Language teaching sequence 2nd. and 3rd grade.

Foundation
This sequence will be carried out jointly with 2nd and 3rd grade in the Language area, where different versions
of stories with foxes will be read; with the aim of strengthening links between grades and continuing with the
development and learning of Language and Literature as well as Science.

The students will participate in the search and selection of information to know the particularities of the diet of
different animals, they also participate as listeners, readers and writers. The visual arts will accompany us in
the creative and motivating development in this sequence.

The interaction of the teachers in reading the stories to the grades aims to maintain the stimulus and the virtual
connection for the development of the proposal, keeping the family-school relationship together.

Learning and content:

• Comprehensive listening and production of descriptions of objects, pets, people, with progressive organization
of the components of the description.
• Expression of personal contributions with different communicative purposes: request clarifications and
complementary information, narrate, describe, ask, express concerns and personal interests; express opinion
and justify it; expand what another said, disagree.
• Participation in individual group situations of exploratory reading of non-literary texts (encyclopedia notes,
short journalistic notes, news, curiosities, life stories, discoveries and inventions) with different reading
purposes (find out information, locate a piece of information, follow a instruction, research to learn, discuss
the convenience of reading a certain text according to what is needed).
• Assiduous reading of texts read by them (silently or aloud) – encyclopedia notes, short journalistic notes,
news, curiosities, life stories, discoveries and inventions, descriptions of objects, animals, people, places and
processes, texts of study with different reading purposes (extend information, learn about a topic being
studied, locate data, verify a hypothesis, substantiate a personal opinion, follow instructions, collect
information for a text that is going to be written, solve a problem ).
• Taking notes for the recovery and conservation of significant information (in reading practices in study
contexts).
• Writing words and sentences that make up a text (posters, brochures, notices, captions for a photo or
illustration, messages, invitations, answers to questions on known topics), with progressive respect for
spelling and punctuation conventions, keeping in mind that they are social circulation text.
• Construction of the global meaning of the text, establishing relationships with its initial anticipations, to ratify,
discard or rework them.
• Recognition of the semantic network of read and heard texts: - words and phrases to name, - words and
phrases to qualify, attribute characteristics.
• Identification of relationships between different feeding modes of living beings: some feed on others; Plants
serve as food for herbivores, and these serve as food for carnivores.

Goals:
• Strengthen your ability and willingness to express and share ideas, knowledge, experiences, feelings, desires
and preferences, demonstrating interest in being heard and understood.

• Appreciate literature in its aesthetic, creative and playful value and as a particular way of constructing reality.
• Assume active participation in conversations about personal experiences, what you have seen, read, heard,
and to plan activities, making relevant contributions to the content and purpose of the communication.

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 • Express your personal appreciation of the texts and make recommendations for other readers.
• Interpret the meaning of words or expressions in the text, progressively incorporating them into their oral or
written language.
• Understand that living beings have specific structures, functions and behaviors.
• Use basic criteria that allow you to differentiate large groups of living beings.

Purposes:
• Maintain interaction between first cycle grades by motivating them in the development of activities to
continue with the challenge of virtual connectivity.
• Interact with peers within the family to develop recreational-creative activities.
• Continue in the development of listeners, readers and writers within literature.
• Identify animals according to their diet classification.

Previous activities:
• Let families and students know how the upcoming activities will be delivered. (work on A4 notebooks,
making a cover with personal data for the notebook).
• Be attentive to classes, complete with the date.
• Stimulate with communication through the WhatSapp group with the students through different
proposals such as riddles, highs, etc.
• In the visual arts proposal. Making a mask, puppet, doll or marionette. To start the sequence.
Examples:

paper fox

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paper fox, toilet paper roll, caps, thread

fabric fox, sewing thread

cardboard fox mask.

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plasticine fox

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Class 1
Date____________________________________________________________________________

Stories with foxes

Hello girls and boys!
We will read stories that have the fox as a character. This animal has a reputation for being a little tricky. What
tricks will he do? So that? And the other animals, will they fall for their tricks? You will find the answers in this
notebook. Before reading the stories, let's get to know foxes in the real world a little.
With you: the red fox! Look at the photos. Then, in your notebooks, write the title THE ZORRO. Below, copy
sentences 1, 2, 3 and 4, and complete them with the correct options. Then, read how the description of the red fox
came together.

