ALMA COLLINS
Grupo
Librarium.ex
Presentation
Librarium.ex, is a tool made up of a physical element, librarium, which concentrates a variety of books accessible to students and according to their school age, a booklet with activities aligned to the development of the skills measured by the Programme for International Student Aassessment.
PISA is one of the most reliable and internationally recognized tests for measuring reading skills, developed by the organization for economic Cooperation and development (OECD) .
We hope it will be useful and enjoyable for every student and teacher who uses it.
Rules of use
Objective
To guarantee access, responsible use and conservation of LIBRARIUM.EX circulating library materials, promoting an enriching experience for all users. todos los usuarios.
Schedule
The hours of use will be determined by the school authorities and must be respected as much as possible to ensure that everyone has access to LIBRARIUM.EX.
Responsible user registration (LIBRARIAN)
A responsible user (librarian) must be assigned to each classroom, who during the hours of use will make sure that users make good use of the books, take care of them and return them in the same conditions in which they were given to them.
Book loans
During the schedule, each user can have a book assigned to him/her by his/ her teacher or chosen by him/her, and return it at the end of the schedule in optimal conditions..
Responsible Use of Materials
It is not allowed...
• Underlining, writing on or damaging materials.
• Making unauthorized copies of copyrighted content.
IIn case of damage or loss, the user must replace the material or cover the corresponding cost.
Suspension of Privilege
• Failure to comply with these rules may result in temporary or permanent suspension of library access.
Workbook structure
To start working it is important to begin with the starter activities and then the first family activity, as this will ensure the objective of the librarium.
The rest of the activities are designed to be selected by your teacher, it is important to follow the instructions and carry out what is indicated, so you can get the best results in the development of your reading skills.
You will be able to identify the activities easily in its header, where the type of activity to be performed or the skill to be worked on is indicated.
Starter activity
Family activity
Comprehension
Interpretration / Reflection
Information Gathering
Information integration
Browsing digital texts and other formats
Special hacks
Final project
First things first
Starter activity
With the help of your teacher, explore the librarium, observing the following:
• Number of books in the librarium
• Identify the authors of the different books and write their names.
• Each book has different color combinations, look closely and write the three colors that predominate throughout the collection:
• Discuss with your teacher the rules of use of the librarium and write down which of them are most important and why.
• Replicate the cover of the book you like the most, give it your personal touch, you can activate your creativity to the maximum!
Genre and tone
Starter activity
It refers to the type of text or literary category to which each LIBRARIUM.EX book belongs, depending on its characteristics and purpose.
Main literary or textual genres:
• Narrative: It tells stories or facts, such as tales, novels or fables.
• Lyrical: Expresses feelings and emotions, commonly in poems or songs.
• Dramatic: Designed to be performed, such as plays or scripts.
• Expository: Provides information or explains a topic, such as essays or scientific articles.
• Argumentative: Seeks to convince or persuade the reader, such as editorials or speeches.
• Instructive: Provides instructions, such as recipes or manuals.
Example:
A tale belongs to the narrative genre because it tells a story with characters, a conflict and a resolution.
Tone
This refers to the attitude, emotion or perspective that the author conveys in his or her text. It is reflected in the choice of words, the style and the way the author approaches the subject.
Common tone types:
• Formal: Use of serious and structured language.
• Example: “This report aims to analyze the impact of climate change.”
• Informal: Close and colloquial language.
• Example: “You’re going to be surprised with what we found out about
• climate change!”
• Ironic: When something is said but the opposite is suggested.
• Example: “Sure, because everyone enjoys getting up at 5 a.m....”
• Enthusiastic: Conveys positive emotion or joy.
• Example: “Today is an amazing day to learn something new!”
• Melancholic: Reflects sadness or nostalgia.
• Example: “The rain was falling as if the sky shared my sorrow.”
With the guidance of your teacher, review the different books in LIBRARIUM.EX and determine the genre and tone of each one. This activity can be done collaboratively, with each user examining and sharing their answer with the rest.
Starter activity
With the participation of the whole group, your teacher will take a vote to select the flagship book, this book will be read at the times deemed appropriate, to ensure that the whole group knows it from beginning to end and to perform activities with the information in it, this reading should be guaranteed to be carried out in full in the first two months of the school year.
I vote for the book:
Book won by majority vote:
Once the reading is finished, answer the following:
Genre
Tone
Main character
Supporting Character
Main idea of the text
How does it begin?
How does it end?
Evaluation
Activity
Activity in general
Participation of your peers
Book(s) used
Points
1
a 3 (1 the lowest score and 3 the highest)
Your teacher will ask you to share your experience in the group.
Family activity
Librarium at home
Tell your family members about the librarium, and invite them to form one, even a small one, to do activities that will not only help you improve your reading skills, but can also help strengthen your family’s reading skills.
Together with the people who wish to participate with you, search for books, magazines, newspapers, instructive or any interesting document to begin to form their own librarium, the challenge is that at least 10 materials to start reading, it would be great if you can gather more, make sure they are interesting and attractive so that reading them is even easier and you can also learn a little more about any topic.
