Modaut Ing 3sec Ivbim - Comp. 2 (Self-Instructional Module) 2023

Catalina Romina Pons Corvetto
Perú
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Este material educativo es para uso exclusivo de los alumnos del Programa de Educación a Distancia del Liceo
Naval “Almirante Guise”
“If we want everything to go better around us,
we have to be HONEST, in order to live in a
better world!”
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INDICE
Pág.
❖ Organizador Bimestral por Competencias 4
❖ Rúbrica de Desempeño de la Competencia 2 5
❖ Secuencia de actividades para el aprendizaje 6
❖ Competencia 2: Lee diversos tipos de texto en 7
Inglés como lengua extranjera
❖ Bibliografía 32
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PROGRAMA DE EDUCACIÓN A DISTANCIA
ORGANIZADOR POR COMPETENCIAS
NIVEL SECUNDARIA PEAD

3° 2023
2020
“Siguiendo la estela de Grau y Guise”
ORGANIZADOR BIMESTRAL POR COMPETENCIAS – INGLÉS 2023
CUARTO BIMESTRE
CAMPOS
COMPETENCIA DESEMPEÑOS EVIDENCIAS
TEMÁTICOS
• Obtiene información relevante y Reading
complementaria ubicada en
distintas partes del texto en inglés Unit 4
con estructuras gramaticales de
• Making the
mediana complejidad y
vocabulario variado.
connection
• Meet the writer
• Infiere información deduciendo • Story: “What do Fish
el tema central, características y have to do with
secuencias temporales de textos Anything” by Avi
escritos en inglés acerca de • Cultural connections
festividades, lugares turísticos,
• Synonyms
intereses, rutinas, eventos
pasados, experiencias, planes, • Questionnaire
posibilidades, obligaciones, • Making meanings
Competencia 2 prohibiciones, vocabulario • Short story: “I was not
variado en contexto, así como alone” SELF-
Lee diversos clasificando y sintetizando la INSTRUCTIONAL
información y elaborando MODULE
tipos de texto en
conclusiones sobre el texto a
Inglés como partir de información explícita e
lengua implícita del texto. ENGLISH EXAM
extranjera
• Interpreta el sentido global del
texto integrando información
explícita e implícita identificando
el propósito comunicativo, ideas
principales y características.
• Reflexiona y evalúa los textos que

lee en inglés opinando acerca
del contenido, organización
textual y sentido de diversos
recursos textuales, explicando el
efecto del texto en el lector a
partir de su experiencia y
contexto.
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PROGRAMA DE EDUCACIÓN A DISTANCIA
Rúbrica de Desempeño
COMPETENCIA 2
Lee diversos tipos de texto en Inglés como lengua extranjera.
NIVELES DE LOGRO
CRITERIOS DE
EVALUACIÓN Logro destacado Logro esperado En proceso En inicio
Siempre Identifica Generalmente Identifica, con Identifica

Obtiene información relevante Identifica información dificultad, información información de un
y complementaria de relevante y relevante de un texto texto con
información un texto con complementaria de un con vocabulario vocabulario básico.
del texto vocabulario variado. texto con vocabulario variado.
escrito. variado.
-Siempre relaciona -Con frecuencia -En ciertas ocasiones - No relaciona

información ubicada relaciona información relaciona, con información
en distintas partes del ubicada en distintas dificultad, información ubicada en distintas
texto. partes del texto. ubicada en distintas partes del texto
Infiere e -Siempre infiere el -Con frecuencia infiere partes del texto. - No infiere el
interpreta propósito el propósito -En ciertas ocasiones propósito
información comunicativo, el tema comunicativo, el tema infiere, medianamente, comunicativo, el
del texto central y las ideas central y las ideas el propósito tema central y las
escrito. principales. principales. comunicativo, el tema ideas principales.
-Siempre Interpreta el -Con frecuencia central y las ideas - No Interpreta el
sentido global del texto interpreta el sentido principales. sentido global del
explicando el tema, el global del texto -En ciertas ocasiones texto.
propósito y las explicando el tema, el interpreta el sentido
características de los propósito y las global del texto: el
tipos textuales. características de los tema, el propósito y las
tipos textuales. características de los
tipos textuales.
Reflexiona y Siempre opina Generalmente opina Opina, brevemente, Opina, muy
evalúa la adecuadamente sobre sucesos e ideas sobre sucesos e ideas brevemente, sobre
sobre sucesos e ideas del texto, y lo relaciona del texto, y lo relaciona sucesos e ideas del
forma, el del texto, y lo texto.
con el contexto con el contexto
contenido y el relaciona con el sociocultural en el que sociocultural en el que
contexto del contexto sociocultural fue escrito. fue escrito.
texto escrito. en el que fue escrito.
ACTITUDINAL Envía el Módulo Envía el Módulo Envía el Módulo No envía el Módulo

Envía Autoinstructivo en la Autoinstructivo en Autoinstructivo a Autoinstructivo a
fecha establecida fecha posterior a la solicitud del maestro y solicitud del maestro
puntualmente según el Cronograma establecida en el en fecha posterior a la ni en fecha posterior
el Módulo de Actividades. Cronograma de establecida en el a la establecida en
Autoinstructivo Actividades. Cronograma de el Cronograma de
. Actividades. Actividades.
ACTITUDINAL Demuestra un Demuestra un buen Demuestra cierto No demuestra

excelente orden, orden, limpieza y orden, limpieza y orden, limpieza y
El Módulo
limpieza y claridad en claridad en la claridad en la claridad en la
Autoinstructivo la presentación de su presentación de su presentación de su presentación de su
muestra orden, Módulo Autoinstructivo. Módulo Autoinstructivo. Módulo Autoinstructivo. Módulo
limpieza y Autoinstructivo.
claridad.
TOTAL DE COMPETENCIA =
5
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This is a story about feelings and how some people close their eyes to avoid
seeing what they don’t want to see, with this attitude what they are really doing
is being blind to their own spiritual poverty.
“Don’t use your eyes to see, see with your heart.”
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The story you are going to read this term will make you think about life matters, so
before reading it, let’s warm up......
What's Your Opinion?

