Reading Project 2013

One of the things that happen once and for all in childhood is the first encounters with books. From
there lies the importance of the quality of those first encounters, of those first reading scenes...1
Graciela Cabal

As Cassany has pointed out2the formation of a good reader begins 'even before knowing how to read,
through activities such as listening to stories, imagining stories, singing songs, reading or watching comics
(...). All these activities shape their literary personality, their knowledge, and their tastes.
The formal study of literature and access to more complex literary works (…) must be linked to this
initial training and expand its borders with new content and activities.
Thus, one of the primary objectives of the school is to achieve and deepen the early ones.
–and almost always joyful– encounters of children with literature. In that sense, one of the keys
it is about providing the greatest amount –and diversity– of materials possible: from more accessible readings
and 'next' to the student (through their themes, characters, language, and/or certain formal aspects),
up to richer and more complex works that entail a risk, a challenge for the reader, since, such
As Sarlo says, the kids 'are in school to come out with a mind transformed by what
they learn, and not with a refinement of what they already know.3
On the other hand, it is important to promote the reading of complete books: the materiality of the object-
book, the texture and colors of its cover, the possibility of flipping through it at will, of browsing it to show off
What story will it gift us, contributing to strengthen the notion of the book as a totality.
In order to assist the teacher in the challenge of forming enthusiastic and competent readers, that
Experiments place through reading, recognizing the value of the word as a generator of worlds
imaginaries and understand the active participation that, as readers, is theirs in the construction of
meanings, we offer you in this reading project a corpus of three literary works for each grade,
suitable for the diverse abilities and interests of the kids; the texts are accompanied by a series
of proposals that aim to facilitate reading comprehension and stimulate written production. In addition,
each block ends with a final integrative project. For first grade, we propose the reading of
works whose common denominator is humor; for the second, novel and hilarious versions of
classic children's stories; the chosen genre for third grade is horror associated with humor; the works
suggested for fourth grade are characterized by the use of letters as a narrative resource; for
fifth, we propose literary forms in which the expression of the subjective, the interiority, and the
record of personal experiences, such as biography, autobiography, and personal diary; for sixth,
the chosen genre is science fiction – or speculative fiction – while the proposed literary texts
for seventh they enroll in the realistic stream.
Perhaps literature is that magical and unrepeatable moment in which several desires intersect and
they compete with each other to capture the reader's soul, declares Daniel Link4We hope that the present
the project contributes, in some way, to fostering that magical moment.

1 Cabal, Graciela
2 Cassany, D. Luna, M. and Sanz, G. Teaching language, Barcelona, Grao, 1994.
3 School Readings
4 Link, Daniel. How to Read and Other Critical Interventions. Buenos Aires, Editorial Norma Group, 2003.

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 4.º degree
Claudia Piñeiro Purple Series

Serafín, the writer and the witch

Illustrations: Leicia Gotilibowski
Novel
978-987-04-1705-7
88 pages.
Serafín is new in the neighborhood and has no friends. His parents don't have any either.
time for him. Amanda is a good witch who does not fit into the world of the
witches. Her sister reproaches her that she has never turned a single prince into
frog. Felipe Echenique writes biographies, but he is tired of his work and
nothing inspires him. On October 31, Halloween night, the three cast their gaze
about the same star. Its magical brightness causes their destinies to cross
and may they unite forever.

