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Learning Experience/Unit

Writing A Storybook


Subject

Languages Other Than English


Learning Context/ Introduction


In this unit, students create an original storybook using vocabulary from the topic “urban and rural life.” They are to write about past events in a children’s story. Animal characters are to experience a conflict with their environment. The characters must arrive at a happy solution at the end of the story. Students then present their story to the class at an authors’ tea.

Prior to this unit, students have participated in discussions related to rural and urban life, including reading samples of Versos Sencillos by José Martí, and reading from the text Perspectivas (LaVida Urbana and La Vida Rural). The teacher focuses on the use of the imperfect and preterites.

Procedure:

  1. The illustrations from the children’s story City Pig by Karen Wallace are placed along a wall used as a storyboard, without the text. Students study the pictures, discussing the possible story line. Then the entire class, in Spanish, discusses the actual story.
  2. Students, working in groups of two or three, are given 3x5 cards with excerpts from the story in Spanish. They match the cards to the pictures on the wall.
  3. The teacher reads the story in Spanish, focusing on the sequence of events and the use of preterite and imperfect tense. Students complete a graphic organizer retelling the story.
  4. Students compare the story to similar stories such as Country Mouse, City Mouse. (See Resource Materials.)
  5. Students, working in the same small groups, create an original children’s story. The story must be about animal characters experiencing a conflict with the environment. The students begin by generating a class vocabulary list, but students are not limited to the list. In their small groups, they list story ideas in Spanish. They are not to write English text and then translate into Spanish, but write everything originally in Spanish. The storybook must be a minimum of 10 pages, with three to five sentences per page. Sentences should reflect Checkpoint C level vocabulary and language structure. The book should be illustrated. Students can use the Story Map handout to plan their book.
  6. Drafts of the storybook are peer-reviewed and checked by the teacher. The final book is read to the class during an authors’ tea, complete with refreshments. The class completes the Listener’s Questionnaire handout while the story is being read, encouraging active listening.

Resource Materials

 

  • City Pig by Karen Wallace (Click here for more information about City Pig)
  • Illustrations from City Pig to display on the walls
  • Art materials for illustrating and compiling books
  • 3x5 cards with excerpts from City Pig (multiple copies)
  • Computer access
  • Dictionaries
  • Refreshments
  • Sample storybooks, such as:
    • Country Mouse, City Mouse, click here
    • Versos Sencillos by José Martí, click here
      Perspectivas (LaVida Urbana and La Vida Rural)
    • Laura Numeroff series:
      • If You Give A Mouse a Cookie
      • If You Give a Moose a Muffin
      • If You Give a Pig a Pancake
      • If You Take a Mouse to the Movies
          • All available in Spanish and good examples of “if” (“si”) clauses.


            For more information on the Laura Numeroff series,
        click here

Handouts:

Assessment

Students are assessed on their storybook writing and their classroom conversation when completing the storyboard.

Teachers are encouraged to select assessments from the rubrics provided in the Languages Other Than English: Checkpoint C Resource Guide. **See Related Content section below.

Authors

  • Elizabeth Bossong, Vestal High School
  • Rebecca Byam, Oneonta Central School District
  • Mary Champagne-Myers, Greece-Acadia High School
  • Linda Critelli, Williamsville Central School District
  • Deborah Dalton, Oneonta Central School District
  • Françoise Goodrow, Bruston-Moira High School (retired)
  • Barbara Gorham, Royalton-Hartland Central School District
  • Nancy Ketz, Holland Patent Central School District
  • Shadia Khalifa, Onondaga High School
  • Cindy Kennedy, Kenmore East High School
  • Michael Livingston, Sachem High School
  • Marie Loria, Valley Stream Central School District (retired)
  • Donyce McCluskey, West Canada Valley Central School District (retired)
  • Marna Meltzer, Bethlehem Central School District
  • Vickie Mike, Horseheads High School
  • Jennifer James, Onondaga High School
  • Rosine Leloir, Newcomb Central School District
  • Gail Parsons, Northern Adirondack Central School District
  • Joanne Poserina, Connetquot High School
  • Dawn Santiago-Marullo, Victor High School
  • Suzanne Schermerhorn, Mayfield High School
  • Madeline Turan, Sachem High School

Source

LOTE Writing Team. "Writing A Storybook." In Languages Other Than English (LOTE) Checkpoint C Resource Guide. New York State Department of Education, 32-35.


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