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We are going to do the following,
if you can look up here, please, to the agenda.
We have a warm-up.
Number two, we have a bingo game on literary words.
The literary words are up here.
Number three, we have a small group pre-listening discussion.
Number four, we have a brief video clip we'll watch.
Number five, we have an audio.
The title of our tale today
is "How Chameleon Became a Teacher."
Number six, we are going to do an oral re-tell.
Number seven, you will wind up writing your own story.
Yes! It's not difficult.
And as usual, I put up the agenda in writing form,
and I'm going to read it, and we'll all read it once.
We have lots of activities to do today.
We'll read it once, and then we'll continue.
So I'm going to read it first. "Good morning, students.
Today we'll start off the class with a game, Bingo.
We will do a game on literary terms.
After that, we will do a small group discussion --
pre-reading skills.
We will thereafter watch a short video clip.
Next comes the audio of the folktale we would read.
Happy learning!"
Let's read it just once, just for oral practice.
- Everybody, are you ready? - Students: Yeah.
Teacher: Okay.
Teacher and students: "Good morning, students.
Today we will start off the class with a game, Bingo.
We will do a game on literary terms.
After that, we will do a small group discussion --
pre-reading skills.
We will thereafter watch a short video clip.
Next comes the audio of the folktale we would read.
Happy learning!"
Teacher: Okay, great. And happy learning indeed it is today.
Because as you can see,
we have lots of very exciting activities.
And before I continue, it will be important
if we sit next to our work group.
You know, I keep changing the work groups, you know?
Partners, I keep changing them.
Okay, group one, Ashton and Abie,
I hope you're sitting close to each other.
If you're not, quickly do that.
Group two, Emanuela and Leroy,
please sit close to each other.
Group three, Edward and Elizabeth Gyasi.
Number four, Cecelia and Felix.
Felix is not here today. Felix --
Okay, so I'm going to team you with another group.
Number five, group five, Melody and Alex.
Group six, Elizabeth Nath and James.
So, James, you -- yeah, probably it will be better
if you sit -- go to the lady, sure.
Okay, so let's sit in that order.
Okay, good. So what we are going to do
is I will start off first of all by giving you your warm-up.
We'll start off first of all by doing a warm-up,
and I'm going to give you your warm-up sheets.
After that, we will -- you will quickly,
when you're done with your warm-up,
quickly fill out the bingo chart with the words I have up here.
Okay, these are the literary words we've done, you know,
in our previous classes,
in any order you want to have it in,
and we're going to play a bingo game briefly before we continue.
Okay.
This one you're doing individually, not in groups,
this warm-up.
- What's your question? - I don't have a group.
- You didn't put me in no group. - Okay, you're very right.
So I'm going to team you with another group.
Okay, um, let me see.
Mm, yeah, I will. She probably...
Yeah, join -- if you don't mind,
you want to join Abie and Ashton?
- Yeah. - Teacher: Yeah, sure.
Okay, that's -- does everybody have this? Yeah.
Okay, then the bingo, I'm going to quickly give out this.
Start filling them out.
Since you're done first, I'll give you...
Okay...
Six, because five is not here.
Yeah...six.
You finished? Okay, good.
Oh, the paper, yeah, sure.
Fill it in any order.
Okay.
Okay, if you're done with your --
if you're done with your warm-up,
raise your hand; I'll collect the warm-up.
Anyone? Oh, okay. Just this one.
Doesn't really matter if you want to cancel out
maybe what you've done because it's going to...
You done with your warm-up?
Yeah. Okay, you done? Good.
You done with the warm-up? Okay, good.
Okay.
Did you give me your warm-up?
Yeah.
Did you give me your warm-up? Good.
Okay.
Are we done with the...?
Okay, some people are done.
You need to fill out every little box in the bingo card.
Okay.
I think almost everybody is done now, right?
Okay, we'll first of all go through the warm-up, okay,
and read out what I have in the warm-up, the question.
Girl: "The four elements of literature, a story."
Okay, the four elements of literature.
Who knows the first element? Edward?
- Edward: Plot. - Pardon?
- Plot. - Plot. Okay, he said plot.
Okay, that's one of them.
Who knows another one? Cecelia?
Um, character.
Teacher: Character, okay. Character.
Okay, the next one? Ashton?
- Ashton: Theme. - Teacher: Theme.
- Okay, the other one, Alex? - Alex: Setting.
Setting, okay.
So what you need to do, you should quickly check --
I switched papers, okay?
Quickly check your neighbor's papers.
And for each one they have correct, you put --
you give them two points for one question.
So the total is eight.
If they got everything correct, it's eight over eight, okay?
And then put the paper on one side;
I'll come and collect them.
You want to pass yours down this way, probably.
Okay, pass these down, okay? I'll collect them.
Okay, thank you. The next thing we will do
is the bingo.
We are going to do the bingo.
So are we ready? This is a competition.
Are you excited?
Students: Yeah. Sure.
You are? I am excited.
Cecelia: Can I go to my group now?
Teacher: Yeah, sure, go to your group. Yeah, sure.
You excited? Okay, good.
That's the warm-up. Okay, great.
Okay, good. So what I'm going to do for the bingo,
let me explain it one more time.
I gave you this paper, and I told you --
I gave you a list of literary words,
and I told you to fill them out at random
whichever way you want.
And how we are going to play this game,
which you've played several times before,
is that I'm going to call out the words at random,
and when I call out the word,
you check it out in your bingo sheet.
When I'm done calling it out,
I'm going to ask for the meaning of the literary word.
That's when I expect you, if you know it,
to raise your hand and tell us the definition.
If you don't get it, we go to the next group.
If they don't get it, we go to another group.
We are going to go in that order.
We've done it before.
And at the end of it, when you score a bingo,
all you need to do is to raise your hand and say, "Bingo."
We want to know the first group that will score the bingo, okay?
Okay, so I'm going to start with the first --
You're in which group? Emanuela and --
you're in group two, okay, so group two,
the first word I'm choosing is "comedy."
Everybody remember to check off comedy in your bingo sheet.
And then if you know the meaning...
[ whispering ]
Okay, or you know what, why don't we do it
group one, group two, group three, okay,
so it will be orderly?
Yeah, I think that's better.
So group one -- sorry, group two. Group one, yeah.
Girl: I have a suggestion.
What if you say the word,
and if you know it, you put your hands up,
then you call on the person that's in the group?
Okay, I would have done that, but it wouldn't be fair
in the sense that, yeah, I want to make sure
that I give every group a chance, yeah.
So that's why I want to do it that way.
Thanks for your suggestion, though.
Okay, so group one, you want to -- the meaning of "comedy."
Group one. Group one is Ashton and Abie.
- Okay, Ashton? - Girl: And Cecelia.
And you, too. And Cecelia, yeah.
Comedy is a story that is funny.
- Teacher: That is funny? - Yeah.
Teacher: Do we agree?
