Vocabulary rurales urbanas puerto suburbanas viajar distritos energía hidroeléctrica presidarios. Comprehension Generalize

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1 Teaching Plan EDL Level 50 Guided Reading Level W Lexile Measure 930L From their early settlement up until today, cities around the world have grown and changed. Cuatro grandes ciudades highlights the different changes that have taken place over time in transportation, industry, and population in four of the world s greatest cities. Nonfiction Genre Informational Text Nonfiction Features Appendix Captions Chart Contents Headings Labels Map Sidebars Text Structure Cause and Effect Problem and Solution Description rurales urbanas puerto suburbanas viajar distritos energía hidroeléctrica presidarios Comprehension Generalize Writing Write an informational text. Content Area Connections: Geography Understand how human needs, ideas, issues, and events have influenced the past and the present. Understand the effects of transportation and communication. Curriculum Support You may want to use Cuatro grandes ciudades when teaching the following social studies subjects: How communities change over time Transportation and manufacturing in different regions of the world Cross-Text Reading Reviviendo la historia, an iopeners Grade 5 social studies title

2 1 Introduce the Book Introduce the Nonfiction Genre: Informational Text Display the book s cover, and read the title and the author s name. Tell students that some informational texts are written to explain how something works or why an event occurs. Explain that topics in an informational text are often grouped together so that the information can be categorized or compared and contrasted. Review some of the nonfiction features that the author might use, including maps, sidebars, photographs, charts, and an appendix. Point out that these features are used to present information. Nonfiction Text Features Contents: Point out the contents on page 3. Explain that the contents lists the chapters or sections in a book and the page number on which each begins. Map: Direct students attention to the map on page 5. Point out that maps show and identify geographical features such as continents, oceans, and cities. Sidebars: Have students turn to the sidebar on page 27. Explain that sidebars give readers additional information that is related to but separate from the main text. Appendix: Point out the appendix on page 30. Explain that an appendix provides the reader with additional information about a topic, such as a list of items or a group of related facts. Add that this appendix is organized in chart form so readers can find information easily. Activate or Build Background Invite students to imagine what their community or city was like 100 years ago. Then, ask them to describe what it is like today. To direct the discussion, ask students to consider the following topics: transportation, industry, size, appearance, and people. Record students responses in a two-column chart on the chalkboard with the headings Antes and Ahora. Tell students that Cuatro grandes ciudades discusses the cities of London, New York, Toronto, and Sydney. As they read, ask students to focus on the changes these cities experienced during their history. Introduce You may want to introduce the following words and concepts before reading: rurales: del campo o relacionados con éste urbanas: de la ciudad o relacionadas con ésta puerto: un lugar donde los barcos atracan para comerciar mercancías o materiales suburbanas: de un suburbio o relacionadas con un lugar localizado en las afueras de una ciudad viajar: trasladarse distritos: divisiones de una ciudad energía hidroeléctrica: electricidad producida por la potencia del agua en movimiento presidiarios: personas halladas culpables de un crimen Preview and Predict Have students look again at the cover photograph and skim the book to preview the photographs and illustrations. Ask students to read the contents on page 3. Al leer el contenido, sabes el nombre de las cuatro ciudades que presenta el libro. Qué sugieren las fotografías e ilustraciones que podrías aprender acerca de estos lugares?

3 2 Read the Book SET THE PURPOSE pages 4 11 Ask students to predict how transportation and industry in London has changed from the early 1800s to the present day. rurales, urbanas, puerto, suburbanas, viajar Cómo ha afectado el aumento de la población del mundo al desarrollo de las ciudades? Identify Cause and Effect De qué manera ha cambiado Londres como puerto en los últimos 2,000 años? Identify Main Idea/Details Crees que el transporte en general ha mejorado, se ha quedado igual o ha empeorado del pasado al presente? Explica tu respuesta. Generalize Cómo era el transporte en Londres durante el siglo diecinueve comparado con la actualidad? Compare and Contrast Cómo será vivir en Londres en 100 años? Por qué piensas así? Predict Direct students attention to the map on page 5. Por qué se muestran dos fotografías para cada ciudad en el mapa? Have students examine the subheadings on pages 8 and 10. Por qué la autora organizó la información de esta manera? Cómo te ayudan los subtítulos a leer este capítulo? Point out the sidebar on page 11. Por qué esta columna lateral está titulada Antes y ahora? pages Ask students to share any information they may already know about New York City. As they read, encourage them to find out how the city has changed from the 1900s to the present day. distritos Describe cómo ha cambiado la economía de Nueva York del siglo veinte a la actualidad. Summarize Por qué crees que muchos inmigrantes que vinieron a Estados Unidos decidieron quedarse en Nueva York? Synthesize En general, cuáles crees que son las ventajas de una ciudad localizada cerca del océano o de un río? Cuáles serían las desventajas? Generalize Draw attention to the boldface word on page 13. Point out that definitions for boldface words are provided in the glossary on page 31. Por qué crees que la autora escogió esta palabra en particular para definirla en el glosario? De qué manera las fotografías de la página 14 te ayudan a entender el texto? Qué te dice el pie de foto de la página 16 que las fotografías no te dicen?

