Lesson
Finally, you may ask them to recognize different ways to start and end tales by inviting them to check how this and the other tales they read in this unit start and end (begin: There was once… / Once upon a time… / Long, long ago,…; end: There, that is a true story. / But Flopsy, Mopsy, and Cotton-tail had bread and milk and blackberries for supper. / And they lived happily ever after ). Ask them: How would you begin and end a tale? Invite them to answer. 2. With your partner, discuss which values are guiding the cat’s conduct. Then, compare them with the values of someone you know. Write your conclusions. You may organize the class into pairs and give them some time to analyze the cat’s actions throughout the tale. Monitor closely and offer help in case you observe pairs need support to infer the cat’s values from their conduct. Once they identify them, monitor to check they are making connections with their own lives. Invite pairs to share their conclusions with the class. Differentiated Instruction For this activity you can use the Think-Pair-Share Strategy trying to form pairs in which one of the students may tutor the other. Be sure to highlight the contribution of both students.
Lesson
1 Listen and read. Discuss with your class how these sceneries are similar to or different from the ones where you live. 11 106
by Charles Perrault The Master Cat (Part 2) One day the cat went to see an ogre
was the matter. “Oh, your majesty,” said the cat, “my master the marquis was bathing, and someone has taken away his clothes.” The king ordered one of his attendants to ride back to the palace and get a suit of his own clothes for the marquis, “who has so often sent me gifts,” he said. And when they were brought, the cat took them to his master. The miller’s son looked quite like a gentleman in the king’s clothes, and when he went to thank his majesty for them, the king asked him to get into the coach and he would drive him home. The cat told the coachman to go to the Ogre’s castle, and when they arrived, he said, “Your majesty and the princess are welcome at the castle of my Lord Marquis of Carabas.” The king was delighted, for it was indeed a very nice castle. They sat down to a great feast, which the cat ordered to be served, and the king was so pleased with the miller’s son that he allowed him to marry his daughter
that lived nearby in a magni cent castle. “I heard,”
the cat said, “great Ogre, that you are so clever , that you can turn yourself into any creature you please.” “Yes, so I can,” said the ogre. “Dear me,” said the cat, “how much I should like to see your ogreship do it.” The ogre turned himself into a lion, and roared loudly. Then, he changed back into an ogre again. The cat praised him a great deal, and then said, “Can your ogreship become a small animal?” “Oh, yes,” said the ogre; and he changed himself into a little mouse. Immediately the cat ate him. Then, the cat ran home and asked his master to go and bathe in the river. The miller’s son obeyed; and while he was in the water, the cat took away all his clothes, and hid them. As soon as the king’s carriage came into sight, just as the cat had expected for he always drove in that direction, the cat began to cry very loudly, “Help for my Lord the Marquis of Carabas.” The king put his head out, and asked what
and made him a prince. And they lived happily ever after.
2 With your partner, discuss which values are guiding the cat’s conduct.Then, compare them with the values of someone you know.Write your conclusions.
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Achievements
• Explore fantastic tales. • Compare and contrast conduct, values, and settings.
Teaching Guidelines • Recognize different ways to start and end tales. • Compare characters’ conduct and values with their own and those of people they know. Development Are characters from tales similar to people you know? Ask students the question and encourage them to answer and give details. 1. Listen and read. Discuss with your class how these sceneries are similar to or different from the ones where you live. 11 106 Have students identify glossary words and invite them to read their definitions on page 106. Then, play Track 11 for them to follow the reading in silence; ask them to suggest more words for the class glossary. You could organize a class discussion encouraging students to describe the setting of this tale and the place where they live to compare and contrast them.
Unit 2 • Activity Book p. 22
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