Do we agree that it's a story that is funny,
where people say funny things, jokes and stuff?
Okay, that's good. So group one has got one. Very good.
Great! Group two, I'm picking another word, "biography."
Group two, what's the meaning of "biography"?
And group two, Emanuela and Leroy, the two of you.
When you write a story about somebody.
Teacher: When you write a story about somebody?
Yes.
What type of story do you write about that person?
The life story.
Teacher: The life story of another person.
So it's a true story, right?
The real-life story of another person.
That's good for group two. Wonderful.
Okay, group three, let me pick another one, "fiction."
Make sure -- this is a group work.
You don't need to answer individually.
I want to see you collaborating, okay?
You need to talk with your partner,
share with your partner
what do you think the meaning of this word is, okay?
And when you agree, that's when you answer.
Okay, so group three, what is the meaning of "fiction"?
And group three, we have Edward and Elizabeth Gyasi.
[ whispering ]
Fiction is a story that is not real.
Teacher: Okay, a story that is not real, okay? A made-up story.
Okay, fantastic. Look at that, that's wonderful.
- Okay, group four -- - Boy: Group five.
Okay, group four --
Okay, because Felix didn't come in today, so okay.
So group five, the next word is "plot."
What's the meaning of "plot," group five?
Plot is sequences --
Teacher (whispers): Talk first before you give the answer.
Sequences or order or events in a story.
Teacher: Okay, the sequence of events in a story.
The order the story happened, okay?
That's what it is.
Okay, great.
We go to group six, Elizabeth and James.
The other word is... what's the meaning of "poetry"?
Meaning of poetry. Poetry.
[ discussing quietly ]
Um, it's like a poem.
Teacher: Okay, and poem. How is a poem written?
- In a stanza. - Teacher: In stanzas, great.
- And it's written also in...? - In verse.
Teacher: Verse, great! Okay. That is good.
And you know that the opposite of verse is what?
Remember, poetry is written in verse,
whereas novels are written in...?
- A "P" word. - Boy: Prose.
Teacher: Prose, thank you, Edward! Prose, great. Prose, okay?
That's good. Okay. Keep checking the words.
When you score a bingo, let me know, okay?
Another word. We go back again to --
We are going back again to group one, Ashton and Abie.
The next word I have up there is "theme."
Do you know the meaning of -- okay.
- Did you confirm...? - The main idea in the story.
- Okay, Cecelia. - The main idea in a story.
Teacher: The main idea in the story. That's what it is.
Okay, that's group one again.
- Okay, group two, no bingo yet? - Girl: Almost.
My goodness, almost! We are getting there.
- Okay, "character." - Girl: Bingo.
- Girl: Bingo right here. - Bingo?
Oh, my goodness, you've gotten a bingo. Great.
Bingo? Two groups won a bingo, okay, great.
So what group again? Group two got the bingo?
- And what other group -- - Boy: Group one.
Oh, group one, sorry. Group one got it.
Boy: Group one got a bingo.
Okay, and group three -- and group two, sorry.
[ students laugh ]
Okay, that's good. That's great.
So finally, the meaning of "character."
We go to the other group, next group.
That's your turn. Yeah, Edward and Elizabeth.
[ speaking indistinctly ]
Character is the main person in the story --
Teacher: Is it the main person?
Not all -- or who the story's about.
It's talking about.
Yeah, who the story is basically talking about, or...
[ whispering ]
Teacher: Have you given up? So we go to group...
- No, we haven't given up yet. - I don't want to rush you...
It's a -- the main -- the person who is in the story,
who the story is talking about.
Teacher: Who the story is about?
No, who the story is talking about.
Teacher: Who the story is talking about.
- Is it just a person, or...? - No, it could be animals, too.
- Teacher: Or people. - Yeah.
Teacher: You might have only one character,
or you might have more.
The people who the story is all about.
Okay, that's very good. That's group two, right?
Edward: No, group three.
Teacher: Group three. Okay, group three. Okay, that's very good.
You know what, there are no winners, there are no losers.
Why do I say that?
Because everybody put in their best.
And because, as you see up there,
we have lots of activities to do,
I think we will stop here with the bingo.
Put away your bingo sheets.
Remember to learn these words.
The SOL is coming up next week, okay?
So let's go to the next thing,
which is small group pre-listening discussion.
And as you can see, if you look up there,
you will see that I put down the different topics
you need to discuss in your group.
Within two minutes, see whether you can list a few items
you think, okay?
Let me start off by reading it out, because probably
you might not be able to see that from where you're sitting.
Group one, which is Ashton and Abie,
you want to copy down what your question is.
Times you were tricked or betrayed,
how you felt.
So you want to -- Cecelia, you're part of that group, too.
You want to quickly write it down, that's for group one.
Times you were tricked, betrayed,
and how you felt when those things happened to you.
So the three of you, you need to talk, discuss it,
and come up with a few points, okay?
Group two, which is Emanuela and Leroy,
your topic is do you trust people?
Why or why not?
Why do you trust people or why don't you trust them?
We go to group three, Edward...
Edward and Elizabeth Gyasi.
What you know about crocodiles.
Yeah, what you know about crocodiles.
Okay, group four --
Okay, Felix is not here, so we go to group five.
Melody and Alex, what do you know about reptiles?
What do you know about reptiles, okay?
Then finally, group six, Elizabeth Nath and James,
how do you know a real friend?
How do you know -- what are the things that a real friend does
that makes you know that person is a real friend?
So quietly start discussing and jot it down.
I'll give you about two minutes to talk --
to share that in class.
If you have any questions, you raise your hand,
I'll come to your rescue.
[ students speaking indistinctly ]
A reptile, that's an animal like a snake, right?
Yeah, that's what they are.
And a hard backbone, right?
Yes, wow. Mm-hmm.
Yeah, okay.
Animal...
Animal...animal like snake.
Put animal with backbone.
For example.
- Snake... - "For example, like snakes."
- How about a lizard? - Hmm?
A lizard.
Lizard? What do you think?
- Yeah. - Okay, then write it.
No smoking.
Always help you when you have problems.
Help you when...
They help you out when you have problems.
What does betray mean, Ashton?
Like you got tricked by someone.
Mm-hmm. You trust someone, and the person who can --
The person betrayed you.
Yeah, the person didn't live up to your expectations.
Failed you.
It happens in a relationship.
Yes, yes!
Mm-hmm.
Telling you what's right from wrong?
Cecelia: That's a good example. It happens often.
Teacher: It's a good life example.
It happens, yeah. It happens in everyday life, yeah.
So that's a good example.
That's why you don't trust anybody.
In which ways were you betrayed?
- Like your friend. - Okay, and other things, too.
Okay, I think you're on the right track.
Yes, I got a good one.
If your boyfriend used to punch you.
Yeah.