Rate the following opinions about life, which are expressed in the story you are going to
read. Use this scale to rank the statements:
1 = disagree,
2 = no opinion,
3 = agree.
a. "Parents need to protect their children." 3

b. "Questions that have no answers shouldn't be asked." 1
c. "Money will cure a lot of unhappiness." 1
d. "People are ashamed of being unhappy." 2
Quickwrite
From the list, choose a statement that you agree or disagree with. Explain why you
feel the way you do.
- Children need their parents to feel safe, children are exposed to unimaginable
situations. In addition, the presence and support of parents provide emotional
security for children.
Elements of literature
Character Change: When People Grow, It Shows
When people learn from things that happen to them, they change (mature). This is
true in fiction, just as it is in real life. As you read this story, you’ll watch a character grow
because of his experiences.
The writer doesn't tell you directly that this character changes. Instead, he lets the
character's actions show you what's going on. He also makes you think about why some
people learn new things from life while others remain "blind"
In stories the main character often

changes as a result of the story’s events.
MEET THE WRITER
"Don't Be Satisfied with Answers Others Give You"

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Avi (1937- ) says he became a writer out of sheer stubbornness. In elementary school
and high school, he failed many subjects, not knowing at the time that he had a serious
learning disability. Still, he was determined to prove to everyone that he could write if he
just set his mind to it. First, he tried to write plays, then novels for adults, but he had little
success. He didn't discover his true audience until he became a father and took an
interest in writing for children and young adults.
“Only when my own kids came into my life did, I start to write for young people. I was to
find what I did best. Writing for kids has been at the center of my life ever since”.
Avi offers the following advice to young people thinking of becoming writers.
“Listen and watch the world around you.

Try to understand why things happen.
Don’t be satisfied with answers others give you.
Don’t assume that because everyone believes
a thing, it is right or wrong.
Reason things out for yourself. Work to get
answers on your own.”
This is a wise
advice!
9
E
very day Mrs. Markham waited for her son, Willie, to come out of school when it was
over. They walked home together. If asked why, Mrs. Markham would say, "Parents
need to protect their children."
One Monday afternoon as they approached their apartment building, she suddenly
tugged at Willie. "Don't look that way," she said.
"Where?"
"At that man over there."
As they walked, Willie stole a look back over his shoulder. A man, Willie had never
seen before, was sitting on a red plastic milk crate* near the curb*. His matted streaky
gray hair hung like a ragged curtain over a dirty face. His shoes were torn. Rough hands
lay upon his knees. One hand was palm up.
"What's the matter with him?" Willie asked.
Keeping her eyes straight ahead, Mrs. Markham said, "He's sick." She pulled Willie around.
"Don't stare. It's rude."
"What kind of sick?"
Mrs. Markham searched for an answer. "He's unhappy," she said.
"What's he doing?"
"Come on, Willie; you know. He's begging."
"Did anyone give him anything?"
"I don't know. Now come on, don't look."
"Why don't you give him something?"
"We have nothing to spare."
When they got home, Mrs. Markham removed a white cardboard box from the
refrigerator. It contained pound cake. Using her thumb as a measure, she carefully cut
a half-inch-thick piece of cake and gave it to Willie on a clean plate. The plate lay on a
plastic mat decorated by images of roses with diamond like dewdrops. She also gave
him a glass of milk and a folded napkin.
Willie said, "Can I have a bigger piece of cake?"
Mrs. Markham picked up the cake box and ran a manicured pink fingernail along
the nutrition information panel. "A half-inch piece is a portion, and a portion contains the
following nutrients. Do you want to hear them?'
"No."
"It's on the box, so you can accept what it says. Scientists study people and then
write these things. If you're smart enough, you could become a scientist. Like this." Mrs.
Markham tapped the box. "It pays well."
* Look for the meaning of these two words on the next picture.
Willie ate his cake and drank the milk. When he was done, he took care to wipe the
crumbs off his face as well as to blot the milk moustache with the napkin.
His mother said, “Now go on and do your homework. You're in fifth grade. It's
important.”
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Willie gathered up his books that lay on the empty third chair. At the kitchen
entrance he paused. "What kind of unhappiness does he have?"
"Who's that?"
"That man."
Mrs. Markham looked puzzled.
"The begging man. The one on the street."
"Could be anything," his mother said vaguely. "A person can be unhappy for many
reasons."
"Like what?"
"Willie . . ."
"Is it a doctor-kind of sickness?
A sickness you can cure?"
"I wish you wouldn't ask such
questions."
"Why?"
"Questions that have no
answers shouldn't be asked."
"Can I go out?"
"Homework first."
Willie turned to go.
"Money," Mrs. Markham
suddenly said "Money will cure a
lot of unhappiness. That's why that
man was begging. A salesperson
once said to me, ‘Maybe you
can't buy happiness, but you can
rent a lot of it.’ You should
remember that"
The apartment had three
rooms. The walls were painted mint
green. Willie walked down the
hallway to his room, which was at
the front of the building. By
climbing up on the windowsill and
pressing against the glass, he
could see the sidewalk five stories*
below. The man was still there.
*look at the picture to find the

