Language teaching unit: Fantasy or reality?

Course: 6° A

Timing: approximately 2 months.

Foundation:
It is gratifying to open a space to achieve the enjoyment and aesthetic
enjoyment of fantastic stories, novels, short stories and other literary
texts, that is, to enjoy readings that enable the use of denatured
language. This means that language itself becomes a world to be
explored, an object of play and creation, full of new associations, open
to play and the gradual understanding of the language system through
texts. A language that, without a doubt, also encourages the invention
of texts. It is a way to promote the enjoyment of these texts,
recovering a practice with a long school tradition based on the
enjoyment of words and fantasy.

General objectives:
• achieve enjoyment and aesthetic enjoyment of the various readings.

Specific objectives:
• In relation to literature:
V Read, understand and enjoy fantastic stories to discover and explore the characteristics
of the genre.

• Regarding understanding:
V Regularly participate in conversations about study topics, general interest and shared
readings.
V Make contributions that fit the content and the purpose (narrate, describe, ask for and
give your opinion, formulate questions and answers, among others) and use vocabulary
according to the content worked on.

• Regarding writing:
V Produce written texts individually: write a text that presents situations where the fantastic
is differentiated from the real.

• In relation to reflection on language and texts:

1
 V Know certain spelling rules that allow each student to understand the language system,
whether: nouns, modifiers, prefixes, sentence analysis, points.

CONTENTS

Conceptual:
> The fantastic genre.
> Description in narration and spatial computers.
> Unimember and bimember sentences.
> Substantive constructions.
> The modifiers of the noun.
> Prepositions.
> Novel.
> The sentence.
> Types of sentences according to the attitude of the speaker.
> Bimembered and unimembered sentences.
> Subject and predicate.
> Class of subjects and predicates.
> Pronouns: demonstrative, personal and possessive.

Procedural:
• Image observation.

• Listen and orally understand the texts read.

• Resolution of activities: vocabulary, text comprehension, language system, classification of bi-

and unimembrane sentences, recognition and use of noun modifiers, prepositions,
identification and syntactic analysis of subject and predicate, recognition and classification of
pronouns .
• identification of the characteristics of fantastic stories.
• Recognition of adjectives in descriptions.
• Write a fantastic story that describes a transformation using various adjectives, with the
teacher's guidance.
• identification and classification of sentences according to the speaker's attitude.
• Differentiation of the story and the novel.
• Reading a fragment of a novel.

• Writing a chapter of a novel.

2
 • Recognition and classification of pronouns from a read text.

Attitudinal:
• Appreciation for written language as a universally accepted means of communication.

• Assessment of reading literary texts as a source of pleasure and recreation.

• Attitude of respect and appreciation for one's own and colleagues' personal written productions.

Resources/curriculum materials:
- Federal Manual 6

- Pure bone book, by Silvia Schujer. Story: “The last word.”

- Use of ICT: website www.educ.ar –Fantastic talking beings.

-Dictionary.

-Photocopies.

Methodological strategies:
The theme begins with group dynamics and continues with individual dynamics, except for
corrections, sharing of the proposed activities and closing activity that includes a group dynamic.

Grouping forms:
• Individual

• Group-class

• Group: teamwork.

Registration of results. Assessment:

4- Checklist: record of individual and group results. Overall appreciation.

J- Rating scale:

{ Conceptual: NS- S- B-MB- E

3
Indicators to evaluate:
1. Actively participate in conversations about study topics.
2. Make appreciations and contributions on the topic.
3. Use vocabulary according to the content worked on.
4. Personal written productions.
5. Attitude of respect for one's own and colleagues' productions.
6. Apprehension of spelling rules in the production of written texts.
7. Resolution of the proposed activities and evaluation instance.

Bibliography:
- Federal Manual 6

- Website: www.educ.ar

ACTIVITIES:

Motivation:
PRESENTATION AND OBSERVATION OF A STORY. (It will be the same one that is located on
page 205 of the Kapelusz Federal Interactive Manual 6 standard).

The images will

be enlarged and
pasted on the
board.

4
 The teacher requests observation and description of it: What do you see? Who can describe what is
observed in each vignette? Who is the protagonist of this story? What does it say in the dialog box
in the last bullet? What type of text is named? What relationship exists between what the
protagonist of this story says and the type of text she names? In what elements or situations is the
fantasy observed in this comic? What is the difference between fantastic and wonderful?

Evacuation of doubts. Work on the girl's doubt. Differentiating a fantastic story from a wonderful
story.

