6. Tell your partner if anything similar has happened to you. Ask students to try to connect the story with their personal experience. Allow them to work in pairs, and if anyone wants to share, elicit some other examples of personal anecdotes from volunteers. Learning to Learn 112 Ask the question from the box and elicit students’ prior knowledge; encourage them to go to the Appendix if needed. 7. Think of your own personal anecdote and complete the chart. Ask students to think of a personal anecdote or a story. Then ask them to complete the chart individually. Put students into groups and get them to share the elements in their charts. Use concept checking questions like: So, Pedro is the most important person in the story? 8. Tell your group why it is important to share personal experiences. Ask students to discuss the question and elicit their answers. Highlight that we get to know and trust each other more when we learn about each other’s experiences. Time to Shine Ask students to work in small groups and come up with a list of the most popular activities for children where they live. Ask for personal input like: What is the funniest story a friend has told you? Ask students to guess what is in the hole that is making the noise. Write down their ideas so that they can check them in the next lesson. Product: Recording of a Personal Anecdote Ask students to write down three expressions to talk about surprise. Monitor and check and then ask them to copy their expressions onto strips of paper. This activity is your first piece of evidence. Don’t forget to ask students for the strips of paper and keep them safe as they will be used at the end of the unit! Self-evaluation You could read the statements in the box together to make sure everybody understands what they need to self-evaluate. If necessary, go back to some of the previous activities so that students understands what each statement refers to. Read the tip provided and make sure to offer individual support to those students who detected areas of opportunity.
4 Circle the words or phrases that have the same meaning as the first word in bold in the text in Activity 1.Why are these phrases important in stories?
a all of a sudden
b before I knew it
c a er a while
5 Work together. Match the terms and things from the story.
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a the most important person or animal in the story (protagonist) b other people or animals (secondary characters) c the place and time the story happens (setting) 1 the zoo, yesterday 2 a boy, Henry 3 monkeys, a zookeeper, other children 6 Tell your partner if anything similar has happened to you. 7 Think of your own personal anecdote and complete the chart.
Do you know how we call the characters in a story? Or what is the setting? For information about this theme, go to page 112. 112
Protagonist
Secondary Characters
Setting
• What is the funniest story a friend has told you? Time to Shine!
Reader What do you think is making the noise? (pp. 17-19)
8 Tell your group
• Work in small groups. How can you talk about a surprise? • Write down three expressions to talk about surprise. • Copy and illustrate each activity from your list on strips of paper. Self-evaluation (Check the box or boxes.) I can write three expressions to talk about surprise. I can say what different parts stories have. Tip: If you can’t remember the parts stories have, go back to Activity 3. why it is important to share personal experiences. Recording of a Personal Anecdote
Step 1
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Achievement Explore fun personal anecdotes. Teaching Guidelines • Determine the elements in anecdotes: protagonist, secondary characters, setting. • Make connections with personal experience. • Ask about words and expressions that express surprise or expectation to incorporate in their own vocabulary repertoire. Development 4. Circle the words or phrases that have the same meaning as the first word in bold in the text in Activity 1. Why are these phrases important in stories? First ask students what the word Suddenly in bold in the story means. Then elicit, one by one, if the phrases in this activity mean the same or different. Differentiated Instruction For this activity you can use Intonation and Gestures to help students with the meaning of the phrases, to show that they are expressions that talk about surprise. 5. Work together. Match the terms and things from the story. Ask students to work in pairs and read the descriptions together and then decide what each one matches with.
Unit 2 • Activity Book p. 17
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