1) IT IS A WILD ANIMAL LIKE...

■ A ROOSTER
■ A TOAD
■ A DOG

2) IT HAS AN ELEGANT TAIL..

■ LONG AND FINITE
■ FINITE AND SHORT
■ LONG AND THOUGH

3) HIS FUR IS REDdish, WHITE AND BLACK. THE

FOUR WHITE PARTS ARE...
■ THE TIP OF THE TAIL
■ THE CHEST
■ THE PAWS
■ THE SNOUT
■ BELLY

4) THEY SAY HE WEARS BOOTS, BECAUSE HE

HAS...
■ SHORT LEGS
■ BLACK LEGS
■ HAIRY LEGS

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 Class 2
Date______________________________________________________________________________

1. To know a little more about foxes, read the following text. They can ask for help.

FOXES

They are solitary, silent, cunning, crepuscular and nocturnal hunters.

They stalk, hidden, small animals. When they get distracted, whoa, they get so on top and they eat them
or steal their food.
The pumas are their enemies and they are bigger and stronger. They steal their food too!

2, To think and talk as a family:

* Reread the first part of the text and

underline the word STALK.
* Which of the two photos represents
the meaning of that word? Explain
why you chose it.
* Reread the text one more time. Which
of the following words means the
same as STALK? Mark the.

CARE SPY PROTECT

* Reread the first sentence of the text.

What word means the same as
SMART ? And what does it mean that
foxes come out when the sun goes
down?
* What parts of! text show the as trick
of the foxes?

Class 3
Date__________________________________________________________________________________
Stories with foxes the lady reads to us …
Now, let's read a story. Read and reread the story of how the fox tried to trick the quirquincho and how the quirquincho
showed that he is not a fool at all.

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 THE FOX AND THE QUIRQUINCHO

There was the fox, resting in the shade of a tree, when he saw the quirquincho approaching and
proposed an advantageous deal.
—I have a good field, but I don't have time to plant it. How about I lay the soil and you do the work?
-And how do we share the profits? —asked the quirquincho, distrustful. do. He knew that the fox was
very tricky.

-This year, for me it will be everything that grows above the ground and for you, everything that grows
below the ground. It looks good?
The quirquincho thought, thought, thought and, finally, accepted.
So, he planted potatoes and got tired of collecting big and small potatoes. The fox only received a pile
of tasteless leaves. Annoyed, he proposed other conditions.
—This year, it will be for me everything that grows below the ground and for you, everything that grows
above the ground. It looks good?
The quirquincho thought, thought, thought and, finally, accepted.
So, he sowed wheat and got tired of gathering rich, golden ears. The fox only received roots that were
of no use. Angry, he set other conditions.
—This year, for me it will be everything that grows above and below and for you, everything that grows
in the middle of the plants. It looks good?
The quirquincho thought, thought, thought and, finally, accepted.
So, he planted corn. From among the leaves, he took out tasty yellow corn. The fox only had roots and
useless tips left. Furious, he decided not to make any more deals and left quietly and with his tail
between his legs.

Argentine popular story. Free version by Laiza Otañi

Let's think together

1. Read the story “The Fox and the Quirquincho.” Read it one more time.
2. To think, talk as a family and reread the story and answer the following activities in the notebook.
• What did the deal that the fox proposed to the quirquincho consist of? Why did he propose it?
• Mark with a color the part of the story that says: “The quirquincho thought, thought, thought and, finally,
accepted.” What do you think I was thinking so much?

3. What are the fox and the quirkincho like in the story you read? In your notebooks, draw a table like the one below.
Choose three ways to describe each animal and write them in the corresponding column.
FOX QUIRQUINCHO

7
 ROGUE ZONZO LAZZON WORKER PLANT CONNOISSEUR
IGNORANT DISTRUSTING CHEATER

• Listen to the audio of the teacher where he gives us examples of the qualities.

Class 4
Date_______________________________________________________________________________

What do foxes and quirquinchos feed on?

• The ladies share the following video with you. observe and then complete the tables with the information
requested.

