T asks personalized question to Ss, "do you have any pets, if so what are they?", if not "would you like to raise cats, dogs, birds or fish?" and give them 2 mins to share with their partners before nominating a partner and ask follow up question; "what's its name?", "what breed is it?"

T presents some pictures of the story and asks Ss what they think the story is about and elicit where and when the story takes place. T writes on the board sentence builder how the story starts (S for setting, C for character, an arrow for action) then invites Ss to guess the events of the story.

Q: Look at the pictures and guess how this dog feels? before the storytelling T asks Ss to work individually to guess the meaning of the blocks. T asks CCQ: What parts of speech are they? Elicit adjectives. Instruct them to look at the text and identify the meaning of each one before clarifying them using MPF technique and giving OCFB.

Ss undertake a guided writing tasks to focus on the structure and the events order. Ss are divided into pairs to do some controlled practice like fill in gaps, match-up activity and semi-controlled practice descriptive task after they listen to the narrative. T monitors and micro-teaches where appropriate. During the feedback T borders the sentence builder and ask CCQs on the content. Q: When does the story happen? In the afternoon Q: Where it happens? In the forest Q: Who's in the story? A silly dog. Q: What happens to Dino? He lost his bone. Q: Why? Because he's greedy T elicit the beginning, middle and the end of the story

Ss are divided into groups to plan and prepare their writing and asks Ss to make a list of silly animals and choose one of them to be the character for their story. Ss are given some scaffolding questions to help them brainstorming the setting, character and action. T asks to create their plot and assist weak students.

Ss are given sheets and asked to write a story about their chosen silly animal and draw a picture. Once the students have started, T will monitor closely the task and explain punctuation rules such as (period, comma, quotation marks) on board. When the activity has finished T gives task feedback by: Recheck the student's writings using the Feedback chart. Pay their attention to their mistakes gently. T gives a delayed error correction on the board and praises the good productive examples and vote for the best story.