El león y el ratón Un león estaba durmiendo, cuando un ratón

Nombre: ________________
mí pensando que nada podría
hacer por tí en agradecimiento
(hacer un favor). Ahora es bueno
que sepas (saber) que los
pequeños ratones somos
agradecidos y cumplidos (hacer
favores).
El león y el ratón
Un león estaba
durmiendo, cuando un ratón
empezó a juguetear (jugar)
encima de su cuerpo. Despertó el
león y rápidamente atrapó al
ratón; y a punto de ser devorado,
le pidió (hizo una pregunta) éste
que le perdonara, prometiéndole
pagarle cumplidamente (un favor)
llegado el momento oportuno. El
león echó (empezó) a reír y lo
dejó marchar (lo permitió salir).
Pocos días después unos
cazadores atraparon al rey de la
selva con una cuerda a un
frondoso árbol (árbol con muchas
hojas). Pasó por ahí el ratón,
quien al oir los lamentos del león,
corrió al lugar y royó (comió) la
cuerda, dejándolo libre.-- Días
atrás -- le dijo --, te burlaste de
Nunca desprecies las
promesas de los pequeños
honestos. Cuando llegue
el momento las cumplirán.
Nombre: _________________
El ratón mira al
8.
león en el árbol.
El León y El Ratón
B. Para hablar…
Actividades:
a. ¿Qué tipo de lectura
A. El orden de las escenas…
Las escenas en Columna A
no están en orden. Ponlas en
orden usando Columna B
es? (artículo, cuento,
poema, anuncio)
b. ¿Dónde están el león
y el ratón? (una playa,
A.
B.
El león gana su 1.
libertad, gracias
al ratón.
El león atrapa el 2.
ratón.
El ratón ayuda
3.
4.
buenos amigos.
El león está
c. ¿Cómo es el león?
d. ¿Cómo es el ratón?
un león o un ratón?
f. “La frase de consejo”
¿significa que los
ratones pueden ser
buenos amigos o
realmente significa
algo más?
5.
durmiendo.
El león está
selva)
e. ¿Cómo eres tú? ¿Eres
al león.
Los dos son
una montaña, una
Nombre: _______________
6.
caminado por la
selva.
El ratón pide
por su libertad.
El León y El Ratón
7.
Para Escribir…
A. Ideas y Opiniones
En tu cuaderno de leer,
escribe tus ideas y
opiniones sobre el cuento
“El león y el ratón.”
a. Yo no entiendo…
(puedes explicar en
inglés o en español)
b. A mí me gusta /o/ no
me gusta el león
porque…
c. A mí no me gusta /o/
no me gusta el ratón
porque…
d. Mi amigo / pariente
_______ es como el
león porque…
e. Mi amigo / pariente
________ es como el
ratón porque …
B. Tarea: “Para ser un buen
amigo”
Cuáles son las qualidades
importantes para ser un buen
amigo? ¿Son las
características físicas más
importantes que la
personalidad? ¿Cómo eres tu
amigo/a mejor y cómo eres
tú? ¿Son uds. similares o
diferentes?
Usa estas preguntas para
escribir un párafo sobre tu
amigo/a mejor. Debe ser 8
frases (el mínimo) y incluye
un dibujo o una foto de
ustedes.
El Rubric:
1. Sigue las instrucciones
número de frases
1
menos de 6 frases
6
2. Gramática
errores
1
más de 5 errores
3
3. Vocabulario
repetitción de palabras
4. Foto o Dibujo
qualidad
Score: _______________
1
más de 3
1
no hay
leer estos
cuentos?
Las
Fábulas de
Esopo
1. ¿Qué son
Fábulas de
Esopo?
2. ¿Qué usa
Esopo en
sus
cuentos?
3. ¿Por qué es
importante
4. ¿Hay otros
ejemplos de
cuentitos
que
terminan
con un
consejo?
5. ¿Podemos
usar los
consejos
antiguos
hoy en día?
Las
Personalidade
s de Los
Animals
en Las
Fábulas de
Esopo
pequeño
rápido
Animales:
ratón
oveja
carnero
lobo
Adjetivos:
astuto
tramposo
engañoso
arrogante
tímido
agresivo
impaciente
sencillo
inteligente
simpático
estúpido
fuerte
débil
grande
/
lento
zorra
poderoso
conejo / liebre
león
Nombre: ____________________________
Fecha: ______________
Antes de leer: Las Fábulas de Esopo
Aveces, los autores usan animales en sus cuentos como personajes. ¿Qué son estos
animales? ¿Cómo puedes describir sus personalidades y qualidades?
Es un:
Personalidad y Qualidades:
León / Leóna
Poderoso, fuerte
Post-Reading Strategies
03/10/05
Teacher: Melissa Ferro
Language(s): Spanish
Number of Students: 25
Grade(s): 9th
Level(s): 2
Time: 90 minutes
PLANNING PHASE
Performance/Task- Based Objectives*:
1. Students will be able to relate personality traits to types of animals
2. Students will be able to sequence the events of the Aesop fable “The lion and the
mouse”
3. Students will be able to write and share their reactions, opinions and ideas about
the characters and events in the fable
4. Students will be able to write and present a short paragraph comparing their own
personality traits with those of their best friend
*Performance/Task-based objectives are based on ACTFL Performance Guidelines
for Reading and Writing: Interpretive and Interpersonal Tasks for the Intermediate
Learner.