CHARACTERISTICS OF THE CHARACTERISTICS

1 30 (—) ——4
QUIRQUINCHO OF THE FOX

g “8#EFFFEE3
F
d7 D
WHAT DOES IT FEED ON? WHAT DOES IT FEED
ON?

ANIMAL SIZE ANIMAL SIZE

WHAT YOUR BODY IS LIKE WHAT YOUR BODY IS

LIKE

PLACE OR HABITAT OF THE PLACE OR HABITAT OF

ANIMAL THE ANIMAL

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 Class 5
Date___________________________________________________________________________________
Stories with foxes the lady reads to us...
Another story with a fox!
We invite you to listen or read the story of how the fox stopped teasing the crab and how the crab showed that
he walks slowly, but thinks quickly.

THE FOX AND THE CRAB

There was the crab, going towards the river, step by step and without hurry, when it is He heard the fox's
mockery:
Hey, crab friend, don't go so fast you might trip! Haaah, hahaha!
That's how it always was. The fox didn't miss an opportunity to laugh at him. until it happens gave
something incredible. The crab challenged him to a race.
Haaah, hahaha! A race with me! But, my friend, don't you know that I am very fast? Very fast! And you
are very slow. Very slow! Hee hee hee hee!
No "my friend"! Do you accept or are you afraid of me? —the crab urged him angrily.
Good good good. "If it's going to be like this, I accept," the fox replied mockingly.
The first one to reach the bridge wins. On the
count of three? One! Two! Three!
The fox wanted to leave it well in mind. So he left
faster than lightning. So fast that he didn't notice
that the crab Jo had grabbed the animal's tail with
his pincers. ludo Every once in a while, the fox
would turn around to see where his opponent was,
but he couldn't see him.
Had he made fun of me and made me run
alone? -thought.
Just before reaching the finish line, he turned around, intrigued.
The crab took the opportunity to jump from the fox's tail to the bridge. Hey, Mr. Fox! Here I am. Why did it
take so long? —the crab mocked.
There was the crab, heading towards the river, step by step and without rushing. And the fox? Even
today he is still trying to understand how the crab managed to beat him.
Russian folk tale. Free version by Laiza Otañi.

To think and talk as a family. And answer in the notebook.

1) Why did the crab challenge the fox?
2) How do you think your teasing made the crab feel?
3) Who ended up being smarter?
4) Find the following words in the story and color them.
Fox- crab
5) I want you to think very carefully and imagine. How else could the crab have won the race?

Class 6
Date

9
 The fox and the crab
1. Read the story again. Then, in your notebooks, answer:
• How did the crab win the race against the fox?
• What types of races do you know? Write a list of them.

2.

Look at the images and then complete them with what the crab says in each case. A little help: look for the little
blue lines in the margin in the story. These lines are used to indicate that a character is speaking.

3. What are the fox and the crab like in this story?
In each box there is a word that doesn't belong. Read, think and cross out, carefully, the intrusive word. It is accompanied
with audio of the lady explaining the meaning of the qualities.

CRAB SLOW – CALM – INGENIOUS – FAST

FOX MOCKING – CONCEIVED – SLOW – FAST

Class 7:
Date_________________________________________________________________________________

We read the following information that details the characteristics of the crab. You can ask
help to read.
THE CRAB.

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There are more than four thousand species of animals that can be called crabs, most of them usually live near
water, although they go to water only to reproduce; and others do live within it. In general, crabs are not expert
swimmers, as what they do is move on their legs along the bottom. In this same way they can walk out of the
water, and even climb palm trees.

Crabs are arthropods; they have an exoskeleton whose body is partially covered by a chitinous shell that is
mineralized with calcium carbonate. This animal has 5 pairs of legs, but with the particularity that the 2 front
ones have adapted until they become a pair of pincers or pincers that are used to capture its prey. Their size
and weight vary greatly depending on the species, from the gigantic Japanese spider crab, which can weigh 20
kilos and measure each of its legs 3.7 meters, to the pea crabs that barely reach a centimeter in size.

This crustacean is carnivorous. It feeds on fish, dead animals and other smaller crustaceans. To provide its
food, the crab uses its strong pincers that it uses to catch its prey and cut them into pieces. The same happens
if its food is a dead animal that it finds at the water's edge. Some species can also feed on algae, so their diet is
omnivorous.

