LA LEYENDA DE LA LLORONA EMBEDDED READING

[Pages:30]LA LEYENDA DE LA LLORONA

EMBEDDED READING

Adaptation by Bryce Hedstrom Illustrations by Bryce Hedstrom & Chris Poquette

Thanks to Michele Whaley & Laurie Clarq for guidance and suggestions

Copyright ? 2014, Bryce Hedstrom

CONTENTS

Notes for the Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Embedded Story Versions

Version 1A

........................................................ 6

Version 1B

........................................................ 6

Version 1C

........................................................ 6

Version 1D . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Version 1E

........................................................ 8

Version 1F

........................................................ 9

Version 1G . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Version 1H Final & Complete Version . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Sample Lesson Plans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Activities & Assessments Vocabulary Pre-View / Check-Up / Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Version 1A Sample Gestures for New Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Version 1A Oral Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Version 1B Oral Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Version 1B Cloze Activity with Pictures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Version 1C Sample Gestures for New Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Version 1C Oral Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Version 1D Coaching for Actors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Version 1D Oral Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Version 1E Sample Gestures for New Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Version 1E Drawing the Story & Added Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Form to Draw the Story . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Version 1F Sample Gestures for New Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 The Difference between Legends and Other Kinds of Stories . . . . . . . . . . . . . . . . . . . . . . 24 Version 1F Cloze Activity with Blanks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Vocabulary to Help Students Write Version 1F . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 La Leyenda de La Llorona Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 Higher Level Thinking Questions (In English) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 La Leyenda de La Llorona Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Blanks to Write the Story in the Past . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

Copyright ? 2014, Bryce Hedstrom

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NOTES FOR THE TEACHER:

WORD CHOICE Each version of the story is written with tightly controlled, carefully selected vocabulary. High frequency words are the target, words that students can use in a variety of language situations.

WORD COUNT The entire legend is woven in and expanded at every step. Details keep appearing with each new version. There are always some unanswered questions in every version all along the way, but the entire story is there. Here is how the story grows numerically and conceptually:

Total Words

in Story

Version 1A

20

Added Vocabulary (New and familiar)

5

Additions to Story Bare bones version of the legend

Version 1B

42

5

Her children cry a lot. Her children die.

Version 1C

104

7

She has a husband. Her husband leaves.

Version 1D 162

7

Her husband does not come back.

She is poor. Her children are hungry. She returns to the river to looks for her children.

Version 1E

231

6

Mar?a is crazy.

She jumps into the river and dies.

She returns in the night and looks for her

children.

Now she is called La Llorona.

Version 1F

281

7

People believe this story is true.

People have seen her in the night.

Version 1G 355

11

Maria thinks everything is great with her family.

She thinks of a plan to get rid of her children.

She is sorry for what she has done.

Version 1H

428 ______ 1,623

13

People say that this really happened.

Her husband leaves with another woman;

La Llorona either kills children she finds in the

night, or she takes them away to be her children

forever (!).

There are 1,623 total words in all versions, which is about half the total amount of words in a short language learner novel. If they read each of these as they are presented, then review all of the versions a couple of times, students will have read almost 5,000 words in interesting, comprehensible Spanish. Not bad.

WHY SHOULD WE CARE ABOUT LEGENDS? We need to teach our students to treat legends with more respect. The famous British writer and

philosopher G.K. Chesterton (1874 -1936) put it this way:

Copyright ? 2014, Bryce Hedstrom

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"It is quite easy to see why a legend is treated, and ought to be treated, more respectfully than a book of history. The legend is generally made by a majority of the people in the village who are sane. The book is generally written by the one man in the village who is mad."

G.K. Chesterton, Orthodoxy (Colorado Springs: Shaw, 1994). P. 47

The legend of La Llorona is one of most well-known and enduring Hispanic folk tales in the Southwestern U.S. and Mexico. The tragic story of the young mother that murders her children in a moment of despair has had staying power for centuries. There are similar stories in other cultures. The ancient Greeks, for example, had the legend of Medea, who also drowned her children. But the difference with La Llorona is that the murdering mother becomes a cursed wraith doomed to wander endlessly in search of her children.

