Higher Institute of Teacher Training and Technical Education No.

44 of
General las Heras
Primary Education Teaching - 4th year
Cycle 2016

Ateneo of Language Practices

Associated Institution No. 15

Shift: afternoon

Class: 2 "B"

Guiding teacher: Joaquina Beltrami

Teacher of the Teaching Practice IV course: Juana

Bossio

Professor of Language Practice at Ateneo: Lic. Analía

Rose

Alumna residente: Aiza Suyo, Yesica Mabel

FOUNDATION

In the following sequence, a series of situations are presented for work.

within the field of literature. It aims to enrich knowledge
of the students about the fable, recognizing the main protagonists and the
values they leave behind. Emphasis will be placed on the characteristics of the genre and the

moral

That is why the reading, 'The Lying Shepherd Boy' will take place
of the teacher and reflection will take place based on questions. Then a
exchange of opinions together with the students.

Furthermore, for a better interpretation and recognition of the structure of the

Fables such as: 'THE STORK AND THE FOX', and 'THE LION' will be read.
AND THE MOUSE". Based on what has been understood about the structure, it will be carried out.

writing a fable through a dictation to the teacher. And finally it

It will be placed on the school bulletin board.

PURPOSE:

Students are expected to achieve:

Dialoguing to resolve conflicts in a consensual manner, understanding

the point of view of others and deepen one's own, make one's voice heard
clearly and respectfully.
Participate in reading and writing situations and in oral exchanges,
in a sustained and articulated manner.

CONTENTS:

Follow the reading of the one who reads aloud

Adapt the reading modality to the characteristics of the work and of the
situation in which one reads
Express the effects that the works produce on the reader
Exchange and agree, before starting to write, what and how it is going to be
write and review the decisions while writing
TOPICS:

Structure of the fable

Characters
The moral

CONJECTURAL SCRIPT

Class 1

I will enter the classroom, greet the students. In this first moment, I will
I will comment that I brought you something very nice to read to you. Before we begin, I...

I will ask to store all the school supplies.

In this class, I will start by presenting several posters to the students with
different titles of fables.

THE HORSE AND THE GOAT THE LYING CROCODILE

THE LYING SHEPHERD BOY THE DOG AND ITS IMAGE

I will ask you to identify which of the posters has the title written, "THE".
LITTLE LYING PASTOR. I will give you a few minutes to try
deduce it by themselves. Then I will ask them: Where do they think it says
Little shepherd? What letter does Little shepherd start with? What other word starts with

With the same lyrics? Where do you think it says liar? Why do you think
What does it say there?

Once they identify the poster with the title of the fable, I will proceed to
to position myself in front of them so that everyone can hear me. I will comment to them

that I am going to read you a fable.

To begin, I will ask you, do you know what a fable is? Have you ever...
Did you hear the name? Do you know any? After a brief exchange, I...
I will ask for silence so that I can begin reading the fable: "The
little lying pastor. During the course of the reading, I will take into account
the tone and timbre of the voice as well as the gestures that produce the
characters.

Once the reading of the fable is finished, I will ask you the following questions:
Why did the little shepherd say that the wolf was coming? Why was he dying of laughter? What

Is it dying of laughter for you? Do you think he did well? Why?

Did it end the way you thought? Was what he did right? Is it okay?
Lie? Why? What would you have done if you were as bored as the
Little pastor? How would they have reacted? What lesson do we
already?

For a better analysis and interpretation, I will reread parts of it.

Next, I will write on the board; today we read the fable 'The Little Shepherd'
liar.

In the next moment I am going to distribute some photocopies. On it will be

written a summary of the fable and should complete it with the words that
if necessary, remembering and taking into account what was discussed. In case that
they have not managed to understand the statement, I will read it as many times as necessary

necessary.

Once upon a time there was a LITTLE SHEPHERD who had a flock of sheep. As he
I was very bored, so I decided to play a joke. Then I shouted: "Help, it's coming the "} in JSON

WOLF!

And all the peasants went to help him.

But the little shepherd had lied. And the peasants were very angry. At
Another day he called the peasants and they came. And as expected, it was
just a joke.