• After reading the following information, I invite you to complete the following table with the characteristics of
this animal.

1
1
 CHARACTERISTICS OF THE CRAB
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WHAT DOES IT FEED ON?

ANIMAL SIZE

WHAT YOUR BODY IS LIKE

PLACE OR HABITAT OF THE ANIMAL

Class 8 Date

• Respond orally: What feelings do you have when you win or lose in a game?

• Complete the table with the emotions you feel or have experienced at some point.

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2
Emotions- feelings when …

I feel fury

I feel joy

I feel sad

I feel shame

I feel surprise

I am scared

I feel grateful

Class 9
Date___________________________________________________________________________________

Stories with foxes

So far, we have read two stories with a fox: “The Fox and the Quirquincho” and “The Fox and the Crab.” Let's see
what they remember about them.
Below you can read what the characters in the stories read said. Complete the table, write who said it and to
whom they said it. They can reread the stories as many times as they need.

—How about I lay the land and you do the Who said it? Who did he tell?
1 work?

2 —Do you accept or are you afraid of me?

2

3 —And how will we share the profits?

3

4 —Why did it take so long?

4

5 —Haaaha hahaha! 5

• Draw the characters from the stories.

Class 10
Date

1
3
Stories with foxes the lady reads to us...
The fox again! In this story, the fox gets his way and manages to deceive the strongest and bravest animal in the
place: the fearsome tiger. You can ask for help to read it.

THE FOX AND THE TIGER

The fox was dying of thirst. They were bad times. Only a small lagoon had water. But the tiger was there, hidden,
waiting for him. The fox had tricked him many times and the feline was furious. Very furious!
The fox, trickster and cunning as he was, devised a plan. As soon as the wasps came out of his honeycomb, he
opened it with his claws and covered himself with honey from his head to the tip of his tail. Then he rolled around
in a pile of leaves he had collected on the floor. Result? It looked like an animal with leaf ears, leaf snout, leaf
belly, leaf legs, leaf tail. Leaves here and leaves there.
Thus disguised, he approached the lagoon. From the other shore, the tiger looked at him and looked at him:
— Hello, are you from here? —the tiger wanted to know.
" I arrived yesterday," the fox responded, hiding his voice.
—And … what are you going to be? —he asked curiously.
- Don't you see it? "I come to drink water," the fox mocked.
— Grrr… I didn't ask him what he's coming TO DO! I asked you what you are GOING TO BE!
What kind of bug ARE you? —the angry feline roared.

—Ahh! Excuse me! "I misunderstood," said the fox mockingly and, making a great effort not to burst out
laughing, he added:
- I'm a fox.
— FOX?! —the tiger repeated in surprise and looked at him intrigued.
And so he continued, looking at the strange animal, while waiting for the fox. Meanwhile, his adversary drank all
the water he could drink, while continuing to watch the tiger. It wasn't something that he would discover. But not.
The fox left and the tiger is still waiting for him.

Argentine popular story. Free version by Laiza Otañi.

To think and talk as a family. You can read the entire story again.
Answer the following questions in your notebooks:
1. Did you know this story? Have you read or heard anything similar?
2. Why couldn't the fox approach the lagoon to drink water?
3. What plan did the fox think of to trick the tiger? How did it turn out?
4. What other plan could the fox have thought of to deceive the tiger?

5. The fox in this story is a liar, cunning, mischievous, mocking. Anyway, a disaster! Read what the fox does and
Paint the word that says how it is in each case. We attach examples to the signs.

WHAT DOES THE FOX DO? HOW IS?

INVENT A COSTUME WITH HONEY AND LEAVES. ZONZO – ASTUTO

1
4
HE GOES TO THE LAGOON IN DISGUISE. ROGUE – QUIET

1
5
 HE TELLS THE TIGER THAT HE IS A FOX. LIAR – CURIOUS

WATCH THE TIGER WHILE IT DRINKS WATER. CURIOUS – CAUTION

• Now it's your turn to investigate the tiger. using the media at your disposal such as videos, audios, encyclopedias,
internet, etc.

27)
CHARACTERISTICS OF THE TIGER

WHAT DOES IT FEED ON?

