Pedagogical Proposal - Andres Serje & Kerlyn Pineda PDF

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Short stories “Legends” Interactive Unit
Andrés S. Serje & Kerlyn M. Pineda
Universidad del Atlántico
Diplomado de Fortalecimiento de Competencias de los Docentes de Lenguas Extranjeras
December 5th, 2022

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Index
Introduction 3
Justification 3
General Objective 4
Specific Objectives 4
Context 4
Literature Review 5
Expected Results 7
Conclusions 8
Sources 8
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Introduction
Since the beginning of this decade, education has had to adapt to the changes forced by
Covid 19 and the pandemic, during this period educational institutions have had to opt for
unconventional teaching methods in order to continue imparting knowledge. Thanks to this,
new strategies have emerged to make the transition from face-to-face education to an efficient
modality, a clear example of this is the implementation of pre-pandemic methodologies such
as Project Based Learning (PBL) along with Information and Communication Technologies
(ICT). This fusion ensures a teaching and learning process full of creativity, innovation,
research, interaction, collaboration and self-taught making the virtual modality effective. For
this reason, the didactic guide presented below was created taking into account the fusion
between ICT and Project Based Learning.
Justification
In the aftermath of the Covid-19 pandemic, all educational institutions in the country
needed to adopt a new way of educating through virtuality. In the aftermath of the Covid-19
pandemic, all educational institutions in the country needed to adopt a new way of educating
through virtuality. This adaptation has been and continues to be a challenge for both teachers
and students, due to the lack of practice and knowledge about virtual tools or platforms to
carry out a teaching and learning process effectively. This is why, taking into account the
different technological advances, the new virtual platforms for education and the recent forms
of virtual teaching that have arisen due to the pandemic, it is necessary to apply methods to
face the challenges that these novelties represent, as well as to understand and improve the
teaching-learning processes.
Therefore, this project aims to provide guidance during the teaching-learning
processes focused on the reading and writing competence of the foreign language, with the
aim of facilitating and stimulating the development of the classes. From a specific point of
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view, this project focuses primarily on improving literacy skills in the English language
through ICT in e-learning situations. On the other hand, from a more regional perspective,
this theme has been selected because of the growing demand (required by the current
situation) to merge pre-pandemic and post-pandemic strategies.
General Objective
● To present a project based learning merged with technological tools to strengthen the
literacy level of English students.
Specific Objectives
● To design an interactive unit to strengthen the reading and writing process in
intermediate English students.
● To formulate pedagogical strategies to promote interest in reading and to encourage
written production.
● To propose activities that make use of technology to improve writing skills.
Context
This pedagogical proposal is aimed at intermediate level (B1) English students from
an educational institution, specifically a language center. This private language centre is
located in the city centre of Barranquilla. The class has a total of 20 students who have passed
the previous language levels based on the CEFR required for this level (B1). The student
population is between the ages of 13 and 16. The institution has a virtual platform and
educational content based on the Pearson publishing house, however, it does not exclude the
possibility of making use of other technological tools in the teaching process. For this reason,
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it was considered a great opportunity to implement this pedagogical proposal in this
institution.
Taking into account the above, we chose to use the technological tool "Canva", since it
allows us to create a wide variety of didactic and educational content that is in line with the
objectives set out in the proposal. This website offers a simple and easy to understand use
that can be shared on multiple platforms, thus achieving greater interaction with our students
and providing them with a virtual resource that seeks to develop their skills in learning a
foreign language. Some of these activities have different levels of complexity (easy, medium
and difficult level) which must be guided by a teacher who attends the learning process of the
students.
Literature Review
The project based learning and Bloom's taxonomy are two of the pillars of this project due
to the different resources they provide. According to Davis, Sumara and Luce-Kapler (2000)
PBL allows learning tasks to be open enough to match students' interests, experience and
knowledge and at the same time provide organized guidance in the learning process. PBL
allows great flexibility when designing tasks, seeks to promote interaction, analysis, research,
collaboration and meaningful learning without being limited only to the face-to-face
modality. In addition to this, Bloom's taxonomy was the main guide to design this project.
Five of the major categories were taken into account when creating the activities of the
didactic unit: Understand, apply, analyze, evaluate and create. The purpose of this is to cover
the greatest number of intellectual skills and guarantee their adequate development.
In addition to the above, learning styles were also taken into account during the task
design process. Learning styles, according to Dunn and Dunn (1978), are a collection of
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individual, biological, or developmental traits that determine which students will respond
well to a particular teaching strategy or method. Thus, the learning styles presented by Kolb,
one of the most widely used and recognized learning models in education, were taken into
account. According to this theory, these styles develop as a result of three factors: genetics,
life experiences and environment. The two main aspects of learning that Kolb describes are
how it is processed and how it is perceived. CE, AC, AE and RO learning styles are the four
categories that result from this premise (Cazau, 2004).
● CE: Perceives through concrete experience.
● AC: Perceives through abstract conceptualization.
● AE: Processes through active experimentation.
● RO: Processes through reflective observation.
Definitions such as Benedito’s (1990) were taken into account for the evaluation process,
in which he mentions: “Evaluating is a systematic, continuous and integrated activity within
the educational process, the purpose of which is to get to know and improve the individual
pupil and the educational process in general, with all its components.”
The characteristics described by Rotger (1989) were also considered: integrated,
recurrent, formative, critical, continuous, decisive and cooperative.
Expected Results
This pedagogical proposal: Short stories "legends" interactive unit aims to strengthen
writing skills and generate interest in reading in students not only at this level, but also at
general levels of English teaching. In this interactive unit, you can find interactive activities,
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videos, links, documents or texts for different tastes, which are adapted to the academic needs
of the population mentioned in this proposal.
For this reason, it is expected that at the end of the unit, students will be able to
produce and understand more complex literary texts that represent a better development of
skills such as critical thinking and analysis of literary codes. Likewise, they can generate their
own content, as an example of this, the creation of a short story, more specifically a legend, is
presented in the unit 's project. On the other hand, the aim is to acquire the grammatical
objectives designated for this level of English, which are the use of simple past and
continuous past, the use of connectors, coordinated and subordinate sentences, and finally the
subject of prepositional verbs. All grammatical objectives are connected with the objective of
this unit which is to improve the reading and writing process of the students. Finally, students
are expected to be aware of their learning style and to recognize not only their own style but
that of their peers, which will enhance teamwork and make the student a self-evaluating
person. Not least, creativity and imagination are always present in the unit as an important
factor in the creation of ideas and concepts to then achieve results such as the writing of a
complex text.
Conclusions
In conclusion, the COVID-19 pandemic not only brought with it many challenges and
difficulties, but also provided an opportunity to make technologies a more important tool in
educational processes. Even though the implementation process was almost mandatory in the
field of education, it allowed it to evolve into a subject that was not accepted by many
teachers. The use of ICT gave this PBL a new vision, providing it with very useful tools that
are crucial in the teaching-learning process of the English language. It is hoped that this
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approach will be further developed, as skills such as writing or reading are being affected by
the misuse of technologies, when they provide us with endless opportunities.
Sources
Arredondo, S. C., & Diago, J. C. (2010). Evaluación Educativa de Aprendizajes y

Competencias. Pearson Education.
Bloom’s taxonomy of learning domains. (2012). In Encyclopedia of the Sciences of Learning

(pp. 469–469). Springer US.
Rodriguez, N. Y. R., Rios, C. A., & Garibotto, V. C. (2018). ESTILOS DE APRENDIZAJE

Y ESTRATEGIAS PEDAGÓGICAS, UNA MIRADA AL CONTEXTO
INTERNACIONAL. 1–76.
Roessingh, H., & Chambers, W. (2011). Project-Based Learning and Pedagogy in Teacher
Preparation: Staking Out the Theoretical Mid-Ground. International Journal of Teaching and
Learning in Higher Education, 23(1), 60–71.
B1vel
le
book Interactive Unit
E-
Legends
Short Stories

By Andres Serje & Kerlyn Pineda

INTERACTIVE UNIT | 2
TAKEN FROM: GUIAINFANTIL.COM
1° EDITION
LET´S READ
“I kept always two books in my pocket, one
to read, one to write in.”
R. STEVENSON
Develop a good critical thinking skill gives learners a new world
of oportunities. As a result, their participation in society
increases and they have a better level of competitiveness. For
this reason, technology today is looking for tools that stimulate
and encourage students to reach an advanced English level.
This pedagogical concept aims to integrate
different ICT tools that help in the learning
process of one of the most important aspects of
the language: Writing.