One day, the real wolf appeared. The little shepherd asked for help, but this time
nobody heard it.
I will read the summary for the first time. And then in the second reading, I will go

asking to start filling in the blanks Who took care of the

flock of sheep? Why did he make the joke? According to the little shepherd, who was coming to

eat the sheep? Who ran to help him? And what happened when
Did the wolf really appear?

I will listen to what they tell me. In all cases, to write the different ones.
words, I will ask you:

-How is it written? What letter does it start with? What other word starts with
the same lyrics?

Then I will do a general reading and ask - Did you understand what I read? Did you
Does it repeat any word? Is 'pastorcito' spelled correctly? What other word?
Can we put instead of peasants?

Next, for students to better identify the main ones

characters of fables and the type of teaching they leave us
I am going to read the following fables: 'THE STORK AND THE FOXR' and 'THE LION AND'

THE MOUSE.

First I will read 'THE STORK AND THE FOX'. Once I finish reading it
I will ask the following questions:

Who are the main characters? What does the Fox propose to the...
Stork? What happened during that dinner? What did the Stork do about it?
Do you think what he/she did is right? What lesson does what happened leave us?

After the exchange made, I will read the following fable: 'THE LION AND THE '
MOUSE

Once completed, I will ask questions for better interpretation of the

same. Who are the main characters? How was the first
meeting between the mouse and the lion? What did both characters do? How
Would they have reacted to that situation? Why?
I will ask them: What do these fables have in common? What are the
main characters? What characteristics do these characters have? What
Does it appear at the end of each fable?

Then, in the next moment, we will talk about the characteristics.

main elements of the fable, that the structure of many fables begins with the
presentation of an initial situation, after which a problem is raised, that
sometimes it has a solution and sometimes it doesn't. The story ends with a moral. That

they generally deal with themes such as envy, greed, arrogance, the
lie, etc.

Next, I will give the students a photocopy that will contain

the fable read "THE LION AND THE MOUSE." Then together we will mark the
initial situation, the problem and the end. To be able to mark them, I will ask each
one that reads a few lines to identify them. I will carry out the following
questions:

-How did the lion and the mouse meet? What happened to the lion? How did it
Does the mouse help? What lesson does this story leave us?

Class 2

As a first step, I will tell you that together we are going to draft a
fable and then it will be placed on the school bulletin board for everyone to read
the third and first grade students. I will explain to them that once
let's finish this production, it will be displayed on the school bulletin board
so that all the kids can read it and that's why it has to be good so that
they understand it.

I will use a poster to jot down the ideas that come up in this class.
I will write in uppercase and large letters. This will allow that in the next
I find that the information can be recovered to continue with the production.

I will ask: What do you think we should write first?

I will read and simultaneously point out the words I am writing. Upon finishing
I will make a general reading of what was captured in the dictation of ideas.
poster.

I will tell you that for the next class we will take up these ideas to
to craft the fable.

Class 3

I will start the third class by asking - Do you remember the ideas you dictated to me?
last class for the creation of the fable?

I will then place the worked poster on the board and read each idea pointing out.
each word simultaneously.

I will remind you that it has to be good because all the kids are going to read it.
from school.

Then I will ask: Do you think that if we leave it like this it is clear and that the kids from

Will the school understand it when they read it?

-Do you think you can start telling me how you want it to be?

This is how the lecture will begin.

I will then intervene and say: I think what everyone is saying is very good, but
I need you to dictate it to me more slowly. - Should I put it like they say? - Better

tell me how it should be written.

I will propose for example:

Once upon a time there was a...

While they dictate, I will raise some questions about writing.

I will reread the parts and ask them: Do you think it’s alright like this? Is it understandable?

I will mention the corresponding punctuation marks and as I do so

I will use them, I will say out loud the meaning of such use. To conclude, I will make a
general reading pointing out the words while I read.
Then I will reread and stop if necessary to think about the writing.
of some word, sign, repetition, etc.

To conclude the moment I will ask: Is everyone in agreement on how it turned out?
The fable? Do you think something needs to change? I notice that it repeats.
I will ask you some words: don’t you think we are repeating this word?
What other one that we know could we use to say the same?

I will provide information about the existence of other connectors besides the Y.
for example: however, therefore, etc.

Once the review moment is over, I will put the fable down in a new
poster. I will ask you to read it together. Then I will ask the students
that they put it on the school bulletin board.
RESOURCE:

Materials: chalk, blackboard, photocopies, poster, marker.