In Hispanic culture there are scores of versions of the La Llorona legend and it is kept alive in our time through storybooks, recordings, and particularly the oral storytelling tradition that is passed down from generation to generation. Grandparents and other storytellers in almost every Spanish-speaking community in the U.S. and Mexico will tell a version of it to children.

WHAT IS IT ABOUT THIS PARTICULAR LEGEND THAT FASCINATES PEOPLE? This story keeps our attention because it deals with archetypes, common scenarios and recognizable feelings and fears:

loving wife single mother crazy mother irritating children victimized children love family abandonment

helplessness poverty loneliness need desperation impulsiveness murder suicide

repentance consequences fear darkness open water the unknown

WHAT DO STUDENTS NEED TO KNOW BEFOREHAND? The assumption is that students already know:

1) A few question words: where, to where, who, why, how many, what

2) Some basic vocabulary and structures in the language, such as: there is, lives, is, is called, goes, has, looks at, is happy, in, from, with

OTHER NOTES ABOUT THIS LESSON We help students through this legend step by step; we do not just assign it to them.

This is a teaching model. Opportunity to reflect and learn is built in all along the way. There are metacognitive pieces for teachers between many versions:

? There is added dialogue beginning in version D, which brings the story to life even more.

? Some new words are repeated many times in the story and in the questions. We want to be sure students acquire them. Notice the word vuelve, for example.

? Vocabulary and structures are added go in between all parts of the story in every version. They are not just tacked on to the end of the story.

Copyright ? 2014, Bryce Hedstrom

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? Not every single addition to the story is a brand new word. Typical level I students will already know many of the added words. Some additions are "easy" vocabulary (such as grande and r?pido). This can be a relief and a confidence booster for students. ? There are many unanswered questions all along the way in this story. There are many specifics that are not revealed in the story; some are revealed in later versions, some are never revealed. Teach students to say No sabemos (We don't know) when one of these questions is asked. This is another bit of metacognition--helping them to realize what they do not know. ? This authentic legend is depicts cruelty and violence; it is not a Disney story. Some students (or parents and teachers) may be uncomfortable with the issues raised in it. But rather than ignoring these feelings, stories can be used to help children work through the difficult issues in their own lives. That has always been one big benefit of telling legends and fairy tales. Stories like this, where characters deal with familiar feelings, can help children come to terms with their own dilemmas. See Bruno Bettelheim's classic book, The Uses of Enchantment for more on this. ? There is no need to complete every single version of the legend nor do every single activity. Because each version of the story is complete, teachers can end the series of lessons at any point along the way to match their time constraints.

Copyright ? 2014, Bryce Hedstrom

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VERSI?N 1A

LA LEYENDA DE LA LLORONA

una/la mujer a /the woman

sus hijos

her children

va a

goes to

un r?o / el r?o a river/the river

empuja

Hay una mujer. Tiene dos hijos.

Va a un r?o con sus hijos.

Empuja a sus hijos en el r?o.

(20 words)

pushes

VERSI?N 1B

LA LEYENDA DE LA LLORONA

bonita

pretty

grita

yells

familia

family

llora

cries

se muere

dies

Hay una mujer bonita. La mujer tiene una familia. Tiene dos hijos.

Pero sus hijos gritan y lloran. Gritan y lloran mucho.

La mujer va a un r?o con sus hijos. Empuja a sus hijos en el r?o. Sus hijos se mueren.

(42 words)

VERSI?N 1C

LA LEYENDA DE LA LLORONA

esposo

husband

ahora

now

guapo

handsome

est? triste

is sad

se va

leaves, goes away es pobre

is poor

otra vez

again

Hay una mujer bonita. La mujer se llama Mar?a. Mar?a tiene una familia. Tiene un esposo guapo y dos hijos.

Pero el esposo de Mar?a se va. Ahora Mar?a no tiene esposo. Ahora est? triste. Ahora es pobre. Los hijos de Mar?a gritan y lloran. Gritan y lloran mucho.