meaning of this word.
It was almost five when he went to tell his mother he had finished his school
assignments. She was not there. He found her in her bedroom, sleeping. Since she had
begun working the night shift at a convenience store—two weeks now—she took naps
in the late afternoon.
For a while Willie stood on the threshold, hoping his mother would wake up. When
she didn't, he went to the front room and looked down on the street again. The begging
man had not moved.
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Willie returned to his mother's room.
"I'm going out," he announced softly.
Willie waited a decent interval for his mother to waken. When she did not, Willie
made sure his keys were in his pocket. Then he left the apartment.
Standing just outside his door, he could keep his eyes on the man. It appeared as if
he had still not moved. Willie wondered how anyone could go on without moving for so
long in the chilly October air. Was staying in one place part of the man's sickness?
During the twenty minutes that Willie watched, no one who passed looked in the
beggar's direction. Willie wondered if they even saw the man. Certainly no one put any
money into his open hand.
A lady leading a dog by a leash went by. The dog strained in the direction of the
man sitting on the crate. The dog's tail wagged. The lady pulled the dog away. "Heel!"
she commanded.
The dog—tail between its legs—scampered to the lady's side. Even so, the dog
twisted around to look back at the beggar.
Willie grinned. The dog had done exactly what he had done when his mother told
him not to stare.
Pressing deep into his pocket, Willie found a nickel. It was warm and slippery. He
wondered how much happiness you could rent for a nickel.
Squeezing the nickel between his fingers, Willie walked slowly toward the man. When
he came before him, he stopped, suddenly nervous. The man, who appeared to be
looking at the ground, did not move his eyes. He smelled bad.
"Here." Willie stretched forward and dropped the coin into the man's open right
hand.
"Bless you," the man said hoarsely, as he folded his fingers over the coin. His eyes, like
high beams on a car, flashed up at Willie, then dropped.
Willie waited for a moment, then went back up to his room. From his front room he
looked down on the street. He thought he saw the coin in the man's hand but was not
sure. After supper Mrs. Markham got ready to go to work. She kissed Willie good night.
Then, as she did every night, she said, "If you have regular problems, call Mrs. Murphy
downstairs. What's her number?"
"274-8676," Willie said.
"Extra bad problems, call Grandma."
"369-6754"
"Super-special problems, you can call me."
"962-6743."
"Emergency, the police."
"911"
threshold: entrance or entryway

