Nombre: ________________

El len y el ratn Un len estaba

durmiendo, cuando un ratn

empez a juguetear (jugar)

encima de su cuerpo. Despert el

len y rpidamente atrap al

ratn; y a punto de ser devorado,

le pidi (hizo una pregunta) ste

que le perdonara, prometindole

pagarle cumplidamente (un favor)

llegado el momento oportuno. El

len ech (empez) a rer y lo

dej marchar (lo permiti salir).

Pocos das despus unos

cazadores atraparon al rey de la

selva con una cuerda a un

frondoso rbol (rbol con muchas

hojas). Pas por ah el ratn,

quien al oir los lamentos del len,

corri al lugar y roy (comi) la

cuerda, dejndolo libre.-- Das

atrs -- le dijo --, te burlaste de

m pensando que nada podra

hacer por t en agradecimiento

(hacer un favor). Ahora es bueno

que sepas (saber) que los

pequeos ratones somos

agradecidos y cumplidos (hacer

favores).

Nunca desprecies las promesas de los pequeos honestos. Cuando llegue el momento las cumplirn.

Nombre: _________________

El Len y El Ratn Actividades:

A. El orden de las escenas Las escenas en Columna A no estn en orden. Ponlas en orden usando Columna B

A. B.

El len gana su libertad, gracias al ratn.

1.

El len atrapa el

ratn.

2.

El ratn ayuda

al len.

3.

Los dos son

buenos amigos.

4.

El len est

durmiendo.

5.

El len est

caminado por la

selva.

6.

El ratn pide

por su libertad.

7.

El ratn mira al

len en el rbol.

8.

B. Para hablar

a. Qu tipo de lectura

es? (artculo, cuento,

poema, anuncio)

b. Dnde estn el len

y el ratn? (una playa,

una montaa, una

selva)

c. Cmo es el len?

d. Cmo es el ratn?

e. Cmo eres t? Eres

un len o un ratn?

f. La frase de consejo significa que los ratones pueden ser buenos amigos o realmente significa algo ms?

Nombre: _______________

El Len y El Ratn Para Escribir

A. Ideas y Opiniones

En tu cuaderno de leer, escribe tus ideas y opiniones sobre el cuento El len y el ratn.

a. Yo no entiendo

(puedes explicar en

ingls o en espaol)

b. A m me gusta /o/ no

me gusta el len

porque

c. A m no me gusta /o/

no me gusta el ratn

porque

d. Mi amigo / pariente

_______ es como el

len porque

e. Mi amigo / pariente

________ es como el

ratn porque

B. Tarea: Para ser un buen

amigo

Cules son las qualidades importantes para ser un buen amigo? Son las caractersticas fsicas ms importantes que la personalidad? Cmo eres tu amigo/a mejor y cmo eres t? Son uds. similares o diferentes? Usa estas preguntas para escribir un prafo sobre tu amigo/a mejor. Debe ser 8 frases (el mnimo) y incluye

un dibujo o una foto de ustedes.

El Rubric: 1. Sigue las instrucciones 1

nmero de frases menos de 6 frases 6

2. Gramtica 1 errores ms de 5 errores 3 3. Vocabulario 1 repetitcin de palabras ms de 3 4. Foto o Dibujo 1 qualidad no hay

Score: _______________

Las Fbulas de

Esopo

1. Qu son Fbulas de Esopo?

2. Qu usa

Esopo en sus cuentos?

3. Por qu es

importante

leer estos cuentos?

4. Hay otros

ejemplos de cuentitos que terminan con un consejo?

5. Podemos usar los consejos antiguos hoy en da?

Las Personalidade

s de Los Animals

en Las Fbulas de

Esopo

Animales: ratn zorra

oveja / carnero conejo / liebre

lobo len

Adjetivos: astuto tramposo engaoso arrogante tmido agresivo

impaciente sencillo inteligente simptico estpido fuerte dbil grande

pequeo rpido

lento poderoso

Nombre: ____________________________ Fecha: ______________

Antes de leer: Las Fbulas de Esopo

Aveces, los autores usan animales en sus cuentos como personajes. Qu son estos animales? Cmo puedes describir sus personalidades y qualidades?

Es un: Len / Lena

Personalidad y Qualidades: Poderoso, fuerte

Post-Reading Strategies

03/10/05

Teacher: Melissa Ferro Grade(s): 9th Language(s): Spanish Level(s): 2 Number of Students: 25 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: len, zorro, lobo, ratn, conejo/liebre, oveja/carnero, adjetivos: astuto, listo, tramposo, engaoso, arrogante, tmido, agresivo, impaciente, sencillo, inteligente, simpatico, estpido, fuerte, dbil, grande, pequeo, rpido, 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 len y el ratn

(2) Presentation and (3) Practice Three Modes: Interpersonal Activities:

a. El Orden de las EscenasUna Competicin 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 AloudPara 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 activitiescomprehension check of text b. Think Aloud Activitycomprehension check and making connections between

what they already know and what they have learned c. Reading Response Logscomprehension check and making connections d. Writing Activityassessed according to rubric

e. Presentation of Individual Friendshipsassessed 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 classstudents 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 didnt 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 pre-reading 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 questionsno 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?

Aesops 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 experienceshow 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?