Project:
By the end of the project
students will be able to
write their own short
stories using digital tools.

Content
In this unit
1 2 3 4
In the castle Olympus Valhalla El dorado

Unit 1. LEGENDS
Lessons
1 2 3 4

The Legend of Perseus The aesir gods

Reading Arthur and goddesses El Dorado
Middle age Olympian
Vocabulary Medieval vocabulary Vikings Indigenous tribes
Write a story
Comment on
Writing Paddle
Plot: short story Create your own
about an
character expedition
Middle age Greek mythology Norse or nordic

Muisca mythology
Cultural mythology
Medieval
Talk about their
Talk about each
Speaking Discussion
Presentations
other's stories
legend and their
thoughts about it
Identify
Check
Identify
connectors of
Listening Understand the

plot of the film time and
understanding prepositional
sequence verbs
Use of Coordination and
Prepositional
Grammar Past simple and

past continouos connectors: subordination in
verbs
sequence
complex sentences
Project: E-book

lesson
1
In the Castle
Communicative objective:
Comprehend stories with
cultural content about the
Middle Ages.
Exchange ideas about the
content.
Comment on Anglo-Saxon
stories using past tense
structures.
Socio-cultural:
Comprehend folk stories
from the Middle Age
culture.
Identify the cultural values
of the medieval period
through legends.
Linguistic objectives
Vocabulary:
Middle age.
Medieval words.
Grammar:
simple past vs past
continuous

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In the Castle Vocabulary Middle Age
Vocabulary:
Middle age - Medieval
Grammar:
Past simple - Past continouos
Vocabulary
1 Match the words with the definitions.
To worship Fake Knight Bishop Vassal To invade
A leader in the church, this person was often the top church leader in a kingdom.
A warrior who rode a horse and wore heavy metal armor.
Someone who pledges their allegiance to a lord.
To attack a place with an army
To pray to
Looks real but is not
Reading
The Legend of Arthur
According to the stories, Arthur was the son of King Uther Pendragon. As an infant, Arthur was
given to Merlin the magician. The young Arthur pulled a sword called Excalibur from a stone in which
it had been magically fixed. This proved that he should be king because no one else had been able
to pull the sword from the stone. In another version of the story, the Lady of the Lake handed
Arthur the sword, with only her arm visible above the water.
King Arthur married Guinevere and held court at Camelot. He and his strong and brave knights all
sat as equals around a great round table. They came to be known as the Order of the Round Table.
Sir Lancelot was the greatest of the knights; Sir Galahad, the most noble; and Perceval, the most
innocent.
Knights were soldiers who swore loyalty to a lord. The real Arthur, if he existed, lived long before
the age of knighthood. Nevertheless, poets of the Middle Ages depicted him as a knight, which was
their model of an ideal man.
King Arthur was a mighty warrior. However, his traitorous nephew, Mordred, rose in rebellion.
(Some stories say that Mordred was Arthur’s son.) Arthur was badly wounded in battle. His body
was carried to the island of Avalon to be healed. At some future time, according to the legend, he
will return to rule again.

Lesson learning Objective:
Students will be able to use different structures to talk
about the past.
Grammar simple past tense

Regular verbs Irregular verbs The Real King Arthur
verb-ed verb-past form
watch/watched cost/cost
love/loved
Some scholars believe that Arthur was a
go/went
try/tried take/took real person who lived in Britain in the ad
play/played know/knew
400s or 500s. According to these scholars
he led the Celts in wars against Saxon
Grammar past continuous invaders. After Arthur was killed in battle,
affirmative negative his people fled to Wales and to Brittany in
I was making a lot of I was not making a

noise lot of noise
France. There they told stories of Arthur’s
questions short answers bravery and goodness. Eventually he was
Was she making a Yes, she was/No, she

lot of noise? wasn't remembered as a hero and a wise and all-
powerful king.
2 Answer the following questions and discuss the responses with your partner
Do you prefer to read real stories or, on the contrary, fictional ones?
Why do you think people made up these kinds of stories?
Why do you think such an ancient story has lasted through the centuries?
Do you know of a story from your region that is similar to the story of King Arthur?
Practice
3 Go to kahoot and practice simple past vs past continuous

Practice
Find the 8 verbs in the following word search. Create sentences in the past continuous using
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each of the verbs found.
Sentences:
1.
2.
3.
4.
5.
6.
7.
8.
Watch the movie King Arthur directed by Antoine Fuqua, then leave your comment on the
Padlet platform talking about the main differences between the movie and the previous text.

lesson
2
Olympus
Comprehend different
types of content about
Greek mythology.
Talk about Greek
mythology stories
Understand the structure
of a plot and the use of
connectors
Socio-cultural:
Interpret cultural content
about Greek mythology.

Identify beliefs in ancient
Greek mythology.
Vocabulary:
Olympian vocabulary.
Greek gods.
grammar:
Use of connectors: Time
and sequence

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Olympus Listening Greek Mythology
Vocabulary:
Greek Mythology
Grammar:
Use of connectors: Time and
sequence.
How to write a short story Listening
Click on the audio and listen to the story of Medusa, then fill in the
1 gapswith the following connectors
After In short Then As soon as
Once upon a time, many years ago there lived a beautiful maiden named Medusa. Medusa
was beautiful with long, flowing hair and soft skin. Medusa knew she was beautiful and spent
her days walking around her hometown of Athens, Greece talking about her beauty to
anyone who would listen and admiring her reflection whenever she came upon it, everyone
looked at her as soon as she arrived. One day, Medusa traveled with her friends to the
Parthenon, which was the largest temple dedicated to the goddess Athena. Upon viewing all
of the beautiful sculptures and artwork modeled for Athena, Medusa said what a shame it
was that they hadn’t modeled the art after herself instead of Athena, since she was so
much prettier. All of the other people in the temple were shocked and alarmed by the girl’s
bold statement, a ter t is everyone left the temple except for Medusa, who was too busy
staring at her reflection. In short Athena appeared in the bronze doors that Medusa was
staring at, and told her what a vain and foolish girl she was. She t en changed Medusa into
a hideous monster with hair made of snakes and a long slimy tail. Athena informed Medusa
that anyone who looked at her face would be immediately turned to stone, including herself.
In the end she banished her to the end of the earth, where she would not run into innocent
people and turn them into stone.
Vocabulary
Watch the video
Herculean
Jovial Cereal
Hercules
adj. Requiring enormous effort Ceres
Jove or strength
adj. Having good humor and n. Grain-based breakfast food

being merry
2 Go to kahoot and play the persephone's game Olympian vocabuary

Mercurial Vulcan
It's
fair... Martial
It's
not
fair!
Ice
cream? Volcano
Mercurio
adj. Changing mood or ideas Mars n. A vent in the earth's
quickly and unpredictably crust that issues lava.
3 Summarize the story using sequence connectors adj. Pertaining to the armed
forces of the militaru
Post here!

