Vocabulary excesivo precauciones negativamente transmitir factores ruido ansiedad regulaciones. Comprehension Identify Fact and Opinion

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1 Teaching Plan EDL Level 50 Guided Reading Level W Lexile Measure 950L Noise pollution and the effects of loud noise on human ears are the main topics of Baja el volumen! The book explains the process of hearing and persuades readers to avoid, as much as possible, listening to and making loud noise. Nonfiction Genre Persuasive Text Nonfiction Features Charts and Tables Glossary Illustrations Introduction Italics Labels Photographs Sidebars Text Structure Cause and Effect Problem and Solution Description excesivo precauciones negativamente transmitir factores ruido ansiedad regulaciones Comprehension Identify Fact and Opinion Writing Write a persuasive text. Content Area Connections: Physical Science Understand the way the sense of hearing works. Realize how sound waves travel. Curriculum Support You may want to use Baja el volumen! while teaching the following science topics: Sound energy Healthy lifestyle Cross-Text Reading Diccionario de fuerzas, materia y energía, an iopeners Grade 5 science title

2 1 Introduce the Book Introduce the Nonfiction Genre: Persuasive Text Display the book cover and read the title and the author s name. Ask students what they think the title, Baja el volumen! means. Tell students that persuasive texts are written to convince the reader to do something or accept an idea that the author supports. Point out that persuasive texts often begin with a statement about the author s point of view. The author presents facts and frequently examples to support his or her ideas and opinions. Add that persuasive texts include visual information such as illustrations, photographs, and charts to help persuade the reader. Activate or Build Background Have one volunteer stand at the back of the room and one at the front. Ask one to whisper, Puedes oírme? and the other to then shout the question. Invite students to compare the difference in the loudness of the voices and in their ability to hear both voices. Create a medidor de sonido by drawing a line on the chalkboard. At one end write the words Lo más bajo and at the other end write the words Lo más alto. Invite students to discuss other sounds that are soft, loud, or somewhere in between. Write examples of these sounds at various places along the line between Lo más bajo and Lo más alto. Nonfiction Text Features Introduction: Point out the introduction on pages 4 5. Explain that an introduction sets the stage for the book and tells what the book will be about. In a persuasive text like this one, it also establishes the author s position and hints at what she will try to persuade readers to do. Italics: Use page 6 to point out examples of the italicized words: ruido and rugitus. Explain that these words are in italics because the words themselves are being identified and discussed. Sidebar: Point out the sidebar on page 8. Explain that sidebars are used to give the reader additional information related to the main text. Sidebars are usually set off by a border or a background tint. Charts: Draw students attention to the chart on page 10. Point out that a chart is used to organize information in a way that is easy for readers to understand. A chart also makes it easier to compare and contrast information. Introduce You may want to introduce the following words and concepts before reading: excesivo: ir más allá de lo que es necesario o correcto precauciones: acciones que se toman con anticipación para evitar peligro o falla negativamente: forma de describir una acción desfavorable o mala transmitir: permitir el paso de cosas tales como la luz, el sonido y el movimiento factores: causas que ayudan a producir un resultado ruido: sonido más o menos irregular y molesto ansiedad: la condición de sentirse inquieto o preocupado por lo que podría suceder regulaciones: reglas o leyes Preview and Predict Encourage students to skim the book to look at the illustrations and the headings. Then have them look again at the cover. Read through the contents on page 3 with students, pointing out that the titles of chapters are listed in sequence and the page number on which each begins is given. Qué crees que aprenderás acerca del ruido, tu sentido del oído y cómo protegerlo en Baja el volumen!?

3 2 Read the Book SET THE PURPOSE pages 4 7 Have students read this section to discover what noise pollution is and the author s interpretation of sound and noise. Ask students to think about what position the author is trying to persuade them to accept. excesivo, precauciones, negativamente pages 8 11 Encourage students to discover how scientists measure the loudness of sound. As they read, have them note some familiar sounds that would measure at a safe level and some that would measure at a damaging level. pages As students read this section, have them discover why noise pollution is so dangerous. Encourage students to list ways in which they can protect their ears. transmitir, factores Help students identify one fact and one opinion in this section. Identify Fact and Opinion Piensa en todos los sonidos a tu alrededor. Cuáles son algunos sonidos que consideras que sean ruido? Por qué? Make Connections Cuáles son algunas maneras en que el sonido es necesario e importante? Synthesize Look at the introduction on pages 4 5. Cuáles partes de esta introducción expresan la posición que va a tomar la autora en el resto del libro? La autora dice que Muchos de los sonidos que oímos a nuestro alrededor son sonidos indeseados, es decir, ruidos. Cómo apoya la autora esta afirmación? Usa las ilustraciones de la página 8 como guía para dibujar una fuente de sonido y las ondas sonoras que se propagan de ella. Visualize Qué tipo de sonido produce una onda con una cresta alta y un valle bajo? Identify Cause and Effect Cuál esperarías que fuera más ruidoso, un cuarto con paredes revestidas de azulejos o un cuarto con paredes de tela? Make Inferences Mira las columnas laterales de las páginas 8 y 9. Cómo te ayudan el texto y las ilustraciones a entender la explicación del texto acerca de las ondas sonoras? Draw students attention to the chart on page 10. Have students compare the loudness of some of the sounds and try to estimate where others might fit in the chart. After students have read pages 12 13, ask them to summarize in their own words how the human ear works. Summarize Por qué la autora piensa que debes evitar ruidos fuertes lo más que puedas? Crees que tiene razón? Por qué? Make Judgments Qué idea trata de establecer la autora en la página 16 acerca de cómo la gente puede usar cascos, espinilleras, gafas protectoras y tapones en los oídos? Cómo apoya esta idea la posición de la autora? Classify/Categorize Have students use the diagram on page 13 to describe how we hear. Point out the sidebar text on page 15. Por qué crees que la autora incluyó información acerca de los síntomas de pérdida de oída?

