Vocabulary segregación racial marchas huelgas peticiones trabajadores migratorios sindicato trabajo infantil. Comprehension Compare and Contrast

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1 Teaching Plan EDL Level 40 Guided Reading Level P Lexile Measure 700L Who are some people who have changed the world? How did these people help others make the world a better place to live? Read about the lives of five brave and determined men and women in Ellos cambiaron el mundo. Nonfiction Genre Biography Nonfiction Features Captions Contents Headings Index Labels Maps Sidebars Timelines Text Structure Cause and Effect Chronological Description segregación racial marchas huelgas peticiones trabajadores migratorios sindicato trabajo infantil Comprehension Compare and Contrast Writing Write a biography. Content Area Connections: History Recognize that people around the world have freedoms, rights, and responsibilities as citizens of a nation. Identify individuals who have contributed to and influenced their community or the world for the better. Curriculum Support You may want to use Ellos cambiaron el mundo when teaching the following social studies topics: Civil rights Citizenship

2 1 Introduce the Book Introduce the Nonfiction Genre: Biography Display the cover and read the title and author s name. Tell students that this book is a biography. Explain that a biography is written to tell information about a person s life. Tell students that the subject of a biography is usually someone important or famous. Point out that generally the author tells only facts about the person and arranges the facts and events of the person s life in chronological order. Show students that the book is divided into five sections. Explain that each section presents the story of an individual who made an impact on society. Encourage students to name people whose biographies they have read or whose biographies they would be interested in reading. Nonfiction Text Features Maps: Turn to the map on page 4, and point out that maps show geographic features such as continents, countries, oceans, and cities. A map identifies these features and shows where on Earth they are located. Sidebars: Have students look at the sidebar on page 5. Explain that sidebars provide the reader with additional information related to the main text. They are often set off with a background tint or rule. Timelines: Draw attention to the timeline on page 8. Point out that the dates are arranged in chronological order. Explain that the dates and statements on the timeline summarize important events related to the individual. This timeline is organized in chart form, but often the dates for a timeline are organized along a horizontal line. Index: Point out the index on page 24. Explain that an index lists the book s topics and the page numbers in the book where information on those topics can be found. The index helps readers quickly find the information they want. Introduce You may want to introduce the following words and concepts before reading: segregación racial: separación de personas de diferentes razas marchas: caminatas organizadas por un número de personas en contra o a favor de determinadas cosas huelgas: actos cuando una persona o grupo de personas rehúsa hacer algo hasta que se cumplan ciertas demandas, o como forma de protesta peticiones: cartas que muchas personas firman para solicitar que se cambie algo trabajadores migratorios: trabajadores que van de un lugar a otro a recoger cosechas sindicato: grupo de trabajadores que se une para proteger y promover sus intereses cuando negocian con sus patrones trabajo infantil: empleo ilícito de personas por debajo de la edad legal de trabajo Preview and Predict Let students look again at the cover of the book and ask them to preview the contents and the headings. Have students look at the photographs, and ask if they recognize any of the people. Also talk about what countries these people are from. Por qué piensan que estas personas son importantes? Activate or Build Background A menudo se escriben biografías acerca de personas que son líderes. Suggest that students choose a person whom they think is a leader and then think about the qualities and traits that person has. Begin a word web with the question Qué es lo que hace a un líder? in the center circle. In the outer circles of the web, have students write about the qualities and traits they think a leader should have. As students read, they will take notes on the leadership traits of the five people discussed.

3 2 Read the Book SET THE PURPOSE pages 2 8 As students read, ask them to think about the character traits Nelson Mandela has. Cómo piensas que estas características lo ayudaron a convertirse en un exitoso líder? segregación racial, marchas, huelgas pages 9 12 Explain that Australia s Aboriginal people did not always have equal rights. As students read, have them list three ways Faith helped the Aboriginal people and others. peticiones pages As students read, have them think about why César fought to make a difference. Have them compare César s cause to Nelson s cause. trabajadores migratorios, sindicato Qué motivó a Nelson a hacerse abogado? Identify Cause and Effect Cómo piensas que las leyes de segregación racial impactaron la vida de Nelson? Synthesize Tras graduarse en Johannesburgo, Nelson participó en varias actividades. Enumera tres de las cosas que logró antes de ser llevado a juicio en Sequence of Events Point out the map on pages 2 and 3. Explain that this map shows the places the people in the book come from. Qué notas acerca de estos lugares? Cómo apoya esto el tema del libro? Turn to the timeline on page 8. Por qué crees que los autores seleccionaron estos datos para ponerlos en la línea cronológica? Qué sucedió cuando Faith tenía catorce años que hizo crecer su interés en los derechos humanos? Identify Cause and Effect After students read pages 11 12, have them summarize in their own words how Faith helped Aboriginal people get equal rights. Summarize En qué se parecen y en qué se diferencian Nelson y Faith? Compare and Contrast Point out the sidebar on page 10. Remind students that a sidebar presents interesting or important information that is not presented in the text. Qué nos dice esta columna lateral que nos permite comprender mejor esta biografía? Have students read the captions on pages 11 and 12. Point out that the captions describe or tell about the photographs. Comprenderías las fotografías sin los pies de foto? Cómo prepararon a César los primeros años de su vida para su trabajo como organizador de sindicato? Analyze Por qué César encabezó una huelga contra los cultivadores de viñedos? Identify Cause and Effect Qué hicieron tanto Nelson como César para protestar contra el tratamiento injusto de la gente? Compare and Contrast Have students examine the label under César s photograph on page 13. En qué se diferencia este rótulo del rótulo bajo la fotografía de Nelson (página 4) y el rótulo bajo la fotografía de Faith (página 9)? Por qué? Point out the sidebar on page 16. Remind students that a sidebar presents interesting or important information that is not included in the main text. Por qué los autores incluyen en esta pagina información adicional acerca de los sindicatos?