"Don't let anyone in the door."
"I won't."
"No television past nine."
"I know."
"But you can read late."
"You're the one who's going to be late," Willie said.
"I'm leaving," Mrs. Markham said.
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After she went, Willie stood for a long while in the hallway. The empty apartment felt
like a cave that lay deep below the earth. That day in school Willie's teacher had told
them about a kind of fish that lived in caves. These fish could not see. They had no eyes.
The teacher had said it was living in the dark cave that made them like that.
Before he went to bed, Willie took another look out the
window. In the pool of light cast by the street lamp, Willie saw
the man.
On Tuesday morning when Willie went to school, the man
was gone. But when he came home from school with his
mother, he was there again.
"Please don't look at him," his mother whispered with
some urgency.
During his snack Willie said, "Why shouldn't I look?"
"What are you talking about?"
"That man. On the street. Begging."
"I told you. He's sick. It's better to act as if you never saw
them. When people are that way, they don't wish to be
looked at."
"Why not?"
Mrs. Markham thought for a while. "People are ashamed of being unhappy."
"Are you sure he's unhappy?"
"You don't have to ask if people are unhappy. They tell you all the time."
“Is that part of the sickness?”
“Oh, Willie, I don't know. It's just the way they are."
Willie contemplated the half-inch slice of cake his mother had just given him. He
said, “Ever since Dad left, you've been unhappy. Are you ashamed?"
Mrs. Markham closed her eyes. "I wish you wouldn't ask that"
Willie said, "Are you?"
"Willie… "
"Think he might come back?"
"It's more than likely," Mrs. Markham said, but Willie wondered if that was what she
really thought. He did not think so. "Do you think Dad is unhappy?"
"Where do you get such questions?"
"They're in my mind."
"There's much in the mind that need not be paid attention to."
"Fish that live in caves have no eyes."
"What are you talking about?"
"My teacher said it's all that darkness. The fish forget to see. So, they lose their
eyes."
"I doubt she said that."
"She did."
"Willie, you have too much imagination."
After his mother went to work, Willie gazed down onto the street. The man was there.
Willie thought of going down, but he knew he was not supposed to leave the building
when his mother worked at night. He decided to speak to the man tomorrow.
Next afternoon—Wednesday—Willie said to the man, "I don't have any money. Can
I still talk to you?"
The man's eyes focused on Willie. They were gray eyes with folds of dirty skin beneath
them. He needed a shave.
"My mother said you were unhappy. Is that true?"
"Could be," the man said.
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"What are you unhappy about?"
The man's eyes narrowed as he studied Willie intently. He said, "How come you want
to know?"
Willie shrugged.
"I think you should go home, kid."
"I am home." Willie gestured toward the apartment. "I live right here. Fifth floor.
“Where do you live?”
"Around."
"Are you unhappy?" Willie persisted.
The man ran a tongue over his lips. His Adam's apple bobbed.
Willie said, "I'm trying to learn about unhappiness."
"Why?"
"I don't think I want to say."
"A man has the right to remain silent," the man said and closed his eyes.
Willie remained standing on the pavement for a while before walking back to his
apartment. Once inside his own room, he looked down from
the window. The man was still there. At one moment Willie was
certain he was looking at the apartment building and the floor
on which Willie lived.
The next day—Thursday—after dropping a nickel in
the man's palm, Willie said, "I've decided to tell you why I
want to learn about unhappiness."
The man gave a grunt.
"See, I've never seen anyone look so unhappy as you do.
So, I figure you must know a lot about it."
The man took a deep breath. "Well, yeah, maybe."
Willie said, "And I need to find a cure for it."
"A what?"
"A cure for unhappiness."
The man pursed his lips and blew a silent whistle. Then he
said, "Why?"
"My mother is unhappy."
"Why's that?"
"My dad left."
"How come?"
"I don't know. But she's unhappy all the time. So, if I found a cure for unhappiness, it
would be a good thing, wouldn't it?"
"I suppose."
Willie said, "Would you like some cake?"
"What kind?"
"I don't know. Cake."
"Depends on the cake."
On Friday Willie said to the man, "I found out what kind of cake it is."
"Yeah?"
"Pound cake. But I don't know why it's called that."
"Probably doesn't matter."
For a moment neither said anything. Then Billie said, "In school my teacher said there
are fish that live in caves and the caves are dark, so the fish don't have eyes. What do
you think? Do you believe that?"
"Sure."
"You do? How come?"
"Because you said so."
"You mean, just because someone said it you believe it?"
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"Not someone. You."
Willie said, "But, well, maybe it isn't true"
The man grunted. "Hey, do you believe it?"
Willie nodded.
"Well, you're not just anyone. You got eyes. You see.
You ain't no fish."
"Oh."
"What's your name?"
“Willie”
"That's a boy's name. What's your grown-up name?"
Willie thought for a moment. "William, I guess."
"And that means another thing."
"What?"
"I'll take some of that cake."
Willie smiled. "You will?"
"Just said it, didn't I?"
"I'll get it."
Willie ran to the apartment. He took the box from
the refrigerator as well as a knife then hurried back
down to the street. "I'll cut you a piece," he said.
As the man looked on, Willie opened the box,
then held his thumb against the cake to make sure
the portion was the right size. With a poke of the knife
he made a small mark for the proper width.
Just as he was about to cut, the man said
"Hold it!"
Willie looked up. "What?"
"What were you doing with your thumb there?"
"I was measuring the right size. The right portion.
One portion is what a person is supposed to get."
"Where'd you learn that?"
"It says so on the box, you can see for yourself." He held out the box.
The man studied the box, then handed it back to Willie. "That's just lies," he said.
"How do you know?"
"William, how can a box say how much a person needs?"
"But it does. The scientists say so. They measured, so they know. Then they put it there."
"Lies," the man repeated.
Willie studied the man. His eyes seemed bleary. "Then how much should I cut?" he
asked. The man said, "You have to look at me, then at the cake, and then you're going
to have to decide for yourself."
"Oh." Willie looked at the cake. The piece was about three inches wide. Willie looked
up at the man. After a moment he cut the cake into two pieces, each an inch and a
half wide. He gave one piece to the man and kept the other.
"Bless you," the man said, as he took the piece and laid it in his left hand. He began
to break off pieces with his right hand and one by one put them into his mouth. Each
piece was chewed thoughtfully. Willie watched him piece by piece.
When the man was done, he dusted his hands of crumbs.
"Now I'll give you something," the man said.
"What?" Willie said, surprised.
"The cure for unhappiness."
"You know it?" Willie asked, eyes wide.
The man nodded.
"What is it?"
15
"It's this: What a person needs is always more than they say."
Willie thought for a while. “Who's they” he asked.
The man pointed to the cake box. "The people on the box," he said.
Willie thought for a moment; then he gave the man the other piece of cake.
The man took it, saying, "Good man," and then ate it.
The next day was Saturday. Willie did not go to school. All morning he kept looking
down from his window for the man, but it was raining and he did not appear. Willie
wondered where he was but could not imagine it.
Willie's mother woke about noon. Willie sat with her while she ate the breakfast he
had made. "I found the cure for unhappiness," he announced.
"Did you?" his mother said. She was reading a memo from the convenience store's
owner.
"It's, 'What a person needs is always more than they say.'"
His mother put her papers down. "That's nonsense. Where did you hear that?"
"That man."
"What man?"
"On the street. The one who was begging. You said he was unhappy. So I asked
him."
"Willie, I told you I didn't want you to even look at that man."
"He's a nice man ..."
"How do you know?"
"I've talked to him."
"When? How much?"
Willie shrank down. "I did, that's all."
"Willie, I forbid you to talk to him. Do you understand me? Do you? Answer me!"
"Yes; Willie said, but in his mind, he decided he would talk to the man one more time.
He needed to explain why he could not talk to him anymore.
Bleary, dim or blurred, tired as from lack of rest
On Sunday, however, the man was not there. Nor was he there on Monday.
"That man is gone”, Willie said to his mother as they walked home from school.
"I saw. I'm not blind."
"Where do you think he went?"
"I couldn't care less. And you might as well know, I arranged for him to be gone.”
Willie stopped short. “What do you mean?”
“I called the police. We don't need a nuisance like that around here. Pestering kids.”
"He wasn't pestering me."
"Of course, he was."
"How do you know?"
"Willie, I have eyes. I can see."
Willie stared at his mother. "No, you can't. You're a fish. You live in a cave."
"Willie, don't talk nonsense."
"My name isn't Willie. It's William." Turning, he walked back to the school playground.
16
Mrs. Markham watched him go. "Fish," she wondered to herself; "what do fish have
to do with anything?"
Pestering, bothering, annoying
17
Although the United States has a welfare system, many people do not qualify for
assistance; others have no access to the system or have mental or physical problems
that prevent them from seeking aid.
How many people in America are actually homeless? Since homeless people have
no permanent residence, it is a daunting task to locate people who need help—or even
figure out how many people are actually homeless.
Before 1987, advocates for the homeless believed that more than two million
Americans were without permanent shelter. That year, the Urban Institute, located in
Washington, D.C., conducted a survey and concluded that there were between 355.000
and 445,000 homeless Americans. In 1989, writer Peter H. Rossi placed the figure as high
as half a million in his book “Down and Out in America”.
In 1990, the government tried to take an accurate count of the number of homeless
people in America. The census workers focused on one night: March 20,1990. They found
228,62 people in shelters and 49,793 people on the street
But whether the number of homeless people is 300,000 or 3,000,000 (as some
estimates claim), we can conclude that there are too many people in America who
struggle daily to find shelter.
Homeless Children
Children are the fastest-growing segment of homeless people. Although statistics on
the homeless vary, at least 100,000 children are without shelter every day in the United
States. That’s enough children to fill all the seats in three football stadiums. Most of these
children are under five years old.
Some children are homeless because their parents are, but others end up on the
streets because they leave home. There are also “throwaway” children who are evicted
from their homes because of conflicts with their parents. Homeless teenagers live
anywhere they can, like in alleys, parks, and abandoned buildings.
If you were the Mayor of a big city, what would you do to help the homeless people?
(children, youth and adults)
Homeless Children: I would order that a tour of the streets be done and they can help
these children by taking them to a shelter, where they can go to a school and
continue with their studies, also in this place they would have a place to sleep and eat
until they complete the of age and can go out in search of a job.
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Homeless Youth: In my opinion, I believe that an activity can be carried out where
large companies can make donations and a shelter is created for young people, in
exchange they would have to study and volunteer to help more people like them. It is
important to provide them with emotional support, because they are in a complicated
stage of their life, so they need good guidance.
Homeless Adults: I believe that they can be given facilities so that they can access a
job where they can earn enough money and little by little be able to achieve
economic stability.
19
1. Elements of Literature: Character
What does Willie’s action tell you about his character?
Willie is a very wise person despite his young age, he is a good-hearted child and he
shows it in the interest he shows to the beggar.
2. Critical Thinking: Evaluating