Students will be able to identify and use connectors of time
and sequence in a text
Vocabulary activity
English words related to

Greek and Roman names for the Olympians mythology often came
from Roman names
because the development
of English was heavily
Greek Name Roman Name influenced by Latin, the
language of the Roman
Empire. When the Romans
conquered the Greeks,
Poseidon Neptune they assimilated the Greek
gods into their own
culture.
Aphrodite Venus
Apollo Apollo
Hades Pluto
Create a visual vocabulary board that shows the relationship between the
4 god from the Greek myth and the English word.
Post here!
Reading Hercules
According to legend, Hercules was the son of Zeus and Alcmene. Zeus was a Greek god and
Alcmene was a princess from our earth. Zeus had a wife in heaven called Hera. She hated
Hercules. While he was still in his cradle, she sent two serpents to kill him, but the infant
strangled them. When he grew up, Hercules married Megara, But the evil Hera caused him
to be seized with a fit of madness and during the seizure, he killed his wife and children.
To make up for this terrible deed, the oracle at Delphi ordered Hercules to offer his services
to King Eurystheus. The king gave him twelve labours to do. They were difficult and
fearsome tasks. It is these twelve labours which Hercules undertook that make up most of
the legend about him.

First he strangled a fierce lion with his bare hands. Then he was sent to kill the dragon
Hydra, a monster which had devoured many beautiful young girls. It had nine heads, eight
of which were mortal and one immortal. Every time Hercules struck off a mortal head, two
more grew in its place. In the end, Hercules managed to kill the Hydra.
His third labour was to kill the golden-horned stag and after that, he was to slay a wild
boar. His next labour was indeed a Herculean task. King Augeas had a stable of 3000 oxen
and they had not been cleaned for 30 years. Hercules was ordered to do the job. He
directed the courses of two rivers into the stables and completed the task in a day. The
way he handled the problem proved that not only had Hercules great strength and courage
but he was also a wise man.

His sixth labour was to kill the birds of Stymphalus; his seventh to capture the Cretan bull.
Naturally the birds and the bull were no ordinary animals and it took him great effort to
finally overcome them. His eighth task was to capture the wild horses of Diomedes, which
fed on human flesh. For his ninth labour, he brought back the belt of Hippolyta, the queen
of the Amazons. For his tenth, he brought hack the oxen of Geryon from a far-western
island. On his way he split apart a mountain to form what is known today as the Straits of
Gibraltar. His eleventh labour was to secure three golden apples from Hesperides and his
twelfth was to bring to King Eurystheus the watchdog of Hades. Hercules was cleansed of
the murder of his family. He won the hand of Deianeira after wrestling with a river god.
When Hercules died, his immortal side went to live with the gods on Mount Olympus.

Short story
short story, brief fictional prose narrative that is shorter than
a novel and that usually deals with only a few characters.
Elements
Plot diagram climax
Character
Setting
n
tio
Plot
falling
ac
Conflict
ing
Theme
ris
action
t
lic
nf
resolution
co
exposition
beginning middle end
Writing
Story of Hercules in a Plot Diagram

Exposition Conflit Rising action Climax
Zeus had an affair with Alcmene and Hercules In order to atone for this sin, Hercules had to Hercules completed the 12 Labors with strength,
was born. Hera was jealous and tried to kill Hera hated Hercules. Later in life, she complete tasks for Eurystheus. Eurystheus guile, and help from the gods. The Labors
Hercules with two serpents. Hercules strangled made Hercules go mad and he killed his assigned him impossible tasks to try and get brought him all over the world and he defeated
the snakes in his crib. family. Hercules killed. many foes.
Falling action Resolution
Hercules was cleansed of the murder of his

family. He won the hand of Deianeira after When Hercules died, his immortal side went
wrestling with a river god. to live with the gods on Mount Olympus.
5 In pairs, create a visual plot diagram of Perseus legend.
1. Click "Perseus" and read the legend.

2. Separate the story into the Exposition, Conflict, Rising Action, Climax, Falling Action, and Resolution.
3. Create an image that represents an important moment or set of events for each of the story components.
4. Write a description of each of the steps in the plot diagram.
speaking
6 Record a three-minute video presenting your visual plot diagram.

lesson
3
Valhalla
Assimilate material related
to Nordic mythology
content.
Create unique content
based on a specific cultural
theme
Socio-cultural:
Understand the symbolism
of norse mythology
Recognize moral values of
antique nordic civilization
Vocabulary:
Vikings.
Norse or nordic mythology
Grammar:
Coordination and subordination
in complex sentences

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Valhalla Vocabulary Nordic Mythology
Vocabulary: Vocabulary
Nordic Mythology
Grammar: 1 Read the definitions and solve the following crossword
Coordination and
subordination

Across:
A hostile meeting of opposing military forces
Someone who purchases and maintains an inventory of goods to be sold
A heavy magnetic metallic element
A wild and exciting undertaking
Down:
Someone engaged in or experienced in combat
The act of defeating and taking control of
A hard protective hat
A member of an uncivilized people
Armor carried on the arm to intercept blows

lesson learning Objective:
students will be able to write complex sentences using
coordination and subordination.

Practice Coordination subordination
Connect ideas of Connect important
equal importance ideas with less
important ideas
2 Combine each sentence pair into a single sentence using Two independent
clauses Main clause with the
coordinating or subordinating conjunctions subordinate clause
Coordinating Subordinating
conjunctions and conjunctions and
conjunctions advebrs relative pronouns
Sam is going to Norway. There are beautiful landscapes in Norway
Conjunctions
coordinate subordinate
The Vikings were excellent warriors. The Vikings traded very well
for after
not until
and before
but since
yet because
so as
Vikings were neat. They are seen as savages nor though
although
F.A.N.B.O.Y.S whereas
while
Poetry was used to transmit myths and legends from generation to generation. Myths and legends
were transmitted exclusively by word of mouth.
Pre-reading
3 Read the text, highlight the words you do not know and find the definition of each one.
The theft of Thor’s hammer

Viking pagan mythology is dominated by eternal conflict between the gods and
their archenemies, the giants. Among the gods, the role of ‘chief giant-basher’
belonged to mighty Thor. As defender of both the divine and human realms, he
had a penchant for smashing in the skulls of giants with his magic hammer, Mjollnir.
This short, humorous tale is a fine example.

Mjollnir is stolen by one of the giants, who refuses to return it unless the beautiful
goddess Freyja agrees to marry him. Thor gallantly disguises himself as the
requested bride – a truly courageous act in a society where cross-dressing was
considered an outrage against virility – travels to Giantland, and pretends to take
part in the wedding. As soon as the hammer is delivered, in accordance with the
bargain, Thor seizes it and destroys the giant in a single blow.

Thor’s popularity in Viking times is demonstrated by the many pagan temples that
were dedicated to him; the large number of miniature ‘Thor’s Hammer’ pendants
ex-cavated, and the prevalence of personal names in the Sagas that include the
component ‘thor’ – for example, ‘Thorunn’ for women, and ‘Thorstein’ for men.

