and stick it on page 2 – leaving space for a sentence. If possible their beanstalks should be almost twice the height of the zigzag book so that children can fold it in half when in place. It can then pop up above the top of the book to give the impression of growing. Again decide together on a sentence for this page, e.g. ‘X’ climbs up the beanstalk. Pupils may like to draw a roof-top view of their own home environment (city, countryside or seaside) like the picture on the first double-page spread in the storybook. On page 3 the beanstalk can be folded over so it reaches the castle as in the story book. Pupils decide on a sentence for this page. It should be something like ‘X’ climbs to the top of the beanstalk and sees a castle. Pupils can draw clouds. Reading the story Return to Jim and the Beanstalk and ask again ‘What do you think the Giant eats for breakfast?’ Turn the page and read the next double spread which reads The Giant shared his breakfast. Here there is a reference to the traditional story featuring Jack. In the original story, Jack goes up and down the beanstalk three times, taking gold, a golden harp and a hen who lays golden eggs. (‘Pesky’ means annoying or naughty.) Ask ‘What does the Giant have for breakfast?’ ‘Why does the Giant think Jim is Jack?’ ‘What did Jack take?’ ‘Why is the Giant sad?’ 144 Part 2: Story notes © British Council 2014
Tell it Again – The Storytelling Handbook for Primary English Language Teachers Part 2: Story notes – Jim and the Beanstalk Lesson Four Aims ●● ●● To continue with the story and book-making project. To write a breakfast menu for a hungry giant. Lesson Five Aims ●● To continue with the story and book-making project. ●● To look at different coins and design coins. Materials ●● ●● ●● ●● The children’s zigzag books. Rough paper for the first draft of the menu. For each child: blank paper (for the menu) no bigger than 10 cm x 7 cm. Glue. Materials ●● The children’s zigzag books. ●● ●● ●● Gold or yellow paper (old chocolate wrapping or coffee packets will do) for making coins. Coins from different countries if possible. Glue. Recap ●● Re-read the story to the breakfast scene. Writing a menu Explain to pupils that they are going to write a breakfast menu for a hungry giant. Elicit ideas and create a menu on the board first. For example: Giant Breakfast Menu Giant Breakfast Special 1 50 sausages 10 fried eggs 20 slices of toast Giant Breakfast Special 2 a leg of beef 20 slices of toast Giant Breakfast Special 3 50 slices of ham 20 slices of cheese 20 slices of toast Drinks 5 pots of coffee 5 very big cups of hot chocolate 10 huge glasses of orange juice Now ask pupils to write their own menu on scrap paper. Circulate and help as necessary. When their drafts are correct, distribute paper for pupils to design their menu and copy their text. Invite children to read out their menus. Book-making project Children stick their finished menus on page 6 of their zigzag books. On page 5 suggest they write The Giant and ‘X’ have breakfast and draw the food on the plate. Then let pupils read their books to each other. Reading the story Re-read the story to the breakfast scene. Ask ‘What will help the Giant read his poetry books?’ (elicit glasses). Read the next double spread. Draw pupils’ attention to the fact that the Giant confuses reading glasses with beer glasses and this adds comic effect. Further confusion and comic effect is created by Jim’s explanation: They go on your nose and ears. It’s my eyes I’m talking about! roared the Giant. Ask the children to think of any words in their own language that sound the same but have different meanings. Before turning the page, ask ‘What do you think Jim does next?’ Read the next two spreads. Note that oculist is an old word for optician. Use optician if this is easier. Book-making project Ask pupils to write the text for page 7 of their zigzag books: The Giant needs glasses. They add a drawing of some reading glasses. Direct pupils’ attention to the gold coin the Giant gives Jim and to the one on the title page. Ask pupils what it is made of (elicit gold). Explain that this is the value. Show them the letters GNTD.GEN.GOLD (Guaranteed Genuine Gold). Ask ‘What else can you see on the coin?’ (elicit a head). Ask pupils whose head it is. ‘Is it someone important, a king, an emperor, a president?’ Ask ‘What else can you see on the coin?’ (the name of the person Georgius Giganticus IV). Explain that this person is the motif. A motif can include portraits of famous people, an animal or plant, or symbols. Show pupils some coins and elicit what they can see: a motif, the date, the value and currency, an inscription. If possible show coins from different countries. Part 2: Story notes © British Council 2014 145
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