Standards:
National
• Standard 1.1: Students engage in conversation, provide and obtain information,
express feelings and emotions and exchange opinions
• Standard 1.2: Students understand and interpret written and spoken language on
a variety of topics
• Standard 1.3: Students present information, concepts and ideas to an audience of
listeners or readers on a variety of topics
• Standard 3.1: Students reinforce and further their knowledge of other disciplines
through the foreign language
State
• SII.1: The student will exchange spoken and written information and ideas in
Spanish
• SII.3: The student will understand basic spoken and written Spanish on new
topics in a familiar context that are presented through a variety of media.
• SII.4: The student will use verbal and non-verbal cues to interpret spoken and
written texts in Spanish.
• SII.5: The student will present orally and in writing information in Spanish that
combines learned as well as original language in simple sentences and paragraphs
• SII.8: The student will use information acquired in the study of Spanish and
information acquired in other subject areas to reinforce one another
Local
Local standards are aligned with state and national standards
TEACHING PHASE
(1) Preparation
Lesson Outline:
a. Warm-up Activity: Pre-reading questions to activate schemata
b. Theme or Topic: Personality Traits / Friendships
c. Vocabulary:
animales: león, zorro, lobo, ratón, conejo/liebre, oveja/carnero,
adjetivos: astuto, listo, tramposo, engañoso, arrogante, tímido, agresivo,
impaciente, sencillo, inteligente, simpatico, estúpido, fuerte, débil, grande,
pequeño, rápido, lento
d. Verb(s): Ser, Hacer, Tener, Ayudar, Atrapar, Pedir
e. Grammatical structure(s): Noun-Adjective Agreement, Use of Ser, Present
Tense Verbs, Comparisons
f. Cultural perspectives: What other cultures have stories that end with advice? Is
the advice in these old stories still valuable today?
g. Listening/Reading/Viewing selection(s): “El león y el ratón”
(2) Presentation and (3) Practice
Three Modes:
Interpersonal Activities:
a. “El Orden de las Escenas—Una Competición” Students will work in pairs to
place the events of the story in order.
b. Students will work as a group to put pictures that depict the events of the story in
order
Presentational Activities:
a. “Ideas y Opinions” Students will share what they have written in their Reading
Response Logs
b. Students will present a short paragraph and a photo or drawing that depicts one of
their personal friendships.
Interpretive Activities:
a. “Think Aloud—Para Hablar” Students will share their initial reactions and
understanding of the text by answering questions orally
b. Students will write a short paragraph comparing their own personality traits with
those of their best friend
Methods/Approaches/Strategies:
a. Communicative Method / Natural Approach / Post-Reading Strategies: Literacy
Scaffolding, Read Aloud, Think Aloud, Reading Response Logs, Comprehension
Checks
(4) Evaluation:
a. Sequence of Events activities—comprehension check of text
b. Think Aloud Activity—comprehension check and making connections between
what they already know and what they have learned
c. Reading Response Logs—comprehension check and making connections
d. Writing Activity—assessed according to rubric
e. Presentation of Individual Friendships—assessed according to P.A.L.S. Speaking
(5) Expansion/Extension:
a. Students can perform the scenes of the fable
b. Students can create a modern version of the fable including illustrations
c. Students can create mobiles or bumper stickers that show what it means to be a
good friend
d. Use additional fables for similar activities with different themes
Other Activities:
Materials: Handouts and overhead transparencies / chocolates / Spanish prizes
Assessment: Sequence of Events / Oral conversations and presentations / Writing (that
includes rubric)
Technology: Overhead projector
Homework: Write a paragraph about a personal friendship
Closure: Begin homework
Follow-up: Warm-up activity for next class—students present their paragraphs on
personal friendships
REFLECTION PHASE
Efforts to Accommodate
Visual learners___________________________________
Auditory learners_________________________________
Kinesthetic learners_______________________________
Specials needs learners (Disabled and/or Gifted)_______
Heritage/Native speakers___________________________
What worked well?
What didn’t work well?
What will you do differently as a result of this plan?
How might this lesson be improved?
One important thing I learned was
____________________
Created by: Dr. Marjorie Hall Haley - 2001 - George Mason University
Post – Reading Strategies: A Teaching Demonstration
By Melissa Ferro
EDRD 620 – Dr. Haley
3/10/05
1. The post-reading stage should build on the activities performed in both the prereading and during-reading stages.
From: http://www.sasked.gov.sk.ca/docs/francais/frcore/sec/inst3.html
♦ The post-reading stage should allow the reader to reflect on new knowledge so
that it can be used to satisfy a purpose that was identified during the pre-reading
stage
♦ By using both oral and written activities, readers can develop their own
comprehension of the text so that they are able to apply it in a personal way
♦ In post-reading activities, ideas and reactions should be shared among the
students so that they are able to make connections between what they already
knew (schemata) and what they have learned from reading the text.
