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Marian Riquelme Toledo

on 18 January 2013

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Transcript of Literature

A frozen Princess English Children´s Literature A Frozen Princess First Literature activity
Mª Asunción Riquelme Toledo Contextualization:
- Second Cycle of Primary education: 4th year.
- Students are in the specific operations
stage of Piaget´s Theory

- Grammatical aspects like prepositions, under, across, round, between, and more.
- Use of spelling in their own written production.
- Knowledge about plot of this tale.
Key Competences Author:

Ethel Mary Dell Characters Setting
Plot Themes
Narrator Grado Magisterio primaria

Laura Blasco Alburquerque.
Alejandra García Puche.
M Asunción Riquelme Toledo
m Carmen Sáez Bernabeu. Second Literature activity
Alejandra García Puche Contextualization Objectives:
Students will be able to know some prepositions that appear in the text and others and develop their writing skills through their own production bearing in main the context of story. Contents - Social and civic competence
- Cultural and artistic competence
- Learning to learn competence
- Linguistic communication competence
Methodology - This session is based on "PPP".
- CLIL context Activity Activity - Presentation: Brainstorming activity.
- Practice: Worksheet with Grid
- Production: Write some sentences. Evaluation Criteria - Students know and differentiate the prepositions.
- Students are able to write sentences about this theme.
- Students spell in a good way.
Finally, to assess pupil I have designed a rubric in which appear the objectives that students have to achieve in this activity.
- Second Cycle of Primary education
- Concretely for 3rd year.
- Specific operations stage of Piaget´s Theory
- Twenty-two pupils Objective The learner will be able to know some adjectives of physical and personality description taking into account the characters of the story and will practice using them by means of writing to develop writing and reading skills.
Activity Contents Key Competences - Knowledge about physical and personality description. Key words: blond, dark, short, long, straight, curly, selfish, bossy, arrogant, wicked, frozen, good, nice, loving, and more.
- Correct use of spelling in their production.
- Grammatical aspects of the verbs to have and to be.
- Familiarity with the plot of this tale
- Linguistic communication competence
- Cultural and artistic competence
- Learning to learn competence
- Social and civic competence
We will design a diagram in blackboard with comments by learners.
Practice: “Who´s Who?”
One group will ask some questions about physical adjectives and other group will ask about personality adjectives
Use these structures to ask: Does he have blond hair? Or is she bossy? Production:
Children will change two main characters;
the frozen princess at the beginning and
the mother of prince who died.
Evaluation criteria The learner knows some adjectives for physical and personality description, taking into account the characters of the story to practice by means of writing to develop writing and reading skills.
I will use a rubric to evaluate students
Third Literature activity:
Laura Blasco Alburquerque Contextualization -Third cycle of primary school more correctly for the sixth level.
-Twenty six students, thirteen girls and thirteen boys. Objectives - To learn new vocabulary related with this tense, the past tense of verb to be and to have.
- To improve the level of oral expression and listening comprehension in foreign language.
- To develop conversational skills .
- To encourage the use of higher- order thinking by means of several types of tasks.
- To work on respect for people. Contents - New vocabulary, the past tense of verb to be and to have.
- The values of education, pride and humility.
- The level of oral expression and listening comprehension in foreign language.
- The use of higher- order thinking by means of several types of tasks.
Key Competences: Linguistic communication competence.
Learning to learn competence.
Cultural and artistic competence.
Social and civic competence.
Autonomy and personal initiative. Methodology CLIL methodology.
The technique I've used is the TBL, task-based language learning.
In addition, these activities will be carried out in one session dividing this in three parts.
- pre-task
- task
- post-task.

Activity 1. Pre-task, reading the story.
Then look at the scene and analyze the difficulties that can occur and explain the purpose of the task.

2.Task, the students will form groups of five to make up a new ending to the play and then present it to their peers.

3.The post-task, in this stage, students reflect on the task
with a "grip".

Evaluation Criteria Students will have a rubric for self-evaluation.
- If they have acquired and used new vocabulary, if it was expressed correctly with fluency and if they understand their teammates.
Furthermore I will evaluate;
- The use to be made of the characters and if they have developed the conversational skills and empathy that they have with their peers.
Fourth Literature activity
Mª Carmen Sáez Bernabeu Contextualization This activity is to be carried out in the classroom, in the third cycle of Primary school, more concretely in the sixth course of Primary.
These students are in the Concrete Operational Stage of
Piaget´s Theory.
Objectives - To know and understand the differences between the behavior of the princess at the beginning and at the end of the story, and to know the main characters in the story.
- To connect this story with the grammar contents, to distinguish between the adjectives and the comparisons.
- To research the author´s life because it is a good way for the students to better understand the story.
- To learn new vocabulary according to this story and integrate the vocabulary to write the end of the story.

Contents The main characters in the story.
Differentiate between the adjectives and the comparisons.
The learning of vocabulary and writing.
Research about the author of the text. Key Competences Social and civic competence
Learning to learn competence
Linguistic communication competence
Autonomy and personal initiative,
Data processing and digital competence Methodology Is based on Tasks Based, because we have done an activity divided in several mini tasks, to achieve the final goal.
This methodology is based in Communicative Approach which want improve the oral skills of students. Activity Activity Questions
Minitask 1. Answer the follow questions about the story of the Frozen Princess.
For example: How is the Princess at the beginning of the story?, Why did the king order the princess to marry some prince?

Minitask 2. Underline in red color all the adjectives that you can find in the following text taken from the story.
2.1. Underlined the comparisons between two things, people and more, in green, in the following text of the story.
Characters in the story:
Minitask 3. Describe the following main characters that appear in the story
A Frozen Princess. For example: The King, The Princess, The peasant lad.
A new ending:
Minitask 4. Invent and write a new ending to this story in the following lines:
The author of the story:
Minitask 5. The students, in groups of three, will do a research about the author of this story, called Ethel M. Gate. After they will do a mural, this is a free task in groups to be freely developed in class time.
Evaluation Criteria We will use a rubric to organize the evaluation of the five mini tasks. Thank you for your attention
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