Spanish Language Arts.3.8.B

The student is expected to

explain the relationships among the major and minor characters;

Artes del lenguaje y lectura en español.3.8.B

Se espera que el estudiante

explique las relaciones entre los personajes principales y los secundarios;

SLA multiple genres strand teks talk image

Knowledge and Skills Statement

Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.

Lean el guion de una obra de teatro que cuenta con un personaje principal y varios personajes secundarios (por ej., el rey y sus súbditos; el rey y las princesas; la abuela reina y los nietos). Una vez terminada la lectura, pídales a los estudiantes que imaginen un final distinto al original, para lo cual deben modificar la manera en que se relacionan algunos de los personajes. Los estudiantes, en equipos, reescriben partes del guion para mostrar un final diferente. Posteriormente, pida voluntarios para que representen el final que imaginaron. Observe la participación de los estudiantes y tome notas.


Further Explanation

Los estudiantes comprenden que las características y la interacción de los personajes van a afectar el desarrollo de la trama en una obra de teatro.

When students explain relationships among characters, they understand and can describe what has happened between characters and how these interactions may affect the plot overall. For example, in some cases, character relationships add to the conflict of the story, whereas in other cases relationships may contribute to the solution. Additionally, students should understand that the major characters are central to the plot of the story while minor characters are not. Plots follow the actions and experiences of major characters. The function of a minor character is to contribute to the development of the major characters or the plot.

Research

1. Freeman, J. (2016). Story is king: How to be a great storyteller. School Library Journal, 62(6), 40+. Retrieved from https://link.galegroup.com/apps/doc/A453920020/PROF?u=tea&sid=PROF&xid=1ff34e81.

Summary: The author uses storytelling to build reading skills, such as plot analysis and understanding characters. She provides concrete examples for storytelling in the classrooms and gives a list of 21 classic folk and fairy tales that can be adapted for storytelling.

2. Droop, M., Elsäcker, W. V., Voeten, M. J., & Verhoeven, L. (2015). Long-term effects of strategic reading instruction in the intermediate elementary grades. Journal of Research on Educational Effectiveness, 9(1), 77–102. doi:10.1080/19345747.2015.1065528

Summary: The findings of this research suggest that third and fourth grade students should first attain and enhance their knowledge of reading strategies through teacher modeling. Then, they should learn how reading strategies are used and verbalized. After these steps, students can learn to apply this knowledge when reading. The more often a student uses the strategies, the more internalized the strategies become.