Reading
Select one of the Nordic gods presented in the following reading and explore more
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information about that god.
Asynchronous activity: in a one-page report, reflect on the following questions:
1. what role did that god play in Norse mythology?

2. Is the story of this god similar to other mythology seen in this unit?
3. What do you think the power of this god represented in the Nordic culture?
4. Were the Nordic gods really savage and ruthless?
5. Do you consider interesting the cultural representation in the Nordic mythology?
Watch the video
5 Watch the video and complete the exercise
1. What does "ease their woes" mean?

2. What did Baldur have dreams of?
3. Mistletoe is a...
4. The god rode for nine days and nine nights, past _____ and ______ with bone.
5. What did Hermod have to prove to Hell?

writing
Work in pairs
6 Let's make our own nordic god.
Create a character to represent your new god/goddess.

Depict the character with attributes. Include a name, domain, symbols,
powers, and weaknesses.
Create a story using coordinating or subordinating conjunctions. It could be
a backstory, birth/origin story or a tale about their adventures or quests.
Attributes
Name Power: Story
Unconditional love
Daughter of Odin and
"Mommydóttir" weakness: Frigg, Mommydóttir was
born with the ability be
overprotection in three places at once.
After centuries of trying
Example to keep up with that
Symbol: schedule, the gods gave
her the power of multi-
Golden heart tasking and unconditional
love instead. She is
married to Daddyson and
together they spawned
three little ones who
keep them very busy.
My norse goddess
Talk about the god and the story you previously created with a peer. Then, proceed to comment
7 on each other's stories

lesson
4
El dorado
cultural content about
Muisca's traditions.
content.
Share information about
traditions or beliefs with
peers.
Socio-cultural:
Analyze stories based on
historical events.
Identify ancestral traditions
of the Muisca mythology.
Vocabulary:
El dorado legend
Muisca mythology
Indigenous tribes
Grammar:
Prepositional verbs

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El dorado Reading El dorado

Gaily bedight,
A gallant knight,
In sunshine and in shadow,
Vocabulary: Had journeyed long,
Singing a song,
Muisca mythology In search of Eldorado.
Grammar: But he grew old,

This knight so bold,
And o'er his heart a shadow
verbs + prepositions Fell as he found
No spot of ground
That looked like Eldorado.
And, as his strength

Failed him at length,
He met a pilgrim shadow;
"Shadow," said he,
"Where can it be,
This land of Eldorado?"
"Over the mountains

Of the moon,
Down the valley of the shadow,
Ride, boldly ride,"
The shade replied,--
"If you seek for Eldorado!"
Edgar Allan Poe - 1809-1849
Class discusion
Have you heard about the legend "El Dorado"?
What elements in Poe's poem catched your attention?
Analyze the following part... Vocabulary box

"Over the mountains Pilgrims: People who make a journey to
Of the moon, a holy place for a religious reason.
Down the valley of the shadow, Gallant: behave bravely and honourably in
Ride, boldly ride," a dangerous or difficult situation.
What does Poe refer to in this quote?
Vocabulary
Colombia Indigenous Tribal chief Conqueror
People who have taken complete control of a country or group's land.
A republic in NW South America
People native to a country or land
The person who is in charge of a native group of people

students will be able to use prepositions with the
corresponding verb.
Watch the video
Watch the video and complete the following
2 sentences with the correct verb+preposition
1. This golden raft is the key to El dorado because it's _____ a muisca craftsman.
2. Marcos Ontores wants ____ himself.
3. You can ______ every single detail.
4. It will be __ one single part.
Open-ended questions:
1. In the video, the craftsman made the gold piece with modern tools. What tools do you think the
Muisca used at that time?
2. What do you think the gold represented to these people?
grammar
A prepositional verb is an idiomatic expression
that combines a verb and a preposition to make
a new verb with a distinct meaning. Some
examples of prepositional verbs in English are
Practice care for, long for, apply for, approve of, add
to, resort to, result in, count on, and deal
with.
3 Observe the two sets, join the verbs with the
prepositions and create a minimum of 8 sentences.
VERBS PREPOSITIONS
Look
Believe
Pay With In
On
Help
Wait
About
Think
Of
Work
For At
Listen
Worry
Save
To
Remind From

Speaking
Consult with an older person in your family about a legend, myth or heroic character
of the region. Then, briefly introduce the story to the class and share your thoughts
4 on it.
Writing
Work in pairs, imagine you and your partner are in the 16th century and hear about a legend
2
of a land full of gold and treasures. You decide to travel to find it.
Make a checklist of things

you will need for the
voyage.
Imagine that you arrived at "El
Dorado", in one page narrate the
adventures and challenges you faced
along the way.
You should highlight at least 5 verbs
+ prepositions in the text.

UNIT 1
Project:
E-BOOK
What is an Ebook?
An ebook is a book presented in a format that allows you
to read it on an electronic device like a computer or
handheld device. Several books that are available in printed
versions can be found as ebooks. These include everything
from bestselling fiction, classics to reference and academic
texts. An ebook can consist of electronic text or also include
audio, video or hyperlinks.
The project consists of the creation of an Ebook of
legends. In pairs you must create a legend of

General objective
maximum page and a half. Then you must transfer
the story to the Canva website and illustrate it.

By the end of the project students
will be able to write their own short

STEPS
Select a partner to work on the project,

specific objectives
1 make sure to distribute tasks (First week)
Students will be able to recognize the
basic structure of a story and the
Start working on the draft of the story,
think about the plot, settting, characters and

vocabulary commonly used in it.
2
other elements (Second week) Students will be able to work
collaboratively and assign individual tasks
by evaluating their skills.
Present the draft to the teacher for some
3 feedback. Lengh of the story: Max 1 page

Students will be able to implement
and a half (Third week) grammar structures when creating digital
content.
Add the story to Ebook which will be in

Expected results
4 Canva, make sure to illustrate the story and
avoid editing your classmates' stories
(Fourth week) Students will improve their reading and writing

skills through the creation of a digital book, with
the assistance of the teacher and digital content.
Present the digital book using Canva (Fifth
Also, they will develop teamwork skills, analysis
5 week) and self-evaluation.
In addition, they will have a time for creativity,
exchange of ideas and putting their imagination to
work.