Ashton: Like when some people... when people are leaving,
then everybody's leaving,
you are leaving with your friend, for example,
and then your friend said -- you want to go to a party,
and then he said he would get you in the club or something,
and then you depend on him.
Time come for the party, your friend leave you.
[ laughs ]
That's a good one, too.
Teacher: Okay, we should wind up now so we can share.
We share before we continue,
because some of the things we are discussing --
some of the things we are discussing
are related to the story we are going to read, okay?
Okay, so are we ready to share now?
- Girl: Yeah. - Great.
Group one.
Okay, now the sharing is for everyone,
so when we start the sharing, I want everyone to be attentive.
Number one, Ashton and Abie --
Cecelia: Why do you always leave me off?
Oh, and Cecelia, I'm sorry.
You know, I already grouped people -- I'm sorry.
You know, I grouped you and -- so Cecelia, Abie, and Ashton.
Our question was a time you was tricked or betrayed,
how you felt.
Ashton?
I think, like, when someone got betrayed or tricked,
it will feel sad, because you put your trust,
and then you -- because you believe in the person,
and then you got disappointed.
I think that's when it's not nice.
You feel bad.
Like, example, like you trust someone, right,
and the person was like, "Can I get this thing?"
and the person came the next day and get it, right?
And you came, the person didn't give it to you.
Teacher: Ah, okay. Oh, my gosh.
That can be shattering, right?
The person rather not make a promise they can't keep.
Cecelia, do we have any other everyday life examples
of when someone is betrayed?
For example, it happened to deal with other thing,
because sometimes it happens really in a relationship.
People trust a married man and boyfriend.
And when you look, they start cheating, you know?
Or really pull something on you, like, "I would never cheat."
That's a betrayal right there.
Teacher: That's a betrayal, betrayal to the wife, right?
- Yeah. - And it could be vice-versa.
My goodness, some people have been watching
some soap operas here.
Okay, good. That's good.
So we now have an idea of what betrayal means, right?
Because we will meet that in the story we are going to read.
Group two -- Thank you so much.
Oh, great, very good. Yeah, they did a good job.
Okay, group two, Emanuela and Leroy,
you want to read out your question for us?
Leroy: Our question is do you trust people, why or why not?
Teacher: Okay!
There are many types of people in this world.
Some of them can be trustful and some can be not.
Before saying a secret to a person,
you have to know the person very well.
A trustful person keeps what you say to him to himself.
If you tell your secret to not a trustful person,
the person will go all around the world
spreading your secrets.
That is why I'm saying that some can be trusted
and some can be not.
Teacher: Okay. That's good, isn't that?
[ applause ]
Oh, yeah. You know, it happens.
It's like backstabbing, right?
Okay, what is your opinion on that?
- Yes, and also -- - Do you hold the same view
as your partner?
Yeah, I hold the same view of her.
And I want to add on it.
Like, yes, I do trust people, because people trust me,
and also like my friends and family,
and when you are in trouble, they give you right advice,
not to go astray, not to go behind the iron bars,
like to go in jail and all this stuff.
So I do trust people,
because they are there when I'm in trouble.
Okay, you are saying in essence that you have trustful friends,
people who give you good advice.
But are all friends to be trusted?
Not really.
Do all of them mean well sometimes?
I don't know about the other friends,
but for my friends, yeah. for my friends,
they are always trusting.
Teacher: Okay, that's good. That's very good.
I want to ask one question here.
Alex, for instance, if you have a friend, and the friend says,
"You know what, I don't feel like coming to class today.
Let's cut the class."
And that's your friend; he always tells you the truth.
And then this time around he says, "Okay, you know what,
let's go to the bathroom or let's sneak out of the school."
Will you do what he says because he's your friend?
- Alex: No. - Teacher: No. Why not?
I mean, all depends on what's going on,
why he wants to escape class and stuff.
It all depends on what's happening.
Teacher: Okay, so it depends.
So you wouldn't skip because...?
I ain't going to skip class
because he want me to skip class.
I skip class when I feel like skipping class.
[ all laughing ]
Teacher: Oh, my goodness! Alex...
I don't listen to what people say.
I do what I want to do.
Teacher: Okay, you do -- (laughs)
Okay, I mean, what Alex is saying here in essence
is that he has a backbone.
What do you mean when you say that someone has a backbone?
You know, without this backbone, you can't sit -- very good.
So you remember my word jellyfish?
He's saying he's not a jellyfish, right?
That he has -- he stands by whatever he believes in.
He wouldn't do something merely because his friend told him to.
And equally, he takes decision for himself.
And I'm sure that he will not cut classes, definitely.
Yeah, definitely. Okay, thank you so much.
We now go to the next group,
group three, Edward and Elizabeth.
You want to read out your question?
Say what you know about crocodiles.
And we wrote, like, they live in water and swamp.
They are ugly animals.
- Teacher: They're what? - They are ugly animals.
Teacher (laughing): Ugly animals, okay.
They have many... long-tail -- I mean, long teeth.
Teacher: Wow, yeah, sure. And sharp, too.
They also have a rough body.
- Teacher: A rough body? - Yeah.
Teacher: Yeah, you're very right. Very good.
You are not done?
They have big tails at the end of their back.
Teacher: Oh, okay, that's very good.
How many of you have seen crocodiles before,
either in pictures or -- oh, many of you.
Girl: They eat human meat, too.
Teacher: You're right, because they are carnivores, right?
They are carnivores. That's right, they eat meat.
They eat meat. Okay, very good.
Let's clap for them, too.
They did a good job.
- Ashton: Ms. Akpati? - Yes?
- May I say something? - Mm-hmm, sure.
Sometimes some people say like crocodile's tears or something.
- Oh, crocodile tears. - Yes.
It's just like where somebody outsmarts you,
like they say when you do crocodile tears...
Teacher: I do understand what you're trying to say.
Have people ever heard of crocodile tears?
Girl: It's when you try to cry --
Girl: You try to pretend. You're pretending like...
You're pretending like --
Ashton: You are crying, but you're not crying.
Teacher: Stop crying. Shedding crocodile tears.
You know, and I think -- why do they say that?
Why do they use the crocodile, for instance?
Because, you know, it devours lots of animals.
You know, it does. It's a carnivore.
A carnivore, it eats lots of animals.
And when it -- when it eats all these animals
and pretends -- like you will see in this story.
I don't want to give it out, so let me stop here.
Because the story we are going to read,
there's a crocodile in it, and there's another animal in it.
So we go to the next group, okay, group five.
We are skipping four because Felix is not here.
Group five, you want to tell us a little bit?
Give us your question first.
Our question is what do you know about reptiles.
Teacher: Okay, what do you know about reptiles?
Oh, reptiles, there are many kinds of reptiles.
There are many kinds of reptile.
Some live in water or some live in the bush.
And reptiles are big animals with backbone.
Most of the animals use their backbone to do a lot of things.
Teacher: Okay.
For example, reptiles are like snakes,
and snakes bite people.