Librarium Home Inventory
Title
Type
Example 1 Wild animals Book
Example 2 Muy interesante Magazine
Example 3 El norte(ads section) Newspaper
Example 4 Rack assembly Instructions manual
In class with your teacher, you will review how many materials you were able to collect and talk about them.
Evaluation
Activity Points 1 a 3 (1 the lowest score and 3 the highest)
Activity in general
Participation of your peers
Book(s) used
Your teacher will ask you to share your experience in the group.
Classify the home Librarium
Remember how you classified the librarium at school and if you have any doubts you can consult the main literary genres and tones in the starter activity, remember to invite family members to help you with this activity.
Evaluation
Activity
Activity in general
Participation of your peers
Book(s) used
Points
1
a 3 (1 the lowest score and 3 the highest)
Your teacher will ask you to share your experience in the group.
Family activity
Text interpretation and evaluation.
Each family member selects a recent news item (from a newspaper or magazine from the home librarium). Read it together and underline the main facts, the author’s opinions and the purpose of the text.
Reflect with them and answer the following:
• What message does the news want to transmit?
• Which parts are facts and which are opinion?
• Why is this subject important today?
If possible, cut and paste here the analyzed news item
Evaluation
Activity Points 1 a 3 (1 the lowest score and 3 the highest)
Activity in general
Participation of your peers Book(s) used
Your teacher will ask you to share your experience in the group.
Family activity
Reading comprehension and information gathering.
Select a short story or an excerpt from one of the books in your home librarium, read it and then answer the questions:
• Which word best describes the main character?
• What would you do in his place?
• What do you think will happen after this ending?
• What message or lesson do you think the author wants to convey with this story?
• How would the story have changed if the place or time in which it occurs were different?
• If there is one or more secondary character(s) Which secondary character do you think is most important and why?
• What is the title of the book you selected?
Evaluation
Activity
Activity in general
Participation of your peers
Book(s) used
Points 1 a 3
(1 the lowest score and 3 the highest)
Your teacher will ask you to share your experience in the group.
Family activity
Connecting reading with music and emotions.
Each participating member of your family for this activity should select a book from the home librarium, read a chapter or part of the book, and take some time to reflect on:
• The tone of the reading
• The plot
• The emotion it generates
After completing the above choose a song or tune that represents or complements what they read.
Book playlist
Participant
Evaluation
Activity
Activity in general
Participation of your peers
Book(s) used
Points 1 a 3
(1 the lowest score and 3 the highest)
Your teacher will ask you to share your experience in the group.
Family activity
Identify relationships and characteristics of characters in a text.
With your family’s participation, select a short story or an item from the home librarium with several characters.
On a large sheet of paper or whiteboard, draw a mind map with the main character’s name in the center, then add branches for each secondary character, including:
• How they relate to the protagonist.
• Their main characteristics (physical, emotional or behavioral).
Discuss and respond:
• Which character is the most influential or powerful in the story and why?
• How do the relationships between the characters evolve throughout the text?
• Add your mind map.
Evaluation
Activity
Activity in general
Participation of your peers
Book(s) used
Points
1
a 3 (1 the lowest score and 3 the highest)
Your teacher will ask you to share your experience in the group.
Family activity
Get materials such as sheets of paper, cardboard or whatever your creativity or that of your family or friends think can be used to design bookmarks. They can decorate them with phrases from their favorite stories or drawings related to characters from the books they are reading. Draw one of the designs you made here.
Evaluation
Activity
Activity in general
Participation of your peers
Book(s) used
Points
1 a 3
(1 the lowest score and 3 the highest)
Your teacher will ask you to share your experience in the group.
Comprehension
Locate information on the flagship book
Following your teacher’s instructions and remembering the content of the book that was selected and read in the starter activities, do the following:
Searching for specific data
Identify accurate information in the text, such as names, dates, places, or key events in the story..
Book title
Author
Number of pages
1. Characters
• Who are the characters of the story?
• What do the important characters do?
• How do the characters get along with each other?
2. Place
• Where does the story happen?
• How does the place feel (sad, happy, mysterious)?
3. Time
• When does story happen, in the past, present or future?
• How long does it take from the beginning to the end of the story?
4. Problem (Conflict) only when applicable
• What problem do the characters have?
• How do they try to solve that problem?
• How does the story change when the problem is solved?
5. Narrator
• Who is telling the story?
• How does it make us feel what it tells us?
6. Topic or message
• What is the story all about?
• What can we learn from the story?
7. How is the story organized
• How does the story begin?
• What happens next?
• How does the story end?
• Did you like the ending? Why?
Evaluation
Activity
Activity in general
Participation of your peers
Book(s) used
Points 1 a 3
(1 the lowest score and 3 the highest)
Your teacher will ask you to share your experience in the group.
Comprehension
Identify essential information in a text.
Following your teacher’s instructions for selecting a book from the school librarium, either informational or short narrative, you should read it and write down key words that will help you answer the following questions: who, what, where, when, why and how.