Do you think Mrs. Markham is telling Willie the truth when she says that they can’t
afford to give the beggar anything? Why or why not?
In my opinion, Willie's mother is not telling him the truth, she is lying to him because
she is a prejudiced person, she is not a person who is empathetic with the suffering of
other people.
3. Reading Skills and Strategies: Making Inferences

What can you infer about Mrs. Markham from her comment about the cake box?
I feel that Mrs. Markham tries to take care of her son, giving him an adequate
proportion so that he does not neglect her health.

Why do you think Willie asks so many questions about the beggar?
Willie is interested in knowing why the beggar is on the street; he wants to help him
with the supposed illness he has. He is a kind-hearted and empathetic child.
5. Critical Thinking: Interpreting

What does the salesperson mean when he said: “Maybe, you can’t buy happiness,
but you can rent a lot of it.”?
That even if you have all the money in the world, or with material things, you cannot
buy happiness. However, with a little bit of it you can have momentary happiness,
because with that little money you could buy some food.
6. Reading Skills and Strategies: Chronological Order

How does Willie spend his weekdays? Trace the sequence of events of a typical day
in Willie’s life.
20
a) He gets up early to go to class
b) Have breakfast
c) Does his homework
d) When he finishes, he watches some TV or starts reading.
e) Wait for his mother for dinner

What does Willie learn from the dog? Why does he grin?
Because he realizes that there is a similarity in what the dog's owner tells her pet to
do and she automatically obeys, this is related to what Mrs. Markham tells Willie to
do.
8. Critical Thinking: Speculating

Why does Willie give money to the homeless man, especially when his mother told
him to stay away from him?
Because he felt sorry for his situation and thought that with a little money he could
help him.

Why does Mrs. Markham give Willie all those phone numbers?
He gives her those phone numbers, first so she can call her neighbor in case she
needs something quickly, her grandmother's number in case her problem is a little
more complicated, her mother's number only in extreme cases, finally the number of
the police for any emergency.

When did Willie learn about the sightless fish? Why do you think he remembers them,
now that his mother has gone working?
21
Why is it so important to Mrs. Markham that her son not look at the homeless man?
Because she is afraid that she might do something to him, but she also has a
prejudiced mind regarding the homeless man because she points out that she has
an illness because of her condition when she knows that is not the case.