Some big snakes eat people; let me put it like that.
- Teacher: Cobras. - Yeah, yeah.
And they crawl in the grass and stuff,
because they don't have no backbone.
Reptiles are animal-- nah, they do have backbones, though.
- Melody: Lizard. - Yeah, a lizard.
Teacher: Very good. That's very good. Let's clap for them.
That's good. Okay, finally, group six.
Elizabeth Nath and James, you want to read out your question?
No, go ahead.
Our question was how do you know a real friend?
There are many ways to know a real friend,
however the most important ones
are telling you to do the right things,
getting to know your family,
helping you when you have problems,
talking to you about anything, and telling you the truth.
Teacher: Okay, good points.
James, you have anything to add or deduct?
Yeah, like when they help you in your problems.
Like if you -- if you got a problem
and then you're going to tell your friend,
and she's going to tell you the right thing,
like what to do to solve the problem and stuff.
Teacher: Okay, good. You mean someone that lends ears, listens to you,
you can confide in, and other things.
And there are many good friends.
Okay, thank you so much for sharing.
That was good. Thank you so much.
Okay, we will go to the next thing very briefly,
which is, if you see there,
I'm going to show you an overhead, okay?
Because we are going to talk about --
the story is about some reptiles.
How many of you know what this is?
- Girl: Called a "chamel." - Boy: Change skin, right?
Teacher: Okay, I want to see hands up.
Hands up, hands up, hands up.
Okay, James, because I haven't heard from James today.
What do you think this is?
An animal that changes skin to so many colors.
Teacher: Yeah, that's very good. That's very good.
He changes -- the colors keep changing.
Okay, I will come to you. Cecelia?
I think the name is "guana" something?
- Boy: Iguana, yeah. - Teacher: Is what?
- Guan-- Guana? - Teacher: Iguana?
No, that's the name. I'm trying to figure out the name.
Okay, that's the name in your language, is that what it is?
Girl: Iguana in English.
[ students talk over each other]
Abie: No, you want to try to say the name.
Teacher: Okay, when everybody is talking, nobody is talking.
I'd rather see hands up. What do you have to say?
It'd be like, in Africa, they call it "guana."
That's how they call it in Africa.
But here they change the name, "iguana."
Teacher: Really, is that what you think it is?
Okay, but in your language, they call it "guana."
Okay, now in English, what is it called? Who knows?
- Ashton. - Chameleon.
Thank you. Clap for him. Very good.
That's chameleon.
Yes, and then it changes --
like, it adapts to the environment.
If he's among green grass, he would change to green grass.
Teacher: To green, yes.
And then if you have purple, he change to purple.
He adapts to the environment.
Teacher: Okay, great.
- And again... - Cecelia: I have a question.
(whispers) Let's listen.
- Yes? - How does that really happen?
Teacher: How does it happen?
Because, like, when I was back there in my country,
me and my grandma went on the farm, we see that animal,
and my grandma had a butterfly lap wrap.
And the thing changes to the color of the lap wrap. How?
Yeah, I will give you some literature on the chameleon,
because I went to the Internet, and I pulled it out.
And they explained why it changes colors.
And they said that it does not actually change colors,
that what happens is that reflection from light,
and sometimes a stimulus, sometimes when it's --
it's agitated, when it's frightened,
like that time it saw your mommy,
so certain changes occur
that give out that reflection of its environment, okay?
So I have some literature.
We will read -- we'll share that later if time permits.
Okay, we've seen this.
This is one of the characters we will see
in the story we are going to read, okay?
Now I'm going to show you another character
that we will see, okay, in this video clip, okay?
Announcer: The river.
Their tails are their motors. Their feet are their rudders.
Their skin is an iron hull.
And when they move, they strike like lightning.
A fully grown crocodile can lie submerged
for well over an hour, waiting for prey.
When they make a kill, they can't chew,
so they have to twist and literally tear the meat
off the carcass.
Vicious? Deadly? Certainly.
Boy: Is that Africa?
But these killer jaws can also gently cradle a baby.
Crocodilians are one of the few reptiles
that look after their young.
And with protection like this,
few would dare *** a baby from the jaws of its mother.
In fact, it's the jaws that show the difference
between a crocodile and an alligator.
An alligator has a more rounded snout,
and its front teeth stick out.
Alligators are smaller, too,
and are only found in China and America.
They were mistakenly named
after the Spanish word for lizard, el lagarto.
Their appetites are smaller, too,
unlike the largest crocodile, the saltwater,
which will eat almost anything.
A 2-ton giant named Sweetheart tried to eat
more than 20 outboard motors.
The people in Papua New Guinea believe
the crocodile is the creator of all things.
Young men are swallowed up and regurgitated as adults.
Okay, so let me stop here if you don't mind,
because I just wanted you to see that,
the clip of the crocodile,
because today the title of the story we are going to read
is "How Chameleon Became a Teacher."
And that's the chameleon.
Okay?
Do you have a question?
Like, crocodiles and alligators, they look alike, right?
Teacher: They look very, very alike.
Yeah, what is the difference?
There's a difference. One has a sharp mouth.
The other one, the mouth is kind of more rounded, okay?
[ overlapping comments ]
I always get confused.
So if you notice that, and I think it's the crocodile
that has a pointed mouth.
The alligator, his is a little bit rounded.
Let me show you.
Okay, one thing I want you to know
is that with this story we are reading,
somebody said is a crocodile the same as an alligator?
A crocodile is not an alligator, okay?
It's not, not an alligator, okay?
And the chameleon -- is chameleon the same
as the lizard that we see
running around in Africa in the sun? No.
But it belongs to that family.
Okay, it belong -- but not a lizard, okay?
And both the crocodile and chameleon,
they belong to a class of animals called...reptiles.
Thank you so much. Reptiles, okay?
Why am I explaining some of these things?
It's to support the biology class you are taking, okay?
We are supposed to do that.
We are supposed to bring up some content when we teach
to support the mainstream classes you're taking.
Okay, now that I've given you that,
what I'm going to do -- you have a question?
Somebody at the door?
Okay, so what we are going to do is we are going to read this.
I'm going to play an audio, okay?
I'm going to play an audio of this,
and as we've done before, all I want you to do
is to turn to page...page -- that's the first story there.
Page...page 1. That's page 1.
"How Chameleon Became a Teacher."
And as I play this, you will read silently
along with the narrator, okay?
So that's what we are going to do.
And again, briefly before I show that,
I want you to know that the story we are reading,
is it a drama, novel...?
- Ashton: Folktale. - Folktale, thank you so much.
Folktale, okay? It's a folktale, okay?
Just to see whether we still remember,
the word "folk" means what?
- Girl: People. - Boy: Old people.
People. When you talk of old folk, that's when --
- "Tale," Alex. - Alex: Story.
Story. So folktale is what?
A story of a people. That people pass from...?
Students: Generation to generation.
Very good. From one generation to the other.