Un d?a, Mar?a va a un r?o. Sus hijos van con ella. Lloran y gritan. Y...?Mar?a empuja a sus hijos en el r?o! Sus hijos se mueren, y ella se va.

Pero Mar?a va al r?o otra vez. Mira el r?o. Ahora ella est? muy triste. Llora. Llora mucho.

Mar?a grita:

--?Mis hijos! ?Mis hijos!

(104 words)

Copyright ? 2014, Bryce Hedstrom

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VERSI?N 1D

LA LEYENDA DE LA LLORONA

adorables

adorable quieren comer they want to eat

est?n contentos they are happy quieren ver they want to see

vuelve

returns ?D?nde est?? where is?

busca

looks for

Hay una mujer bonita. Se llama Mar?a. Mar?a tiene una familia. Tiene un esposo guapo y dos hijos adorables. Est?n contentos.

Pero un d?a, el esposo de Mar?a se va y no vuelve. Ahora Mar?a no tiene esposo. Ahora est? triste. Ahora es pobre. Los hijos de Mar?a lloran mucho. Quieren comer. Quieren ver a su padre. Gritan:

--?D?nde est? pap?? ?D?nde est? pap??--. Pero ?l no vuelve.

Un d?a, Mar?a va a un r?o. Sus hijos van con ella. Ellos quieren ver a su padre. Quieren comer. Gritan:

--?Quiero ver a pap?! ?Quiero ver a pap?! --y --?Quiero comer! ?Quiero comer!

Mar?a mira a sus hijos, y mira el r?o. Y... ?empuja a sus hijos en el r?o! Sus hijos se mueren, y ella se va.

Pero Mar?a vuelve al r?o otra vez. Vuelve y busca a sus hijos. Ella llora y grita:

--?Mis hijos! ?Mis hijos! ?D?nde est?n mis hijos?

Y Mar?a busca a sus hijos por mucho tiempo.

(162 words)

Copyright ? 2014, Bryce Hedstrom

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VERSI?N 1E

LA LEYENDA DE LA LLORONA

est? loca

is crazy

la noche

the night

salta

jumps

tambi?n

also

La Llorona The Weeping Woman

por fin

finally

(1) Hay una mujer bonita. Se llama Mar?a, y tiene una familia. Tiene un esposo guapo y tambi?n tiene dos hijos adorables. Est?n contentos.

(2) Pero un d?a, el esposo de Mar?a se va y no vuelve. Ahora Mar?a no tiene esposo. Ahora est? triste. Tambi?n es pobre. Los hijos de Mar?a lloran mucho. Quieren comer. Tambi?n quieren ver a su padre. Gritan:

--?D?nde est? pap?? ?D?nde est? pap??--. Pero ?l no vuelve.

(3) Un d?a, Mar?a va al r?o. Sus hijos van con ella. Ellos quieren ver a su pap?. Quieren comer. Lloran y gritan:

--?Quiero ver a pap?! ?Quiero ver a pap?! --y tambi?n --?quiero comer! ?quiero comer!

(4) Mar?a mira a sus hijos, y mira el r?o. Y... ?empuja a sus hijos en el r?o! Sus hijos se mueren y ella se va.

(5) Pero en la noche Mar?a vuelve al r?o otra vez. Busca a sus hijos. Ella llora y grita:

--?Mis hijos! ?Mis hijos! ?D?nde est?n mis hijos?

Y busca a sus hijos por mucho tiempo, pero sus hijos no est?n. Mar?a est? loca y est? triste.

(6) Por fin, ella salta en el r?o, y se muere tambi?n.

(7) Pero en la noche, Mar?a vuelve. Vuelve a los r?os y busca a sus hijos. Pero ahora no se llama Mar?a. Ahora se llama La Llorona porque llora, y tambi?n grita en la noche:

--?Mis hijos! ?Mis hijos! ?D?nde est?n mis hijos?

(8) Section #8 & drawing #8 will be added in a later version. (231 words)

Copyright ? 2014, Bryce Hedstrom

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