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Tales Our Abuelitas Told Rationale

Tales Our Abuelitas Told Rationale

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Published by Jesse Franzen

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Published by: Jesse Franzen on Jan 08, 2009
Copyright:Attribution Non-commercial

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09/14/2012

 
 Tales Our Abuelitas Told: A HispanicFolktale Collection
by Alma Flor Ada & F.Isabel Campoy
(2006)
Approved for use in: 8
th
grade English
Summary of the Work 
 From the publisher 
Once upon a time, in a land far away...These stories have journeyed far -- over mountains, deserts, and oceans -- carried by wind, passed on to us by our ancestors. Now they have found their way to you.A sly fox, a bird of a thousand colors, amagical set of bagpipes, and an audaciousyoung girl...A mixture of popular tales andliterary lore, this anthology celebratesHispanic culture and its many roots --Indigenous, African, Arab, Hebrew, andSpanish.F. Isabel Campoy and Alma Flor Ada haveretold twelve beloved stories that embodythe lively spirit and the rich heritage of Latino people.The work of four leasing Latino artists andillustrators highlights this unforgettablecollection.
Rationale
:
This text is to be used in a literature circle setting,where students will choose to read this text amongothers on and about Latin America. Students willresearch the history, culture, customs, music, art,architecture, etc. of the setting of this novel. Theywill discuss the text, its issues, and present on the book and their research to the rest of the class.
Professional Reviews and/orCritical Essays
 From School Library Journal 
Grade 3 Up–The introduction to thisdelightful collection explains clearly howstories develop and change over time; infact, the two storytellers heard most of these amusing tales when they werechildren and have retold them many timessince in their own unique styles. Eachretelling is accompanied by a brief description of its origin. Included are talesabout dancing goats, a turtle that outwits adeer, and a beetle that declares war on acow; all of the selections are peppered with
Noted Distinction
Readability
Lexile Score: Not Rated
Readability Level:
Learning Resources Guidelines
The novel meets the Learning Resources Guidelines.
Standard Alignment:
Literature:
Content Standard 1—Students construct meaning as theycomprehend, interpret,
 
energetic dialogue and witty detail.Children will relish their humor, especiallyif read aloud, and teens will also enjoy thislively presentation. Traditional story beginnings and endings are provided inSpanish and translated into English,including one foreboding opening: In aland where you will go but from where youwill never return. Four Latino artists provide an interesting variety of illustration. Featured images include alarge goat head in a vegetable garden, alarge farmer on a very small burro, and awolf and fox all decked out in finerydancing together. The last page providesinformation about the authors andillustrators. Many libraries may alreadyhave Lucia M. Gonzalezs
Señor Cats Romance
(Scholastic, 2001), but only onetale is common to both collections. Makeroom on your shelves for this excellent book.
analyze and respond to literary works.Content Standard 2—Students recognize and evaluate howlanguage, literary devices,and elements contribute to the meaning and impact of literaryworks.Content Standard 3—Students reflect upon their literaryexperiences and purposefully select from a range of works.Content Standard 4—Students interact with print and nonprintliterary works fromvarious cultures, ethnic groups, traditional and contemporaryviewpoints written by both genders.Content Standard 5—Students use literary works to enrich personal experience andto connect to the broader world of ideas, concepts and issues.
Writing:
Content Standard 1—Students write clearly and effectively.Content Standard 2—Students apply a range of skills andstrategies in the writing process.Content Standard 3—Students evaluate and reflect on their growth as writers.Content Standard 4—Students write for a variety of purposesand audiences.Content Standard 5—Students recognize the structures of various forms and applythese characteristics to their own writing.Content Standard 6—Students use the inquiry process, problem-solving strategies,and resources to synthesize and communicate information.
Reading:
Content Standard 1—Students construct meaning as theycomprehend, interpret, andrespond to what they read.Content Standard 2—Students apply a range of skills andstrategies to read.Content Standard 3—Students set goals, monitor, and evaluatetheir progress inreading.Content Standard 4—Students select, read, and respond to print and nonprintmaterial for a variety of purposes.Content Standard 5—Students gather, analyze, synthesize, andevaluate informationfrom a variety of sources, and communicate their findings inways appropriate for their purposes and audiences.
Speaking:
Standard 1—Students demonstrate knowledge andunderstanding of the communication process.Content Standard 2—Students distinguish among and useappropriate types of speaking and listening for a variety of  purposes.Content Standard 3—Students apply a range of skills andstrategies to speaking and listening.Content Standard 4—Students identify, analyze, and evaluatethe impacts of effective speaking and evaluative listening.

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