RUBRIC
Achievement levels
Indicators Excellent Good Fair Insufficient
The legend has a The legend has a

The legend
coherent
coherent
The legend is
presents some
development and
development and
incoherent and it is
Coherence succeeds in
manages to narrate
inconsistencies,
not possible to
however the story
narrating the events

most of the events
understand the plot.
can be understood
in a clear way clearly
The legend is
The legend is
The legend has
original and
original and uses
The story is not
some similarities to
presents images
images and colors
original and lacks
other stories and
Creativity and colors that

that manage to
uses few
images or colors
effectively
represent events in
to represent the
illustrations to
represent the
the story in an
story
depict the plot
events of the story acceptable way
The legend has

The legend misuses
The legend has a some errors in the

verb tenses,
The legend has a

good use of verb
use of verb tenses,
vocabulary and
correct use of verb
tenses, appropriate
vocabulary and
presents many
Grammar tenses, appropriate
vocabulary and
spelling that make it
spelling errors
vocabulary and
spelling, but with

difficult to
making the story
spelling
some errors understand the
difficult to
story understand
The legend does
The legend uses

The legend employs
The legend employs

not use the plot
the plot diagram

the plot diagram
the plot diagram in

diagram and does
correctly and
incompletely and
a good way and

not take into
completely, using
uses some
Structure the elements of a
uses the elements
elements of a story
account the
of a story such as:

elements of a story
story such as:

such as:
characters, context,
such as:
plot and narrator characters, context,
plot and narrator plot and narrator

plot and narrator

B1vel
le
book Interactive Unit
E-
Legends
Short Stories

TEACHER GUIDE
By Andres Serje & Kerlyn Pineda

TAKEN FROM: GUIAINFANTIL.COM
1° EDITION
LET´S READ
“I kept always two books in my pocket, one
to read, one to write in.”
R. STEVENSON
Develop a good critical thinking skill gives learners a new world
of oportunities. As a result, their participation in society
increases and they have a better level of competitiveness. For
this reason, technology today is looking for tools that stimulate
and encourage students to reach an advanced English level.
This pedagogical concept aims to integrate
different ICT tools that help in the learning
process of one of the most important aspects of
the language: Writing.

Project:
By the end of the project
students will be able to
write their own short

Content
In this unit
1 2 3 4

Unit 1. LEGENDS
Lessons
1 2 3 4

The Legend of Perseus The aesir gods

Reading Arthur and goddesses El Dorado
Middle age Olympian
Vocabulary Medieval vocabulary Vikings Indigenous tribes
Write a story
Comment on
Writing Paddle
Plot: short story Create your own
about an
character expedition
Middle age Greek mythology Norse or nordic

Muisca mythology
Cultural mythology
Medieval
Talk about their
Talk about each
Speaking Discussion
Presentations
other's stories
legend and their
thoughts about it
Identify
Check
Identify
connectors of
Listening Understand the

plot of the film time and
understanding prepositional
sequence verbs
Use of Coordination and
Prepositional
Grammar Past simple and

past continouos connectors: subordination in
verbs
sequence
complex sentences
Project: E-book

lesson
1
In the Castle
cultural content about the
Middle Ages.
content.
Comment on Anglo-Saxon
stories using past tense
structures.
Socio-cultural:
Comprehend folk stories
from the Middle Age
culture.
Identify the cultural values
of the medieval period
through legends.
Vocabulary:
Middle age.
Medieval words.
Grammar:
simple past vs past
continuous

1
In the Castle Vocabulary Middle Age
Vocabulary:
Middle age - Medieval
Grammar:
Past simple - Past continouos
Vocabulary
To worship Fake Knight Bishop Vassal To invade
A leader in the church, this person was often the top church leader in a kingdom. Bishop
A warrior who rode a horse and wore heavy metal armor. Knight
Someone who pledges their allegiance to a lord. Vassal
To attack a place with an army To invade

To pray to To worship
Looks real but is not Fake
Reading
The Legend of Arthur
According to the stories, Arthur was the son of King Uther Pendragon. As an infant, Arthur was
given to Merlin the magician. The young Arthur pulled a sword called Excalibur from a stone in which
it had been magically fixed. This proved that he should be king because no one else had been able
to pull the sword from the stone. In another version of the story, the Lady of the Lake handed
Arthur the sword, with only her arm visible above the water.
King Arthur married Guinevere and held court at Camelot. He and his strong and brave knights all
sat as equals around a great round table. They came to be known as the Order of the Round Table.
Sir Lancelot was the greatest of the knights; Sir Galahad, the most noble; and Perceval, the most
innocent.
Knights were soldiers who swore loyalty to a lord. The real Arthur, if he existed, lived long before
the age of knighthood. Nevertheless, poets of the Middle Ages depicted him as a knight, which was
their model of an ideal man.
King Arthur was a mighty warrior. However, his traitorous nephew, Mordred, rose in rebellion.
(Some stories say that Mordred was Arthur’s son.) Arthur was badly wounded in battle. His body
was carried to the island of Avalon to be healed. At some future time, according to the legend, he
will return to rule again.

Students will be able to use different structures to talk
about the past.
Grammar simple past tense

Regular verbs Irregular verbs The Real King Arthur
verb-ed verb-past form
watch/watched cost/cost
love/loved
Some scholars believe that Arthur was a
go/went
try/tried take/took real person who lived in Britain in the ad
play/played know/knew
400s or 500s. According to these scholars
he led the Celts in wars against Saxon
Grammar past continuous invaders. After Arthur was killed in battle,
affirmative negative his people fled to Wales and to Brittany in
I was making a lot of I was not making a

noise lot of noise
France. There they told stories of Arthur’s
questions short answers bravery and goodness. Eventually he was
Was she making a Yes, she was/No, she

lot of noise? wasn't remembered as a hero and a wise and all-
powerful king.
2 Answer the following questions and discuss the responses with your partner
Do you prefer to read real stories or, on the contrary, fictional ones?
Why do you think people made up these kinds of stories?
Why do you think such an ancient story has lasted through the centuries?
Do you know of a story from your region that is similar to the story of King Arthur?
Practice
3 Go to kahoot and practice simple past vs past continuous
Activity link:
https://create.kahoot.it/share/simple-
past-vs-past-continuous/d55727de-440e-
4217-8c1b-0769cdd40904
Use this link if there is any

type of complications for the
students to access the online
activity.

Practice
Find the 8 verbs in the following word search. Create sentences in the past continuous using
4
each of the verbs found.
Sentences:
1. Activity link:
2. https://www.educaplay.com/learning-
3. resources/13616657-word_search.html
4.
5. Use this link if there is any
6. type of complications for the
7. students to access the online
8.
activity.
Watch the movie King Arthur directed by Antoine Fuqua, then leave your comment on the
Padlet platform talking about the main differences between the movie and the previous text.

lesson
2
Olympus
Comprehend different
types of content about
Greek mythology.
Talk about Greek
mythology stories
Understand the structure
of a plot and the use of
connectors
Socio-cultural:
Interpret cultural content
about Greek mythology.

Identify beliefs in ancient
Greek mythology.
Vocabulary:
Olympian vocabulary.
Greek gods.
grammar:
Use of connectors: Time
and sequence

2
Olympus Listening Greek Mythology
Vocabulary:
Greek Mythology
Grammar:
Use of connectors: Time and
sequence.
How to write a short story Listening
Click on the audio and listen to the story of Medusa, then fill in the
1 gapswith the following connectors
After In short Then As soon as
Once upon a time, many years ago there lived a beautiful maiden named Medusa. Medusa
was beautiful with long, flowing hair and soft skin. Medusa knew she was beautiful and spent
her days walking around her hometown of Athens, Greece talking about her beauty to
anyone who would listen and admiring her reflection whenever she came upon it, everyone
looked at her as As
soonsoonasas she arrived. One day, Medusa traveled with her friends to the
Parthenon, which was the largest temple dedicated to the goddess Athena. Upon viewing all
of the beautiful sculptures and artwork modeled for Athena, Medusa said what a shame it
was that they hadn’t modeled the art after herself instead of Athena, since she was so
much prettier. All of the other people in the temple were shocked and alarmed by the girl’s
bold statement, a ter Aftert is everyone left the temple except for Medusa, who was too busy
staring at her reflection. In short Athena appeared in the bronze doors that Medusa was
staring at, and told her what a vain and foolish girl she was. She Then t en changed Medusa into
a hideous monster with hair made of snakes and a long slimy tail. Athena informed Medusa
that anyone who looked at her face would be immediately turned to stone, including herself.
InInthe
shortend she banished her to the end of the earth, where she would not run into innocent
people and turn them into stone.
Activity link: https://youtu.be/zLAYGZeVTPQ

Watch the video
activity.
Vocabulary
Herculean
2 Go to kahoot and play the persephone's game Jovial Cereal
Hercules
adj. Requiring enormous effort Ceres
Jove or strength
adj. Having good humor and n. Grain-based breakfast food

being merry
Olympian vocabuary
Mercurial Vulcan
It's
fair... Martial
It's
not
fair!
3 Summarize the story using sequence connectors Mercurio

Ice
cream? Volcano
adj. Changing mood or ideas Mars n. A vent in the earth's

quickly and unpredictably crust that issues lava.
adj. Pertaining to the armed

forces of the militaru
Post here!

