DIDACTIC SEQUENCE:

THE STORY OF KWAHERI

Topic: Reading 'The Story of Kwaheri', reading comprehension, writing through the
Teacher and by themselves, ESI: diversity, respect.
Course: 6th grade, Primary Level
Foundation:
The didactic proposal centered on the novel 'The story of Kwaheri' seeks to promote
an integral development in sixth grade students, both in the linguistic field
as in the socio-emotional. Through this work, it is intended to promote understanding.
reader, develop critical thinking, promote empathy and respect for
diversity, strengthen cultural identity and stimulate creativity.
In summary, this didactic proposal seeks to harness the potential of literature to
promoting meaningful learning in students, contributing to their education
integral as critical and committed citizens with the construction of a society
more just and equitable.
Work with the students on the story 'The Story of Kwaheri' in the context of
reading comprehension and writing is essential for the overall development of the
6th grade students at the primary level. This approach allows students to explore
and to understand the richness of cultural diversity and respect for the different
identities, central themes in Comprehensive Sexual Education (CSE). Through reading
guided by the teacher, students can delve into the interpretation of the text,
identify and reflect on the values presented in the story. Later,
individual and group writing provides them the opportunity to express their own ideas and
emotions, promoting respect and empathy towards experiences and perspectives
of others. This process not only improves comprehension and expression skills
writing, but also promotes an inclusive and respectful environment in the classroom,
fundamental for the formation of conscious and committed citizens
Objects:

• Develop reading comprehension and critical analysis skills through

novel 'The Story of Kwaheri'.
• Promote reflection on cultural diversity, respect for different
lifestyles and the importance of empathy.
• Fostering a love for reading and creative writing.
• Strengthen the ability to express oneself orally and in writing clearly and
coherent.
Contents:
 • The novel "The Story of Kwaheri" by Andrea Ferrari.
• Literary genre: children's novel.
• Narrative elements: characters, plot, setting, time.
• Cultural diversity: customs, traditions, values of different cultures.
• Comprehensive Sex Education (CSE): respect for diversity, recognition of
different ways of life, gender identity.
• Language and communication: use of specific vocabulary, literary figures,
expressive resources.
ACTIVITIES
ACTIVITY 1 | MEETING WITH KWAHER
To begin, the teacher will start the class with an oral debate in which the students
they must answer the following triggering questions:
What expectations do you have about the story?
After the brainstorming session, the teacher will introduce the author and the illustrator of the
book, and will explain what a novel is. To deepen this explanation, the
students will carry out the following activities in their folders:

1. Complete the following form:

title
AUTHOR:
ILLUSTRATOR:

2. Read the biography of the author and write a brief paragraph about her.

To conclude, the teacher will propose doing a reading aloud of the first pages.
from the story, which will allow students a first approach to the narrative and its
contents. This initial reading will serve to introduce the story and generate a first
contact with history. Subsequently, the various senses of
text during the successive reading exchanges. It is essential, in this process, to go
interrupting paula temporarily the reading to identify, clarify and debate the aspects
from the story that require greater inquiry and reflection, thus ensuring an understanding
richer and more complete of the narrative.

ACTIVITY 2 | IMMERSION IN THE WORLD OF KWAHERI

In this meeting, the teacher will begin the activity by asking the students to
Review the title of the text and the name of the author. Then, pose the question: 'What
Do we know about this text? This will help to activate prior knowledge.
students and to prepare them for reading.
The students will read the text individually and then respond to the
following reading comprehension questions:
• What is the problem that Pedriel faces throughout the story?

• Pedriel needs to listen to stories in order to write them. Why do you think that
mention this "almost in secret", like a confession at the beginning of the story?

• What story does Pedriel ultimately write about the boy? Do you think the novel
written by Pedriel is 'the true story' of the boy? Why?
• What is the central theme of the story?

After answering the questions, a sharing session will be conducted in which the
students will compare their responses and opinions about the text, promoting a
discussion about the content of the story.
To consolidate the knowledge, the teacher will create a conceptual map in the
a board that will reflect the elements identified by the students, such as
characters, place, time and problem. To conclude, the teacher will ask the
students about these elements and will record their responses on the board. Then,
Each student will transfer the conceptual map to their folders.
ACTIVITY 3 | THE CHARACTERISTICS OF THE CHARACTERS
In this meeting, the teacher will propose a first approach to the students.
about the characteristics of the characters trying to answer the following
questions:
• What do we know about Luis Pedriel? Why did he 'sink into depression'?
7)
• What do we know about the boy? What do we not know about the boy,
but can we imagine?
After the exchange of ideas, the teacher will propose working in pairs to
to deepen the characteristics of Pedriel and the boy, and they will be noting characteristics
of these characters in the following 'character sheets':
A discussion and exchange of opinions will be held regarding the characters.
from the story, with the objective of examining the traits they present. The students
they will compare their perceptions of the characters, both in relation to what they say
of themselves as well as what they do not say.