And you know that this is a subdivision of --
remember the genres of literature,
fiction and nonfiction, right?
- If we still remember. You do? - Students: Yeah.
Good. And some of the subdivisions are what?
- Girl: Short story. - Short story.
You have novels, okay? This is part of it, okay?
Drama, okay? Poetry and others.
So folktale is a subdivision of fiction.
All right, so let's get to the story. Are you ready?
Students: Yeah.
Teacher: Okay.
[ man singing in African language on tape ]
Narrator on tape: Come. Come and hear my story.
Come so that you and I will fly on the wings of memory
back to the years of my childhood.
Woman on tape: "How Chameleon Became a Teacher,"
a tale from Benin.
Narrator: Once upon a time, crocodile and chameleon were friends.
Crocodile was very fond of sunbathing.
He loved to come out of the water
and to lie on the sand in bright sunshine.
And whenever crocodile came out of the water,
chameleon would come out of the bush
and climb up a tree nearby.
Soon they would be talking happily and laughing loudly.
Sometimes they would lie very close to each other,
whispering, shaking their heads, and nodding.
They were always deep in thought and discussion.
Crocodile and chameleon were very good friends.
One day crocodile invited chameleon to dinner.
"Come to my house at the bottom of the lake," he said,
"and my family will give you a delicious meal.
We'll have fun together afterwards.
When you see me rise to the surface,
jump into the lake, and I will take you to my house."
They agreed on a day and a time.
Chameleon thanked crocodile for his kindness,
and they said goodbye to each other.
On the day they had agreed to meet,
chameleon went to the shore of the lake
carrying a stick.
While chameleon waited,
crocodile gathered his wife and children
together in their house at the bottom of the lake.
He said, "Rejoice, rejoice!
My friend chameleon is coming to see us.
He will be our special meal.
I cannot tell you what a delicacy he will be.
Chameleon meat is so tasty."
Crocodile then went out to meet his friend.
There was a great splashing on the surface of the lake
as he came to the shore.
His gigantic mouth was wide open.
To test his friend, chameleon threw his stick into the water.
Believing that chameleon had dived into the lake,
crocodile rushed forward and closed his enormous mouth
over the stick.
Chameleon was shaking, trembling in terror.
His heart was racing furiously.
Chameleon fled from the shore
and quickly climbed the closest tree.
Then, blending in with the color of the leaves,
he cried, "What would have happened to me
if I had not thrown my stick into the lake
to test my friend?
Thank goodness I did not jump into the lake
to meet crocodile.
I would have ended up in the bottom of his stomach
instead of as a guest at his house
at the bottom of the lake.
Take note, take note, o world:
caution is the mother of safety."
And so it was that chameleon became
a teacher of prudence and wisdom.
He walks very slowly and carefully.
He thinks long and hard before putting a foot forward.
And he takes on the local color wherever he happens to be.
Okay, that was interesting.
That's very, very good.
Um, most of these folktales are told to teach a lesson.
You know, I mentioned that earlier,
in our previous classes.
Or sometimes they tell them to explain
how certain things came to be the way they are.
For instance, the chameleon.
What are they explaining here about the chameleon?
Ashton?
How the chameleon and crocodile, they were friends first,
and then now they are not friends.
Okay, but what of chameleon's mannerisms,
its characteristics?
Because chameleon is so soft, he walks slowly all the time.
That was the reason he started to walk slow.
Teacher: Okay, definitely.
So this story, they're trying to explain
why chameleon walks very slowly, okay?
Always looking around because he doesn't want to be...?
- Boy: Killed. - Girl: Killed.
To be killed the way the crocodile did.
And why it changes its color.
But is this story true? No, that's not how it is.
And that's why we say it's fiction,
that folktale is fiction.
Okay, we are going to do some oral re-tell now
of the story we read, okay?
You want to put that story in your own mouth.
Does someone want to come out
and briefly tell us about the story?
Or probably in your chair if you want to do it.
Briefly, about two minutes.
Let's see whether you understood the story.
Cecelia, you want to do that? Okay.
About two minutes.
Yeah, this story started when crocodile and chamel
became best friends and used to be together, play, have fun,
talk, and have a discussion.
And one day, crocodile was trying to invite chamel
to come and visit him, so -- that's it.
Teacher: What happened? Someone in your group wants to add something.
Yeah, so when crocodile told the chameleon to come visit him,
crocodile went and told his family,
"Don't worry, everything will be okay,
because there will be a nice...
there will be a nice, tasty, sweet sauce for us today."
[ laughter ]
And so -- and so crocodile was waiting for chameleon.
Then chameleon decided to go and see his friend,
because they already planned; they are best friends.
I don't think chameleon was even thinking of
crocodile would do that to him, because they are friends.
But he decided to test crocodile first,
if crocodile is a really good friend to him,
by throwing the stick in the lake.
When he threw the stick at the lake,
the crocodile watched, and he think that chameleon
has already jumped in the water.
Teacher: He wanted a delicious meal, yeah.
And then so he realized that crocodile
was not a good friend to him,
so he decided not to go to crocodile.
And then he blessed God for when God saved his life.
Teacher: Exactly. Thank you so much.
That's it, that's it, that's it.
Thank you. So we understand the story, right?
We've retold it in our own words,
because later we will be required to answer questions
that come after the story,
which I Xeroxed, okay, and gave you.
But before we do that, I want us to -- Yeah?
Cecelia: I have something to say.
Like, this story, chameleon think before he went, okay?
Like sometimes people do not think before they do stuff.
They just go ahead and do a thing.
And then at the end, they become a loser.
So if chamel was not going to think...
- he would've been there. - In a big pot of soup.
That's very good. That's equally right. Yeah?
Alex: I think the story is about the alligator thought he was smart
because he tried to fake his friends --
all his friends thought they were like best friends,
but alligator was thinking of eating his friends and stuff,
so he thought he was smart,
trying to trick a friend to come over to visit him and stuff
so he can eat his friends.
Uh-huh. So you see what a friend can do to a friend?
Alex: Yeah, that's why we were talking about trusting people,
you don't just trust people like that.
You've got to know the person really good
before you trust a person.
Before you trust a person, okay.
So that's good. You see how a friend can betray someone.
Edward has something to say.
The story is basically based on how you know
who a real friend is.
Because if alligator was a real friend,
he wasn't going to open his mouth
for a friend to come in his mouth.
He wasn't going to open his mouth.
He was probably going to let a friend jump on his back,
and then they go in the water.
But then he opened his mouth wide,
and then the other guy was thinking
that this guy opened his mouth wide as a friend.
That's an enemy.
He was thinking he was an enemy to him.
Yeah, okay, yeah. That's correct.
That's very, very correct.
He didn't mean well.
He was an enemy in disguise. That's what he was.
Ashton, you wanted to say something?
Yeah, I think all the time he was going out of the water
and lying in the sun, he was just trying to find a way
for chameleon to know that he has a best friend.