2 Go to kahoot and play the persephone's game
Activity link:
https://create.kahoot.it/details/af496a1b-a125-
4a83-a426-520abad19cff

activity.
3 Summarize the story using sequence connectors
students post the summaries in drive created by

the teacher.
Students will be able to identify and use connectors of time
and sequence in a text
Vocabulary activity
English words related to

Greek and Roman names for the Olympians mythology often came
from Roman names
because the development
of English was heavily
Greek Name Roman Name influenced by Latin, the
language of the Roman
Empire. When the Romans
conquered the Greeks,
Poseidon Neptune they assimilated the Greek
gods into their own
culture.
Aphrodite Venus
Apollo Apollo
Hades Pluto
Create a visual vocabulary board that shows the relationship between the
4 god from the Greek myth and the English word.
Post here!
Activity link: https://jamboard.google.com/d/1-

_nURo3Q9kMXfZtedRk-DNFo58zga5IgPp_veK31FTc/edit?usp=sharing

activity.
Reading
Hercules
According to legend, Hercules was the son of Zeus and Alcmene. Zeus was a Greek god and
Alcmene was a princess from our earth. Zeus had a wife in heaven called Hera. She hated
Hercules. While he was still in his cradle, she sent two serpents to kill him, but the infant
strangled them. When he grew up, Hercules married Megara, But the evil Hera caused him
to be seized with a fit of madness and during the seizure, he killed his wife and children.
To make up for this terrible deed, the oracle at Delphi ordered Hercules to offer his services
to King Eurystheus. The king gave him twelve labours to do. They were difficult and
fearsome tasks. It is these twelve labours which Hercules undertook that make up most of
the legend about him.

First he strangled a fierce lion with his bare hands. Then he was sent to kill the dragon
Hydra, a monster which had devoured many beautiful young girls. It had nine heads, eight
of which were mortal and one immortal. Every time Hercules struck off a mortal head, two
more grew in its place. In the end, Hercules managed to kill the Hydra.
His third labour was to kill the golden-horned stag and after that, he was to slay a wild
boar. His next labour was indeed a Herculean task. King Augeas had a stable of 3000 oxen
and they had not been cleaned for 30 years. Hercules was ordered to do the job. He
directed the courses of two rivers into the stables and completed the task in a day. The
way he handled the problem proved that not only had Hercules great strength and courage
but he was also a wise man.

His sixth labour was to kill the birds of Stymphalus; his seventh to capture the Cretan bull.
Naturally the birds and the bull were no ordinary animals and it took him great effort to
finally overcome them. His eighth task was to capture the wild horses of Diomedes, which
fed on human flesh. For his ninth labour, he brought back the belt of Hippolyta, the queen
of the Amazons. For his tenth, he brought hack the oxen of Geryon from a far-western
island. On his way he split apart a mountain to form what is known today as the Straits of
Gibraltar. His eleventh labour was to secure three golden apples from Hesperides and his
twelfth was to bring to King Eurystheus the watchdog of Hades. Hercules was cleansed of
the murder of his family. He won the hand of Deianeira after wrestling with a river god.
When Hercules died, his immortal side went to live with the gods on Mount Olympus.

Short story
short story, brief fictional prose narrative that is shorter than
a novel and that usually deals with only a few characters.
Elements
Plot diagram climax
Character
Setting
n
tio
Plot
falling
ac
Conflict
ing
Theme
ris
action
t
lic
nf
resolution
co
exposition
beginning middle end
Writing
Story of Hercules in a Plot Diagram

Zeus had an affair with Alcmene and Hercules In order to atone for this sin, Hercules had to Hercules completed the 12 Labors with strength,
was born. Hera was jealous and tried to kill Hera hated Hercules. Later in life, she complete tasks for Eurystheus. Eurystheus guile, and help from the gods. The Labors
Hercules with two serpents. Hercules strangled made Hercules go mad and he killed his assigned him impossible tasks to try and get brought him all over the world and he defeated
the snakes in his crib. family. Hercules killed. many foes.
Hercules was cleansed of the murder of his

family. He won the hand of Deianeira after When Hercules died, his immortal side went
wrestling with a river god. to live with the gods on Mount Olympus.
1. Click "Perseus" and read the legend.

2. Separate the story into the Exposition, Conflict, Rising Action, Climax, Falling Action, and Resolution.
3. Create an image that represents an important moment or set of events for each of the story components.
4. Write a description of each of the steps in the plot diagram.
speaking
6 Record a three-minute video presenting your visual plot diagram.


lesson
3
Valhalla
Assimilate material related
to Nordic mythology
content.
Create unique content
based on a specific cultural
theme
Socio-cultural:
Understand the symbolism
of norse mythology
Recognize moral values of
antique nordic civilization
Vocabulary:
Vikings.
Norse or nordic mythology
Grammar:
in complex sentences

3
Valhalla Vocabulary Nordic Mythology
Vocabulary: Vocabulary
Nordic Mythology
Grammar: 1 Read the definitions and solve the following crossword
Coordination and
subordination

Across:
A hostile meeting of opposing military forces Battle
Someone who purchases and maintains an inventory of goods to be sold Trader
A heavy magnetic metallic element Iron
A wild and exciting undertaking Adventure
Down:
Someone engaged in or experienced in combat Warrior
The act of defeating and taking control of Conquest
A hard protective hat Helmet
A member of an uncivilized people Barbarian
Armor carried on the arm to intercept blows Shield

students will be able to write complex sentences using
coordination and subordination.

Practice Coordination subordination
Connect ideas of Connect important
equal importance ideas with less
important ideas
2 Combine each sentence pair into a single sentence using Two independent
clauses Main clause with the
coordinating or subordinating conjunctions subordinate clause
Coordinating Subordinating
conjunctions and conjunctions and
conjunctions advebrs relative pronouns
Sam is going to Norway. There are beautiful landscapes in Norway
Conjunctions
coordinate subordinate
The Vikings were excellent warriors. The Vikings traded very well
for after
not until
and before
but since
yet because
so as
Vikings were neat. They are seen as savages nor though
although
F.A.N.B.O.Y.S whereas
while
Poetry was used to transmit myths and legends from generation to generation. Myths and legends
were transmitted exclusively by word of mouth.
Pre-reading
3 Read the text, highlight the words you do not know and find the definition of each one.
The theft of Thor’s hammer

Viking pagan mythology is dominated by eternal conflict between the gods and
their archenemies, the giants. Among the gods, the role of ‘chief giant-basher’
belonged to mighty Thor. As defender of both the divine and human realms, he
had a penchant for smashing in the skulls of giants with his magic hammer, Mjollnir.
This short, humorous tale is a fine example.