WE ALL MADE A TABLE WITH THE CLASSIFICATION OF THE STORIES.

Without knowing precisely the characteristics of the fantastic literary genre: Has anyone heard a
fantastic story? Do you know its title? What could be some of its characteristics?

It should be noted that sharing is essential for the development of orality, evacuation of doubts,
presentation of ideas and expansion of the students' colloquial language through the
conceptualization of specific terms of the topics addressed.

Once the sharing is completed and having collected previous ideas from the students about the
previously mentioned genre, what the students contributed regarding the requested characteristics
is recorded in the folder.

In the folder:

A FANTASTIC TALE HAS:

The following activity is proposed below:

IMAGINE HOW A FANTASTIC STORY COULD BE: TELL A FRAGMENT OF IT, TAKING INTO
ACCOUNT THE FOLLOWING BEGINNING:

For Sofia it was a day like any other. It was the beginning of spring, the trees danced to the rhythm of
the wind that was happy as it had never been seen since the spring of '98, the flowers perfumed the

5
mornings and illuminated all the gardens with their colors. Sofia was walking on the way to school…

Developmental:
Reading the textbook page 206: “Snapshots”.

Before reading it, you are asked to observe the images found in the text and its name.

Then he asks himself: What do they observe? They ask for a description of the images they see (in
this way the use of the adjective will be implicitly worked on). What relationship will exist between the
images and the title of the text? What are photographs usually taken for? What do you expect to see
in a photo? What is a snapshot? Reading is stimulated by generating mystery that will be a snapshot
in the next story to be read.

POST READING:

After reading the text overall, the teacher asks again:

Who could simply narrate the synopsis of this story? What is fantastic in this text? Cite examples.
What happens at the end of the story? What is it that the author wants to convey when she
expresses: “... a typewriter is portrayed with a woman in front of her at the precise moment she is
going to press a key. The full stop key.”? What does the final point refer to? Who is that woman? Do
you want to demonstrate through this text how fantastic this type of text can be?

Once the sharing and presentation of ideas is completed, author information is read on page 207.

1) The search for unknown words is proposed through the use of the dictionary.
2) Mark and number paragraphs.
3) Reading comprehension:
What did he invent?
What is your state of mind before the invention?
What photographs do you take?

What happens at the end of the story?

What feeling does it leave you as a reader?
4) Complete:
“Fantastic tales describe a…..

TASK:

Investigate other stories by the author Silvia Schujer that are part of the genre addressed. In the
folder: we write its name and describe what the story consists of.

6
The task will be shared in class where students will share what they have researched and describe
the chosen story. The use of description is encouraged, which is a topic specific to the proposed
teaching unit.

FEDERAL MANUAL ACTIVITIES 6, PAGE 208. SHARING OF THE ACTIVITIES CARRIED OUT.

In the folder: The descriptions.

The following problematic situation is presented to address the topic.

Juan invites Pedro to his house to play the game, but since he can't remember the exact address, he
decides to tell him what his house is like so he can get there. It is a small neighborhood, where all the
houses are similar, to recognize the one you are looking for you have to pay attention.

“My house is easy to recognize because it has a colored door, on one side of the door there is a little
green plant. If you look at it from the street, you will see a window on the left. To the right, you can
see a flowering plant.”

The teacher asks: What type of tool does he use to guide Pedro? With this description, is it possible
to find Juan's house? What other data would be needed? Those words that would make it easier for
Pedro to find the house, what are they called? Whenever there are descriptions in texts, do we need
adjectives?

Then it is proposed to read the following text to see if with it they can discover Juan's house.

MY HOUSE IS EASY TO RECOGNIZE BECAUSE IT HAS A RED WOODEN DOOR. ON THE SIDE
OF THE DOOR THERE IS A LITTLE GREEN PLANT WITH PINK FLOWERS. IF YOU LOOK AT IT
FROM THE STREET, YOU WILL SEE A SMALL WINDOW ON THE LEFT. ON THE RIGHT YOU
CAN SEE A PLANT WITH RED FLOWERS.

7
When reading the second text, it is important to analyze together what the changes were with respect
to the first text, to know that the words that were added that allow us to recognize the house are
adjectives, they serve to qualify, describe, and are essential in any description.

WE MARK THE ADJECTIVES THAT HELPED US FIND JUAN'S HOUSE.

What will they be used for in the stories? Does it allow us to put our imagination into play? Cite an
example from the story “Snapshots”.