Teacher: To gain his confidence.
Yes, he was just trying to find a way
how to dominate chameleon so he'd have a tasty soup.
Teacher: Yeah, so he wouldn't be suspicious
when he does something.
- And finally on this, yeah? - Also, this story is like
sometimes when you get your friend, you have trust,
you think the person like you,
but your best friend have bad intentions for you,
but you don't know.
Every time you all come and laugh, you talk and stuff,
you don't know what is in their mind for you,
so you need to be careful.
But, yeah, definitely people need to be careful.
People need to be careful, but it's --
it's a pity that people can do that type of thing.
But actually, is this life? It does happen.
It happens sometimes.
Sometimes you have good friends,
sometimes you have jealous friends,
sometimes you have wicked friends.
So we better be careful.
I want us to look up here.
I put up something here, a character study,
and it says who did what when, where, and why.
The title and the author.
Remember, I said that any time we read a story, right,
we should write down the name of the story we read.
You know, keeping a record of what you've been reading.
So the title of this story is what,
"How Chameleon Became a Teacher."
And of course the narrators are the two people there,
Raouf Mama and Mary Romney.
And then you're going to fill out
who did what, when, where, why.
These are -- most of the time, people in journalism,
you know, people that study, newspaper reporters,
when you read any story, they usually try to answer
some of these questions, okay?
You can't tell us that a crime happened
and you don't tell us where it happened
or why it happened.
Equally, in the story we read, who did what, okay?
Who did what? What did that person do, did what?
Okay, when? When did he do it?
Where? Meaning the -- where is what?
- Boy: Setting. - Setting.
Oh, my gosh, I love that word. Thank you.
Good, good. Where is the setting.
And why? Reasons behind his action, okay?
So you quickly jot it down, and when you're done with it,
let me tell you something I want to do.
Because eventually I will want you to write your folktale.
But some people will be saying,
"Is it possible for me to make up a folktale?"
Yes, you can. You must have listened to lots of them
from your grandmother and your parents and stuff back home.
And to encourage you, okay, to tell yours, I will tell mine.
The difference is that mine will be oral
and yours will be written,
because I want us to practice all the English skills --
the oral, writing, speaking, and everything --
before this class is over, all right?
So you will do the writing.
And that writing of your own folktale
is individual work, okay?
So quickly answer these questions,
we'll discuss it briefly.
I will tell my own folktale.
- You need paper? - Cecelia: I have some.
I can give him some.
You have -- I do have, yeah. I do have.
What's your question?
Boy: Are we going to do this in group or individual?
Teacher: This one is individual.
This one is just very simple. This is individual, yeah.
And again, if we have time, I have some construction paper
where you can draw your crocodile and your chameleon
and color them in, if time permits.
Girl: Are we writing the story first?
Teacher: No, you're answering that: who did what, okay?
Like who did what --
we have to put the two friends' names?
Say who did, and to whom it was done to, okay?
Who did this? I think that will be the best thing.
- Do you understand it? - Girl: No.
Who did -- you can't just say "who did"
without saying the person a particular action was done to.
So mention the character that did something, okay,
and to the character it did that something to.
- Who -- - Girl: Can you give an example?
I'll give you an example.
What story did we read that is similar to that?
We read, in Pearls of Wisdom,
we read how that time
they took a decision on the chicken,
and the chicken wasn't there, remember?
The chicken was absent.
Okay, "Why Hawk Preys on Chicks," remember that story?
We read that some weeks ago.
Okay, who did what in that story?
Yeah, who wants a baby animal it will be feeding on?
So who? Hawk, thank you.
Who did he eventually decide to start eating?
The chicken.
So the hawk decided to start preying on the chicken.
Then, you know, okay. All right?
Boy: May I sharpen my pencil?
Sure, or you can grab one of mine.
Okay.
[ speaking indistinctly ]
Teacher: Okay, we should be done.
Who did what, when...
where, and why, okay?
It's just brief, brief answers, that, you know...
Okay.
You want to just share that briefly?
Yeah, okay, because these are just brief answers
of the things I want here.
Okay, I want everybody to look up, please.
Look up.
Okay, the first thing I have there, this is a character study
of the story "How Chameleon Became a Teacher."
And we're asking who, the question who?
Who wants to tell us who was the main person
we are talking about in the story?
Okay, let me see whether I can find someone
who has not really talked today. Melody.
Crocodile and chameleon.
Teacher: Okay, crocodile was the who.
Another person was the chameleon.
That was the person he did something to.
Okay, did what?
Who else wants to...?
You want to say something, Elizabeth?
Um, crocodile wanted to eat chameleon?
Teacher: Yeah, he wanted to --
For dinner.
And he lied to him to come over for dinner,
but chameleon didn't know that crocodile was a bad friend,
to eat him.
So at the time chameleon was going for dinner,
he tested crocodile, and he threw the stick.
And when he found out that crocodile's a bad friend,
he left.
Okay, so he didn't know that coming for dinner
means that he will be the dinner.
"Come for dinner, friend."
He didn't know that he will be the dinner.
Okay, that's great. When?
I want to hear everybody's voice today before the class is over.
Leroy.
Leroy: When they were best friends.
Huh? "When," meaning when did this happen?
Emanuela?
Emanuela: The appointment date.
The appointment date, but when?
The appointment date.
Okay, I think she's right,
because actually they didn't give a date when it happened.
Does someone have something else to say about that?
- It happened before dinner. - Teacher: Before dinner, okay.
He is trying to make it very specific.
Okay, just before dinner. You're right, you're very right.
Okay, just before dinner.
Okay, where?
Where? I want to hear someone else's voice.
Elizabeth Gyasi, I want to hear from you now.
- At the bottom of the lake. - At the bottom of the lake.
Thank you so much.
And "where" is the same as the setting, right?
Yeah.
Why did it do it?
Why?
Why did --
Girl: Chameleon or crocodile?
Did chameleon do anything?
- Boy: No. - Who started it all?
- Girl: Crocodile. - Why did he do it? James?
James: Because crocodile wanted some food
for him and his family to eat.
Okay, that was part of it, but again, because he was...?
- Edward. - Hungry.
Teacher: Hungry. Apart from being hungry, he was...?
Ashton: He was not a good friend.
He was not a good friend, he was mean, right?
He was very mean.
I mean, if you're hungry,
what did he use for dinner at other periods?
Because he was mean. Okay, that's very good.
So now we are done with that.
You have the questions you will answer,
which you have here in that handout I gave you,
but I'm going to tell my folktale now.
- Are you ready for me? - Students: Yeah.
Oh, okay, I'm not going to sing...
[ singing ]
I'm going to start off mine the way we tell it back home.
And it's usually told when?
- Girl: At night. - In the night.
When the sun has gone down and the moon is out, right?
So if you don't mind, you want me to turn this off? Yes.
