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K–12 teaching and learning · from the UNC School of Education

Los dos reyes y los dos laberintos

This lesson focuses on the short story "Los dos reyes y los dos laberintos" written by Jorge Luis Borges. Students interpret the work through reading and group activities. The students will show their interpretation of the theme of the story through a written essay.

A lesson plan for grades 9–12 Second Languages

By Sandra Sigmon

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Learning outcomes

Students will:

  • demonstrate understanding of a piece of Hispanic literature.
  • use comprehension strategies to interpret the message of the story.
  • apply their interpretation of the story to their own views.

Teacher planning

Time required for lesson

2 days

Materials/resources

  • Paper and pencil or pen
  • Copy of the story “Los dos reyes y los dos laberintos”
  • Two venn diagrams
  • Blank transparencies for discussions of the students’ venn diagrams
  • Desks and other available objects to be used in student-made labyrinths
  • Blindfold

Technology resources

An overhead projector

Pre-activities

Students will read the story once before the class period.

The teacher will lead a class discussion, asking students to define and describe “rey” and “laberinto.”

Activities

Understanding the story

  1. Teacher will call on different students to read the story paragraph by paragraph.
  2. After the story has been read, the teacher will ask the question, “Who are the main characters?”
  3. Students will then complete a venn diagram in which they compare and contrast the two kings.
  4. The teacher will then lead a discussion of the two kings using the overhead projector and a venn diagram on an overhead.
  5. The teacher will then ask the students to compare and contrast the two laberinths with the second venn diagram.
  6. The teacher will then lead a discussion of the students’ personal venn diagrams by using the overhead projector and a second venn diagram on an overhead.

Group activity

  1. Teacher will divide class into two groups: los de Babilonia and los de Arabia.
  2. The two groups will be instructed that they will need to make a laberinth similar to those in the story. The Babilonian group will be instructed to use classroom chairs, tables, etc. to make their laberinth. The Arabian group will be instructed to find an open space in the school to have a laberinth just like that of the Arab king.
  3. One student from each group will be chosen to be the king in the labyrinth. That student will be blindfolded and will be coached how to get out of the labyrinth by their group members.
  4. The class will come back together to discuss the laberinths and the exercise of getting out of the two. The teacher will ask questions such as “How were the two labyrinths similar/different?” “Was it easy or hard to escape from the laberinths, and why?”
  5. The teacher will then lead a discussion about asking for help (as did the Arab king in the story and as did the student from each group of their other group members).
  6. The teacher will then expand the discussion to the idea of asking for help, focusing on belief in the divine(which was the case of the Arab king) and belief in things of the world(which was the case of the Babilonian king). Students will be asked to think about Borges’ presentation of both, according to the story.

Assessment

Students will be asked to present their interpretations of the story “Los dos reyes y los dos laberintos” and their views of the theme of the story in a short essay. They will also be asked in this essay to explain whether they agree of disagree with Borges’ theme.
The teacher will use a rubric to assess these essays.

Supplemental information

Comments

This lesson plan was created as a result of the March, 2005 Second Language Standard Course of Study Overview and Application regional workshop hosted by Southwest Education Alliance.

North Carolina curriculum alignment

Second Languages (2005)

Grade 9–12 — High School Level IV

  • Goal 1: INTERPERSONAL COMMUNICATION - The learner will engage in conversation and exchange information and opinions orally and in writing in the target language.
    • Objective 1.01: Communicate original thoughts with others using increasingly complex structures and expanded vocabulary, with appropriate tenses.
    • Objective 1.03: Exchange points of view, express preferences and defend opinions.
  • Goal 2: INTERPRETIVE COMMUNICATION - The learner will understand and interpret written and spoken language on a variety of topics in the target language.
    • Objective 2.05: Demonstrate the ability to move beyond literal comprehension toward more critical reading where style and mood (e.g., sarcasm, humor, irony) may be considered.
  • Goal 3: PRESENTATIONAL COMMUNICATION - The learner will present information, concepts, and ideas to an audience of listeners or readers on a variety of topics in the target language.
    • Objective 3.03: Develop in writing an organized summary, composition, report, or article.
    • Objective 3.07: Summarize, interpret, and analyze information from authentic materials or literary samples orally and in writing.
  • Goal 5: COMPARISONS - The learner will develop insight into the nature of language and culture by comparing his/her own language(s) and culture(s) to others.
    • Objective 5.09: Analyze the relationship of attitudes, behaviors, and products in the target culture and compare to his/her own culture.