CUENTOS DE HADA
Overview of Unit
Topic: The topic of the unit is Fairy Tales. The story the unit will focus on is “Caperucita
Roja” or Little Red Riding Hood. Fairy Tales are easily recognizable even when they are
changed from English to Spanish, so students should be able to read through the story.
Fairy Tales are rich in cultural content because one, they vary between countries and
have a long history. Through the week, the class will look at the cultural aspects of not
only “Caperucita Roja” but also the cultural aspects of the story itself. Lastly, this unit
will focus on the structure of stories through reading “Caperucita Roja.”
Goals
Students will be able to recognize the story by their prior knowledge. Also, by analyzing
the structure of the story, students will create their own Fairy Tale. They will recognize
grammar aspects in story such as Preterite verses Imperfect tense. Also, students will
learn new vocabulary in Spanish.
Standards/Benchmarks
Culture – Learning about Fairy Tales and their history and geographical relevance.
Communication – Students will read Fairy Tale and create their own together.
Comparisons – Triggering student’s prior knowledge of Fairy Tale stories they already
know, they will then look at the same story only in a different language (Spanish).
Connections – By analyzing a Fairy Tale story in Spanish, students will draw from what
they already know is happening from prior knowledge of reading the same story in
English to make connections in the L2.
Doren Belfer March 2009 “Cuentos de Hada” SPN 2
Unit Outline
Day 1:
 Students brainstorm about Fairy Tale stories they know and key points in each
story
 Teacher introduces cultural background and importance as well as history of Fairy
Tales
 Introduce main story- “Caperucita Roja”
 Outline story line in English/Students map out actions that take place
Day 2:
 Watch/Discuss YOUTUBE video (2) on “Caperucita Roja” (in Spanish)
 Introduce new Spanish vocabulary
 Explain grammar point: Preterite vs. Imperfect
 Hand out/analyze stories
 Read together in class/groups
Day 3:
 Preterite vs. Imperfect practice through reading story
 Answer questions (in Spanish) about story
 Activity: Groups work together to put phrases from story in order of when it occurs
in actual story
 Return to teaching outline/plot and historical progression of Fairy Tales
 Being project: Groups create own Fairy Tale
Day 4:
 Preterite and Imperfect Assessment
 Project: Group work - create Fairy Tale
Day 5:
 Finish projects
 Present to other classes/each other
New Vocabulary
OVERHEAD Word Doc.
El Cuento
Caperucita Roja - Handout for Ss
Tournament
At the end of the week, students will have their own Fairy Tale that they created on their
own using vocabulary they had learned and from book, grammar points (Preterite and
Imperfect), and an outline of story consistent with that of a common Fairy Tale.
Assessment
Students will be assessed during the week on their comprehension of Preterite vs.
Imperfect as well as the result of their Fairy Tale project.
Doren Belfer March 2009 “Cuentos de Hada” SPN 2
PROJECT RUBRIC
Con un compañero o en grupos de 3, van a crear su propio Cuento de Hada. Usando el
vocabulario que ya saben y el Pretérito y el Imperfecto, usa su imaginación y crear uno
de nuevo. Al final de la semana, van a presentar el cuento a su clase y quizás a otra
clase. ¡Se divierten y sean creativos!
Grading:
10 points
-
Variety of vocabulary
10 points
-
Grammar
5 points
-
Colorful
5 points
-
Book presentation quality
5 points
-
Oral Presentation
__________
35 pts
Doren Belfer March 2009 “Cuentos de Hada” SPN 2