1. Marjorie Hall Haley, PhD - GMU1 EDRD 597 – WK # 9  OPENER  INTRODUCE GUEST PRESENTER  RESPOND TO MID-SEM EVALS  STORY-BASED APPROACH TO TEACHING GRMMAR  TEACHING DEMOS – SUSAN & MICHELE  ASSIGNMENT: CARRELL ET AL ARTICLE

2. Marjorie Hall Haley, PhD - GMU2 Story-based Approach to Teaching Grammar  Implicit Explanations  Guided Participation  Explicit Explanations

3. Marjorie Hall Haley, PhD - GMU3 Implicit Explanations  Learners analyze the grammar explanation for themselves

4. Marjorie Hall Haley, PhD - GMU4 Guided Participation  Teachers and learners collaborate on and co-construct the grammar explanation

5. Marjorie Hall Haley, PhD - GMU5 Explicit Explanations  Teacher provides explanation for learners

6. Marjorie Hall Haley, PhD - GMU6 PACE: A Story-based and Guided Participatory Approach  Presentation  Attention  Co-construction  Extension

7. Marjorie Hall Haley, PhD - GMU7 Presentation  Teacher foreshadows the grammar explanation through the use of integrated discourse (stories, poems, taped listening selection, etc.); emphasis is on comprehension and meaning.

8. Marjorie Hall Haley, PhD - GMU8 Attention  Teacher uses “multiple passes” and recycles the story line through pictures, TPR activities, and role playing, which deepens comprehension and increases learner participation. Again, emphasis is on meaning.

9. Marjorie Hall Haley, PhD - GMU9 Co-construction  Once comprehension is achieved and meaning understood, the teacher turns the learners’ attention to focus on form. Both teacher and learner co-construct the grammar explanation.

10. Marjorie Hall Haley, PhD - GMU10 Extension  Through extension activities (i.e., integrative activities that relate to the story theme), the learners need to use the grammatical structure(s) in order to carry out a particular function or task. (Shrum/Glisan, 2000)

11. Marjorie Hall Haley, PhD - GMU11 Steps for Designing a Contextualized Story-based Lesson (Shrum/Glisan, 2000) 1.Select an appropriate text for students and instructional purposes 2.Do you like the text and find it appealing? 3.Does the story lend itself to “stageable actions”? 4.Does the story suggest connections to academic content?

12. Marjorie Hall Haley, PhD - GMU12 5.Does the story represent some aspect of the target culture that you will address? 6.Does the story present stereotypes or reasonable and fair depictions of the target language culture? 7.Is the language accessible or can it be made accessible through story-telling simplifications?

13. Marjorie Hall Haley, PhD - GMU13 8.Is the theme of the story one that can be expanded upon and extended into various activities? 9.Does the story adequately represent a grammatical structure on which you will later focus? 10.Does the story lend itself to addressing some of the national/state/local standards?13