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5
Caperucita Roja (tal como se la contaron a Jorge)
A+ Common Core Spanish Literacy Lesson Plan © Santillana USA
D
IFFERENTIATED
I
NSTRUCTION
B
ELOW
-
LEVEL
S
TUDENTS
• Point to visual clues and present gestures to help students understand meaning of unknown
words.
• Have above-level students read with below-level students to act as mentors/tutors.
• For comprehension, ask:
Caperucita Roja,
¿es una niña o un niño?
(Is Little Red Riding Hood
a girl or a boy?)
¿Sobre quién advirtió la mamá a Caperucita Roja?
(About whom did Little Red
Riding Hood´s mother warn her?)
¿Cómo se sentían la abuelita y Caperucita al final del cuento?
(How did the grandmother and Little Red Riding Hood feel at the end of the story?)
A
T
-
LEVEL
S
TUDENTS
• Read the text aloud to and with students. Then have students read the text with a partner.
• Elicit fact lists or couplets during vocabulary and reading comprehension activities.
• For comprehension, ask:
¿Por qué va Caperucita Roja a casa de su abuela?
(Why is Little Red
Riding Hood going to her grandmother’s house?)
¿Por qué tiene panza el lobo?
(Why does the
wolf have a pot-belly?)
¿Por qué el lobo se puso la ropa de la abuela?
(Why did the wolf put on the
grandmother´s clothing?)
A
BOVE
-
LEVEL
S
TUDENTS
• Elicit couplets, fact list collection, and/or complete sentences during vocabulary and reading
comprehension activities.
• For comprehension, ask:
¿Por qué crees que el lobo se quería comer a la abuela y a la niña?
(Why
do you think the wolf wanted to eat the grandmother and the girl?)
¿Crees que el calzador es
un héroe? Explica.
(Do you think the hunter is a hero? Explain.)
¿Que lección crees que aprendió
Caperucita Roja al final?
(What lesson do you think Little Red Riding Hood learned in the end?
)
P
OST
-R
EADING
X
Have students revisit the different illustrations on each page. Ask them:
¿Qué versión —la del papá
de Jorge o la de Jorge— tenía más sentido? ¿Cuál era la más tonta? ¿Cuál era la más interesante?
(Which
version—Jorge’s father or Jorge’s—made the most sense? Which one was the most silly? Which one
was the most interesting?) Have students state and explain their opinion as to which version they
liked the best.
X
Ask students how visualizing a story can be helpful, even though it can also lead to different
interpretations of the same story. Ask students why people may interpret or visualize stories
differently. Elicit that people have different imaginations or ways of looking at things based on
their personal tastes, beliefs, and experiences.
X
Have students work in pairs. Assign each pair part of the story to illustrate and summarize with
fact lists or complete sentences, depending on their proficiency level. Then post the illustrations on
the board in random order. As a class, evaluate and read each one, then put the events in order.
Have students retell the story in sequential order using time-order words, such as
primero, después,
luego, al final
(first, after that, then, at the end).
X
Have students work in groups to act out their favorite scene in the story or create a puppet show of
their favorite scene. Have some groups act out the father's version and others, Jorge's version.
LITERARY TEXT
LESSON PLAN AND ACTIVITIES