How do you think her attitude will affect Willie?
He hides the truth from her, but it is difficult to cover the sun with a finger. I think the
only thing he did was confuse his son more instead of explaining why the homeless
man is like this.

Why doesn’t Mrs. Markham want Willie to ask her about her unhappiness?
Because she knows that deep down she is sad or disappointed in Willie's father, since
she left, she feels a void that she does not dare to heal, much less share it with her
son.

Why does Willie bring up the sightless fish at this point in their conversation?
(Read on page 17, near the fish with no eyes)
Because for a moment there was an uncomfortable silence and he decided to

break the ice with that phrase the teacher said, so he could connect emotionally
with the homeless man and gain trust.
22
What does the homeless man’s answer suggest about his feelings?
That he is an unhappy person, but with the little they can give him he can be happy
at least for a moment.

How much time has passed since Willie last spoke with the man? (On Friday Willie
said to the man ........)
The day after the talk, he no longer found the homeless man. It was 3 days before
his mother told him that she had made him leave.
17. Critical Thinking: Interpreting

Why does the homeless man say that Willie can see?
Because he realizes that he is not like other people who are closed in on a single
reason or idea, he begins to see social problems from another point of view which
allows him to understand the reality of many people.
23
18. Critical Thinking: Analyzing
Why does the homeless man want to know Willie’s “grown-up name”? Why does
Willie have to think for a minute?
Because he wants to know if he is really ready to move from childhood to

adolescence, he is testing his maturity. Willie takes a while to think because he doesn't
even know if he's still ready to go out into the real world.
19. Struggling Readers: Finding Details

Why does Willie measure the cake the way he does?
Because his mother told him that he has to eat an inch of cake, since that was what
the box indicated and was certified by specialists that it was the correct portion for
human consumption.

What does Willie learn from the homeless man? How does it change him?
He learns that there is a different reality than the one his mother had taught him, in
short she was hiding it from him. Faced with this, Willie takes a more mature attitude
for his age and begins to realize how things really are.
21. Elements of Literature: Theme

What does the man mean when he said that what a person needed was always
more than they said.? What is his special message or idea about life?
The phrase means that many times human needs are deep, they go beyond what
can be seen or perceived.
24
25
Why does Willie give the man the other piece of cake? How has Willie grown
(matured) as a person?
He gives him the other piece of cake because he realizes that we have to do more
things than what we are told, that is, we have to change our closed or limited mind
with which our parents often raise us. Willie shows his maturity through this act
because he lets go of the manipulation or lies that he has grown up with.

Why do you think Mrs. Markham is so upset with Willie?
Firstly because she disobeyed her, when Willie spoke to the homeless man. Secondly,
I think she didn't want her to get back together with him because she wanted to
keep him away from reality.
24. Reading Skills and Strategies: Drawing Conclusions

What do you think happened to the man?
With the mother's malicious actions, I think she could have taken him to prison.

What does Willie learn about his mother? How does it change him?
He takes off the blindfold, because he realized that his mother kept him inside a
bubble that did not let him see the true reality within the context of his life.
26
Why does Willie insist on being called “William”?
Because it is his real name, he resents being called that because he feels that he is
not being a transparent person.
27. Elements of Literature: Symbols

What do the sightless fish represent or symbolize?
They symbolize people who do not realize the reality they are in, or even worse when
they evade reality.
Check Test: Fill-in-the-blank
a) In the afternoon, Willie eats a snack of cake.
b) Mrs. Markham doesn’t want Willie to talk to the

homeless man.
c) Mrs. Markham works the night shift at a

convenience store.
d) To Mrs. Markham, unhappiness can be cured with

money.
e) The homeless man is taken away by the polices.
27
First Thoughts (respond)
1. How did you feel when you learned that Mrs. Markham had called the police?
Willi was surprised by the decision his mother made. He was sad because of the
uncertainty of not knowing where the old man had been taken.
Shaping Interpretations (identify)

2. How does Willie try to help both his mother and the homeless man?
Willie first approaches the man with the intention of knowing the cure for unhappiness,
to help his mother, because he knew she was one.
3. Willie’s mother and the homeless man react differently to the information about the
fish wish no eyes. What does each one say?
The lady says that what he is saying makes no sense because fish do have eyes,
while the homeless man analyzes the analogy and tells Willie that he is not like fish,
because he does have eyes and he is not speaking in the literal sense, If not, the
child has really realized the reality of his country and that has made him look at the
world with different eyes.
4. What do you think the homeless man is trying to say to Willie? (synthesize)
That he is a good boy, with a good heart. That he leaves the bubble where his mother
has had him and that he really discovers what the world is like on his own, that he has
good things, but there is also evil.
Connecting with the Text (connect)

5. Look back at the statements you responded to before you read the story. (see on
page 12…your opinion) Has reading the story changed the way you look at these
opinions?
I have really questioned throughout the story the fact that Willie's mother wants to teach
him the things that suit him, limits him to certain things and my way of thinking regarding
mothers trying to take care of their children has changed.
Challenging the Text (evaluate)