4 pages Suggest that students read to compare and contrast the economy and transportation of Toronto with that of New York and London. energía hidroeléctrica Por qué crees que la autora organizó el capítulo de esta manera? Understand Author s Purpose En qué se parece la vida en Toronto y en Nueva York en la actualidad? En qué se diferencia? Compare and Contrast Cómo describirías la importancia de Toronto respecto al resto de Canadá? Presenta razones para tu respuesta. Generalize Have students explain what they learned about industry in Toronto by reading the captions on pages 20 and 21. De qué manera te ayuda la columna lateral de la página 23 a comparar y contrastar el sistema de transporte de Toronto del pasado y del presente? pages As students read this section, encourage them to visualize what it was like to live in Australia during the gold rush of the 1850s. presidiarios Por qué es importante para los aborígenes australianos celebrar sus tradiciones y cultura? Synthesize De qué manera la geografía de Sydney influyó en las industrias que se desarrollaron allí? Identify Cause and Effect De todas las ciudades de las que has leído, cuál crees que ha cambiado más a través de los años? Explica tu respuesta. Make Judgments Point out the appendix on page 30. Por qué crees que la autora incluyó esta información en un apéndice en lugar de incluirla en el texto principal? Have students turn to the glossary on page 31. Usa el glosario para buscar el significado de la palabra que está en negrita en la página 29. ESL/ELL Strategy Have students turn to page 30 and review the Datos Básicos box. Divide the students into two teams for a game. Tell the students that you are going to ask a question, in English, about the facts in the chart. The first student who raises his or her hand and answers the question correctly wins a point for his or her team. The answers must be given in English, in full sentences. Questions might include: Which city has the biggest population? or About how many inches of rain does Toronto get each year? Reread the Book After students reread the text, have them complete the chart on the back cover with information about two of the cities discussed in the book. Ask students who chose the same cities to compare their charts. Review the way the book is organized. Fue útil que cada capítulo se enfocara en una ciudad diferente? Por qué? Ask students if they would like to visit any of the cities they learned about in the book. Encourage them to explain their answer. Qué más querrías aprender antes de visitar la ciudad? Answers to Student Book Questions 1. Se presenta cada ciudad; cada una tiene su propia sección que discute tres temas: la gente, la industria y el transporte. 2. La llegada de inmigrantes ha creado poblaciones multiculturales. 3. Los lectores pueden ver las diferencias en modos de transporte, la apariencia de las ciudades, cómo vestía la gente y así sucesivamente. 4. Las respuestas variarán pero pueden incluir: Debido a que más y más gente se muda a las ciudades, hay más demanda de alimento, casas, empleo y otras necesidades básicas. Transportar a tanta gente también es difícil, y personas de diferentes culturas deben aprender a convivir unas con otras. 5. Las respuestas variarán.

5 3 Learn Through the Text SOCIAL STUDIES: Transportation and Society Use Cuatro grandes ciudades to discuss how changes in transportation have affected the way people live. Have students review the information on transportation on pages 10 11, 16 17, 22 23, and Invite volunteers to identify one or two modes of transportation that people used then and now in each city. Draw a two-column chart on the chalkboard, and list each type of transportation in the appropriate column. Divide the class into two groups. One group will represent antes, and the other group will represent ahora. Have groups review their modes of transportation and brainstorm how they affected life in each city. Encourage students to discuss the pros and cons of each method of transportation. COMPREHENSION: Generalize Tell students that as they read, they can make generalizations about the text. Remind them that a generalization is a broad statement that applies to the different facts, events, or situations being considered. Ask students to use their completed graphic organizer from the back cover to review the different categories of information. Then, draw the chart below on the chalkboard. Have students use the chart to record generalizations about each category of information. Ubicación de las ciudades: Tamaño de las ciudades actuales: Transporte en los años 1800 y 1900: Industria actual: WRITING Write an Informational Text Have students use what they have learned about informational text to write a guidebook for a city that was not discussed in the book. Have small groups of students choose a city and then research information about it on the Internet or in the library. Explain that their guidebook should describe life in the city today, although the introduction can summarize the city s early history and settlement. Each student in the group should write one two-page chapter in the guidebook. Encourage groups to use Cuatro grandes ciudades as a guide to categorizing their information. Have students revise their draft, making sure each chapter and section contains relevant information. Ask students to fix run-on sentences and, when possible, add descriptive words to enliven their writing. Suggest that students add maps, illustrations, sidebars, and an appendix to highlight important facts about the city. Ask each group to present their guidebook to the class. Then, display the guidebooks in a classroom resource center.

6 Cuatro grandes ciudades Organizador gráfico Nombre Escoge dos de las ciudades que aparecen en el libro. Escribe el nombre de cada ciudad arriba del cuadro. Luego completa el cuadro con información acerca de cada ciudad antes y ahora. Nombre de la ciudad Nombre de la ciudad Antes Ahora Antes Ahora Gente Industria Transporte 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