Mjollnir is stolen by one of the giants, who refuses to return it unless the beautiful
goddess Freyja agrees to marry him. Thor gallantly disguises himself as the
requested bride – a truly courageous act in a society where cross-dressing was
considered an outrage against virility – travels to Giantland, and pretends to take
part in the wedding. As soon as the hammer is delivered, in accordance with the
bargain, Thor seizes it and destroys the giant in a single blow.

Thor’s popularity in Viking times is demonstrated by the many pagan temples that
were dedicated to him; the large number of miniature ‘Thor’s Hammer’ pendants
ex-cavated, and the prevalence of personal names in the Sagas that include the
component ‘thor’ – for example, ‘Thorunn’ for women, and ‘Thorstein’ for men.

Reading
4
Activity link:
https://drive.google.com/file/d/1bUklkKZ0EYI97y_x9AdcoqgEOL-
gy5Bs/view?usp=share_link
activity.
Asynchronous activity: in a one-page report, reflect on the following questions:
1. what role did that god play in Norse mythology?

2. Is the story of this god similar to other mythology seen in this unit?
3. What do you think the power of this god represented in the Nordic culture?
4. Were the Nordic gods really savage and ruthless?
5. Do you consider interesting the cultural representation in the Nordic mythology?
Watch the video
Activity link: https://youtu.be/zLAYGZeVTPQ

activity.
5 Watch the video and complete the exercise
1. What does "ease their woes" mean?

2. What did Baldur have dreams of?
3. Mistletoe is a...
4. The god rode for nine days and nine nights, past _____ and ______ with bone.
5. What did Hermod have to prove to Hell?

Watch the video and complete the exercise

Answers:
1. To make them feel better.
2. He had dreams of his own imminent death.
3. famous plant.
4. halls of corpses and over paths paved
5. That every living creature had cried for
Baldur.
writing
Work in pairs
Create a character to represent your new god/goddess.

Depict the character with attributes. Include a name, domain, symbols,
powers, and weaknesses.
Create a story using coordinating or subordinating conjunctions. It could be
a backstory, birth/origin story or a tale about their adventures or quests.
Attributes
Name Power: Story
Unconditional love
Daughter of Odin and
"Mommydóttir" weakness: Frigg, Mommydóttir was
born with the ability be
overprotection in three places at once.
After centuries of trying
Example to keep up with that
Symbol: schedule, the gods gave
her the power of multi-
Golden heart tasking and unconditional
love instead. She is
married to Daddyson and
together they spawned
three little ones who
keep them very busy.
My norse goddess
Talk about the god and the story you previously created with a peer. Then, proceed to comment
7 on each other's stories

My norse goddess
Name
Story
Attributes
lesson
4
El dorado
cultural content about
Muisca's traditions.
content.
Share information about
traditions or beliefs with
peers.
Socio-cultural:
Analyze stories based on
historical events.
Identify ancestral traditions
of the Muisca mythology.
Vocabulary:
El dorado legend
Muisca mythology
Indigenous tribes
Grammar:
Prepositional verbs

4
El dorado Reading El dorado

Gaily bedight,
A gallant knight,
In sunshine and in shadow,
Vocabulary: Had journeyed long,
Singing a song,
Muisca mythology In search of Eldorado.
Grammar: But he grew old,

This knight so bold,
And o'er his heart a shadow
verbs + prepositions Fell as he found
No spot of ground
That looked like Eldorado.
And, as his strength

Failed him at length,
He met a pilgrim shadow;
"Shadow," said he,
"Where can it be,
This land of Eldorado?"
"Over the mountains

Of the moon,
Down the valley of the shadow,
Ride, boldly ride,"
The shade replied,--
"If you seek for Eldorado!"
Edgar Allan Poe - 1809-1849
Class discusion
Have you heard about the legend "El Dorado"?
What elements in Poe's poem catched your attention?
Analyze the following part... Vocabulary box

"Over the mountains Pilgrims: People who make a journey to
Of the moon, a holy place for a religious reason.
Down the valley of the shadow, Gallant: behave bravely and honourably in
Ride, boldly ride," a dangerous or difficult situation.
What does Poe refer to in this quote?
Vocabulary
Colombia Indigenous Tribal chief Conqueror
People who have taken complete control of a country or group's land. Conqueror
A republic in NW South America Colombia
People native to a country or land Indigenous
The person who is in charge of a native group of people Tribal chief

students will be able to use prepositions with the
corresponding verb.
Watch the video
Watch the video and complete the following
2 sentences with the correct verb+preposition
Activity link:
https://drive.google.com/file/d/1Cb4RdAPBDNzErzr2PcBoGYT9TikO
sirk/view?usp=share_link
activity.
1. This golden raft is the key to El dorado because it's _made by_ a muisca craftsman.
2. Marcos Ontores wants _to see it for___ himself.
3. You can _pay more attention to_ every single detail.
4. It will be _made in_ one single part.
Open-ended questions:
1. In the video, the craftsman made the gold piece with modern tools. What tools do you think the
Muisca used at that time?
2. What do you think the gold represented to these people?
grammar
A prepositional verb is an idiomatic expression
that combines a verb and a preposition to make
a new verb with a distinct meaning. Some
examples of prepositional verbs in English are
Practice care for, long for, apply for, approve of, add
to, resort to, result in, count on, and deal
with.
3 Observe the two sets, join the verbs with the
prepositions and create a minimum of 8 sentences.
VERBS PREPOSITIONS
Look
Believe
Pay With In
On
Help
Wait
About
Think
Of
Work
For At
Listen
Worry
Save
To
Remind From

Speaking
Consult with an older person in your family about a legend, myth or heroic character
of the region. Then, briefly introduce the story to the class and share your thoughts
4 on it.
Writing
Work in pairs, imagine you and your partner are in the 16th century and hear about a legend
2
of a land full of gold and treasures. You decide to travel to find it.
Make a checklist of things

you will need for the
voyage.
Imagine that you arrived at "El
Dorado", in one page narrate the
adventures and challenges you faced
along the way.
You should highlight at least 5 verbs
+ prepositions in the text.

UNIT 1
Project:
E-BOOK
What is an Ebook?
An ebook is a book presented in a format that allows you
to read it on an electronic device like a computer or
handheld device. Several books that are available in printed
versions can be found as ebooks. These include everything
from bestselling fiction, classics to reference and academic
texts. An ebook can consist of electronic text or also include
audio, video or hyperlinks.
The project consists of the creation of an Ebook of

General objective
legends. In pairs you must create a legend of
maximum page and a half. Then you must transfer
By the end of the project students

the story to the Canva website and illustrate it.
will be able to write their own short

STEPS
Select a partner to work on the project,
specific objectives
1 make sure to distribute tasks (First week)
Students will be able to recognize the
basic structure of a story and the
Start working on the draft of the story,
think about the plot, settting, characters and

2
other elements (Second week) Students will be able to work
collaboratively and assign individual tasks
by evaluating their skills.
Present the draft to the teacher for some
3 feedback. Lengh of the story: Max 1 page

Students will be able to implement
and a half (Third week) grammar structures when creating digital
content.
Add the story to Ebook which will be in

Expected results
4 Canva, make sure to illustrate the story and
avoid editing your classmates' stories
(Fourth week) Students will improve their reading and writing

skills through the creation of a digital book, with
the assistance of the teacher and digital content.
Present the digital book using Canva (Fifth
Also, they will develop teamwork skills, analysis
5 week) and self-evaluation.
In addition, they will have a time for creativity,
exchange of ideas and putting their imagination to
work.

