Comprehension Make Judgments. Writing Write a nonfiction narrative.

Transcripción

1 Teaching Plan EDL Level 20 Guided Reading Level K Intervention Level 20 In Cruzando el Atlántico: La historia de una familia, the Ferguson family embarks on a four-year sail around the world in their home away from home, a sailboat called the Dulcinea. Nonfiction Genre Nonfiction Narrative Nonfiction Features Author s Note Boldface Captions Contents Diagram Glossary Headings Italics Labels Maps Text Structure Chronological Enumerative cruzar equipo ruta a bordo Comprehension Make Judgments Writing Write a nonfiction narrative. Content Area Connections: World Cultures Understand how people work together to accomplish a goal. Understand how people around the world are alike and different. Curriculum Support You may want to use Cruzando el Atlántico: La historia de una familia when teaching the following social studies topics: Working together How people are alike and different Cross-Text Reading Ellos trabajaron juntos, Camino a la escuela and Atlas Mundial, iopeners Grade 2 social studies titles; and En busca del viento, an iopeners Grade 2 science title

2 1 Introduce the Book Introduce the Nonfiction Genre: Nonfiction Narrative Display the book cover, and read aloud the title and the author s name. Explain that this book is a nonfiction narrative. It retells a real event an ocean crossing in the lives of the Ferguson family. Explain that the parts of the event are described in the order in which they happened. Headings, photographs, maps, labels, and captions help the author organize and present the information. Por qué sería difícil leer este libro si los sucesos no se describieran en orden? Activate or Build Background Use the photograph on page 1 and the diagram on pages 4 5 to discuss sailboats and their parts. Ask students to share what they know about sailboats, including any firsthand experiences they may have had sailing. Display a globe or world map. Point out the Atlantic Ocean. Tell students that the Ferguson family sailed east across the ocean from Rhode Island (in North America) to Spain (in Europe). Help students locate the departure and arrival sites on the globe. Nonfiction Text Features Diagram: Point out the diagram on pages 4 5. Tell students that it is called a cutaway diagram because the illustrator has cut off the outer layer of the sailboat, allowing the reader to see what is inside. The diagram shows the location of the various areas on the boat. Maps: Display the map on page 11, and read the heading aloud. Explain that this map shows the location of events in the text. Tell students the map shows where the family set sail (Rhode Island), their exact journey across the ocean, the stop they made in the Azores, and their stop in Spain. It also shows the paths of the hurricanes the family faced. Point to the map key. Explain that the key tells what the symbols on the map mean. Author s note: Call attention to the author s note on page 15. Tell students that authors sometimes give background on how or why they wrote a book. In this note, the author explains how she communicated with the Fergusons while she was writing the book. She also shares her feelings about the family, whom she never met in person. Introduce You may want to introduce the following words before reading: cruzar: la acción atravesar de un lado a otro equipo: las cosas que se necesitan con un propósito ruta: un camino para viajar entre dos lugares a bordo: en un barco Preview and Predict Display the book cover, and reread the title. Turn to the contents on page 2, and read aloud the chapter titles. Qué piensas que aprenderás acerca del viaje de la familia a través del océano Atlántico? Qué dificultades piensas que la familia podría enfrentar?

3 2 Read the Book pages 1 3 cruzar Mira los títulos de los capítulos en el contenido de la página 2. De qué manera te ayudan a entender cómo está organizado este libro? Qué palabras te dan pistas de lo que pasa y cuándo? Sequence of Events; Understand Context Clues Read aloud the heading on page 3. De acuerdo con el título, qué información esperas encontrar en esta página? Predict En qué se parece la familia Ferguson a otras familias que conoces? En qué se diferencian? Make Connections; Compare and Contrast Cómo se relaciona la fotografía de la página 1 con el título del libro? Piensas que es una buena fotografía para usar en esta página? Por qué? pages 4 8 equipo ruta Por qué piensas que la familia Ferguson se tardó un año en prepararse para su viaje? Por qué necesitaba tantos alimentos y ropa? Draw Conclusions Por qué era importante para la familia obtener información de expertos en estados del tiempo? Make Inferences Piensas que la familia Ferguson hizo lo correcto al regresar las primeras dos veces que alzaron vela? Qué habría pasado si hubiera decidido continuar? Make Judgments; Identify Cause and Effect Cómo te ayuda el diagrama y las fotografías de las páginas 4 y 5 a entender más acerca de cómo era el Dulcinea? Point to the words alzaron vela on page 7. Si no sabes el significado de esta frase, qué puedes hacer? pages 9 11 a bordo De qué manera te dice la autora cómo era estar en el mar para la familia Ferguson? Qué detalles incluye para ayudarte a visualizar el viaje? Identify Main Idea/Details; Visualize Cómo piensas que se sintieron los Ferguson cuando estaban en el mar? Cómo te habrías sentido tú si estuvieras haciendo el viaje? Make Inferences; Make Connections Por qué se sorprendió la gente en las islas Azores cuando vió a la familia Ferguson? Summarize Cómo te ayudan las fotografías de la página 9 a saber cómo era la vida en el mar? Qué información obtienes del mapa de la página 11?