2. Examples of Post-Reading Strategies
From: http://people.uncw.edu/sherrilld/edn352/post_reading_strategies.htm
The following are categories/activities for post-reading strategies. This
website provides a number of activities for each one.
They are:
♦
♦
♦
♦
♦
♦
Literacy Scaffolding: Peer, teacher or computer assisted activities
Think Aloud: Discussion questions—no focus on form or grammar
Comprehension Check: Sequence of Events, Venn Diagrams, 5-W Model,
Anticipation Guides (KWL): What have the students learned?
Reading Response Logs: Double Entry Logs, Opinions and Ideas
Also: Read Out Loud, Guided Reading, Echo Reading and Sustained Silent
Reading Activities
3. Reading Assessments should be performance based
From: Davis, D. J. (1994). Authentic assessment: Reading and writing. In C. R.
Hancock (Ed.), Teaching, testing and assessment: Making the connection (pp. 139-155).
Northeast Conference Reports. Lincolnwood, Il. : National Textbook Co.
♦ Performance based assessments are better than comprehension tests because they
answer the questions:
♦ Why did you have the students read the text?
♦ How does it relate to their pre-existing knowledge?
♦ What can they do with what they have learned?
Aesop’s Fables Online
Aesop Fables in French are at: http://www.mythfolklore.net/aesopica/lafontaine.htm
Aesop Fables in Spanish are at: http://edyd.com/Fabulas/Esopo/Eindice.htm
Fairy Tales in German can be found at:
http://www.learn-german-online.net/learning-german-resouces/german-sagas-fairy-tales.htm
The reader must have a purpose for reading. For example, if one would like to go skiing
tomorrow, but is unsure about the weather conditions, one would read the weather report
in the newspaper. Once the purpose for reading has been established, the reader uses a
variety of strategies. Before reading occurs, a source of information must be identified
and located (in ski example, a newspaper weather report). The reader then uses previous
experience with this type of text to anticipate the content. Other strategies employed to
anticipate content include using the headline and attending to visual clues.
The first reading will be a scanning of the text to verify anticipations. If the text meets
the reader's needs, a subsequent reading for further details follows. After the reading,
the reader uses the new information to satisfy the purpose (make a decision whether or
not to go skiing).
In teaching a second language, we want learners to use reading strategies previously
developed in their native language and to transfer them to reading in the second language.
How does this happen in the second language classroom?
Learners:
*
should be exposed to a variety of text types and given an opportunity to choose
ones that satisfy their purposes.
*
should be given a context that gives them a purpose for reading.
*
should be encouraged to use their previous experiences both in the real world and
with reading various text types to anticipate content.
*
should develop skills in using headlines, titles and visual clues to anticipate
content.
*
should be given an opportunity to do global comprehension activities that allows
them to verify their anticipations.
*
should develop the ability to look for details within a text without understanding
every word.
*
should be given opportunities to apply the new information to satisfy their
purposes.
To plan lessons that will develop reading strategies in second language learners, three
stages are used: the pre-reading stage, the reading stage, and the post-reading stage.
For reading difficult texts:
1. Schemata: prepare students by talking about their past experiences and
identifying a very clear goal for the reading
2. Analyze any visual cues such as photos, illustrations, graphs
3. Analyze the title or headline
4. Give only the most important, the easiest and the most interesting parts of the text
to read in detail
5. Divide responsibilities by using cooperative reading groups or by assigning
specific tasks to specific students (use of a dictionary or class secretary)
The Post-reading Stage
The post-reading (reflective) stage allows the reader to reflect on and use the newly
acquired knowledge to satisfy a purpose identified previous to the reading activity. It is
usually done using oral or written activities to develop their comprehension of the text
and to apply this new information. These activities require students to reflect on the main
ideas, to share reactions, to return to the text in order to obtain more information, to make
connections between what they have just learned with what they knew previously, and to
examine the impact of this new information on their personal lives.
Students also reflect on the reading strategies that were used to comprehend the text.
Trayer, M. (1990, September). Applying research in reading to the foreign
language classroom. Hispania, 73 (3) 829-832.
1. Preteaching (anticipatory guides, graphic organizers, activating schemata)
2. skimming (look for illustrations, key words, difficult vocabulary)
3. decoding/intensive reading (event logs, timelines, anticipate endings etc.)
**give students the option of working in groups or by themselves)
4. comprehension ( check to see that all students understand the sequence of events)
5. transferable / intergrating skills (how has this reading enhanced student
knowledge or life experiences—how does it fit in to previous knowledge or
experiences?) example: students write their own stories using the same plot.
Re-iterates 5 steps mentioned above with an emphasis on assessing students by giving
them performance based tasks rather than a comprehension text.
Why did you have the students read the text?
How does it relate to their pre-existing experiences and knowledge?
What can they do with what they have learned?