Write down the key words in the table below and then answer the questions:
Key words
Answer:
• Who?
• What?
• Where?
• When?
• Why and how?
Evaluation
Activity
Activity in general
Participation of your peers
Book(s) used
Points 1 a 3
(1 the lowest score and 3 the highest)
Your teacher will ask you to share your experience in the group.
Comprehension
Interpretation and critical thinking.
Your teacher will give instructions for forming teams, as well as for selecting a text from the school librarium, making sure it is literary or informational.
Read and then answer the following questions:
Literal.Write a direct response from the text. What did the character do at the beginning of the story?
Inferential, requires inference: Why do you think the character made that decision?
Critical, analyze the author’s message or intention: What do you think of the message conveyed by the author?
Recreate in an image the part of the text that you liked the most
Evaluation
Activity
Activity in general
Participation of your peers
Book(s) used
Points
1 a
3 (1 the lowest score and 3 the highest)
Your teacher will ask you to share your experience in the group.
Comprehension
Relate the text to personal life, other texts and the world.
When your teacher tells you which book to work with, you will read a chapter or excerpt from it in order to answer the following questions:
Book title
Author
Number of pages
Number of pages read
• Text-text: What other book, movie or article does this text remind you of
• Text-life: How does this text relate to a personal experience?
• Text-world: What connection does this text have to a global event or issue?
Evaluation
Activity
Activity in general
Participation of your peers
Book(s) used
Points
1 a 3
(1 the lowest score and 3 the highest)
Your teacher will ask you to share your experience in the group.
Comprehension
Keywords and summary
Your teacher will give you directions for assigning the book with which you will work. Once you have it, you should identify essential elements of the text, i.e. write down the key words of the text and, based on them, write a brief summary of what you read.
Key words.
Summary
Evaluation
Activity
Activity in general
Participation of your peers
Book(s) used
Points
1 a 3
(1 the lowest score and 3 the highest)
Your teacher will ask you to share your experience in the group.
Comprehension
Order events to improve understanding of the narrative sequence.
For this activity, your teacher will guide you in selecting a narrative text and will also tell you whether the activity will be individual or in teams. Once you have your assigned book, you must identify the main events.
Here, draw a timeline and place the events in chronological order. When you are finished, your teacher will tell you how to present what you have found.
• Timeline
Evaluation
Activity
Activity in general
Participation of your peers
Book(s) used
Points
1 a 3
(1 the lowest score and 3 the highest)
Your teacher will ask you to share your experience in the group.
Reading log
Comprehension
By now, you have probably read some books from the school librarium and your home librarium, so we will keep a record of your reading. Please enter the information in the following table:
Note: If you have not yet read at least 10 books, each time you do so, return to this table and enter your reading record.
Title Phrases or words that caught your attention the most
What emotion did it generate in you?
Points you give to the content of the book (1–10)
Interpretration / Reflection
Understanding the meaning
After reading the pages your teacher assigns, write three sentences about what happened.
Example:
• “The chapter was about how Ana learned to ride a bike for the first time.
• Although she was afraid of falling at first, her best friend helped her and encouraged her to try.
• In the end, Ana managed to ride without help and felt very proud of herself.
Write your 3 sentences here
Answer as many of these questions as you can, if they apply to your reading:
• What did the main character do in this part of the text and why?
• What problem or challenge appeared in the reading?
• What did you learn about the secondary characters in this part?
• What words or phrases were repeated, and why do you think they are important?
• What emotion predominated in this part of the text, and how do you know?
• What do you think the protagonist is thinking at this moment?
• If you could ask the protagonist a question about this part, what would you ask?
Evaluation
Activity
Activity in general
Participation of your peers
Book(s) used
Points 1 a 3 (1 the lowest score and 3 the highest)
Your teacher will ask you to share your experience in the group.
Interpretration / Reflection
Reflect and connect with your life (critical thinking)
After reading the pages assigned by your teacher, think about how the characters acted and reflect on the following:
Example:
If you were in the protagonist’s place, would you have made the same decisions or would you have done something different? Why?
Guiding questions:
• How do you think you would feel if you were in the protagonist’s situation?
• What lesson or advice do you think the protagonist will learn from this experience? How could it apply to your life??
• If you had to give the protagonist advice on how to solve his problem, what would you say?
• ¿QWhat could you learn from this story to resolve conflicts at school, at home, or with our friends?
• Do you think this text has an important message about how to live better, or is it just a story to enjoy?
Evaluation
Activity
Activity in general
Participation of your peers
Book(s) used
Points 1 a 3
(1 the lowest score and 3 the highest)
Your teacher will ask you to share your experience in the group.
Interpretration / Reflection
Interpretation of the characters’ emotional states throughout the story.
Your teacher will give you instructions on how to select a book from the librarium. You will need to read a chapter or excerpt in order to do the following:
Create a graph or diagram showing the emotions of the main characters in the different events of the plot of the chapter you have read. Analyze how the emotions change and what factors cause them. Reflect on how these emotions help you better understand the characters and their decisions.
Be sure to write down the name or character and the emotion or emotions they express.
