help struggling students paraphrase what they read to fill in their graphic organizer. 5. Identify the message of the tale. You may organize the class into small teams and read instructions aloud. Give them some time to exchange their points of view. Then, to have students reflect on what they have read, ask: What did the queen think about the princess when she first saw her? (that she was not a princess). Why? (because she had an unpleasant aspect). So, a possible message or moral could be to not judge others by their appearances. Next, have them reflect on how the context in which the author lived influenced his writing. Ask: Do you think only princesses have such delicate skin? (surely not, but it was the 19th century Europe and he lived in a very classist society, concerned with appearances). Finally, read the task in the Time to Shine! box and praise students who answer. buildings be like? And streets? And parks? Then, ask them what roads were like in Grid City and have them answer in pairs. Product: Illustrated Venn Diagram In this unit, students will create an illustrated Venn Diagram in which they will compare the setting, characters, and plot of a tale with those of a personal experience. In this lesson, students will select the tale they will work with and create a repertoire of words and expressions from that tale. Organize the class into teams, read the first instruction aloud, and give them some time to read the tales they brought for homework and to vote for one. Then, read the second instruction aloud and have them create a graphic organizer to explain the plot (you may suggest that struggling students draw the sequence of events instead of writing them). This activity will be your first evidence in this unit; ask students to file it following the procedure you prefer. Self-evaluation Ask students to imagine and describe cities one hundred years from now: What will 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 students understand what each statement refers to. Read the tip provided and make sure to offer individual support to those students who detected areas of opportunity. What is the plot of a story? Invite students to answer the question recalling what they learned in this lesson.
112
4 Work in pairs to fill in the flow chart with information from “The Princess and the Pea.” 112
Why is it important to understand the plot of a story? For information about this theme, go to page 112.
Beginning
Middle
End
Climax
• Mention other tales written by Hans Christian Andersen. Time to Shine!
5 Identify the message of the tale.
Reader What were roads like in Grid City? (pp. 18-19)
Step 1 • Share the tale you brought for homework with your team and vote for one to work with. • Read it and describe its plot in a graphic organizer. Self-evaluation (Check the box or boxes.) To explore the tale I read, I... Illustrated Venn Diagram
connected its theme with my previous knowledge. looked at the titles and images to predict its content. identified unknown words and expressions. It was easy / difficult for me to read the tale.
Tip: If it was difficult for you to read the tale, remember flow charts can help you a lot to sequence important information. Also, don’t forget to reflect on what you read.
17 Unit 2
Achievements
• Explore fantastic tales. • Read tales.
Teaching Guidelines
• Analyze the structure of tales. • Use a graphic organizer to sequence events. • Reflect about what has been read.
Development
Learning to Know 112 Ask the question from the box and elicit students’ prior knowledge; encourage them to go to the Appendix if needed. 4. Work in pairs to fill in the flow chart with information from “The Princess and the Pea.” You may organize the class into pairs and have them go back to page 16 to reread the tale and analyze its structure. Then, ask them to go back to this page and sequence the events in the graphic organizer. Differentiated Instruction For this activity you can use the Individualized Feedback Strategy to
Unit 2 • Activity Book p. 17
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