Grado en Ed. Primaria.

Actividad nº 3

Reading and Writing

 

Choose an adequate text for Spanish 12 years old students. Create a 50

minutes session where you develop, at least the reading, writing and cultural
competences of your pupils working through this texts.

You must write:

-A description of the target group (number of students, level …).
-Materials used. (Please, include the text or a link if the text is online)
-Goals.
-Reading techniques and skills you would put into practice.
-Classroom arrangement (rows, circles, horseshoes,…).
-Description of pre-reading, while reading and post reading activities, using
TALO, TASP and TAVI activities.

Length: Minimum one page; Maximum 2. Arial 12 or similar. Single space.

-A description of the target group (number of students, level …) and

goals

The chosen text is about King Arthur, since being a British leader could work both reading
and writing in English as part of culture and legend.
(​http://saberingles.com.ar/reading/king-arthur.html​)

The activity would be carried out with a total of 26 12-year-old students, whose level of
English is medium, so a text with an appropriate difficulty at that level is chosen.

-Reading techniques and skills you would put into practice.

Grado en Ed. Primaria. Actividad nº 3

Each student will be given a sheet with the text to read it individually, on the other hand,
they will have to answer a series of questions ​to assess their reading comprehension.
Questions like who was King Arthur? Where did he rule? in what year?

-Classroom arrangement (rows, circles, horseshoes,…).

Individually they can also reinforce what has been seen in class up to that moment,
putting as an exercise to surround or point out some verbal time and put more examples
of that same to reinforce the studied.

Tavi, Taslo y Tasp activities

Another way to work on the text would be to give the paragraphs disordered and that they
order them chronologically

Each one will write down the words that have given him the most difficulty, making cards
with that word and behind with their meaning and an example to serve as a study to the
rest of his classmates (so they can also increase their vocabulary)

Once this individual activity has been done, groups will be proposed and different
activities will be proposed, find more information about King Arthur, see the different
versions of this story, what is reality and what is legend, name and describe the rest of the
characters that appear, name movies, series or books that deal with it. They will analyze
and describe each of these items that they have found (the film by Merlin the Charming of
Disney, The Mist of Avalon by M. Zimmer, where the Arthurian legend is treated from the
perspective of the women who appear, what could be link with the cultural part of the role
of women during that time and its subsequent evolution)

Thus among all they will be able to discover more information and to share it with their
companions, feeding also the vocabulary and the reading when having to expose it in
public.
Grado en Ed. Primaria. Actividad nº 3

With this activity will work both reading comprehension, individual work when making
chips with vocabulary that were unknown, teamwork to have to collaborate with other
students to create that extra material they will need to expose the rest of the additional
information they have found (slides to make a presentation, blogs to share information,
summarize the different texts found, select fragments of movie videos)

Materials used. (Please, include the text or a link if the text is online)

Text:
King Arthur Kingr is a legendary British leader of the late 5th and early 6th centuries, who,
according to Medieval histories and romances, led the defence of Britain against Saxon
invaders in the early 6th century. The details of Arthur's story are mainly composed of
folklore and literary invention, and his historical existence is debated and disputed by
modern historians. The sparse historical background of Arthur is gleaned from various
sources, including the Annales Cambriae, the Historia Brittonum, and the writings of
Gildas. Arthur's name also occurs in early poetic sources such as Y Gododdin. The
legendary Arthur developed as a figure of international interest largely through the
popularity of Geoffrey of Monmouth's fanciful and imaginative 12th-century Historia
Regum Britanniae (History of the Kings of Britain). Some Welsh and Breton tales and
poems relating the story of Arthur date from earlier than this work; in these works, Arthur
appears either as a great warrior defending Britain from human and supernatural enemies
or as a magical figure of folklore, sometimes associated with the Welsh Otherworld,
Annwn. How much of Geoffrey's Historia (completed in 1138) was adapted from such
earlier sources, rather than invented by Geoffrey himself, is unknown. Although the
themes, events and characters of the Arthurian legend varied widely from text to text, and
there is no one canonical version, Geoffrey's version of events often served as the
starting point for later stories. Geoffrey depicted Arthur as a king of Britain who defeated
the Saxons and established an empire over Britain, Ireland, Iceland, Norway and Gaul.
Many elements and incidents that are now an integral part of the Arthurian story appear in
Geoffrey's Historia, including Arthur's father Uther Pendragon, the wizard Merlin, Arthur's
wife Guinevere, the sword Excalibur, Arthur's conception at Tintagel, his final battle
against Mordred at Camlann and final rest in Avalon. The 12th-century French writer
Chrétien de Troyes, who added Lancelot and the Holy Grail to the story, began the genre
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of Arthurian romance that became a significant strand of medieval literature. In these

French stories, the narrative focus often shifts from King Arthur himself to other
characters, such as various Knights of the Round Table. Arthurian literature thrived during
the Middle Ages but waned in the centuries that followed until it experienced a major
resurgence in the 19th century. In the 21st century, the legend lives on, not only in
literature but also in adaptations for theatre, film, television, comics and other media.