FEDERAL MANUAL ACTIVITIES 6, PAGE 209. COMMONING.

Research about the author Silvia Schujer: biography and written books/stories. Briefly write what you
investigated.

WE PLAY TELL ME WHO IT IS: Make a description of a classmate or well-known character and then
narrate it and the class group guesses who it is.

READING: “The last word.”

Before reading the story, the teacher tells them that it is a story by the same author worked on
previously, that they have some connection and asks them to pay special attention to see if they find
a relationship between the two stories.

This activity proposes the enjoyment of literature, and continuing to get to know the imaginary world
of the fantasy genre.

After reading it, the following activity is proposed:

IMAGINE AND WRITE HOW THIS FANTASTIC STORY COULD CONTINUE.

Once the requested activity has been completed, the students' narratives will be shared, thus
revealing the creativity and imagination of each of them.

READING PAGE 21O OF THE FEDERAL MANUAL 6: “CHYRON”.

It will be discussed before reading:

Have you ever seen images of fabulous beings, created with parts of different animals? Which ones
do you know? (EXAMPLES CATDOG, THE UNICORN).

After reading, the synopsis of the fantastic story will be discussed, possible doubts will be answered,
and the words that appear marked in yellow will be asked if they know their meaning and the reading
of their meaning will be proposed.

As in any reading, it will end by reading the author information, which will lead to the next task.

8
It should be noted that the use of the dictionary will be proposed for unknown words.

MARK PARAGRAPHS AND LIST THEM.

MARK THE END POINT WITH BLUE AND THE COMPONENTS WITH RED.

REPLY:

- Who are the characters in the story?

- What did Chiron admire?

-Where does the story take place?

-What happens at the end of the story?

WE WATCHED SOME FANTASTIC SHORT VIDEOS. CONSIDER:

- Characteristics.

- Characters.

- Related subgenres.

WE CREATE A SYNOPSIS OF EACH SHORT OBSERVED, TAKING INTO ACCOUNT THE

CHARACTERISTICS, CHARACTERS AND RELATED SUB-GENRES.

TASK:

In groups, investigate other stories or novels by the author Enrique Anderson Imbert and then share
with the class group.

Bring an image of a fabulous being.

9
ACTIVITIES PAGE 211 OF THE FEDERAL MANUAL 6; CORRELATIVE TO READING PAGE 210.
COMMONING.

WITH THE IMAGE OF THE FABULOUS BEING BROUGHT AS TASK: IMAGINE AND WRITE A
FANTASTIC SHORT STORY USING DESCRIPTIONS AND SPATIAL COMPUTERS.

WE WORK WITH ICT SINCE SCHOOL: we enter the site educ.ar – Fantastic talking beings. We
read the information. We carry out the proposed activity: we create a mask of a fantastic being
imagined by each one working interdisciplinary with the Plastics area.

THE STUDENTS' STORIES WILL BE COMMON UNDER THE MODALITY OF A SHARED

LIBRARY: THEY WILL EXCHANGE THEIR STORIES AND THE STORIES OF THE CLASSES WILL
BE READ IN THEIR HOMES.

COMPLEMENTARY ACTIVITIES OF FANTASTIC TALE: PAGE 217 AND 217 OF THE FEDERAL
MANUAL 6. SUBSTANTIVE CONSTRUCTIONS:

We will work with Federal Manual 6, page 212. Reading, explanation of the topic, sharing and
resolution of activities.

The theory presented by the manual will be read and the following table will be built on the
blackboard:

CONSTRUCTION
NOUN

Made up of two or
more words
interrelated

CORE ->
NOUN

RESOLUTION ACTIVITIES 14 AND 15 ON PAGE 212.

SHARING OF ACTIVITIES.

1
0
WE MARK THE NUCLERUSE AND THE MODIFIERS OF THE FOLLOWING SENTENCES:

- Some gentle horse.

- A huge glass mansion.

- A cute and friendly girl.

WE WORK WITH MAGAZINES: we look for substantive constructions and mark their nuclei.

FEDERAL MANUAL PAGE 213, 214, 215 AND 216. They will be worked on gradually and will be
complemented with activities that promote the understanding of the themes and apprehension of
them, especially those referring to grammar through the texts worked on.

With the direct modifiers of the noun, the theoretical material of the Manual will be read and the
following table will be constructed with the students.