Evaluation
Activity
Activity in general
Participation of your peers
Book(s) used
Points 1 a 3
(1 the lowest score and 3 the highest)
Your teacher will ask you to share your experience in the group.
Solution tree
Interpretration / Reflection
This activity is based on the flagship book selected during the initial activities. Your teacher will help you remember important information. For this activity, teams will also be formed. You must follow the instructions in order to complete the activity correctly:
• One of the team members should read aloud the chapter or excerpt from the flagship book.
• Identify the main problem in the text and place it on the “trunk” of the tree.
• The “roots” will represent the causes of the problem.
• The “branches” are the possible solutions or consequences.
Write a brief summary that includes the key message or situation of the story and the outcome.
Evaluation
Activity
Activity in general
Participation of your peers
Book(s) used
Points 1 a 3
(1 the lowest score and 3 the highest)
Your teacher will ask you to share your experience in the group.
Interpretration / Reflection
Letter to the author or character
Your teacher will assign you a book from the school librarium to work with. You should take a quick look at it, considering the title, cover, back cover, and content, so that you can get a general idea of it. Then, you will write a letter to the author or main character to give them some recommendations, either questioning or supporting their decisions, or to improve the book, or change the plot or ending. You are free to write whatever you want..
Writing the letter:
Evaluation
Activity
Activity in general
Participation of your peers
Book(s) used
Points
1 a 3
(1 the lowest score and 3 the highest)
Your teacher will ask you to share your experience in the group.
Information
Identify key information in a text.
Gathering
Your teacher will show you how to select a book from the Librarium. Then, you will select a chapter or pages from the book to answer the following questions in general terms:
Writing the letter:
1. Who? (appears in the section you read)
2. What? (happens or occurs in the section read)
3. When? (the events mentioned in the section read above occur)
4. Where? (what is mentioned in the section read happens)
5. Why? (what is mentioned in the section read happens)
The challenge is to find the answers in the shortest time possible.
6. Write as many words as you can find in the text that contain the letter (m) (you must not repeat any words).
The challenge is to find the answers in the shortest time possible.
Evaluation
Activity
Activity in general
Participation of your peers
Book(s) used
Points
1 a 3 (1 the lowest score and 3 the highest)
Your teacher will ask you to share your experience in the group.
Information Gathering
Surveys and data collection
Your teacher will read aloud a chapter or excerpt from the flagship book selected in the initial activities. You must pay close attention in order to complete the following activity. Your teacher will decide whether it will be done individually or in teams:
Design a survey with closed questions (yes/no) on the topic your teacher pointed out in their reading.
Then, you will exchange the survey with another classmate or team and see how many correct answers you got.
Question 4 Yes ______________ No ______________
Question 5 Yes ______________ No ______________
Evaluation
Activity
Activity in general
Participation of your peers
Book(s) used
Points 1 a 3 (1 the lowest score and 3 the highest)
Your teacher will ask you to share your experience in the group.
Glossary
Information Gathering
Follow your teacher’s instructions for selecting a book from the school librarium. Once you have chosen a book, start reading and write down any words you don’t know. Then look up their meanings in the dictionary and make sure you write them down in alphabetical order. Afterwards, share your list with your classmates and find words you have in common.
Meaning
Evaluation
Activity
Activity in general
Participation of your peers
Book(s) used
Points 1 a 3 (1 the lowest score and 3 the highest)
Your teacher will ask you to share your experience in the group.
Information Gathering
Using the words from the glossary and the same book you used from the school librarium, create a new story, making sure to use all the words from the glossary you created.
Evaluation
Activity
Activity in general
Participation of your peers
Book(s) used
Points 1 a 3 (1 the lowest score and 3 the highest)
Your teacher will ask you to share your experience in the group.
Learning even more
Information integration
The centerpiece of this activity will be the flagship book, which was selected during the initial activities. After briefly reading a chapter or excerpt from the book, draw a map using words and images to show the important parts of the story.
Question: Who are the characters? What happened to them? What did they do?
Draw the main character in the center and, around them, show the important things they did or that happened to them.
Make a Venn diagram and write in one circle what one character did, in the other what another character did, and in the middle what they have in common.
A Venn diagram is a drawing with circles that overlap. Each circle shows something different, and where the circles overlap is what they have in common.
Guiding question: How are the characters similar? How are they different?
Evaluation
Activity
Activity in general
Participation of your peers
Book(s) used
Points 1 a 3
(1 the lowest score and 3 the highest)
Your teacher will ask you to share your experience in the group.
Learning even more
Information integration
The centerpiece of this activity will be the flagship book, which was selected during the initial activities. After briefly reading a chapter or excerpt from the book, draw a map using words and images to show the important parts of the story.
Question: Who are the characters? What happened to them? What did they do?
Draw the main character in the center and, around them, show the important things they did or that happened to them.
Make a Venn diagram and write in one circle what one character did, in the other what another character did, and in the middle what they have in common.
A Venn diagram is a drawing with circles that overlap. Each circle shows something different, and where the circles overlap is what they have in common.
