Read instructions aloud and have them complete the task while you monitor walking around. Check orally.
4 Classify the characters from “Excalibur.”
Excalibur Characters
Learning to Do 118 Go to page 118 in the Activity Book and ask volunteers to read the information related to the way in which they can differentiate present and past. 6. Reread the legend. Write two examples for each column in the chart.
Main: Merlin
Secondary:
woman, Sir Ector
5 Read the following sentences. Write an N if it was said by the narrator, and a C if it was said by one of the characters.
N
a Many years ago, in a forest in Britain… b Did you bring the baby? c Take care of this baby. d His name is Arthur. e Sir Ector was confused, but accepted to help. C C C
N
6 Reread the legend. Write two examples for each column in the chart. 118 121 (Possible answers)
Have pairs compare structures of expressions in present and past tense in Excalibur’s dialogues. Tell them to check again the auxiliaries and time expressions in the Appendix. Check by asking volunteers to write the sentences on the board.
Reader Why Zere the aniPals not enoXgh for 7epeX and *XFXPat]? (pp. 2- )
Present Tense
Past Tense
Does he have a name? His name is Arthur.
Did you bring the baby? Merlin took the baby.
Step 2
Illustrated Venn Diagram
• Describe the settings of the two legends you chose and illustrate them. Self-evaluation
Ask students what the Mayan gods wanted after they created the Earth (creatures to thank
Re ect upon the following questions: • Which aspects did I consider to participate in the reading of legends?
them for their creation) and what the problem was (the animals couldn’t speak and praise the gods).
• Did I feel con dent doing it? Why or why not?
What can I do to improve?
Product: Illustrated Venn Diagram In this lesson, they will describe the settings of the two legends they chose. Organize the class into teams, read the instruction aloud, and give them some time to write their descriptions and illustrate them. Encourage them to use a bilingual dictionary. This activity will be your second 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.
79 Unit 8
Achievement
Participate in the reading of legends.
Teaching Guidelines
• Classify types of characters (main and secondary) from their actions. • Contrast speech characteristics of the narrator and characters. • Compare structures of expressions in the present and the past.
What do all legend settings have in common?
Development 4. Classify the characters from “Excalibur.”
By rereading the setting descriptions, guide students to conclude that all the legends they have read so far occurred many years ago. Differentiated Instruction Activity 6: Use the Three Minute Pause Strategy to give students some time to mentally summarize the information related to legends they have learned so far (structure, auxiliaries, time expressions). After the three minutes, invite volunteers to share their answers.
Organize the class into pairs and draw their attention to the graphic organizer. Ask: What do you think is the difference between main and secondary characters? (the actions of the main character are more important in the story). Give them some time to classify the characters in Excalibur considering their actions. Check orally. 5. Read the following sentences. Write an N if it was said by the narrator, and a C if it was said by one of the characters. Students will continue working in pairs to contrast speech characteristics of the narrator and characters.
Unit 8
T79
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