The teacher will provide feedback highlighting the diversity of opinions.

especially regarding the assumptions and inferences about the
characters. This moment will be taken to return to the text and should be
descriptions proposed by the students are supported by the information from the
story.
To conclude, the teacher will pose the following question to the students:
What part of the story makes them think that the character has that?
characteristic?
The intention is to reflect on 'what we take for granted', the assumptions that
we do what the story really says and what is not mentioned explicitly.
Finally, a group conclusion will be made. The teacher will record the main ideas.
on the board and the students will write them down in their folders.

ACTIVITY 4 | TRAVELING THROUGH AFRICA

To begin the class, the teacher will propose a small oral exchange with the
students.
They will ask you: Where does the story we are going to study take place? What do you know about
Africa?
Then, the teacher will invite the students to move to the computer room to
research about Kenya. Students must look for information on customs,
traditions, fauna and flora of this country. They must record their findings in their folders.
completing the following comparative form:

KENYA ARGENTINA
CUSTOMS
TRADITIONS
FAUNA
FLORA

Finally, the students will prepare and deliver a presentation in which

They will compare the customs, traditions, fauna, and flora of Kenya with those of Argentina.

ACTIVITY 5 | REFLECTING ON DIVERSITY

To start the class, the teacher will organize the students into pairs and assign them a
fragment of the story that they will read together. Then, each pair will answer a series of
questions related to the text, using the information from the read fragment.
Finally, there will be an oral exchange in which each couple will compare their
responses with the rest of the class, encouraging oral exchange.
For the sharing session, the teacher will take into account what they were doing.
students, trying to answer the following triggering questions based on
questions from the sheet and thus begin to enter the concept of diversity:
• Why do they think or suppose that?
• What part of the story leads them to think that way?
• Do they manage to find a word or phrase related to their response? Which one?
• There are several questions that were not the same, why do you think they all were
correct?
• In this episode, are there several characters speaking, acting, expressing opinions about
from the boy and interpreting his actions? How did they realize?
• When the story says 'the greengrocer insisted irritably that that boy should be
a danger," there the prejudice of the greengrocer is shown. What does he think about the
neighbor regarding what the greengrocer says?
• What will the boy think about what the greengrocer has? How does he...
smile?
• How do we see people with different abilities?
• What actions do we take to achieve the inclusion of individuals with disabilities?
in our school environment? Will human values such as
honesty, gratitude, humility, prudence, sensitivity, and respect
for others and for oneself.

After the oral exchange, the teacher will invite the students to observe a
animated short film directed by Pedro Solís García, which tells the story of
Maria, a girl with cerebral palsy, and her friendship with a classmate. The
The short film highlights the importance of empathy, friendship, and inclusion, and emphasizes
the relevance of valuing diversity in our relationships and in society.
https://youtu.be/4INwx_tmTKw
From the observation of the video, the teacher will propose to carry out the following
activities in groups of four:
1. What has the short film conveyed to them?

2. Look for adjectives that describe the following images:

3. How do you think your class and you would react if a child with similar characteristics arrived in the classroom?

Characteristics? Do you think your way of thinking has been influenced after the
visualization of the short film?
4. Have you felt identified with María or with some of the colleagues?
Maria (observers)?
5. Do you think our society needs more people like María?
6. What is happening to the new kid? Do you know anyone with similar characteristics?
To conclude the activity, the teacher will organize a group discussion and a debate with
the students. Each student will have the opportunity to write a text
brief in which you express your own opinions on diversity, relating to the
concepts of diversity and respect with the themes addressed in the novel.

The teacher will lead the debate, encouraging students to share their ideas and
reflections. Meanwhile, he will be recording the main opinions so that the
students can copy them into their folders.
This will allow each student to reflect on the importance of the
diversity and respect in everyday life and in literature, thereby consolidating the
personal and meaningful learning.

