Lesson
2. Draw the settings of “Excalibur.” Write a brief description for each. Draw students’ attention to the Glossary word (setting) and ask volunteers to define it using their own words (time and place of a story). Then, invite students to create images from what they heard in the previous activity by drawing the settings. 3. Circle the words you don’t understand and create a glossary for this legend. Ask students: Do you remember which strategies you can use to find out the meaning of words you don’t understand? Elicit that in the last two units, they created glossaries by inferring the meaning of the words from their context or by using a dictionary. Read instructions aloud and encourage them to use different strategies to define new words and expressions from Excalibur. Monitor while pairs work to offer any help they may need and when all of them have finished, invite them to share their words by writing them on the board to create a class glossary for this legend.
Lesson
1
Listen and follow the reading.
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must visit me every day to receive education. Sir Ector was confused, but accepted to help. —Very well, Merlin, if our Kings have trusted you, I will help you. This child will be like my own son. Does he have a name? —His name is Arthur. —Good, strong name. —Sure it is, a name for a king. And that was how King Arthur found a foster family.
Excalibur Many years ago, in a forest in Britain… —Did you bring the baby? —Her Majesty begs you to take good care of her son. Merlin took the baby to Sir Ector in his solitary house in the country. —Take care of this baby, his safety is very important to all of Britain. —But… —When he is old enough, he
2 Draw the settings of Excalibur. Write a brief description for each.
(Possible answers)
a British forest
a solitary house in the country
3 Circle the words you don’t understand and create a glossary for this legend. (Answers may vary.)
Differentiated Instruction
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Activity 3: Use the Individualized Feedback Strategy to help struggling students to create their glossaries by guiding them to infer the meaning of the words taking the context into account.
Achievement
• Explore children’s legends. • Participate in the reading of legends.
Teaching Guidelines
• Follow a read-aloud. • Create images from what is being heard. • Use different strategies to define new words and expressions. Development What do all legend settings have in common? Ask aloud: What do all legend settings have in common? Invite students to share their ideas. 1. Listen and follow the reading. 25
Ask students: Have you ever heard about King Arthur and his Round Table? Elicit answers and explain that in this lesson they will work with a legend that explains what happened to this king when he was a baby. Play Track 25 and invite students to follow the reading.
Unit 8
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