Humans: students, teacher.

TIME:

It is estimated to last one week with a frequency of four modules.

per week.

EVALUATION:

It is expected that the students:

They can express what they understood and what they did not understand from
an increasingly precise way that answers the questions of others.
Share your opinions on the read works and listen to the opinions of others.
Relate what you are reading to lived experiences, with others.
read texts, with movies watched or other works of art.
They can progressively advance in the use of writing.
conventional.

THEORETICAL ANNEX
Definition of Fable

A fable is a simple and short literary composition, in verse or prose, with

characters that are usually animals or inanimate beings. These
literary compositions can be framed within didactics, as they seek
to teach moral truths that are summarized in the moral lesson at the end of the story. The
most fables present a common model. They begin with a
a brief presentation that introduces the conflict between two or three characters,
commonly animals, although plants, men, and gods also appear.
The conflict develops very briefly and is resolved in a way that...
listen to a lesson. Once the fable is finished, this lesson or
The moral is usually expressed explicitly through a brief text that the
in summary. Therefore, we can affirm that the
fables have a double intention. On one hand, they entertain and delight us; on
another, they intend to leave us a lesson, preferably moral, that contributes to
our spiritual growth.

The main characters have a symbolic value, and the event that occurs
narrates itself as an anecdote that occurred in a time and a place
indeterminate. The topics, on the other hand, are very varied and touch on love,
greed, fear, power, vanity, death, desire, stupidity, the
weakness, justice and a long list of virtues and vices that portray the
essence of the human being.

Essential Characteristics of a Fable

1. The genre.- Fables can be written in verse or prose.

2.The brevity.-They are usually brief stories, very succinct that

they economize the syntax.

3. The presence of essential elements of the narrative.-Accustomed

to have a narrator who tells what happens (action) to some
characters in an unspecified place and time. The fables,
like folk tales, are not set in a specific time. They are
timeless.

4. A simple structure. - The scheme of many fables begins with

the presentation of an initial situation, after which a
problem, that sometimes has a solution and other times does not. The story ends.
with a moral. This structure is also called: presentation,
nude and outcome. The moral doesn't always appear, sometimes it isn't there. The
It is customary for it to appear at the end of the fable, but sometimes it will be at the beginning.

principle.

5. The characters.- The characters are, for the most part, animals or
humanized objects.

6. The themes.- The vices and defects are the themes addressed in the fables.
(envy, greed, arrogance, lying…)

7.The intention.-Behind every fable there is a criticism towards certain

behaviors and attitudes, which are disguised with the use of characters
humanized.

8. The moral.- The moral is a moral lesson, that is, a piece of advice.
or behavioral guideline. The moral can be a phrase or a stanza. The
 more common is the couplet, a stanza of two verses that rhyme with each other
yes.

Types of Fable
There is a wide variety of fables and morals, but within that great one
world, there are a series of criteria that allows the reader not to get lost in the
repetition of the examples, in the proximity of the topics and in the differences
what small nuances of each of them.

The classification criterion focuses on the study of the characters, it is

to say, the protagonists that intervene in them. Each character is defined by
to have the ability to reason, and to deal with topics related to beings
humans (despite being animals, plants, and minerals who interpret).

There are 5 points of interest that are:

1. The God or the false "gods"

2. The men

3. The animals

4. The vegetables and

5. Inanimate things (they are mainly objects)

FABLE 'THE LYING SHEPHERD BOY'

Once upon a time at the top of the hill, there was a little shepherd who spent all his time
taking care of his sheep and while he watched them, he got the idea to play a prank on the others
village pastors to have fun.

One morning he went to the top of the hill, where his lambs were grazing and he
he started to shout:

Help! The wolf! The wolf is coming! Help!

Then, the shepherds and villagers alerted upon hearing him scream desperately,
they rushed to provide assistance, but when they arrived where he was, they found the young shepherd lying down
calmly under the shade of a tree laughing.

-Where is the wolf? -they asked the shepherd boy.

But he again smiled and replied to them:

- Ha, ha, ha! That makes me laugh! It's not true! It was just a joke! There's nothing here.
no wolf!
The next day, the shepherd, eager to keep telling lies to mock
the shepherds, returned to the top of the hill to shout the same lie:

Help, help! The wolf is coming!

