Vocabulary ondas partículas invertido dispersar ilusiones ópticas espejismo proyector. Comprehension Identify Main Idea/Details

Transcripción

1 Teaching Plan EDL Level 40 Guided Reading Level R Lexile Measure 640L Shadows, reflections, rainbows, and optical illusions all have to do with the role light plays in what we see and how we see it. These and other topics are explored in Ver no es creer. Nonfiction Genre Informational Text Nonfiction Features Captions Diagrams Featured Text Glossary Headings Index Labels Sidebars Text Structure Explanation Cause and Effect Description ondas partículas invertido dispersar ilusiones ópticas espejismo proyector Comprehension Identify Main Idea/Details Writing Write an informational text. Content Area Connections: Physical Science Understand the role of light in vision. Recognize optical illusions as tricks of the brain. Curriculum Support You may want to use Ver no es creer when teaching the following science topics: How the eye works Visible light

2 1 Introduce the Book Introduce the Nonfiction Genre: Informational Text Display the book cover, and read the title and the author s name. Explain to students that some informational texts are written to explain why or how something works. This book deals with how light, the eyes, and the brain work together and why optical illusions occur. Point out that topics are often grouped together so the information can be categorized. Explanation texts often mention the causes and effects of topics. Explain that the author also uses photographs, captions, diagrams, and sidebars to explain the information. Activate or Build Background Talk with students about their ability to see. Have them think about what it is like trying to see in the dark. Ask students to compare seeing in the dark to seeing in daylight. Qué diferencia hace la luz? Next, ask students to share what they know about the sense of sight. Lead the discussion with questions about how their eyes work and why light is so important. If possible, bring in an optical illusion not covered in this book. Otherwise, show students one of the illusions from the book. Have students look at the illusion and discuss what they see. Ask students to guess how the illusion works. Invite students to look for the answer as they read Ver no es creer. Nonfiction Features Captions: Draw attention to the caption on page 4. Explain that captions provide information about illustrations or photographs. Captions may summarize information or give additional information related to the main text. Diagrams: Point out the labeled diagram on page 8. Explain that diagrams are illustrations or photographs that show how something works. Diagrams can also show the details of something that is concealed or too small to be seen with the human eye. The labels identify specific parts within the diagram. Glossary: Turn to the glossary on page 31. Point out that the glossary provides definitions for words in the main text that may be unfamiliar. The glossary entries are organized in alphabetical order, and the words appear in boldface in the main text. Sidebars: Have students turn to page 11. Point out the sidebar at the bottom of the page. Explain that sidebars provide the reader with additional information related to the main text. The sidebar on page 11 contains step-by-step instructions for students to perform hands-on activities related to the main text. Introduce You may want to introduce the following words and concepts before reading: ondas: movimientos que suben y bajan o se mueven de atrás hacia adelante partículas: pedazos muy pequeños de algo invertido: opuesto o al revés dispersar: esparcir en diferentes direcciones o desparramar ilusiones ópticas: trucos de los ojos y del cerebro espejismo: una ilusión óptica en la que un objeto parece estár más cercano de lo que en realidad está, se ve al revés o parece ser algo que no es proyector: máquina que muestra una imagen sobre una pantalla Preview and Predict Allow students an opportunity to look again at the cover photograph and flip through the book to preview the photographs and other graphics. Ask them to read the contents on page 3. Point out that the contents lists the titles of the parts of the book in the order in which they appear. Al echar un vistazo a las fotografías y diagramas y leer la página de contenido, te das cuenta que este libro tiene mucha información acerca de la luz, la visión y las ilusiones ópticas. Por qué piensas que el autor presenta tanto material visual?

3 2 Read the Book SET THE PURPOSE pages 4 9 As students read, encourage them to discover how their eyes work. Suggest they list three activities in which they depend on light. ondas, partículas Qué idea principal de la página 5 se apoya con el detalle de que algunos científicos creían que la luz estaba hecha de partículas? Identify Main Idea/Details Cómo afecta la luz tu capacidad para ver? Identify Cause and Effect Ask students to describe the sequence of steps that take place when you look at something. Sequence of Events Turn to the photograph and caption on page 7. Qué información importante acerca de la luz hay en el pie de foto? Por qué piensas que el autor puso esa información cerca de esta fotografía? Draw attention to the labels on the diagram on page 8. Usa estos rótulos para describir qué sucede cuando la luz entra al ojo. pages As students read, ask them to think about shadows, reflections, and other tricks of light that they have seen in their own lives. Encourage students to read to discover how each of these tricks of light occurs. invertido De qué manera las fotografías de las páginas 10 y 11 te ayudaron a comprender cómo aparecen las sombras? Hubieran servido de ayuda otras fotografías? De qué manera demostrarías cómo hacer una sombra? Critique Observa el reflejo de la niña de la página 13. Si en cambio ella levantara su mano izquierda, cómo variaría su reflejo? Make Inferences Cómo cambian los reflejos los espejos curvos? Cómo podría esto servir de ayuda? Synthesize Ask students to examine the headings on pages 10 and 12. Cuál de estos títulos dice el tema principal del capítulo? En qué se parecen estos títulos? En qué se diferencian? Observa la columna lateral de la página 15. Por qué el autor incluyó un experimento acerca de espejos cóncavos y convexos aquí? Cómo organiza esta información el autor para presentar claramente lo que debes hacer? pages Ask students to describe rainbows they have seen. Then ask them to think of illustrations they have seen that look realistic. Invite students to read to find out about rainbows and how artists create perspective. dispersar Write on the chalkboard the following sentence as you say it aloud: Los rayos de luz forman un arco iris. Esta oración es la idea principal del capítulo Trucos de luz o es un detalle del capítulo? Por qué piensas así? Identify Main Idea/Details Explica en tus propias palabras cómo funciona la perspectiva. Incluye ejemplos del texto y de la vida diaria. Summarize Si hicieras un dibujo de una persona con piernas más pequeñas y cabeza más grande, desde qué perspectiva estarías dibujando a la persona, desde arriba o desde abajo? Visualize El autor dice que rayos de luz dispersos forman las bandas de color del arco iris. De qué manera apoya esta afirmación la columna lateral de la página 17? Cómo te ayuda la ilustración de la página 19 a comprender la manera en que los artistas usan la perspectiva? Qué otro material visual hubiera sido útil incluir?