4 pages As students read, have them think about the different ways these individuals got people to listen to them. Encourage students to list three ways that Medha got people s attention. Qué sucedería a las aldeas junto al río Narmada si el gobierno construye una represa? Identify Cause and Effect Piensas que Medha podrá impedir que el gobierno de la India construya represas en el futuro? Predict Qué hicieron Nelson Mandela, César Chávez y Medha Patkar para protestar contra el tratamiento injusto de la gente? Compare and Contrast Point out the timeline on page 20. Por qué algunas de las fechas en esta línea cronológica solamente se refieren a un año y otras se refieren a varios años? Have students look at the photographs and read the captions on pages 20 and 21. Cómo ayudan las fotografías y los pies de foto para que los lectores comprendan a Medha Patkar? pages Explain to students that people of all ages have made a difference in this world. Suggest that as they read, students think about how children can make a difference, too. trabajo infantil Por qué piensas que el artículo de periódico indignó a Craig y lo hizo querer ayudar a los demás? Make Inferences Te ayudan las fotografías de la página 23 a comprender lo que Craig hace? Qué otras fotografías o ilustraciones serían útiles? Critique Qué crees que piensan los autores acerca de las cinco personas del libro? Cómo lo sabes? Understand Author s Viewpoint Point out the map on page 22. Explain that the labels on this map identify a city and a country. Por qué está incluido este mapa en esta biografía? Turn to the index on page 24. Explain that readers can use the index to find the information they want. Qué páginas mirarías para leer acerca de trabajadores migratorios? ESL/ELL Strategy To make sure students understand the concepts of fair and unfair, set up a simple scenario to discuss with them: Suppose there was a rule that said children wearing certain color clothing could not play on the playground, but all the other children could. Would that rule be fair or unfair? Why? Explain that if people think the rule is unfair, they will try to change the rule. The people in this book saw things they thought were unfair, so they worked to change those things. Reread the Book After students reread the text, divide the class into small groups and have the groups use the graphic organizer on the back cover to make a timeline for one of the biographies. Remind students to look at the timelines on pages 8 and 20 to see how to summarize the key events. Discuss the text organization of the book. Cómo se divide el libro en secciones? Qué tienen en común las personas de estas biografías? Ask students to suggest other people to include in a book of biographies about people who changed the world. Answers to Student Book Questions 1. En una biografía, a menudo se trata acerca de más de una persona, y el autor no es una de las personas sobre las que habla el libro. 2. Las respuestas variarán. 3. Las fotografías ayudan a que la gente recuerde las contribuciones de estos individuos y también a inspirar a la gente de todas partes a que ayuden a los demás pongan su grano de arena en el mundo. 4. Las respuestas variarán. 5. Las respuestas variarán.

5 3 Learn Through the Text SOCIAL STUDIES: Working for Equal Rights for All People Use Ellos cambiaron el mundo to reinforce your teaching about civil rights around the world. Reinforce that the main idea of civil rights is that all citizens in a nation should be treated the same way, with no one person or group being treated differently from any other person or group. Divide the class into five groups. Assign each group one of the five people in the book or other people who have made a difference. Have the groups reread the text about their person or do research on their person. Students should record how people were being treated unfairly and how their person worked to end this unfairness. Invite students to present their findings to the class. COMPREHENSION: Compare and Contrast Tell students that when they read, they can compare and contrast, or tell how people, facts, and ideas are alike and different. Explain that comparing and contrasting makes it easier to understand and remember information they read. Make a Venn diagram. Label the left circle Faith Bandler, the right circle César Chávez, and the middle section Ambos. Have students reread the text and identify how these two people are alike and how they are different. Explain that similarities are written in the Ambos section and differences are written in each of the appropriate circles. Fill in the diagram as a group. Have students work in pairs to compare and contrast two other people from the book. Ask each pair to reread the text, and write how the two people are alike and different in the appropriate section of their Venn diagram. WRITING Write a Biography Have students use what they have learned about biographies to write a short biography of a person they admire. Have students choose the subject of their biography. Have them research at the library or on the Internet or conduct interviews with the person, if possible, to gather information. Using the organization of one of the biographies in the book, show students how the information in the biography is arranged in chronological order. Point out the use of signal phrases such as en 1942, ese mismo año, and en los años 1980 that tell readers when events took place. Encourage students to use a timeline such as the one shown on the back cover to organize the facts about their subject in chronological order. Suggest that students begin with an explanation of why they are writing about this person s life, or end with a statement about how they feel about the person. After students have written a first draft, have them read their writing, checking to see that the events are presented in chronological order. Have students read their biographies to the class. Display the biographies in your classroom library.

6 Ellos cambiaron el mundo Organizador gráfico Nombre Anota sucesos importantes en la vida de la persona en la siguiente línea cronológica. Sucesos importantes en la vida de Fechas Sucesos Copyright 2006 by Pearson Education, Inc., publishing as Celebration Press, an imprint of Pearson Learning Group, 299 Jefferson Road, Parsippany, NJ All rights reserved. No part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without permission in writing from the publisher, except for the Reproducible Graphic Organizer, which may be reproduced for classroom use only. For information regarding permission(s), write to Rights and Permissions Department. Lexile is a U.S. registered trademark of MetaMetrics, Inc. All rights reserved