6. Who says, “What do fish have to do with anything?” When? Does the quotation
make a good title for the story? Why or why not?
Willie's mother says that phrase, I think so, because she encourages the reader to know
the context of the phrase. But, she would also suggest another title for the story like
"Open your eyes, look around you."
SEQUENCE CHART
28
Reading Skills and Strategies:
Chronological Order: Moments in time.
When a story is told in chronological order, the events are arranged in the order in
which they happened. As you read “What do fish have to do with anything?” you must
have kept track of the events, show it by completing the story events of the sequence
chart below.
1. Monday afternoon, I saw a homeless man on the street.
2. While my mother napped that afternoon….
Willie was waiting for his mother to wake up. When she didn't, he went to the
front room and looked down the street again. The beggar had not moved.
Willie left his house to where the beggar was, he observed that many people
3. passed by him but they didn't even look at him, they just ignore him. Then
Willie came over and gave him a coin.
4. On Wednesday... He went to the old man and asked if he could come to him.
He asked her if he was happy, because his mother told him that she was not.
He told her that he was trying to learn about happiness.
5. On Thursday...
Willie left his house to where the beggar was, he observed that many people
passed by him but they didn't even look at him, they just ignore him. Then
Willie came over and gave him a coin.
Finally, after a deep talk, he realizes that the old man did not appear again. Willie's
mother, upon finding out that her son spoke with the homeless man, decided to
6.
call the police. Willie told his mother that he was like a fish with no eyes.
29
I WAS NOT ALONE
An interview with Rosa Parks by Brian Lanker from “I Dream a World”
When Rosa Parks refused to give up her seat on a Montgomery, Alabama,

Bus in 1955, her silence defiance spoke for a whole people. Her arrest
Sparked a 381-day bus boycott, which ignited the civil rights movement
and changed America. Fired from her tailoring job, she moved to Detroit,
Michigan, where she was a special assistant to Congressman John
Conyers for twenty-five years. She is the founder and president of the Rosa
and Raymond Parks Institute for Self-Development, inaugurated in 1988.
As far as I can
remember, being black in
Montgomery, we were
well aware of the
inequality of our way of
life. I hated it all the time. I
didn’t feel that, in order to
have some freedom, I
should have to leave one
part of the United States
and go to another part of
the same country just
because one was South
and one was North.
My mother believed
in freedom and equality
even though we didn’t
know it for reality during
our life in Alabama.
In some stores, if a
woman wanted to go in
to try a hat, she wouldn’t
be permitted to try it on,
unless they knew she was
going to buy it, or they
would put a bag on the
inside of it. In the shoe
stores they had this long row of seats, and all of the front seats could be vacant, but if
one of us would go in to buy, they’d always take you to the last one, to the back of the
store. There were no black salespeople.
At the Montgomery Fair (a department store) I did men’s alterations. Beginning in

December coming up to the Christmas holiday, the work was a bit heavy. When I left
30
the store that evening, I was tired, but I was tired every day. I had planned to get an
electric heating pad so I could put some heat to my shoulder and my back and neck.
After I stepped up on the bus, I noticed this driver as the same one who had evicted me
from another bus way back in 1943.
Just back of the whites there was a black man next to one vacant seat. So, I sat
down with him. A few white people boarded the bus and they found seats except this
one man. That is when the bus driver looked at us and asked us to let him have those
seats.
After he saw we weren’t moving immediately, he said, “Y’ all make it light on
yourselves and let me have those seats.”
When he saw that I was still remaining in the seat, the driver said, “If you don’t stand
up, I’m going to call the police and have you arrested.” I said, “You may do that.”
Two policemen came and wanted to know what was the trouble. One said, “Why
don’t you stand up?” I said, “I don’t think I should have to.” At that point I asked the
policemen, “Why do you push us around?” He said, “I don’t know, but the law is the law
and you’re under arrest.”
The decision was made by the three of us, my husband, my mother, and me, that I
would go on and use my case as a test case, challenging segregation on the buses.
When I woke up the next morning and realized I had to go to work and it was pouring
down rain, the first thing I thought about was the fact that I never would ride a
segregated bus again. That was my decision for me and not necessarily for anybody
else.
People just stayed off the buses because I was arrested, not because I asked them.
If everybody else had been happy and doing well, my arrest wouldn’t have made any
difference at all.
The one thing I appreciated was the fact that when so many others, by the hundreds
and by the thousands, joined in, there was a kind of lifting of a burden from me
individually. I could feel that whatever my individual desires were to be free, I was not
alone. There were many others who felt the same way.
The first thing that happened after the people stayed off was the black cab
companies were willing to just charge bus fare instead of charging cab fare. Others who
had any kind of car at all would give people rides.
They had quite a transportation system set up. Mass meetings were keeping the
morale up. They were singing and praying and raising money in the collection to buy
gasoline or tires.
There was a lot of humor in it, too. Somebody told a
story about a (white) husband who had fired the family
cook because she refused to ride the bus to work. When
his wife came home, she said, “If you don’t go get her,
you better be on your way.” Some white people who
were not wanting to be deprived of their domestic help
would just go themselves and pick up the people who
were working for them.
The officials really became furious when they saw that
the rain and bad weather or distance or any other
problem didn’t matter.
Many whites, even white Southerners, told me that
even though it may have seemed like the blacks were
being freed, they felt more free and at ease themselves.
They thought that my action didn’t just free blacks but them also.
Some have suffered much more than I did. Some have even lost their lives. I just
escaped some of the physical-maybe not all- but some of the physical pain. And the
pain still remains. From back as far as I can remember.
31
When people made up their minds that they wanted to be free and took action,
then there was a change. But they couldn’t rest on just that change. It was to continue.
It just doesn’t seem that an older person like I am should still have to be in the
struggle, but if I have to be in it then I have no choice but to keep on.
I’ve been dreaming, looking, for as far back as I had any thought, of what it should
be like to be a human being. My desires were to be free as soon as I had learned that
there had been slavery of human beings and that I was a descendant from them. If
there was a proclamation setting those who were slaves free, I thought we should be
indeed free and not have any type of slavery put upon us.
“To avoid all kinds of injustice it is necessary to make people