Before the reading Serafín, the writer and the witch is the story of three people.
different girls who become very close friends.
Serafín, the writer and the witch is the story of three people
Review the outstanding attributes with the kids.
those who unite can achieve their goals.
that characterize witches. What objects and/or animals
Do they usually help them? What other characters do they share?
Determine who achieved their goals and how.
they succeeded and if any other character helped them.
their world? Where do these stories usually take place?
Among all, replace the plot of some stories
children's classics starring witches.
• Read the caption on page 9 and formulate reading hypotheses.
After the reading
tura. How might these three characters have met?
How do you explain this phrase? 'And then there were four'? Review • Find out the origin of Halloween, what it is re-
that day and in what way. Recover some of the
these answers once the novel is analyzed.
most popular legends and practices from various cultures
• Analyze the index and determine what type of information
associated with this date.
they can infer about the characters, the plot and the
Track in the chapter 'The morning of November 10'
time-space in which the action takes place.
bre” the vocabulary associated with editorial work (test
from galleys, gluing, covers). Interview, to the extent
Reading comprehension possibly, to writers, editors, proofreaders and/or
graphic designers to learn how a book is made.
Display the information on a bulletin board accounting for the
Connect each character with their purpose:
process aimed at the publication of a work.
Collect data about Domingo Faustino Sarmiento
Write stories of blood and terror. that are presented during the question and answer contest
Serafin
posts. Then, expand the information about this perso-
Obtain the biography of a witch. I found out through the consultation of different sources.
Axel
Winning the Biography Workshop has-
Felipe
cheating. Writing workshop
Amanda ThatSerafínwouldbethebestintheCom-
• Propose arguments for the book by Felipe Echenique
school skill proficiency.
Fantastic tales to have nightmares.
Dad Gustavo
Getting a writer to draft At the end of the novel, the narrator says that the desire for
his biography. Felipe kissing Amanda is part of another story. Pro-
encourage the students to tell it.
If Serafín could write a letter to his parents ma-
revealing to them everything that bothers him about them, what
As they progress with the reading, identify the epi- Would you tell them? Suggest that they draft it.
sodios and magical elements that are characteristic of the world of
Amanda and those who account for reality.
• Choose T (true) or F (false), as appropriate, and
justify the elections.
Serafín, the writer and the witch is a long tale with va-
three characters, scene changes and subtitles. (F)
Serafín, the writer and the witch is a novel because it has
several characters and is divided into chapters. (V)

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 Activity Proposal | 4th Grade

Elsa Bornemann Orange Series

The wrapped child

Illustrations: Sebastián Dufour
Novel
978-987-04-0048-6
136 pages.
Andrés, the protagonist of this story, narrates from his point of view the experiences
that mark their life. School, the world of adults, the first
questions and the secrets of the heart are unveiled through anecdotes,
toes, songs and ultra-secret messages, special for curious readers. A book
ideal for accompanying children in their growth stage.

Before the reading • Track references to writing in the text: what

ideas communicate about the 'leisure of writing'? Expand
the information by interviewing an author from the area.
Considering the back cover comment, ask for
Taking the complaints of the protagonist as a starting point
Tell the students to write on small pieces of paper what they would be.
protagonist in relation to their parents, think about how
those experiences that shape a child's life
those adults should have acted to prevent him from being arrested
related to school and the adult world.
mined sufferings of his son. Argue the opinions.
Then, anticipate what those 'first questions' would be.
"secrets" and "secrets of the heart" referred to in the paratext.
Make a common presentation and create a list of
answers for each of the items.
Writing workshop
• Provide information that students have about the
expression "wrapped child". Determine what food is being referred to. • Write the dialogue that the writer had with the parents
tries and then formulates hypotheses about its possible conno-
by Andy in the chapter 'Crispolo'. Include in that exchange
I am going to present the arguments for and against the possession of one.
pet.
• Review the concepts of verse, stanza, and types of rhyme
Reading comprehension and using Andy's compositions as a trigger
about the Ufas, write your own version to account for it
of the things that they dislike.
• Explain the title and subtitle of the book.
Share the ultra-secret messages in pairs and decipher them.
Investigate the history of Peter Pan and propose an explanation.
Then, produce some texts in code for inter-
song about the author's reasons for including this change with the colleagues. Propose that they encourage themselves to
character in the dedication.
invent a code.
Identify the different types of narrator. Illustrate the res-
• Propose a new chapter for the novel. Evaluate,
quotes with textual citations.
three all, possible topics and conflicts for Andy.
Reveal what truths are hidden or disguised from the per-
sound. What other behaviors of their parents do they complain about?
And the child? List them. What adults operate as their
helpers?
Determine the theme of each of the inserted stories.
throughout the book. How do they get to the protagonist
What way do those narratives relate to the
Andy’s life? Justify the answers.
Recognize the different types of texts and explain their
function within the novel.

After the reading

Compare the protagonist's childhood with your own. What
What similarities and differences can you point out? To what extent
To what extent do they feel identified with Andy? What other pre-
occupations or conflicting situations faced by the chi-
What about today? Argue the opinions.

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 Activity Proposal | 4th Grade

Jordi Sierra and Fabra Orange Series

Dear son, you are fired.

Illustrations: Magalí Colomer
Novel
978-987-04-1581-7
120 pages.