So this is our makeshift moon,
and you're going to listen to me now.
So back home -- you know, each culture is different,
but back home from where I come from, Nigeria,
the Igbo tribe, we start it off by saying,
"Stories, stories," and you answer, "Story."
Right?
When I say, "Once upon a time," you said -- oh!
- Girl: Time, time, time. - Fantastico, okay.
- Stories, stories. - Students: Story.
- Stories, stories. - Students: Story.
- Once upon a time. Time, time. - Students: Time, time.
My people, you wouldn't believe what I saw
when I made a long, long journey to the land of Edu and Oba.
Don't ask me where it is,
because it is the animal kingdom.
I visited the animal kingdom, and when I got there,
there was a big drought.
That means rain was little.
The plants were dying.
The animals were hungry.
What do you think they did, my people?
You know what they did?
They decided to hold a meeting
so they don't die off like all the dinosaurs.
The birds called their meeting first.
When they came together, Tortoise decided to come.
He wasn't a bird, but he said he would be there.
The birds knew the tortoise as a trickster,
so when he arrived at the venue,
they were all suspicious.
They said, "Tortoise, what are you doing here?
You're not a bird."
Tortoise said, "Don't worry, my friends.
You know why I'm here? I am your friend.
I'm just here to give you an advice
as to how you can survive in these hard times."
Is everybody listening to me, because the story is for you.
Then what happened?
Tortoise told them, "If you go up to the sky,
there is a very generous king who lives there.
He gives people lots of food and wine to drink.
So if you go there, you will have lots to eat today."
The birds said, "Really?" He said, "I'm right."
So they said, "Okay, we'll go."
Tortoise told them, "Hold it, my friends.
I've given you an advice.
Do you mind if I come with you as a good friend?"
They all looked at each other and said,
"Tortoise, this is a trickster. We don't want him to come."
But somehow some of them say,
"You know what, let's give him a chance.
After all, he helped us."
So they said, "Okay, you can come."
Before they left again, he said, "Hold it, friends.
I don't have any wings. How do I get to the sky?"
So he said, "If you don't mind, can you please give me
one feather each from your body?"
You know birds are covered with feathers, right?
Each said, "Oh, no problem."
One will pull out a feather and give it to the tortoise.
The others did the same.
In the end, tortoise has lots of feathers.
Tortoise now got a glue
and stuck all the feathers on its body.
Then they took off on their journey.
And they got there.
Immediately they got there, what did the tortoise do?
Tortoise called a brief meeting of all the birds.
He said, "Birds, let me tell you,
you don't know how to behave in foreign lands.
I will tell you; I'm a professional.
You know what, now we are here, we need a title.
Each person should take a name by which he will be greeted."
So the birds say, "Really, is that it?"
Tortoise said, "You know, I'm widely traveled.
I know the customs."
So they said, "Okay." So they each took a name.
What did the tortoise do?
You know what the name that the tortoise took for itself?
He said, "My name is All of You."
All of You. So they said, "Really?"
Some of them said, "You know, Tortoise is weird.
So don't mind All of You. What a weird name."
So Tortoise took the name.
All of a sudden, the king appeared,
ordered his servants to bring out food,
assorted types of dishes,
and laid it elaborately on the table.
Then the birds said, "Okay, let's now go and eat."
The tortoise said, "Hold it, birds. Hold it.
Let's find out from the king who this food is for."
So the tortoise said -- he stood up, cleared his throat,
greeted the king, bowed, and said,
"Excuse me, your majesty, who is this food for?"
The king looked at him and said,
"Of course, it is for all of you."
Then the birds got up; they wanted to eat.
Tortoise told them, "Hold it, hold it, hold it.
Did you hear the king?
He said the food is for All of You,
and my name is All of You.
So the food is for me."
The birds were angry.
The tortoise sat down and ate up all the food.
At the end of it, the king said,
"Okay, well, now it's time for drinks."
So he called his servants,
they brought out assorted drinks,
and they laid it on the table.
And the birds said, "At least let's have something to drink
to quench our thirst.
You know, we haven't eaten -- let's have this."
Tortoise got up and said, "Hold it, birds.
Let's find out from the king
who all these things are meant for."
So the king said, "Of course it's for all of you."
Tortoise said, "Birds, I told you,
All of You, that's me, that's my name."
He sat down, drank up all the wine.
His stomach was bulging from all sides.
And at the end, they were about to leave.
The birds decided to play a fast one.
They held a brief meeting excluding the tortoise.
When they came back, each bird came and said,
"I want my feather back."
So each went and plucked its feather from the tortoise.
So the last bird to come -- and when anyone takes his,
he goes, greets the king, and says,
"Okay, thank you so much for hosting us,"
he flies back to the earth.
So the last bird to come for its feather was the parrot.
You know, Parrot talks too much.
So the tortoise called the parrot and said,
"Parrot, we've been friends for such a long time.
We've been friends. Don't forget our childhood days and stuff.
You want to do me a favor?
I'll give you back your feather, but when you get to the earth,
go tell my wife to bring out all the soft things from the house
and lay them outside, because I will eventually tumble
out of the sky to fall back to the earth,
because I don't have any wings to fly with anymore.
Okay, so I can land on those soft things
so I don't break up my body."
Parrot said, "Don't worry, my friend, I'll do that for you."
He took his feather, flew back to the earth.
Immediately, he came there, he went to Tortoise's wife
and said, "Your husband gave me a message for you."
You know what he told the wife?
He said, "Your husband said bring out
all the hard stuff from your house --
all the desks, machetes --
I mean, you name it, all the hard objects, lay them outside."
The tortoise's wife said, "Oh, my gosh,
I know that my husband is weird,
but this is about the weirdest thing I've ever heard him say."
So she went and laid all those things out.
And then the tortoise now jumped --
The tortoise looked from the sky
and saw the wife laying out stuff;
because it was a long distance away,
he couldn't make out the stuff she was laying.
So he was very happy.
He said, "Now, aha, Parrot, my friend, he gave my message."
When he saw the wife move out from the side,
he now jumped off and started falling
and falling and falling and tumbling and rolling
until finally, ***, he landed on all the hard stuff,
and guess what, he landed on his back.
What happened? Its back was shattered to pieces.
He was in pain, he was groaning.
He called the wife.
The wife ran out of the house saying, "What happened?"
He said, "You know what you did to me?
Why didn't you bring out the soft things?"
The wife said, "Well, the parrot told me
that you wanted the hard stuff."
Oh, the tortoise was so mad.
Then he told the wife, "You know what,
go get me some glue and come and put me back together again."
So the wife went and got glue, got bits and pieces of its shell
and tried to stick them together.
And that is why up until today,
the tortoise has cracks on its back.
[ students exclaiming ]
My brothers and sisters,
I saw all these things in the animal kingdom,
and I decided to come back here to share my story with you.
I'm done.
[ cheering and applause ]
Girl: Thank you. That was good.