Guiding question: How are the characters similar? How are they different?
Evaluation
Activity
Activity in general
Participation of your peers
Book(s) used
Points 1 a 3
(1 the lowest score and 3 the highest)
Your teacher will ask you to share your experience in the group.
Information integration
Comprehension questions about the text
This activity should be done with the flagship book. Your teacher will point out the information to be analyzed from the book that everyone selected in the initial activities in order to answer the questions that are asked.
To begin, you will recall or read selected excerpts from the beginning and end of the flagship book. This may include a brief review of the first and last chapters, as indicated by your teacher.
Your teacher will divide you into small groups, and you will analyze how the events, themes, or characters presented at the beginning of the book are reflected, developed, or resolved at the end of the book.
The groups should focus on how the scattered details at the beginning are linked to the outcome, showing the progression of the plot or themes addressed in the book.
Questions:
• What elements or situations from the beginning of the book appear at the end?
• Are there characters or events that are mentioned at the beginning and then developed at the end?
• How are these events or characters connected to each other?
• How does the ending resolve the situations presented at the beginning?
• Does the ending provide answers to questions raised at the beginning of the book?
• Is there a significant change in the characters or in the central conflict t hat reflects how the themes introduced at the beginning are resolved?
• How does the main theme evolve throughout the book, from beginning to end?
• Does the main theme of the book develop logically from beginning to end?
• What changes does the protagonist or conflict undergo in relation to the main theme?
• How does the beginning influence the way we interpret the ending?
• Does the knowledge we have at the beginning help us anticipate the end?
• How are the reader’s expectations reconfigured after reading the ending, based on what is presented at the beginning?
Connecting scattered details
• How are the scattered details between the beginning and end of the book connected?
• Are there any details or clues at the beginning of the book that become important or relevant in the dénouement?
• Which elements from the beginning are reaffirmed or changed at the end?
• How?
• What recurring symbols or elements appear at both the beginning and the end of the book? Does the knowledge we have at the beginning help us anticipate the ending?
• Is there a symbol, object, or phrase mentioned at the beginning that takes on new meaning at the end of the book?
Overall reflection on the book
• How does the relationship between the beginning and the end help us understand the overall message of the book?
• How does the conclusion of the book give meaning to everything presented at the beginning?
• Does the ending reinforce the theme or message of the book in a clear way? How?
Evaluation
Activity
Activity in general
Participation of your peers
Book(s) used
Points
1 a 3
(1 the lowest score and 3 the highest)
Your teacher will ask you to share your experience in the group.
Web browsers
Browsing digital texts and other formats
For this activity, you will need to go to the computer or technology classroom. Your teacher will select several titles and assign you one or more to research using only digital sources (websites, blogs, videos, etc.).
You must identify the source of information and evaluate its reliability (for example, is it an educational, official, or unreliable site?). After obtaining the information, submit a brief report explaining what you found about the book or books assigned to you, including whether there are several versions or editions, etc., and include links to the sources consulted.
Assigned book title(s)
Report
Evaluation
Activity
Activity in general
Participation of your peers
Book(s) used
Points
1 a
3 (1 the lowest score and 3 the highest)
Your teacher will ask you to share your experience in the group.
Web navigation path
Browsing digital texts and other formats
In this activity, you will need to follow a logical flow to find information on websites. For this activity, you will need to go to the computer or technology classroom, where your teacher will give you a previously selected official website (for example, that of a government, educational, or scientific organization).
Clear and specific task list:
• Find the most recent annual report.
• Locate a chart showing statistical data about the organization.
• Discover the organization’s mission or vision.
• Find a contact or inquiry form.
When you have completed the list, notify your teacher that you are finished and submit the following:
• Time spent completing tasks.
• Logical flow followed to navigate the site.
• Which parts of the site were easiest to explore?
• What challenges did you face and how did you solve them?
Your teacher will tell you:
• Number of tasks completed correctly.
• Whether the time spent is appropriate.
• Evaluation of the logical flow used.
Evaluation
Activity
Activity in general
Participation of your peers Book(s) used
Points 1 a 3 (1 the lowest score and 3 the highest)
Your teacher will ask you to share your experience in the group.
Browsing digital texts and other formats
Digital research on renewable energy
Your teacher will explain that for this activity you will be a kind of researcher on the topic of farm animals, and you will conduct your research using digital media, for which you will need to go to the technology classroom.
You will need to browse the internet and answer the following questions about renewable energy. Always remember to check that the sources you use are reliable. Your teacher will guide you on how to do this.
What are renewable energies and why are they important?
Research what makes them different from non-renewable energies and how they contribute to protecting the environment.
What are the main types of renewable energy and how do they work?
Investigate how energy is generated from the sun, wind, water, and other renewable sources..
What are the advantages and disadvantages of using renewable energy?
Analyze the benefits, such as reduced pollutant emissions, and the possible limitations, such as costs or resource availability.
Which countries are leading the way in renewable energy use, and what technologies are they using?
Research which countries are investing the most in renewable energy and what technologies they are implementing, such as solar panels or wind farms.
