5. Circle the option that applies to you. To review the function of graphic and textual components, read aloud the sentence in the text bubble and ask: What is the function of the picture? (to show the main characters or the conflict). What is the function of the text? (to explain in detail what the story is about). Have them circle their answer and guide them to conclude that both components help us understand what the legend is about. 6. Answer. Organize the class into teams and have them express personal experiences and emotions related to the content of King Solomon and the Baby by answering the questions. Ask teams to share their conclusions. Finally, ask aloud the Time to Shine! question and elicit that both legends are very old stories and they are part of cultural traditions. Have a volunteer explain the meaning of setting (time and place of an event in a story). Ask if the text says when it happened (no). Then, ask where the story started (in a forest). Product: Illustrated Venn Diagram In this unit, students will create an illustrated Venn Diagram in which they will compare two legends from different cultures. In this lesson, they will choose the two legends that they will compare and they will describe their characters. Read the first instruction aloud and give them some time to write their lists. You may suggest that they use electronic devices to look for the legends online. If not possible, try to provide them with books that include legends. Monitor to check that the legends they choose are from different cultures. Then, read the second instruction aloud and give them some time to describe the characters using a dictionary and illustrate them. This activity will be your first evidence in this unit; ask students to file it following the procedure you prefer. Self-evaluation Read the questions aloud to make sure students know what each of them refers to. Tell them to review the activities they performed in this lesson to answer and identify their areas of opportunity. Finally, encourage them to suggest ways in which they may improve. Who are usually the main characters of legends? Have students answer considering the characters from the legends they have read about so far (they are often people who really existed, like kings or heroes, but it is hard to tell if their stories are true).
4 Describe the characters from “ King Solomon and the Baby. ” Then, retell the legend. 118 (Possible answers) wise king, stubborn woman, loving mother, innocent baby
5 Circle the option that applies to you.
(Answers may vary.)
I could retell the legend because I recalled…
the picture. the text.
6 Answer. r )ow did you Geel when ,ing 4olomon decided to cut the CaCy in two parts? r )ave you ever Ceen in a situation in which you must judge iG someone is saying the truth? )ow was it? (Answers may vary.)
What do Eoth legends in this lesson haYe in FoPPon? Time to Shine! (Possible answers) They are very old stories, they are part of a cultural tradition.
Reader What is the setting of the story? (pp. - 1)
Step 1
Illustrated Venn Diagram
• Write a list of legends and vote to choose two from di erent cultures. • Describe the characters and illustrate them. Self-evaluation
Re ect upon the following questions: • What did I do to explore children’s legends?
• Which of the strategies was the most e ective?
What can I do to improve?
77 Unit 8
Achievement
Explore children’s legends.
Teaching Guidelines
• Review the function of graphic and textual components. • Express personal experiences and emotions related to the content of a legend.
Development
Learning to Do 118
Go to page 118 in the Activity Book and ask volunteers to read the information related to adjectives. 4. Describe the characters from “King Solomon and the Baby.” Then, retell the legend. Organize the class into pairs and have them use their dictionaries to find adjectives to describe the characters. When they have finished, ask pairs to share their answers. Finally, ask the class: What is the conflict? (each woman claims the baby is hers). What is King Solomon decision? (to cut the baby into two halves and give each woman one half). What happened at the end? (he finds out who the mother is).
Unit 8
T77
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