with their partner. Tell them to choose one and use the lines to describe it. Monitor while students work to offer help if required. Differentiated Instruction For this activity you can use the Flow Map Strategy to help visual learners visualize their personal experience before they describe it with words. 5. Share your experience with another team and discuss how the conducts, values, and settings are similar to or different from the ones described in “The Master Cat.” You may organize the class into teams by joining two pairs together. Give them some time to share details about their experiences. Monitor while they work to provide them with vocabulary they may need. Finally, invite volunteers to use indirect speech to share what their classmates told them. Ask students if they think actions can show love or only words show love (words like “I love you”). Then, ask them how Mr. Browse shows his love for his daughter and have them discuss it in groups of three. After the discussion, have them share their ideas as a class. Product: Illustrated Venn Diagram In this lesson, students will establish connections between the tale they chose and a personal experience, and they will create an illustrated sequence of this experience. Read instructions aloud and explain to students they should create a sequence just as the one they did in Activity 4. Tell them not to forget to portray details of the setting. Monitor while they work to check. This activity will be your third evidence in this unit; ask students to file the list following the procedure you prefer. 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 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 types of characters are there in a story? Ask students the question and this time invite them to answer recalling what they learned in this lesson. Explain to them that there are some other classifications, but the one they learned is the easiest.
4 Reread the tale from Activity 1. Share with your partner a similar experience you have had and describe it below. 112
112
How can you make connections with a text? For information about this theme, go to page 112.
Reader Do you see Mr. Browse’s love for
Zellandine in his words or in his actions? How? (pp. 22-24)
Step 3 • Share personal experiences you have had similar to the one of the tale you chose. • Choose one and create an illustrated sequence of the events. Self-evaluation (Number the strategies according to the importance they have for you to understand a tale.) Analyze the effects caused by illustrations. Classify narrator, main character, and secondary characters for their actions. Reread to check understanding. Tip: Creating mental images while reading will help you visualize the actions that take place in the story. 5 Share your experience with another team and discuss how the conducts, values, and settings are similar to or different from the ones described in “The Master Cat.” Illustrated Venn Diagram
21 Unit 2
Achievement
Read tales.
Teaching Guidelines
• Reread to check understanding. • Establish connections with personal experiences and create images.
Development
Learning to Learn 112 Ask the question from the box and elicit students’ prior knowledge; encourage them to go to the Appendix if needed. 4. Reread the tale from Activity 1. Share with your partner a similar experience you have had and describe it below. You may tell students to reread the first part of “The Master Cat” to check understanding. Ask volunteers to explain in their own words what happened (the cat used his cleverness, intelligence, and intuition to solve a problem). Then, invite students to establish connections with a personal experience in which they had to solve a problem in a clever way, and share it
Unit 2 • Activity Book p. 21
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