How can renewable energy help combat climate change? Explore the relationship between renewable energy and greenhouse gas reduction.
Share your answers in class following the instructions provided by your teacher.
At the end of the activity, your teacher can organize a virtual tour of a renewable energy plant or show educational videos that complement what you learned in your research.
Evaluation
Activity Points 1 a 3 (1 the lowest score and 3 the highest)
Activity in general
Participation of your peers
Book(s) used
Your teacher will ask you to share your experience in the group.
Science and Technology:
Browsing digital texts and other formats
• What is artificial intelligence and how is it used in everyday life?
• How does the immune system work when we get sick?
• What are black holes, and what happens if you get close to one?
• What is nuclear energy and how is it produced?
History and Culture:
• Who was Leonardo da Vinci and why is he important in history?
• What were the main causes of the French Revolution?
• What is the Renaissance and how did it influence Western culture?
Environment:
• What is global warming and what can we do to stop it?
• How do plastics affect the environment and what alternatives are there?
• Why is it important to conserve forests, and how can we protect them?
• What are renewable energies and how do they help us protect the planet?
• What is biodiversity and why is it essential for the health of the planet?
Health and Wellness:
• What are vaccines and how do they protect us from disease?
• How does stress affect physical and mental health?
• Why is it important to sleep well, and what happens when we don’t get enough rest?
• How does physical exercise contribute to our mental and emotional health?
Economy and Society:
• What is the circular economy and how can it benefit the environment?
• How do cryptocurrencies work and why are they gaining popularity?
• Why is recycling important, and what products can we recycle at home??
• How does teamwork affect the success of a project or company?
Evaluation
Activity Points 1 a 3 (1 the lowest score and 3 the highest)
Activity in general
Participation of your peers
Book(s) used
Your teacher will ask you to share your experience in the group.
Activity with Newspaper or Informative Text
Headline vs. Content
You must find an informative article or newspaper to evaluate whether the headline accurately reflects the content.
• 1. Read the article and explain whether the headline is accurate or sensationalist. You can suggest a new, more appropriate headline.
Accurate headline: A headline that tells the truth about what is happening in the news. It does not exaggerate or confuse, and it summarizes the most important points of the text well.
Example:
“Heavy rains cause delays in public transportation.”
The headline says exactly what happened.
Sensationalist headline: A headline that exaggerates or seeks to attract attention, even if it means confusing or frightening the reader a little. Sometimes it does not tell the whole truth or makes something seem more serious than it is.
Example:
“Transportation collapses due to terrible storm!”
It sounds very serious, but perhaps there were only a few delays.
Write the headline: _____________________________________________________________
Indicate whether it is: ____________ Accurate ____________________ Sensationalist
• 2. Continue reading and identify the key elements of a news story. Write in each space what is requested as it applies to what you are reading:
•Who? _____________________________________________________________________
•What happened? ____________________________________________________________
•When? ___________________________________________________________________
•Where? _____________________________________________________________________
•Why? ___________________________________________________________________
•How? _____________________________________________________________________
• 3. It’s time to draw up a map of ideas that will help you organize the
• information hierarchically.
Write down the central ideal: ___________________________________________________
Now the secondary ideas that develop it:
Create your mind map here, using the outline you like best and keeping the order of the ideas you identified.
Activity with Newspaper or Informative Text
Using an informative text or newspaper article again, do the following:
• 1. Select a specific news item, summarize the information, and write a summary of the news item in just three clear and complete sentences.
• 2. Select four unfamiliar or important words from the text, look up their meanings, and include them in new sentences.
Special hacks 1
How to make a cheat or crib sheet in a few simple steps?
(The secret guide to summarizing everything and surviving the exam)
What is a cheat or crib sheet?
An cheat(crib) sheet is a small, compact, hidden summary that some students use to remember the most important points during an exam. But be careful! It’s not about copying everything... It’s about reading, analyzing, and writing only what is essential.
(The mission is: to fit all the information on a large topic into a tiny space.)
Step 1: Read like a detective
Before writing, you need to know what the topic is about.
•Read your notebook or book carefully.
•Identify key ideas: dates, concepts, formulas, definitions. If you don’t understand something, don’t put it in your cheat sheet. Understand it first!
Step 2: Underline, circle, and note the essentials. Don’t write everything down. Only write down what:
•You have trouble memorizing.
•It is very important.
•You know it will probably be on the exam. Tip: Use short phrases, acronyms, drawings, or keywords. *
Step 3: Design your cheat sheet (ninja mode activated)
•Use a letter-sized sheet of paper and fold it into a zigzag shape (like a fan).
•Write a topic or subtopic on each section.
•Use small but legible writing. Space is limited!
The more organized it is, the easier it will be to find what you need.
Step 4: Make it visual and useful
•Use colors to differentiate topics.
•Draw symbols or emojis if they help you remember.
•You can add short examples.
The more you work on it, the more you will memorize it without even realizing it!
Step 5: Read it before the exam... and you may not even need it
The real trick with the cheat sheet is that as you do it, you learn.