4 pages Before reading this section, ask students whether they have ever seen an optical illusion. As they read, have them predict how each optical illusion works before they read the text that explains the process. ilusiones ópticas, espejismo, proyector Por qué crees que el autor incluyó ilusiones ópticas en un libro sobre visión y luz? Cómo te ayudaron las ilusiones ópticas a comprender la información y procesos que el autor estaba explicando? Understand Author s Purpose Qué ilusiones ópticas has visto? Usa la información de este libro para explicar cómo piensas que funcionan estas ilusiones. Make Connections En qué se parecen y en qué se diferencian las ilusiones ópticas creadas por la naturaleza y las creadas por la gente? Compare and Contrast Have students examine the illustrations on page 22. Cómo apoyan el texto principal de esta página estas ilustraciones? Have students examine the index on page 32. Explain that an index helps a reader quickly locate information about a specific topic without having to read the entire book. Qué tipos de temas se incluyen en este índice? Qué te dice eso acerca de la idea principal del libro? ESL/ELL Strategy Write the following words on the chalkboard: lens, retina, optic nerve, and pupil. Have students turn to page 8 in their books and direct them to the illustration of the eye at the top left of the page. Ask volunteers to guess which English word on the chalkboard corresponds to each of the Spanish labels in the illustration. Have the student say the English word aloud, helping with pronunciation as needed. Reread the Book As students reread the book, have them use the flowchart on the back cover to take notes about different light processes. Then have students use their graphic organizer to summarize information about how the eyes work and how different tricks of light occur. Next, talk about the way the book is organized. De qué manera aprender en el primer capítulo el funcionamiento de los ojos te ayudó a comprender qué sucede cuando ves una ilusión óptica? Ask students what they think the title of the book means. Invite them to talk about times when they have seen something that was hard to believe. Answers to Student Book Questions 1. Los estudiantes deben comprender cómo funcionan la luz y la visión para poder entender completamente las ilusiones ópticas. 2. Proveen material visual e información para ayudar a explicar el texto principal. 3. Las respuestas variarán pero pueden incluir: La información que el cerebro recibe de los ojos lo confunde, a veces el cerebro toma un atajo o reúne pistas visuales engañosas o el cerebro reúne demasiada o muy poca información. 4. Porque estudiar las ilusiones ópticas ayuda a los científicos a aprender acerca de cómo funcionan el cerebro y los ojos. 5. Las respuestas variarán.

5 3 Learn Through the Text SCIENCE: Light Around Us Use Ver no es creer to reinforce your teaching about light. Discuss the description of light at the beginning of the book. Explain that light is one kind of energy. Energy is the power of certain forces in nature to do work. Tell students that light gives things color and enables us to see them. Light energy from the sun warms the ground around seeds and helps them sprout and grow. The grass and trees shown in the photograph on page 4 could not grow without the light from the sun. Light energy can be collected in solar panels and changed into electricity to heat homes and power space stations. If students have not already done so, have them carry out the activities suggested in the Obsérvalo tú mismo sidebars on pages 9, 11, 12, 15, 17, and 29 to learn more about the effects of light energy. COMPREHENSION: Identify Main Idea/Details Explain to students that one way to understand what you read is to identify the main idea and supporting details of a passage. Tell students that to find the main idea of a passage, ask yourself, De quién o qué trata la mayor parte del párrafo? De qué idea importante tratan todas estas oraciones? To find the details that support this main idea, ask yourself, Qué oraciones dan información acerca de esta idea principal? Create a main idea graphic organizer on the chalkboard. Have students discover the main idea of the first chapter by rereading the chapter and listing important details on the lines around the center circle. Lead students to use the details they have listed to consider what idea might cover them all. Have them put this main idea into their own words and write it in the center of the graphic organizer. Have them test the main idea by rereading the chapter to see if the main idea covers what is in the chapter. WRITING Write an Informational Text Have students use what they have learned about informational text to write a report about another of the body s senses. Brainstorm with students to list the five senses: seeing, hearing, smelling, tasting, and touching. Point out that Ver no es creer is about seeing. Let students choose one of the other four senses to write about. Have students who have chosen the same topic work together as a group. Encourage each team to do research with encyclopedias, books, and other library sources, as well as the Internet. Suggest that students follow the pattern of the first chapter of the book to describe the sense and what it does for people. Encourage students to include a diagram that shows how the sense works. Have students work together to write a first draft. Encourage teams to revise their report for clarity and spelling and punctuation. Suggest they design a cover with a title. Invite each group to present its work to the rest of the class. Then display the reports so students can refer to them as a class guide of the five senses.

6 Ver no es creer Organizador gráfico Nombre Completa el organigrama para mostrar los pasos en el proceso. Proceso 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