respect our own rights so that we can be capable to protect and
defend others.”
“The word segregation doesn’t exist in God’s dictionary, so wipe it

out of your life.”
Have you ever met with an injustice that changed your view of the world?
Describe your experience and how you felt about it.
I don't remember having witnessed an act of discrimination live, but I do remember a

lot about the case of George Floyd, a black man was murdered at the hands of United
States police officers. This happens because he went to a store to buy cigarettes, and
the seller indicated that the bill with which he paid was fake, so he followed protocol
and called the police. The police officers arrived at the establishment, George refused
to be arrested, so Derek, one of the police officers, threw me to the ground and put his
knee on his neck until he was lifeless. It was a very well-known case everywhere, and
it makes me think about the fact that the rights we have are not respected, they do not
have any law to support them and that saddens me. At the end of the day we are all
equal, we deserve the same opportunities, the same value as a person, and above all
we deserve to be treated with respect.
32
Elements of Literature; Introductory Course, by Holt, Rinehart and Winston;
Harcourt Brace-Company
Headway: Intermediate student’s book by Liz & John Soars
Headway: Intermediate teacher’s guide by Liz & John Soars
Cambridge 3 English for schools Student’s book Three by Andrew Littlejohn
& Diana Hicks
Cambridge 3 English for schools Workbook Three by Andrew Littlejohn &
Diana Hicks
Cambridge 3 English for schools Teacher’s guide Three by Andrew Littlejohn
& Diana Hicks
Cambridge 4 English for schools Student’s book Four by Andrew Littlejohn
& Diana Hicks
Cambridge 4 English for schools Teacher’s guide Four by Andrew Littlejohn
& Diana Hicks
Cambridge 4 English for schools Workbook Four by Andrew Littlejohn &
Diana Hicks
Oxford Advanced Learner’s Dictionary of Current English by As Hornby
https://www.oxfordlearnersdictionaries.com/definition/english/a-s-hornby
Cambridge Dictionary by Cambridge University
https://dictionary.cambridge.org/dictionary/learner-english/
English 4 u / Grammar online exercises
https://www.english-4u.de/grammar_exercises.htm
33
34
35
2024
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Catalina Romina Pons Corvetto

❖ Organizador Bimestral por Competencias 4

❖ Rúbrica de Desempeño de la Competencia 2 5

❖ Secuencia de actividades para el aprendizaje 6

❖ Competencia 2: Lee diversos tipos de texto en 7

Inglés como lengua extranjera

NIVEL SECUNDARIA PEAD

• Reflexiona y evalúa los textos que

Siempre Identifica Generalmente Identifica, con Identifica

-Siempre relaciona -Con frecuencia -En ciertas ocasiones - No relaciona

ACTITUDINAL Envía el Módulo Envía el Módulo Envía el Módulo No envía el Módulo

ACTITUDINAL Demuestra un Demuestra un buen Demuestra cierto No demuestra

“Don’t use your eyes to see, see with your heart.”

What's Your Opinion?

a. "Parents need to protect their children." 3

In stories the main character often

MEET THE WRITER

"Don't Be Satisfied with Answers Others Give You"

“Listen and watch the world around you.

*look at the picture to find the

threshold: entrance or entryway

Bleary, dim or blurred, tired as from lack of rest

Pestering, bothering, annoying

2. Critical Thinking: Evaluating

3. Reading Skills and Strategies: Making Inferences

4. Elements of Literature: Character

5. Critical Thinking: Interpreting

6. Reading Skills and Strategies: Chronological Order

7. Elements of Literature: Character

8. Critical Thinking: Speculating

9. Reading Skills and Strategies: Making Inferences

10. Reading Skills and Strategies: Chronological Order

12. Critical Thinking: Speculating

13. Critical Thinking: Speculating

14. Elements of Literature: Character

Because for a moment there was an uncomfortable silence and he decided to

16. Reading Skills and Strategies: Chronological Order

17. Critical Thinking: Interpreting

Because he wants to know if he is really ready to move from childhood to

19. Struggling Readers: Finding Details

20. Elements of Literature: Character

21. Elements of Literature: Theme

23. Critical Thinking: Speculating

24. Reading Skills and Strategies: Drawing Conclusions

25. Elements of Literature: Character

27. Elements of Literature: Symbols

Check Test: Fill-in-the-blank

a) In the afternoon, Willie eats a snack of cake.

b) Mrs. Markham doesn’t want Willie to talk to the

c) Mrs. Markham works the night shift at a

d) To Mrs. Markham, unhappiness can be cured with

e) The homeless man is taken away by the polices.

Shaping Interpretations (identify)

Connecting with the Text (connect)

Challenging the Text (evaluate)

1. Monday afternoon, I saw a homeless man on the street.

2. While my mother napped that afternoon….

An interview with Rosa Parks by Brian Lanker from “I Dream a World”

When Rosa Parks refused to give up her seat on a Montgomery, Alabama,

At the Montgomery Fair (a department store) I did men’s alterations. Beginning in

“To avoid all kinds of injustice it is necessary to make people

“The word segregation doesn’t exist in God’s dictionary, so wipe it