Use it to review and repeat. You may not even take it out... because you already know it!
And if you decide to use it during the exam, remember do so discreetly (and at your own risk).
Bonus: Your cheat sheet can ber…
A mini summary to review
A lifesaver in a difficult exam
A tool to help you organize yourself better
A hack that helps you write less and understand more
Remember:: The crib sheet isn’t cheating if you use it to study and prepare better. The real magic lies in thinking, summarizing, and learning.
Activity: “Classified File”
For curious eyes (and brilliant minds) only
Objective:
Special hacks 2
Read a “secret” text, analyze clues, draw conclusions, and solve a mystery or complete a mission.
Ideal for practicing reading comprehension, inference, analysis, and teamwork.
What is it about?
Students receive a “classified file,” as if they were secret agents.
Inside are fragments of texts (which may be from history, science, literature, or real events) that contain hidden clues.
Their mission is to read, analyze, connect the dots, and discover the truth... but be careful there is false information mixed in!
Instructions:
1.Divide the class into teams of secret agents (2–4 students).
2.Give them a sealed envelope with the following message:
TOP SECRET – Only open if you are ready to discover the truth.
3.Inside the envelope are:
•Text excerpts (2 to 3 paragraphs each).
•A sheet with key questions or a mission (“Who was the real author?”, “What caused the problem?”, “What actually happened?”).
•A list of 3 true and 2 false statements that they must identify.
4.They must read everything, underline, discuss among themselves, and fill out a final report.
5.The team that correctly solves the mystery or detects all the real clues wins points or a master agent badge!
Skills you’ll work on:
•Critical reading
•Understanding main ideas
•Detecting false or ambiguous information
•Teamwork
•Oral and written argumentation
The touch that makes it irresistible:
•It is presented as something classified and exclusive.
•Some envelopes may have labels such as “Confidential – For the brave only” or “Do not open without permission from school intelligence.”
•Including fake stamps, red ink, or “fingerprints” makes it more exciting!!
Possible variations:
•Instead of texts, they can analyze images, maps, or historical graphs.
•You can link it to topics they are studying in class (the revolution, parts of the body, horror stories, etc.).
•It can be done digitally with interactive PDFs.
Activity: “Hidden Books”
Special hacks 3
Discover the texts they “don’t want you to read”...
Objective:
Encourage critical reading and analysis through texts that have been “hidden” for some mysterious reason. Students will read, discover the message behind the text, and discuss why someone would want to ban it.
What does it involve?
Students are presented with a secret collection of “hidden books.” Each text has a mark:
••“Censored text”,
••“Crossed-out text”,
••“Forgotten text”,
••“Text that was never published”.
They must read one of these texts and decide:
•Why do you think this text would be “hidden”?
•What hidden message does it contain?
•Why is it important to read it today?
What kind of texts are used?
They can be excerpts from:
•Stories with strong morals (justice, rebellion, criticism of injustice)
•Letters or statements that challenge a common idea
•Dialogues between characters who “question” something
Example: A fictional letter written by a 19th-century child laborer who dreams of going to school.
The “hidden” touch that makes it appealing:
•“School confidential,” “Do not open without permission,” “Censored by the student council.”
•Some may have words crossed out (which must be completed with logical meaning).
•We work with dim lighting or mysterious background music to set the mood.
Activity development:
1.They choose a mystery envelope with a text inside.
2.They read individually or in pairs.
3.They underline powerful ideas, phrases that impact them or make them think.
4.They answer the following questions on a “Classified Reading Report” sheet:
•What does this text say that not everyone wants to hear?
•What part impacted you the most?
•Do you think there are also “forbidden” ideas today? Which ones?
5.(Optional): Share in groups and create a mural with the most “powerful” phrases discovered.
Learning outcomes promoted:
• Critical and in-depth reading
• Analysis of implicit messages
• Empathy and reflection
• Written and oral expression
• Free thinking with responsibility
Hidden Texts Collection – Volume 1
“What they don’t want you to read…”
Hidden Text #1: “Letter from the Workshop”
Category: Censored for showing an uncomfortable reality
Dear teacher:
I wanted to go to school like my brothers, but my dad says that we need the money here at home. So, for a year now, I’ve been working in a workshop.
My hands are covered in grease, and my back hurts, but my boss says I’m fast.
Sometimes I think about books. I wonder if they’re still there, waiting for me.
Do you think a kid like me can dream again?
— Sebastián, 12 years old.
Questions for discussion:
• What message does this letter contain that might make some people uncomfortable?
• What would you do if you were Sebastián?
• Why do you think this text might have been “banned”?
Hidden Text #2: “The King Who Was Afraid”
Category: Forgotten for questioning power
One day, a king forbade his people from asking questions. No one could ask “why?” or “what for?”
But a boy, with a mischievous smile, asked aloud: “And who made you king?”
The palace shook. The crown fell. And the silence was broken.
Questions for discussion:
•• What does that last sentence mean?
•• Do you think asking questions can change things? Why?
•• Why do you think some people would not want this story to be read?