4 pages Qué es lo primero que debes leer en las páginas 12 y 13? Qué debes leer después? Identify Text Organization and Structure En qué orden visitó la familia Ferguson los países rotulados en el mapa? Cómo lo sabes? Use Graphic Sources; Sequence of Events Qué piensas que la familia Ferguson aprendió al navegar por Europa y Asia? Draw Conclusions Piensas que la familia Ferguson disfrutó su viaje? Por qué? Make Inferences Qué piensas acerca de como la autora terminó el libro? Critique Cómo trabajan en conjunto el mapa y las fotografías de las páginas 12 y 13 para dar información? Qué información da la nota de la autora? Cómo te ayuda a entender cómo era la vida de la familia Ferguson en el mar? ESL/ELL Strategy Use the diagram on pages 4 5 to help students learn the parts of the sailboat. Point to the photograph of each part of the boat. Name it in English. Have students repeat the word. Point to each part on the diagram, name it, and have students repeat the word. For example, This is the helm. The helm is the steering equipment on the boat. This is the galley. A galley is a kitchen. This is the saloon. A saloon is a living and dining room. This is a stateroom. A stateroom is a bedroom. Talk about the purpose of each area, using the photographs in the book for support. Reread the Book After students reread the text, have them complete the graphic organizer on the back cover to summarize what they learned. Discuss the chronological text structure in the book. Por qué piensas que la autora escribió acerca de sucesos en el orden en que ocurrieron? Cómo facilita eso entender las cosas que pasaron? Qué preguntas te gustaría hacerle a la familia Ferguson acerca de su viaje? Te gustaría hacer un viaje como el de la familia Ferguson? Por qué? Answers to Student Book Questions 1. Las respuestas variarán pero pueden incluir: Los títulos dicen qué pasó durante cada parte del viaje por el Atlántico. 2. Las respuestas variarán pero pueden incluir: Querían conocer más gente de diferentes países; querían ver más del mundo a su alrededor. 3. Las respuestas variarán.

5 3 Learn Through the Text SOCIAL STUDIES: Working Together Use Cruzando el Atlántico: La historia de una familia to reinforce students understanding of how people work together to accomplish a goal. Remind students that in this book, they read about how the Ferguson family worked together to make their trip across the Atlantic successful. Tell students to turn to pages 9 and 10. Write the Ferguson family member names on chart paper, and have students reread these pages to find out how each person helped out during the trip. Fill in the information under the corresponding family member s name. Ask students to name things their families do together, such as going on a picnic, going on a camping trip or other vacation, planting a garden, or preparing for a party. Have students name the jobs each family member does to help accomplish the goal. Have students draw and label a picture showing their family working together. COMPREHENSION: Make Judgments Tell students that a judgment is a reader s opinion about a person or event in a book. Explain that because a judgment is an opinion and not a fact, it is not right or wrong. Point out that making judgments can help readers decide how they feel about a book. Explain that a judgment should be backed up by information from the book and by the reader s own experiences. Guide students in making a judgment about the family in the book by asking, Qué piensas acerca de la familia Ferguson? Piensas que fue una buena idea cruzar el Atlántico? Por qué? Have students include supporting evidence from the text in their answers. WRITING Write a Nonfiction Narrative Have students use what they have learned about nonfiction narratives to write about a trip they have taken. During prewriting stages, you may want them to use a graphic organizer like the one on the back cover. Have students decide on a topic for their writing. Model for students how to organize and draft their information into a nonfiction narrative. Empieza por escribir un título para cada etapa del viaje. Escribe el primer título en otra página. Escribe oraciones acerca de cómo empezó el viaje. Después escribe cada título nuevo en cada página y escribe oraciones para contar que sucedió. Haz dibujos o mapas para mostrar que sucedió y dónde sucedió. Incluye rótulos o pies de dibujo. Encourage students to revise their writing, checking to make sure the events are written in the correct order. Encourage students to add dates where possible to help the reader keep track of when things happened. Set aside time for students to read their writing from an Author s Chair. After they have shared their work, you may want to post the papers on a bulletin board for classroom visitors to read.

6 Cruzando el Atlántico: La historia de una familia Organizador gráfico Nombre El viaje de los Ferguson a través del Atlántico 1: Antes de comenzar el viaje 2: Alzando velas 3: La vida en el mar 4: Más allá del Atlántico 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