A HIDDEN TREASUREA collaborative project for EFL kids

ResourcesKey words in the fable “the lion and the mouse”

Assessment toolsExploratory questionsKWL chartInformal observationsProgress reportsCollaboration checklistsRubric for the big bookRubric for the role-play

Prepared by: Delkis Delgado

Key words in the fable

English Spanish1. Den2. Naughty3. Grabbed4. Anger5. Dare6. Deserve7. Die8. Kill9. Beg10. Save11. Laugh12. Scornful

ly13. Mood14. Scurried15. Snare16. Entangl

ed17. Rope18. Roar19. Trouble20. Found21. Hold22. Still23. Squeak24. Jiffy25. Delay26. Nibbled27. Humbly28. Believe29. Free

1. guarida2. travieso3. atrapó4. ira5. atreverse a6. merecen7. morir8. Matar9. rogar10. salvar11. reír12. burlonam

ente13. ánimo14. escapó15. trampa16. enredado17. Cuerda18. Rugido19. problema20. encontró21. atrapado22. aun23. gritar24. santiamé

n25. Retraso26. mordisqu

eó27. humilde

mente28. creer29. libre

FABLES TO ENHANCE ENGLISH SPEAKING

KWhat I know

WWhat I want to

know

LWhat I learned

EXPLORATORY QUESTIONS

What is literature?

What is a fable?

What is a summary?

What is a role-play?

How do you role-play a story?

INFORMAL OBSERVATION SHEET FOR THE BIG BOOK PROJECT

Date: ________________________

Name Name Name

Name Name Name

Name Name Name

Name Name Name

Name Name Name

Big Book Progress Checklist

Use this checklist to plan, monitor, and assess your big book to make sure it includes all project requirements. Bring this checklist to the project meetings.

Requirements To DoIn

ProgressCompleted

We planned the steps to follow for creating the big book.

We organized the responsibilities for each team member.

We identified main events in the story. The writer has the summary already done.

We chose appropriate pictures or draw them to recreate the characters and events in the story.

The book has a title and a dedication.

The book has at least 5 events in the story with their corresponding illustration.

We checked that all sentences in the book show appropriate grammar structures.

Role-play Progress Checklist

Use this checklist to plan, monitor, and assess your role-play to make sure it includes all project requirements. Bring this checklist to the project meetings.

Requirements To DoIn

ProgressCompleted

We planned the collaborative work and responsibilities for each team member.

We identified main characters in the story.

We organized the roles for each team member.

We wrote the script characters have to learn.

We made the masks characters will use in the sketch.

The scenery is ready, according to the fable context.

We checked that all sentences in the script show appropriate grammar structures.

Collaboration Self-Assessment - BIG BOOK PROJECT

Check the items that best described your collaboration on the project.

I help my team by:

Organizing my learning: identify goals define tasks

Being a self-starter: suggest new ideas and directions volunteer to tackle a difficult task

Seeking information: ask questions seek facts request clarification

Providing information: find and share resources offer facts and opinions

Encouraging members: respond enthusiastically to others invite everyone’s participation

Analyzing: summarize points of discussion simplify complicated ideas

Facilitating: keep discussion on track help identify necessary changes and encourage group

action for change

Questioning: stimulate discussion by presenting different points of

view

Problem solving: work to resolve differences seek alternative solutions help team reach fair, well reasoned decisions

Adapted from http://www.intel.com/content/www/us/en/education/k12/assessing-projects/strategies/encouraging-self-direction-and-collaboration.html

Collaboration Self-Assessment – ROLE-PLAY PROJECT

Check the items that best described your collaboration on the project.

I help my team by:

Organizing my learning: identify goals define tasks

Being a self-starter: suggest new ideas and directions volunteer to tackle a difficult task

Seeking information: ask questions seek facts request clarification

Providing information: find and share resources offer facts and opinions

Encouraging members: respond enthusiastically to others invite everyone’s participation

Analyzing: summarize points of discussion simplify complicated ideas

Facilitating: keep discussion on track help identify necessary changes and encourage group

action for change

Questioning: stimulate discussion by presenting different points of

view

Problem solving: work to resolve differences seek alternative solutions help team reach fair, well reasoned decisions

Adapted from http://www.intel.com/content/www/us/en/education/k12/assessing-projects/strategies/encouraging-self-direction-and-collaboration.html

Big book: The lion and the mouse

Teacher Name: Delkis Delgado 

Student Name:     ________________________________________

CATEGORY 4 3 2 1

Clarity and Neatness

The big book is easy to read and all elements are so clearly written, labeled, or drawn that another student could create the presentation if necessary.

The big book is easy to read and most elements are clearly written, labeled, or drawn. Another person might be able to create the presentation after asking one or two questions.

The big book is hard to read with rough drawings and labels. It would be hard for another person to create this presentation without asking lots of questions.

The big book is hard to read and one cannot tell what goes where. It would be impossible for another person to create this presentation without asking lots of questions.

Use of Time Used time well during each class period (as shown by observation by teacher, and documentation of progress in journal) with no adult reminders.

Used time well during most class periods (as shown by observation by teacher, and documentation of progress in journal) with no adult reminders.

Used time well (as shown by observation by teacher and documentation of progress in journal), but required adult reminders on one or more occasions to do so.

Used time poorly (as shown by observation by teacher and/or documentation of progress in journal) in spite of several adult reminders to do so.

Cooperation Worked cooperatively with partner all the time with no need for adult intervention.

Worked cooperatively with partner most of time but had a few problems that the team resolved themselves.

Worked cooperatively with partner most of the time, but had one problem that required adult intervention.

Worked cooperatively with partners some of the time, but had several problems that required adult intervention.

Spelling & Grammar

No spelling or grammatical mistakes on the big book.

From 1-5 spelling or grammatical mistakes on the big book with little text.

From 6-10 spelling or grammatical error on the big book.

Several spelling and/or grammatical errors on the big book.

Content All content is in the students\' own words and is accurate.

Almost all content is in the students\' own words and is accurate.

At least half of the content is in the students\' own words and is accurate.

Less than half of the content is in the students\' own words and/or is accurate.

Required Elements

The big book included all required elements as well as a few additional elements.

The big book included all required elements and one additional element.

The big book included all required elements.

One or more required elements was missing from the big book.

Date Created: Oct 16, 2013 08:33 pm (CDT)

Role-play: "The lion and the mouse"

Teacher Name: Delkis Delgado 

Student Name:     ________________________________________

CATEGORY 4 3 2 1

Expression Characters' voices showed a lot of expression and emotion.

Characters' voices showed some expression and emotion.

Characters' voices showed a little expression and emotion.

Characters' voices were monotone and not expressive.

Masks Construction

Masks were original, creative, and constructed well. No pieces fell off during the performance.

Masks were original and constructed well. No pieces fell off during the performance.

Masks were constructed fairly well. No pieces fell off during the performance.

Masks were not constructed well. Pieces fell off during the performance.

Playwriting Play was creative and really held the audience's interest.

Play was creative and usually held the audience's interest.

Play had several creative elements, but often did not hold the audience's interest.

Play needed more creative elements.

Voice Projection

Voices of characters were always audible to people sitting in the back row.

Voices of characters were usually audible to people sitting in the back row.

Voices of characters were sometimes audible to people sitting in the back row.

Voices of characters were rarely audible to people sitting in the back row.

Accuracy of Story

All important parts of story were included and were accurate.

Almost all important parts of story were included and were accurate.

Quite a few important parts of story were included and were accurate.

Much of the story was left out or was inaccurate.

Date Created: Oct 16, 2013 08:27 pm (CDT)