ANIMAL SIZE

WHAT YOUR BODY IS LIKE

PLACE OR HABITAT OF THE ANIMAL

Class 11
Date_____________________________________________________________________

Stories with foxes

1. In your notebooks, write the title of the story.
• Below, draw the fox in disguise.
2. Look at the images, read the sentences and copy them into your notebooks.
In all cases, sentence 1 is longer. Sentence 2 says more or less the same thing and is shorter. But you have to
complete it with one of the following words that are located above the box. The colored words in the first
sentence can help.
FURRY snout weevil HOJUDO

1
6
 1. THE TOUCAN HAS A VERY BIG BEAK .

2. THE TOUCAN IS...

1. THE CAT IS COVERED IN HAIR .

BC 2. THE CAT IS …
>'.•5
N.5

5 To you 1. THE ANAT BEAR HAS A VERY VERY MOUTH

2 ' ajgmonas
LONG.
P8,884,
go
yes

2. THE ANAT BEAR IS...

3,3265 1. THE RED FOX IS COVERED IN LEAVES .

2 2. THE FOX IS…

Class 12
Date_________________________________________________________________________
Stories with foxes
We read three stories with foxes: “The Fox and the Quirk”, “The Fox and the Crab” and “The Fox and the Tiger”. Let's see
what they remember about them.

1. Read what the fox did or what happened to him and mark with a cross in which story it happens. For one of the
sentences, they have to mark two stories.

The fox and the The fox and the The fox and the
quirquincho crab tiger

The fox disguised himself so that I

wouldn't recognize him.

The fox made fun of him for the way

he walked.

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7
 The fox wanted to keep the best part
of the harvest.

The fox is defeated.

The fox is victorious.

2. Read the following sentences and next to each one place the name of the character to which the description refers.
1. He is mischievous, mocking, deceitful and cunning.

2. He is small, slow and knows how to beat the mockers.

3. He is intelligent, knowledgeable about the land and knows how to take care of himself.

4. He is strong, brave, big and quite stupid.

Class 13
date___________________________________________________________________________

• We carefully watch the following video:

• https://www.youtube.com/watch?v=fOYM6mZjIrc
• To learn even more. Look at the following image and read the information carefully.

They have long, sharp fangs for They have similar teeth, fangs
killing other animals and and molars so they can eat They have large front teeth for
grinding meat. anything. cutting leaves and strong, flat
molars for grinding into a paste.

• Read and locate the following animals in the table according to their type of food.

COW- FOX- CRAB- TIGER- QUIRQUINCHO- ELEPHANT- HORSE- HEN- CROCODILE- TURTLE- LION-BEAR-

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CARNIBOROUS ANIMALS HERBIVOROUS ANIMALS OMNIVOROUS ANIMALS

With everything you have learned, complete the following table, describing why they are called carnivorous animals,
herbivorous animals, and omnivorous animals.

CARNIVORES BECAUSE:

HERBIVORES BECAUSE:

ACCORDING TO THEIR NUTRITION, ANIMALS

ARE CLASSIFIED INTO:

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 OMNIVORES BECAUSE:

Class 14
Date __________________________________________________________________________

We write to recommend a story.

• The lady explains to us that it is a recommendation to then venture into writing one about one of the stories.

• We suggest you choose one of the stories read and write a recommendation so that other children want to read
the chosen story. For this, take into account the following.

Which story did you like the most? What character? What feat from the story did you like? Which ending was
your favorite? Why would you like another boy or girl to read or listen to it?

EVALUATION CRITERIA

RECOGNIZE
NAME PARTICIPATE MAKE CLASSIFY AND
IN THE AND THE RECOGNIZE
WRITE WORDS, UNDERSTANDIN SEEKS y/0
ACTIVITIES PARTS ANIMALS
AND SENTENCES. G LOCATE
IS OF A ACCORDING TO INFORMATION
LAST NAME OF MAKE SIMPLE OF TEXTS
ASSIGNED TALE THE TYPE OF HIS TO COMPLETE
THE AND READ AND/OR
HE FEEDING
STUDENT CONSISTENT ACTIVITIES THAT
PRINCIPLE - HEARD
ANSWERS REQUIRE RESEARCH
HE
CONFLICT

2
0
 OY THE
SOLUTION

OBSERVATIONS

2
1