La araña, leyenda quechua | Reading and activities in Spanish

La araña is a quechua legend and origin story for spiders. It is about a quechua princess who was spoiled and did not take care of her people and was transformed into a creepy black creature by a goddess.

This resource features three versions of La araña, all written in Spanish: Simplified, Standard, and Complex. Each version of the legend is accompanied by a 1-page comprehension worksheet and a whole-class game or activity. Use each version in a different level of Spanish, or work through all three in sequence to support comprehension for the most complex version. All three versions of the story contain glossaries.

Excerpts from each of the versions are shown in the product preview.

SIMPLIFIED: The Simplified version is a one-page text written with high frequency words in the past tense. It may be understandable to students in Spanish 2, especially if the class uses a communicative, Comprehension-based approach with a strong focus on extensive reading and listening. *Shown in thumbnail

STANDARD: The Standard version is a 2-page text with many details and compound sentence structures. Although it relies heavily on high frequency words and cognates, it uses a broader vocabulary range than the Simplified version. It may be understandable to students in their second or third year of Spanish, depending on whether they have been in courses that have a strong focus on extensive reading and listening. *NOT shown in thumbnail

COMPLEX: The Complex version is a 2-page biography with many details, a broad vocabulary range, and complex sentence structures. It may be understandable to students in their third or fourth year of Spanish, depending on whether they have been in courses that have a strong focus on extensive reading and listening. *Shown in thumbnail

SUGGESTIONS FOR USE:

• The whole class reads the same version
• Differentiate by distributing different versions to different students, and use the whole-class activities for the most simple of the versions distributed
• Students work in pairs to read two versions and identify facts that appear in each
• Read all three versions in sequence, layered in with the whole-class activities provided
• Teach the same lesson in multiple levels, modifying complexity
• Use for sub plans or too-sick-to-teach-days in multiple levels
• Add to class library and let students self-select which text is an appropriate challenge for themselves
• Laminate text on one side and comprehension activities on another and use as part of a Fast Finisher System

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