PROJECT-BASED LEARNING PLAN
ENGLISH LEVEL B1
UNIT/ LESSON SHORT STORIES: “LEGENDS”
5 Weeks – 4 hours weekly (from Jan. 24 to Feb. 22, 2022)Revision and

TIME ALLOTTED Feedback Feb 8 and Feb 10Presentation Feb 22, 2022.
DRIVING QUESTION What benefits does the creation of a digital book have on literacy?
By the end of the project students will be able to write their own
GENERAL OBJECTIVE short stories using digital tools.
Students will be able to recognize the basic structure of a story and the
Students will be able to work collaboratively and assign individual tasks
SPECIFIC OBJECTIVES by evaluating their skills.
Students will be able to implement grammar structures when creating digital
content.
The class is divided in pairs. Ten groups of students. (Total students:

20). During the first week, students select their partners and assign
tasks to each one. During the second week, students work on the draft
PBL DESCRIPTION of the story (plot, characters, setting, etc) During the third week, the
teacher reviews the students' drafts and provides guidance. During the
fourth week, students start to create the book by adding their stories on
the website. During the fifth week, students present the digital book.
Readings (The legend of Arthur, Perseus, The aesir gods and goddesses,
CONTENT El dorado).
Elements of a short story.
look for more information about short stories: (narrator and time;
Character's purpose; Beginning, middle and end; literary
RESEARCH (done by students)
vocabulary).
The teacher will have students: Resolve the activities of the unit Develop

the vocabulary and grammatical structures necessary for them to carry out
Teacher’s actions
the project. Report their advances so they can get assisted. Introduced to
the website for a better understanding and handling.
Simple past vs past continuous.

Use of connectors. Elements of a short story.
GRAMMAR/VOCABULARY Coordinating and subordinating.
Verbs + prepositions
middle age, greek mythology, norse mythology, el dorado legend.
1 Process of selecting partners and assigning tasks: On this step, students will be able to organize
themselves, analyze and designate the tasks that better fit their skills and qualities.
2 Designing the story: On this stage, students will exchange ideas and start to create their own
story, they will think about the characters, plot, settings, theme, etc.
3 Teacher’s feedback: Students will show their advances on the story, so the teacher can provide
PBL STEPS(Write full explanation of the importance of each step)*Add assistance. They will also ask questions to solve any inquiry they might have. At this stage, they
more steps if needed. will be able to analyze, correct and learn from their grammatical mistakes, developing significant
learning.
4 Creating the digital book: Students will learn about the website through the teacher’s
explanation and tutorial videos. After having an understanding of the platform, students will move
their final stories to it, learners will use any type of illustration that they consider appropriate to
design the book. They will select what is best for their story, compare and analyze the tools to
illustrate the narrative and construct it.
5 Presentation: Finally, students will present the digital book to the teacher and talk about their

experience during the process of carrying out the project.
Students will improve their reading and writing skills through the creation of a
digital book, with the assistance of the teacher and digital content. Also, they will
EXPECTED RESULTS
develop teamwork skills, analysis and self-evaluation. In addition, they will have a
time for creativity, exchange of ideas and putting their imagination to work.
RUBRIC
Achievement levels
Indicators Excellent Good Fair Insufficient
The legend has a The legend has a

The legend
coherent
coherent
The legend is
presents some
development and
development and
incoherent and it is
Coherence succeeds in
manages to narrate
inconsistencies,
not possible to
however the story
narrating the events

most of the events
understand the plot.
can be understood
in a clear way clearly
The legend is
The legend is
The legend has
original and
original and uses
The story is not
some similarities to
presents images
images and colors
original and lacks
other stories and
Creativity and colors that

that manage to
uses few
images or colors
effectively
represent events in
to represent the
illustrations to
represent the
the story in an
story
depict the plot
events of the story acceptable way
The legend has

The legend misuses
The legend has a some errors in the

verb tenses,
The legend has a

good use of verb
use of verb tenses,
vocabulary and
correct use of verb
tenses, appropriate
vocabulary and
presents many
Grammar tenses, appropriate
vocabulary and
spelling that make it
spelling errors
vocabulary and
spelling, but with

difficult to
making the story
spelling
some errors understand the
difficult to
story understand
The legend does
The legend uses

The legend employs
The legend employs

not use the plot
the plot diagram

the plot diagram
the plot diagram in

diagram and does
correctly and
incompletely and
a good way and

not take into
completely, using
uses some
Structure the elements of a
uses the elements
elements of a story
account the
of a story such as:

elements of a story
story such as:

such as:
such as:
plot and narrator characters, context,
plot and narrator plot and narrator

plot and narrator

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1

Short stories “Legends” Interactive Unit

Andrés S. Serje & Kerlyn M. Pineda

Universidad del Atlántico

Diplomado de Fortalecimiento de Competencias de los Docentes de Lenguas Extranjeras

December 5th, 2022

unconventional teaching methods in order to continue imparting knowledge. Thanks to this,

modality, a clear example of this is the implementation of pre-pandemic methodologies such

between ICT and Project Based Learning.

Therefore, this project aims to provide guidance during the teaching-learning

situation) to merge pre-pandemic and post-pandemic strategies.

literacy level of English students.

● To design an interactive unit to strengthen the reading and writing process in

intermediate English students.

● To formulate pedagogical strategies to promote interest in reading and to encourage

● To propose activities that make use of technology to improve writing skills.

an educational institution, specifically a language center. This private language centre is

it was considered a great opportunity to implement this pedagogical proposal in this

categories that result from this premise (Cazau, 2004).

● CE: Perceives through concrete experience.

● AC: Perceives through abstract conceptualization.

● AE: Processes through active experimentation.

● RO: Processes through reflective observation.

in which he mentions: “Evaluating is a systematic, continuous and integrated activity within

The characteristics described by Rotger (1989) were also considered: integrated,

recurrent, formative, critical, continuous, decisive and cooperative.

of the population mentioned in this proposal.

the misuse of technologies, when they provide us with endless opportunities.

Arredondo, S. C., & Diago, J. C. (2010). Evaluación Educativa de Aprendizajes y

Bloom’s taxonomy of learning domains. (2012). In Encyclopedia of the Sciences of Learning

Rodriguez, N. Y. R., Rios, C. A., & Garibotto, V. C. (2018). ESTILOS DE APRENDIZAJE

book Interactive Unit

By Andres Serje & Kerlyn Pineda

TAKEN FROM: GUIAINFANTIL.COM

Develop a good critical thinking skill gives learners a new world

of oportunities. As a result, their participation in society

increases and they have a better level of competitiveness. For

this reason, technology today is looking for tools that stimulate

and encourage students to reach an advanced English level.

This pedagogical concept aims to integrate

different ICT tools that help in the learning

process of one of the most important aspects of

the language: Writing.

students will be able to

write their own short

stories using digital tools.

The Legend of Perseus The aesir gods

Middle age Olympian

Vocabulary Medieval vocabulary Vikings Indigenous tribes

Middle age Greek mythology Norse or nordic

Talk about their

Talk about each

Listening Understand the

Use of Coordination and

Grammar Past simple and

INTERACTIVE UNIT | 3

cultural content about the

stories using past tense

from the Middle Age

of the medieval period

INTERACTIVE UNIT | 4

In the Castle Vocabulary Middle Age