DIRECT MODIFIER

ARTICLES ADJECTIVES

TYPE OF WORD THAT IDENTIFIES CLASSIFICATIO

N
TO A NOUN

Determined: the, the, the, the

Indeterminate: one, one, some, some

Neutral: what

Contract: to, of

Point out the articles and indicate their type:

I got married when I was 22 years old.

I like yellow.

I have a pen.

We see some dogs.

Take the best.

I went to school.

I'll come from the game with Juan.

1
1
READING BIOGRAPHY AND EPILOGUE OF THE DIARY OF ANNE FRANK.

Starting question: what is an epilogue? What will be narrated in it? What type of information will we
find in this text where it talks about Anne Frank?

Considering that students in other areas have been very curious about the story of Anne Frank, the
teacher selects the epilogue of the book to stimulate and motivate the students' curiosity. Question:
do you remember the story of Anne Frank? Does anyone dare to tell what they remember about it?
After the exchange, the teacher briefly contextualizes them in the history of Anna and the Second
World War.

POST-READING

We respond, we help ourselves with what we know, what we have read and the use of the dictionary:

What is epilogue?

What information appears in a biography?

We comment on everything we read.

Paragraph marking.

With red we mark the point and the apart.

With green end point.

With blue dot.

We look for unknown words.

Reading comprehension:

• Who was Anne Frank?

• Who were the girl's and Ana's family fleeing from? because?
• Where did they take refuge during the war?
• Who was the only survivor?
• What was Ana carrying that her father revealed after the war ended?
• What happened to the rest of the family?
• What does Ana's diary talk about in general?
• Who adapted Ana's diary and took it to film and theater?

1
2
HOW MANY SENTENCES DOES THE FIRST PARAGRAPH OF THE BIOGRAPHY HAVE? HOW
DO WE REALIZE THAT WE ARE IN THE PRESENCE OF PRAYERS? WHAT DO THEY BEGIN
AND END WITH?

In the folder we write.

The first paragraph has__________ prayers.

The sentences begin with ______________________ and end with ________________.

ACTIVITIES PAGE 226, POINT 1,2 AND 3.

Sharing.

TYPES OF SENTENCES ACCORDING TO THE ATTITUDE OF THE SPEAKER.

Federal Handbook Reading 6, page 227. We put together a conceptual table with the different
types of sentences according to the intentionality , we complete with the definition of each type of
sentence.

ACCORDING TO THE ATTITUDE OF THE

SPEAKER

,___THE SENTENCES
THEY CAN BE U
 —•

Federal Activity Manual, page 227, exercise 17.

READING PAGE 228: BIMEMBERS AND UNIMEMBERS PRAYERS.

We put together a conceptual table with the different types of sentences.

Activity resolution page 228, point 18 and 19.

READ PAGE 229 AND 230: SUBJECT AND PREDICATE. CLASSES OF SUBJECTS AND
PREDICATES.

We answer:

When is it subject? And when is it predicated?

When does the subject agree with the predicate?

We make a table with the classes of subjects and predicates. We add an example of each of them.

Resolution activities point 21, 22, 23 and 25.

READING FRAGMENT OF THE NOVEL “LILI'S GARDEN”, PAGE 193 AND 194.

Sharing of reading. Explanation about the difference between story and novel. Put together a
comparative table with what we know about them:

Reading Compression:

1. Who are the characters in the fragment of chapter 2 of “Lili's Garden”?

2. What decision left the narrating girl frozen?
3. What did Lili want to take with her when she moved?
4. Who was Berta? Why was he so well known in the neighborhood? What did he do?
5. What happened to the plants when they were loaded onto the moving truck?

We read the following material that will contribute to putting together the comparative table.

Marked main ideas.

Search for unknown words.

THE STORY

It is a short fictional story starring a small group of characters. This is originally transmitted orally,
although with modernization new forms such as audiobooks have been created.

1
5
Interspersed direct dialogue may also appear within the narrative. These stories are told by a
narrator who talks about things that happen to other people or to himself. In the latter case, he will
be a character in the story. Every story must have a beginning, a middle and an end. Other
distinctive features are:

- Brevity of the story.

- Few characters.

- It presents a single action and a single topic to be discussed, without delving into so many
unnecessary details for the narrative.

- An ending, usually quick and unexpected.

THE NOVEL

It usually has a greater length and complexity than the story. The novel subgenres are numerous:
historical novels, adventure novels, pink novels, detective novels, action novels, black
novels, psychological novels, chivalric novels, love novels, etc. The only condition is that it be
written in prose and that characters intervene about whom we are told something.
- Story of complex and elaborate order, that is, all the details presented by the characters or the
space where the action takes place are taken into account and it is delved into.

