aloud, and have them perform the task to differentiate direct speech from indirect speech in dialogues. Check orally. 6. Identify the punctuation marks used in the fragment from the previous activity. Reflect upon their function with your partner and write your conclusions. Students will continue working in teams to recognize punctuation marks used in dialogues. Once they have done so, they will match the columns to identify each punctuation mark’s function. You may stress that the period and the comma have many other functions, but these are the only ones they have in the fragment they read. Also explain to them that in American English the comma is placed before the quotation mark (as it is in the tales they have read), but in British English the comma is placed after the quotation mark. Ask students if they get along equally well with all members of their families. Have students discuss in groups of four which members of the family they get along with and which they don’t. Then, ask them why Mrs. Browse didn’t like Zellandine and have them brainstorm some ideas (because she didn’t like kids, because she was cold and selfish, because Zellandine was more beautiful, etc.). Product: Illustrated Venn Diagram As you may recall, 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 draw the setting of the tale they chose. Encourage them to include as many details as they can. This activity will be your second evidence in this unit; ask students to file it following the procedure you prefer. Differentiated Instruction For this activity you can use the Group Based on Goals Strategy inviting advanced students to write a description of the setting besides drawing it. Self-evaluation You could read the statements in the box together to make sure everybody understands what they need to self-evaluate. Read the tip provided and make sure to offer individual support to those students who detected areas of opportunity. How can you retell the words somebody else used? Invite students to answer the question explaining what they learned in this lesson (direct and indirect speech) and giving examples.
4 Work in pairs to recall why Peter Rabbit got into trouble.
5 Reread the fragment and discuss with your partner which sentence repeats the exact words Peter’s mother uses to give him her advice. 112
One morning, Mrs. Rabbit had to go out. She told her children that they could go into the elds and down the lane but never into Mr. McGregor’s garden. “Your Father had an accident there; he was put in a pie by Mrs. McGregor,” she explained.
112
What is the dierence between direct and indirect speech? For information about this theme, go to page 112.
6 Identify the punctuation marks used in the fragment from the previous activity. Reflect upon their function with your partner and write your conclusions.
Reader Why didn’t Mrs. Browse like Zellandine? (pp. 20-21)
Step 2
Illustrated Venn Diagram
• Draw the place where the action of the tale you chose takes place. Self-evaluation (Check the box or boxes.) I used the following strategies to understand the tale I read: Recognize words that describe characters, places, and objects. Identify the exact words that a character said. Analyze the function of punctuation marks. Tip: To enhance comprehension, always establish connections with your personal experiences.
19 Unit 2
Achievement
Read tales.
Teaching Guidelines
• Differentiate direct speech from indirect speech in dialogues. • Recognize punctuation marks used in dialogues. Development 4. Work in pairs to recall why Peter Rabbit got into trouble. You could organize the class into pairs and give them some time to remember what the story they read in the previous session was about. Invite pairs to share what they recalled with the rest of the class. Learning to Do 112 Ask the question from the box and elicit students’ prior knowledge; encourage them to go to the Appendix if needed. 5. Reread the fragment and discuss with your partner which sentence repeats the exact words Peter’s mother uses to give him her advice. You may organize the class into pairs, read instructions
Unit 2 • Activity Book p. 19
35
Made with FlippingBook - Online magazine maker