ACTIVITY 6 | CROSS STORIES

On this occasion, the teacher will propose to carry out an activity in pairs. The
students will reflect on various aspects related to the construction of
stories. They must distinguish between the author and the narrator: the author is the one who creates the story
and the narrator is the one who tells the story within the narrative. Next, they will explore the
difference between reality and fiction; they will identify which elements of a story can
consider what is real and what belongs to the realm of fiction. Finally, they will analyze
the material that an author uses to build a story, such as characters,
scenarios and plots, and how these elements combine to form the narrative.
Students must discuss these questions with their partner and record their answers.
in their folders.
They will create the following form:

Once they have finished, the teacher will call for an exchange of opinions.
oral way.
The teacher will explain to the students that the story presents several tales that
Pedriel listened and, from them, wrote novels and stories. To work on this
concept, the students will complete a writing sheet in groups, with the objective
to identify these stories. They will be shown that the 'material' for Pedriel's novels
Yes, in reality, it is the story of other people.

Reread the story looking for the 'stories heard' that inspired Pedriel to
write and give them a name:

To conclude the activity, there will be a sharing of the titles chosen by

each group, allowing students to share and discuss their choices.
Next, they will focus on the 'confusions' generated by the differences
linguistic interactions between Pedriel and the child, who speaks Swahili while Pedriel expresses himself
In Spanish. Each student will draft an individual report based on the observations.
from Pedriel about the child. The report must include the perceptions and discoveries of
Pedriel on communication and the misunderstandings caused by barriers.
idioms, using the following example as a guide: "Pedriel discovers that the boy,
those who speak Swahili have a different way of understanding and expressing concepts that
Pedriel, speaking Spanish, does not fully understand. This difference causes
confusions and misunderstandings in their interaction, reflecting the difficulties that arise
when two different languages face each other.

To conclude, a shared discussion will be held with the entire class, creating a space for
oral exchange and listening.

ACTIVITY 7 | THE IMPORTANCE OF FAMILY

The teacher will begin the activity by guiding an oral exchange with the students.
About Kwaheri's family, asking questions like: "What is Kwaheri's family like?"
Kwaheri?” y “¿Qué ac vidades suelen realizar juntos?”
To enrich the discussion, the teacher will compare Kwaheri's family with the
Argentinian families, exploring the similarities and differences.

Subsequently, the teacher will invite the students to write a reflective text about
the importance of family, highlighting how it influences their lives and how they relate
with Kwaheri's family.
Finally, the students will compare their essays with the class, and the teacher
it will facilitate a brief exchange so that each one can comment and reflect on
the presentations of his/her classmates.

ACTIVITY 8 | CREATIVE WRITING

In this last meeting, the teacher will propose to the students to answer the
next questions individually:
• What does Pedriel know about the boy? How does he find out?
• What do you think you know, but actually do not know?
• What do you imagine? What do you base your imagination on?
• The story that Pedriel manages to write is thanks to what he knows about the boy or about it.
What did he/she fail to know? Justify your answer

A common discussion will be held.

Then, the teacher will ask them to rewrite the farewell passage in pairs from the
point of view of the boy. To do this, he will give them the following form:

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Towards the end of the story, the boy mysteriously leaves and we don't know anything more about him.
only there was a paper with a word: 'asante' (thank you).
With the information that is being expanded in the exchanges and the previous classes,
I suggest that you write a new episode from the boy's perspective.
Please note:
The story to be written must conform to the point of view of the chosen character: the boy.
You can add the details you consider necessary to express what you feel.
He thinks and knows the boy, and also what he cannot understand, but imagines.
I advise you to turn to:
*) the characterization of the boy that was done in the reading exchanges;
*) the information they have about the situation of stowaways and immigrants;
his imagination, empathy, and understanding of what can happen to a 14-year-old boy
immigrant in that situation.
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Once the students have created their first version of the new episode, the
the teacher will collect the drafts and will give each pair a text from another group to
that they conduct a peer review and a joint review.
The teacher will explain to them that it is essential to observe spelling and punctuation.
conventional, as well as maintaining the narrator's voice in the first person,
the proper use of verbs and grammatical persons, and coherence with the 'vision'
of the world
change, paying special attention to the mentioned aspects.
Finally, the teacher will review the observations made and return to each group their
draft for them to make the suggested corrections. To conclude, each group
will present their corrected work to their classmates.