The other farmers heard the cry for help but thought it could be that the
the little shepherd was mocking them again

-Is it true?- Asked one of the shepherds.

-No! -the other shepherd replied-. What he wants is to make us run again to
mocking us!" replied the other shepherd.

- It is likely, said the other shepherd, but if it is true that the wolf is approaching, then
Shall we?

Then the peasants immediately went armed with axes and sticks to the
top of the hill. However, they were surprised not to find the Wolf at all, and
they understood once again the lie upon seeing the little shepherd laughing. The shepherds
Indignant, they returned to the village dissatisfied.

Until one day what was feared happened. The Wolf truly appeared this time.
near the flock of the lying shepherd. That's how the little lying shepherd felt very much.
fear and, seeing that it was getting closer and closer, began to scream with all his might:

-Help! Help, the wolf wants to kill my sheep! - Please, come to

help me!
The shepherds and the villagers heard it, but no one paid attention to their screams anymore.
and much less thought about coming to help him. While the wolf, lunged
about his sheep eating one by one the whole flock of sheep, the little shepherd
the liar ran away in fear.

Moral of the fable of the lying shepherd:

We must not lie to others; we must always tell the truth.

How many times can a lie hurt us a lot, to say
Lies make people no longer trust us. No
because the liar is never believed, even if he speaks the truth
truth and as the saying goes for this fable, 'In the mouth of the liar,'
the certain becomes doubtful.

FABLE: THE STORK AND THE FOX

Once, a Fox persistently invited his friend Stork to dinner at his

house mentioning delicious and unforgettable dishes. The Stork, amazed
for such delicacies, I accept. The next day, he was very cheerful and very
appetite. When he arrived and sat at the table, he noticed that the Fox was serving a
very rich soup on a very flat plate. The Stork, very hungry, started to
pecking and pecking at the soup, but thanks to its long beak, it couldn't eat anything and
to top it off, the delicious soup slipped away from him. On the other hand, the Fox ate with
lots of joy in his soup, he even licked the plate with his snout until it was very
clean. The Stork, angry about such inconsideration, said it was full, and
marched.

After a few days, the Stork invited the Fox to dinner, and he gladly accepted.
arriving at the Stork's house, the Fox eager to eat waited, until
Suddenly, the Stork brought the exquisite food inside a long and tall jar.
crystal, with a wide belly and a narrow mouth. The confused Fox, attempted to
many ways to put your snout and tongue into the mouth of the jar, but it didn't reach
at the food. Her desire to eat grew even larger when the
The stork was marvelously tasting its food. At that moment, the Fox
hungry, he longed to have a beak as long as the Stork, and so
to enjoy the appetizing food. After a good while, and unable to arrive
At the meal, the Fox, already very worn out, gave up that appetizing food.
He said goodbye to the Stork and left thinking about the bad deed he did.
previously, and the well-deserved punishment he received, for not being considerate of
your friend Stork.

Moral: Do not do to others what you do not want them to do to you.

The Lion and the Mouse

Some little mice, playing carelessly in a meadow, woke up a lion who

He was sleeping peacefully at the foot of a tree. The beast, suddenly rising,
caught betweensus claws the more daring of the gang.
The little mouse, seized by terror, promised the lion that if he spared his life the
would employ in serving him; and although this promise made him laugh, the lion eventually ended up
let it go.
Time later, the beast fell into the traps that a hunter had set for it and
as, despite its strength, could not free itself, it thundered through the jungle with its furious
roars. The little mouse, upon hearing it, hurried over and broke the nets with its
sharp teeth. In this way, the little ex-prisoner fulfilled his promise,
and saved the life of the king of the animals. The lion seriously contemplated the favor
that he had just received and promised to be more generous from then on.

MORAL

In changes of fortune, the powerful need the help of the weak.

BIBLIOGRAPHY

Curricular Design for Primary Education. First Cycle. Direction

General Director of Culture and Education of the Province of Buenos Aires. 2008.
http://www.fabulascortas.net/2014/12/fabula-el-pastor-mentiroso.html
http://www.guiainfantil.com/1378/fables-for-children-the-lion-and-the-
mouse.html
Unable to access the URL provided.
The Fox and the Stork
Fable