1. Download the files of the activities suggested in the MED section and make copies for students.

2. Ask students if they like animals, which ones, and if they have a pet.

3. Dicus with students what they think their pets would talk about with them if they could talk.

4. Distribute the worksheet and ask students to look at the four pictures to guess what the fable is about. It is probable they already know the fable so take advantage of that to invite them to participate.

5. Ask students to cut the four pictures, shuffle them and put them face down on their desks.

6. You may want to read the fable after students have cut the pictures. This is s a summary easy to understand and easy to follow, however, paraphrase the fable and ask students these comprehension questions,

• Was it Summer or Winter?
• Who was working so hard?
• Who was playing around?
• Wha was the ant carrying?
• Do you think the grasshopper is lazy?

7. Use the answers to these questions to help students talk about the fable, that is, that students put the answers together and have a paragraph," It was summer when the ant was working very hard...."

8. Ask students to take the cards and order the fable according to what they remember from the story.

9. Ask students to check other classmates’ cards and check if the sequence is right or wrong.

10. Confirm the sequence and ask students to color the pictures and paste them in their notebooks.

11. Continue with another very popular fable that students may already know. The purpose of the activity is for students to explore a fable so distribute the worksheet and ask students to look at the four pictures to guess what the fable is about.

12. Help with vocabulary as needed and write the keywords on the board.

13. Ask students if they think that is the right order of the fable.

14. Ask students to cut the four pictures and give them two possible sequences.

15 . Ask students to make short sentences to narrate the sequences.

1. Have the beam projector ready to show students the activities suggested in the MED section.

2. In this session, students will continue exploring fables and working with their correct sequence in order to make sense of identifying 'beginning-middle-end' based on illustrations.

3. Tell students this is the fable, “The Peacock and the Crane” so start with the first exercise, “Who is the peacock, and who is the crane? and discuss with students what possible connection these two animals may have.

4. Continue with exercise 2 and ask students to say T or F (sentence 4 is about the fable so you may leave it out).

5. Ask students at random to read these sentences and put them together in different combinations so they can talk about these animals.

6. Project the images and ask students to put the pictures in order ‘in their heads’. They cannot say the numbers aloud.

7. Choose some volunteers to come to the board and order the pictures.

8. Discuss with students the possibilities they may have and correct until you give the right sequence.

9. Ask students to work in groups of three and retell the fable by taking turns and using the pictures projected.

10. Continue with a second fable, “The Lion and the Mouse” and ask students if they know it. It is ok if they do, but ask them not to spoil the activity by telling the class what the story is about. However, they may help with correcting the sequences their classmates propose.

11. Ask students to look at the pictures on the right and describe them. Help with vocabulary and make sure this time they give you complete sentences.

12. Ask students to read the sentences on the left and help with comprehension.

13. Ask students to put the pictures in order ‘in their heads’. They cannot say the numbers aloud.

14. Choose some volunteers to come to the board and order the pictures.

15. Ask students to retell the fable in pairs by reading the sentences, not looking at the pictures, then, try the other way, students look at the pictured and you cover the sentences so they can talk about the fable.