- The novel can consider one day or many days of narration. That is, it is possible for the story to
address the life of a character throughout his entire existence or only focus on one episode of it.

- The time of the narration can vary, so that it can be a story that is told in a “normal” way or in an
unconventional way, that is, we first know the outcome or end of the story or we start from the
middle. , etc.

- The multiplicity of characters.

- The representation of the characters must be credible and close to human reality, with the
option of evolving as the narrative progresses.

The basic difference between the novel and the short story is that the latter only narrates a story
and an action, while the former can talk about several stories and actions that revolve around the
same theme. That is, a novel can be several stories, as well as a story rich in description, which
gives it a broad, but necessary, extension to explain the theme or proposed idea to the reader;

1
6
while the story, no.

EXAMPLES:

VIRTUAL HERO HARRY POTTER MATILDA PINOCCHIO

GATURRO AND THE STAR WAR CHARLY AND THE CHOCOLATE FACTORY

THE LITTLE PRINCE ANNA FRANK CHRISTMAS SONG

THE DIARY OF ADAM AND EVE

WE CONTINUE WORKING WITH THE NOVEL.

We understand and analyze the novel. Reading theory Federal Manual page 194 and 195.

Resolution activities 4, 5,6, 7 and 8.

Sharing of the activities carried out.

LET'S READ MORE. CHAPTER 4 OF LILI'S GARDEN: “A LETTER”.

It is proposed to read chapter 4 of “Jardín de Lili” to continue advancing in the understanding of the
theme: novel.

After reading, it is shared and the question is asked what the conflict is in this chapter; and also
wonders if it is the same conflict as the chapter read previously. In this way it will be evident that in
the novel there is more than one conflict, unlike the story that only presents one knot or conflict.

Reading comprehension:

1
7
 1. Where did the girl who narrates the novel move?
2. Why is moving so difficult for you? who do you miss?
3. What was the surprise that came to you? Did you have a sender? What was inside him?
4. What did Lili do to get the girl to leave her room and go after the letter?

What if the girl was you?

1. If you had to move to another city or province, how would you feel?
2. What would you take with you?
3. Who would you miss?
4. Imagine who the letter that came to the girl could have been from. Could it have been Ivan?
What connection would Iván have with the young woman? Who would you have liked the
letter to be from?

Reading Federal Manual page 197: “the conflict”

Solve point 10.

Sharing.

We narrate a brief chapter which we will call “the letter was from…”

We imagine how this story could continue and we write a chapter of this novel in the first person,
taking into account the following indicators that should appear in our narrative:

- feel happy about the letter received

- worrying phone call

- An unexpected visit

- reunion meal

1
8
PRONOUNS: PERSONAL, POSSESSIVE AND DEMONSTRATIONS.

Reading Federal Manual pages 198, 199 and 200.

Resolution activities, point 13, 14, 15, 16, 17, 18 and 19.

We read the following text and mark the pronouns that appear there, we classify them.

(Published in Creces Magazine, May 2010)

Since it is not possible to create a dinosaur from DNA, as the movie Jurassic Park pointed out,
Vassilios Papantonium is now trying to build an electronic one, together with a team of
engineers from the European Association for Research, from Legged Robot in Lamia. Greece,
they are building one that will be able to walk around the museum and entertain visitors
It will be similar to iguanodon. 3.5 meters long and will weigh 80 kilos. You will be autonomous
and make your own decisions about where to go and what to do. Will approach visitors and look at them Stand on his hind legs and eat leaves
from a tree
The main objective of this robot will be to put into practice all the scientific advances that will allow
materialize this attraction It is a robot built of composite resins and high-grade aluminum Its movements will be based on what is known about
iguanodon fossils “A real dinosaur has hundreds of muscles and all of them are going to reproduce,” says the zoologist McNeil Alexander, a
scientific advisor to the project The main muscles will be imitated, moving the different parts by means of batteries and will be controlled by their
own microprocessors, connected to a central processor.
A prototype has already been completed which is testing the speed of its walking. This iguanodon will detect ultrasound echoes as it walks and
thus avoid obstacles. It will also be equipped with cameras, which will give it a kind of vision, while sensors Infrared will allow it to detect the
presence of human bodies to look at them and get closer to them. If it moves in a greater radius than programmed, a radio signal will be
produced that will stop it. Everything is expected to be ready for next year. when you already have your own vision. It will undoubtedly be a great
attraction for visitors.

1
9