Miguel can't believe it: his mother has just given him a termination letter.
disorderly, for being mischievous, for being disobedient and a poor student, has to give up-
giving up the house in thirty days. You are literally fired.
For a month, the boy will try to behave well, but it doesn't work out for him. He ends up...
Yes, you will discover how good it was at home, you will long for the order, the meals.
homemade... and even to school.

Before the reading • Carefully read the editor's notes: What information
do they provide? To what extent do they contribute to facilitating the
reading?
Comment on mischief that has been the reason for a serious
Identify the technical vocabulary used by the lawyer
punishment. Did you ever feel scared by
to explain the meaning of these terms.
The consequences? Were they afraid? How did they overcome?
the situation? What lesson did that experience leave you?
• Read the title and anticipate the reasons why the
parents want to disown that son and the fact that led them
Writing workshop
such a determination. Could it be a joke, about
Choose one of Miguel's mischiefs that you remember.
a threat or a fait accompli? What will it be?
his dad on page 28. Narrate the episode from the perspective of
reaction of the son?
perspective of one of the characters directly affected
due to the child's behavior.
Reading comprehension Review the definition of "instance" given by the lawyer.
Then, think of something they would like to
continue, despite having few chances of it-
• Carefully read the termination letter and respond:
to do it. Finally, to draft a letter taking as
How many days does Miguel have to leave?
model written by Miguel addressed to his parents.
your house?
What rights does your mother recognize for you?
• In teams, propose advice to avoid situations
conflicts with children like Miguel. Share the results-
What reasons does he list for firing him?
rally and vote on the best suggestions to draft a
Identify the behaviors of Miguel that would support the decision
session of his mother and then the ones faced by the protagonist,
decalogue for parents.
once he has been notified of the dismissal.
After leaving his home, Miguel encounters va-
three characters. Review the dialogues they maintain with
the protagonist to infer the main traits of ca-
character of each of them. Then, compare the reac-
actions that maneuver in response to Miguel's situation:
Who shows solidarity with him?

After reading
Promote the debate about the parents' decision:
Do you think the dismissal was real or was it a scene?
mounted to reprimand Miguel? To judge how far
these adults are responsible for the actions of
son. Is it possible to affirm that they have failed in their attempt?
to educate the boy? Argue the positions.
As they progress with the reading, note the words
arms that are characteristic of the use of Spanish in the Peninsula
Iberian. Infer its meaning by context, compare the...
put together with the dictionary and arrange the terms alphabetically
specifically to create a glossary.

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 Integrative Project | 4th Grade

Characters on trial

The following project aims to judge the behavior of some characters from different perspectives, an activity for
which the students must not only thoroughly understand the works but also, in addition, will have to elaborate arguments
both to accuse and to defend these beings of action.
On the other hand, this practice provides an ideal opportunity to develop skills in handling the spoken language.
Finally, the activity also proposes a deep reflection on the complexity of every relationship and the possibility
of repair when a mistake has been made.

Step by step
[Link] the reading of the works that are part of [Link] the project with a group assessment where
this corpus, review with the students the conflicts that the boys expose the learnings they obtained from
the protagonists (Andrés, Miguel, and Serafín) go through this experience and the difficulties they encountered in the
the three books in relation to their parents. Point out, in exercise of each role.
in each case, the positive and negative behaviors, both of
the boys are like the adults.

2. Considering how complex things can be

family relationships, organize a trial where the students
they evaluate the behaviors of the characters in the novel
the. Define, among all, which character or characters of
each work would be brought to trial and for what reasons.

3. Once the list is prepared, organize the activity into three

days, one dedicated to each work.

4. Organize the students into small groups, as if

it will be a court, with defenders, scales, jury
and judges.

5. In order for students to be able to analyze

to the characters from different points of view, rotate
the roles in each shift, in such a way that, at a minimum-
or, each boy has performed three different functions at
"inal the project. For example, if it was "scal for the first
book, that participated as a juror for the second and defen-
sor on the third.

6. Once the roles are defined, it is important to allocate a

time for each team to analyze the strategies that
will be carried out during the trial and the arguments that ex-
will put forth both for the defense and for the prosecution, the
which, of course, will be based on the facts that each
The action narrates.

7. At the time of issuing the report, taking into account that

no crimes are being judged, the judges must propose
a sentence that, in some way, repairs the damage caused
I was born in the link. For example, Miguel in his 'Mani...'
to commit to being one more in the family.

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