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T ask the students choose 10 words from the text. Students should mantain their previous groups and try to find a variety of different kinds of words (nouns / verbs / adjectives etc.) in the text.
-Teacher can give them extra guidelines. For example, find at least one new word or the most difficult word. The students then use these words to produce a short text in a fictional or non-fictional perspective in order to continue the same story.
-Teacher can specify what kind of text you want them to produce. For example, a narrative, a poem, a summary, a report.
-Students can either write it down on paper or perform their short story, using the vocabulary they selected.
-T gives general feedback.

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It is not a matter of which one is better but, instead, both fiction and non-fiction are equally important and applicable in a classroom/lesson. On the one hand, fiction is simply a story of one’s imagination. That does not mean that students' wild imagination does not hold any knowledge. On the other hand, non-fiction generally is a record of real historical figures and actual events that happened in the past or that is happening at present. It follows a more traditional and stick-to-reality view.

In order to implement them we have to consider innovative methodologies (new strategies, updated materials, etc.) and students interest and needs in order to catch their attention, keep them motivated, and maintain them involved actively in the class. So, whether is fiction or non-fiction, the teacher should choose wisely which one should be use according their level of proficiency, interest, etc.

By introducing any of these approaches to literature, students may identify similarities and differences between texts (in terms of writing, topics, genres, etc.). As a result, they may develop (hopefully) a critical thinking when reading from a wide variety of text (linear and non-linear).

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Audience: 9th graders
Unit 4
Topic: Respecting traditions.

Aims:
- Understand main ideas and specific information in oral and written texts about traditions and festivities.
- Develop and use communicative skills to express ideas about traditions and celebrations in a coherent way.

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We think that this part of the handout should be written on the board or in a ppt presentation, for the reason that students will have the handout available all the time, so they could read the next activity, which is the answer for this one.

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Diego Belmar        : 50%
Kimberley Puentes : 50%

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Nuttall, C. (1996). Teaching Reading Skills in a foreign language. (2nd Ed.)

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We could undertand the instructions in two different ways:
1) that each title is an idea of different texts (as in the next activity Ss have to match the title with its corresponding text),
2) or that the three titles are main ideas of the same text.
Hence, teacher should explain students the purpose of the activity as well as what they will be doing throughout the lesson.

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The text could be read in groups of 3. In this way, students can discuss what they understood and confirm it.
The questions should be answered individually and checked as a whole class.

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We would add some question at the end of this activity:
- Did you use any strategy to do this activity? What did you do?
- What helped you to decide which title corresponded to which paragraph?
- What strategies would you recommend to your classmates in order to do an activity like this

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In this way, students would have the chance to reflect on what they did to accomplish the task. This would result in students who are more aware of their learning process.

Tips/recommendations:
- Students should share their experience of this activity with the whole class.

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We would add another activity in this section: Vocabulary Activation.
The text that students are going to read has some words in bold, but they are not learned nor covered throughout the lesson. Therefore, we would do this activity at the end of pre-reading with the words in bold and some other.
Words: beadwork, bracelet, art, sculpture, intimacy, weaporny and warfare.