A heads-up: Lesson plans and supplementary worksheets are available.

“Humpty Dumpty sat on a wall

Humpty Dumpty had a great fall

All the king’s horses and all the king’s men

Couldn’t put Humpty back together again.”

But, what if I told you that Humpty Dumpty was able to get back together again?

As an ESL or EAL teacher, you must have likely encountered this nursery rhyme in your lessons. These charming verses not only captivate young learners, but it also serves as a powerful tool for teaching essential language skills such as pronunciation.

In light of the growing interest in short stories that could engage young learners, particularly within the ESL/EAL context, Dan Santat has creatively penned a sequel of Humpty Dumpty. Titled “After the Fall”, the story revolves around Humpty Dumpty (of course!) who was famous for falling off a wall. Like anyone who has fallen off something, Humpty Dumpty grappled with a newfound fear of height. Until one day, he bravely decided to confront his fear and attempt to climb the wall again.

The story, despite its simplicity, is rich with positive values that can be instilled among young learners. Its relatable themes allow readers to connect deeply with Humpty Dumpty’s journey, making it an excellent choice for fostering discussion and encouraging reflective thinking in the classroom.

And that is the main reason my team and I (including my Advisory Teacher) decided to incorporate this story, in English lessons (rough teaching plan and supplementary worksheets available).

Amalgamating language and Social and Emotional Learning (SEL) poses a significant challenge. After several discussions, my team and I decided to effectively approach the book using the ‘Jump In’ and ‘Jump Out’ strategies. The ‘Jump In’ strategy involves reading and understanding the story, allowing students to immerse themselves in the narrative. Conversely, the ‘Jump Out’ strategy encourages teachers to facilitate reflective thinking by prompting students to draw connections between their own experiences and the characters or themes within the story.

Here is how we planned in incorporating SEL in English lessons

1. Lesson 1 and 2 (Week 1) – Jump In
   • Provoking students’ interest through;
     • Prediction of story based on the cover page
     • Listening to (or singing) the “Humpty Dumpty” song
   • Identifying the different emotions of the character by examining the illustration through;
     • Discussions – what could Humpty Dumpy be feeling?
     • Flashcards featuring various emotion – happy, sad, worried, excited, etc.
2. Lesson 3 and 4 (Week 2) – Jump In and Jump Out
   • Analysing character to find connections through;
     • STEAL, a character analysis tool: Speech, Thought, Effect on Others, Action, Look
     • Enganging in discussions and sharing personal experiences
3. Lesson 5 and 6 (Week 3) – Jump In
   • Understanding the character through;
     • STEAL, a character analysis tool
     • Thought Bubbles (SEL-driven strategy): Students write what the characters might be thinking
4. Lesson 7 and 8 (Week 4) – Jump In and Jump Out
   • Understanding growth mindset through;
     • Transforming ANTs (Automatic Negative Thoughts) to PETs (Positive Encouraging Thoughts)
     • Conducting character analysis using STEAL, with a focus on Look
     • Sharing personal experiences, emphasising how students would feel or look in similar situations
5. Lesson 9 and 10 (Week 5) – Jump In and Jump Out
   • Understanding the character through;
     • STEAL
     • Thought Bubbles
   • Drawing connections with the character through;
     • Experience sharing
     • Identifying similarities and/or differences
   • Understanding emotions through;
     • “Look, Feel, Sound Like…” chart
6. Lesson 11 and 12 (Week 6) – Jump In and Jump Out
   • Understanding the character through;
     • Interactive reading aloud where teacher models reading fluently and comprehension strategies
     • Character analysis using STEAL, focusing on Look and Action
   • Reflecting and finding connections with the character through;
     • Reflective writing – examining one’s fear
     • Completing a questionnaire
7. Lesson 13 and 14 (Week 7) – Jump Out
   • Showing empathy for the character through;
     • Writing affirmative messages or words
     • Creating affirmative stickers
     • Engaging in role-play to express different emotions and use comforting affirmative words
8. Lesson 15 and 16 (Week 8) – Jump Out
   • Summarising the story using the SWBST table;
     • Somebody (Character)
     • Want (End goal)
     • But (Issues/Problems)
     • So (Character’s actions and initiatives)
     • Then (Results)

Supplementary Worksheets:

ESL Share After the Fall (Canva Template)