Boy: Don't you have a riddle?
A riddle?
You want to share a riddle?
Boy: Yeah, a riddle.
Or a folktale?
- Girl: I have a short folktale. - Boy: A riddle.
Okay, give me a riddle, but we're not doing riddles.
Just share a riddle. We are talking of folktales.
- Oh, riddle, riddle. - Teacher: Riddle.
Yeah. Which one of the countries have the pan?
- Teacher: Has the what? - The pan.
Teacher: Japan.
[ applause ]
Teacher: Okay, I take a bow, I take a bow. I got it.
Boy: Riddle, riddle.
Riddle, okay, one more. That's the last riddle.
We're talking of folktales here. That's the last riddle.
What goes up and never comes down?
- Girl: Your age. - Your age.
Your age. Okay, okay, that's good.
Okay, thank you. What happens here?
What do I want us to do? Just a second.
What I want us to do is it's quarter past 12 now.
We have how many more minutes before this lesson?
- Girl: 15 minutes. - Less than 15. About 15.
I want you now to silently, individually
think of your folktale.
Ah, yeah, yeah, no, we've done the listening, the speaking.
You know, we've done all of these things.
We now want to do the writing.
And we've had lots of support.
Now the individual work we've done,
we now want to put it into practice.
Let's create. I want to see what you can create.
We've read a folktale.
I have on my own told you my own folktale.
I'm sure you will be able to put something down.
Some people will say, "I don't know a folktale."
Make it up.
Make it up. Try.
I just want to see you try.
Is it hard for you to do?
Okay, if you think it's hard, hands up.
If you think it's hard.
Okay, if you think it's easy, like soup you can lick up...
Okay, you know what, I'm going to give you an option, okay?
You either do that or compare and contrast
the crocodile to the chameleon.
- Girl: I'll do the first one. - You'll do the fir--
Okay, so why don't we now try to do it?
Remember when we are writing,
remember the five paragraph writing.
We do; we've practiced in class, right?
Introduction, the body, and the conclusion, right?
Remember the transition words.
Look at the side of the board; some of them are there.
If you look up in the morning message I wrote here,
I used some transition words: thereafter, next, after.
You know, I used some of them. Yes, thank you. Okay?
I used some transition words in the brief message I wrote there.
I have some on the board, okay?
Remember the five paragraphs.
Just try. First of all, brainstorm.
Try to brainstorm for the folktale.
Girl: In 15 minutes?
Just -- if we don't finish it, you go home with it,
use it as homework.
You mustn't finish it in 15 minutes, all right?
But start planning.
I will go around to help you.
Start planning.
Let me take a look at yours.
Other people are writing, so they can think.
If you need help -- I need my -- bad eye --
I need my glasses.
You can do it. Come on, you've done bigger things before.
[ teacher speaking indistinctly]
Another thing is this -- sorry to interrupt you.
You know, I gave you the handout
"How Chameleon Became a Teacher," okay?
That is that story we read
which we are supposed to answer questions on.
In fact, that's why I didn't discuss that story much,
because I don't want to give out the answers, okay?
So we have that. And we also have this writing.
So I don't expect you to finish the writing in class,
but I want to see you try.
If you have any questions, you ask.
I can probably give you some ideas
on how to develop or expand what you've written.
But also remember that you are going to take this home.
To answer the questions, it's pretty straightforward,
the chameleon in the story.
Okay, any questions, I'll come to you.
Okay, Cecelia, you raised your hand first.
Cecelia: Is it five paragraphs?
Is it five paragraphs? I just gave Alex --
Yeah, remember that five paragraph format that we use.
If you don't have a copy of it, I can give you.
But if your story is not five paragraphs...
My folktale is very short.
Teacher: Okay, it's short, but you know what, you can pad things up.
For instance, next week is the SOL, right?
Let me give an example.
Assuming are taking English, the English SOL,
and they give you a topic to write on,
and they say five paragraphs.
And probably your idea is what you think can contain
in about probably two or three paragraphs.
If you write less than five paragraphs,
are you following the guidelines?
No. So what do you do?
I've told you many times that when you're writing,
try to pad things up.
But make sure that the things you're using to pad up
are related to what you are saying.
Because the first paragraph is usually the introduction.
It's like a preamble, right?
Probably can start talking generally
about folktales, right?
And then the one you want to talk about eventually, see?
The first paragraph is over by the time you go about that.
Then probably in the next three paragraphs,
you are now telling the story.
Now remember, the fifth paragraph is the conclusion.
You're winding up.
So you see, the actual story itself is three paragraphs.
So if you misplaced these guidelines I gave you
for writing a five paragraph,
I will give you another one, okay?
I want to rehash some of what I said.
And I want to wind up, okay?
We read a story.
What was the title of the story we read, everyone?
Chameleon.
Chameleon Became a Teacher."
Teacher: Yeah, "How Chameleon Became a Teacher."
Okay, what genre of literature is that?
What subdivision if the genre of literature is that? Emanuel?
- Emanuela. - Teacher: Emanuela, I'm sorry.
- Emanuela: Folktale. - Folktale. It's a folktale.
And what's the meaning of a folktale?
I want to see other hands.
Melody: Stories that people tell from generation to generation.
Teacher: Stories that people tell from one generation to the other.
And again, in that story, we had two animals
who were the characters.
Who wants to tell us what the animal--
the names of the animals?
I want to see other people raise their hands. Ashton.
Ashton: Chameleon and crocodile.
Chameleon and crocodile. And we said they belong
to the class of what?
What is the class they belong to in biological group?
- Boy: Reptile. - Reptiles, thank you.
We call it reptilian, okay? Reptiles, okay?
And the reptiles, what are reptiles?
What are some of the characteristics of the reptile?
It's like we're also revising for SOL.
I'd rather see hands up. Elizabeth Nath.
Elizabeth: They live in the water.
Some live in water and land. They mostly live in water.
Some do. That's good, yeah.
- Boy: They eat meat. - They are carnivores.
Some of them are carnivores, but not all of them, uh-huh.
- Ashton? - They crawl on their belly.
They crawl on their belly, you know.
- They have four legs. - Boy: They have backbones.
They have backbones, thank you so much.
They have backbones, or vertebrae, okay?
How are they different? They also have scales, okay?
How are they different from mammals, for instance?
How are they different from mammals?
A little biology here, yeah?
Alex: Mammals are warm-blooded animals.
Thank you so much.
Mammals are warm-blooded, whereas reptiles are...?
- Girl: Cold-blooded. - Cold-blooded. Very good.
Give yourselves some hand here.
That's very good. That's very good.
And you know what?
If I don't see any of you before this week is over,
I wish you success in your SOL.
Leroy: You, too.
I'm not taking any SOL. I'm done with that!
I wish you success in your SOL.
And what happens is that you can now talk
for the last 30 seconds with your friend,
because you did a wonderful job.
You did a wonderful job.