Hidden Text #3: “The Rebel Teacher”
Category: Punished for teaching differently
In a dull school, where everything was about repetition and memorization, a new teacher arrived. She didn’t ask them to copy, but to imagine.
“Imagination is useless for exams!” shouted the principal.
“Then we need different exams,” she replied, smiling. From that day on, the school was no longer dull.
Questions for discussion:
• What makes this teacher different?
• What does this story teach us about learning?
• Why would someone want to hide this story?
\2640 HIDDEN READINGS REPORT
Confidential - For reading agents only
Agent name:
Date: ______________________________________________________
Analyzed text:: _____________________________________________
1. What was the most powerful idea or part of the text?
2. Why do you think this text might have been “hidden”?
3. What important message does this text convey?
4. Do you agree with what it says? Why?
5. Did you change your mind or learn something new? Tell us about it.
Activity: “The Lost Archive”
Special hacks
A secret mission to recover hidden fragments of an important text...
Objective:
Develop comprehensive reading, content analysis, and teamwork skills through an engaging narrative that turns students into agents who must reconstruct a missing text.
What does it consist of?
A valuable text (story, legend, historical letter, or reflective article) has been fragmented and hidden by “an organization that fears students will discover its power.”
Students must recover the missing parts, read them, analyze them, and reconstruct the hidden message.
Step-by-step process:
1.Secret setting:
•You can present them with a mysterious letter:
“Reading agent: The file containing the truth has been destroyed. Only you can reconstruct it before it’s too late…”
2.Fragmentation:
•Divide a text into 5–6 parts and hide them around the classroom (or give them to different groups).
•Each part can have a visual cue, a keyword, or a symbol.
3.Reading and analysis:
•Each team reads their excerpt in secret.
•They answer: What happens in this part? What emotions does it evoke? What could it belong to?
4.Reconstruction:
•Together, they try to put the pieces in the correct order.
•They must justify their decisions: Why do they think this fragment goes first?
5.Final reflection (optional):
•Why would anyone want to hide this text?
•What did we learn by recovering it?
Examples of texts to fragment:
•An adapted version of Malala Yousafzai’s speech
•A fable with an unconventional lesson
•A fictional letter written from the future
Special touch:
•Use numbered envelopes, invisible ink, or clues with simple codes.
•Give students “Reading Agent” badges.
•You can close with a ceremony where the “file is declassified” in front of the whole group.
Classified Text: “The Garden of Forbidden Words”
Excerpt 1 (to hide or distribute)
Deep in the forest, where no one dared to speak aloud, lived a girl named Luma. She had heard that there was a secret garden where forbidden words grew... words that no one used anymore, because they caused questions.
Excerpt 2
One night, the moon whispered one of those words in her ear: “Justice,” it said. Luma didn’t know what it meant, but her heart raced. “Why would it be forbidden?” she thought.
Excerpt 3
The next morning, he began to search for other words. On a stone, he found the word “Equality” carved. On the bark of a tree: “Truth.” In the reflection of the water: “Change.”
Excerpt 4
Luma began to repeat those words softly, then loudly. Each time she did, the flowers in the garden glowed a little brighter. The birds sang louder. The wind surrounded her as if applauding.
Excerpt 5
When the forest authorities found out, they tried to silence her. But it was too late.
Other children had also heard the words. And when many voices say “justice,” “equality,” “truth”... They can no longer be silenced.
•Analysis guide (after reconstructing the text):
1.What emotions did this story evoke in you?
2.Why do you think the words were banned?
3.What does Luma represent? What does the forest represent?
4.Have you ever experienced anything similar to what Luma went through?
5.Why might this text have been “classified”?
Selection of theme and genre:
Final project
Create a short story on a topic that interests you.
You should choose a topic that you are passionate about, such as animals, history, science fiction, adventure, etc.
Write the subject:
Then, mention the literary genre (short story, poetry, fable, comic, etc.).
Research and planning:
•Information search: You should thoroughly research your chosen topic, gathering data, anecdotes, and interesting details.
•Creating an outline: Develop an outline or script where you organize the main ideas, characters, and events of your story.
Make an outline or script where you organize the main ideas, characters, and events of your story.
Character and setting development:
•Characters: Create characters with unique and defined characteristics, giving them names, personalities, and motivations.
•Setting: Describe the place where the story takes place, whether real or imaginary, paying attention to the details that make it special.
Text writing:
Draft: Write a first draft of your story, following the outline and genre you have chosen.
Proofreading and editing
Ask your family and friends to help you proofread the text to correct spelling and grammatical errors, improve fluency, and adjust the tone to the selected literary genre.
Creation of illustrations:
Create the cover illustration for your book, making sure it conveys something of its content and emotion.
Presenting your story
Your teacher will tell you how to present it in class. Be sure to explain the creative process and share your experiences.
Consider that your teacher will evaluate:
• Creativity: The originality of the story and illustrations in your story.
• Narration: The clarity and coherence of your story when you tell it.
Feedback:
Creativity
Coherence
Use of language
Presentation
Grupo