4 pages Review with students what they have learned about how noise can damage their hearing. As students read this section, ask them to look for other ways in which noise can be harmful. ruido, ansiedad Cuáles son algunos de los efectos en la gente de la contaminación acústica? Identify Cause and Effect La primera oración de la página 21 es un hecho o una opinión? Cómo lo sabes? Identify Fact and Opinion Cómo te afecta la contaminación acústica? Cómo se relaciona con el lugar donde vives? Cuál crees que es el problema más grande de nuestra sociedad con la contaminación acústica? Make Connections Look at the sidebar on page 21. Qué información adicional te dan este texto y la fotografía que no está en el texto principal? Have students examine the photographs on page 22. Qué fuentes de ruido puedes identificar en estas fotografías? pages Explain to students that people around the world are working to raise awareness about the problems of noise pollution. As students read, have them think of other ways people can help promote hearing health. regulaciones ESL/ELL Strategy Have students work in small groups to create posters showing actions that people can take to protect themselves from loud noises that might damage their hearing. Encourage students to write a title on the poster in English. Then have them illustrate various sources of noise pollution, along with a remedy to protect hearing for each. Ask students to add captions and labels in English to each illustration. Display the posters in the classroom. Por qué la gente ha organizado grupos para luchar contra la contaminación acústica? Piensas que es una buena idea? Por qué? Make Judgments Por qué crees que la autora incluyó en este libro una sección que menciona lo que la gente está haciendo para luchar contra la contaminación acústica? Understand Author s Purpose Te ha persuadido la autora para que hagas algo para proteger tu oída de la contaminación acústica? Cómo? Identify Persuasive Devices Look at the photograph on page 26. Qué te dice esta fotografía acerca de las maneras en que esta gente apoyó El Día de Acción contra el Ruido? Invite students to examine the words in the glossary. Qué tienen en común estas palabras? Hay otras palabras que piensas que debieron estar incluidas aquí? Reread the Book As students reread the book, suggest that they use the graphic organizer shown on the back cover to record the main idea and supporting details for each section. Review the contents on page 3 with students. Invite them to discuss why they think the author arranged the topics in the book this way. Remind students that a persuasive text gives facts about a topic and then gives the author s opinion about how to act in response to those facts. Encourage discussion of ways in which students might change their own behavior because of what they learned in the book. Answers to Student Book Questions 1. Este libro trata de persuadirte para que hagas algo, no solamente que aprendas acerca de un tema. 2. No. Un sonido por encima de cierto nivel de decibeles puede dañar tu oído sin importar la fuente. 3. Las ondas sonoras, como las olas del océano, tienen picos y depresiones, llamados crestas y valles. Sin embargo, las ondas sonoras también tienen amplitud, o cierta intensidad o volumen. 4. Las respuestas variarán pero pueden incluir: Aparatos electrodomésticos, tráfico, martillos neumáticos, camiones de bomberos, maquinaria de granja o de construcción, televisiones, radios y aviones. 5. Las respuestas variarán.

5 3 Learn Through the Text SCIENCE: Conductors and Insulators Use Baja el volumen! to support your teaching about how sound waves travel. Review the concepts of reflection and absorption from page 11. Place a ticking watch on one end of a desk or table. Have students take turns putting their ears to the other end of the table. Then place the ticking watch on the carpet or on a rug. Students should put their ears a few feet away on the carpet or rug and compare how well they can hear the ticking now. Explain that vibrations of sound energy travel faster through denser objects. A solid material such as wood, metal, or hard plastic will carry sound better than a softer material such as cloth or carpet fiber. Tell students that materials that carry sound waves are called conductores, and materials that don t carry sound waves are called aislantes. COMPREHENSION: Identify Fact and Opinion Tell students that a fact is a statement that can be proved to be true. Explain that an opinion is what someone thinks or feels about something; an opinion cannot be proved. Point out that it is very important to be able to tell the difference between facts and opinions because people should not accept someone else s opinions as facts. Knowing how to distinguish facts from opinions can help students better judge ideas for themselves. Review the section Ondas sonoras on pages 8 9 with students. Point out that all the sentences in this section state facts that can be proven. If necessary, discuss that scientists have ways to prove all these points through experiments and measuring. Then read aloud the last sentence on page 21. Help students realize that this is the author s opinion. There is no way to prove that a reader might be motivated by certain knowledge. WRITING Write a Persuasive Text Have students use what they have learned about persuasive text to write an editorial. Explain that an editorial can be a newspaper or magazine article that openly gives the opinion of the writer. Provide examples of editorials from your local newspaper or from a student newspaper. Explain to students that these are persuasive texts: Each tries to persuade the reader to think a certain way or, in some cases, to act a certain way. Let students brainstorm issues or topics that they might write an editorial about. Help students identify some issues or topics related to your class, school, or town, or to personal lifestyle behavior. Ask each student to choose one of the topics to write about. Have students who have chosen the same topic work together to draft an editorial about this topic. Remind students that a persuasive text must have facts on which to base opinions. Suggest that groups work together to do some research using appropriate sources or the Internet. Caution students to judge whether information they read can be proven. Have students write a first draft, providing facts about their topic and then trying to persuade their readers to act a certain way on the basis of those facts. Remind them to include charts, diagrams, and other illustrations as appropriate. Encourage students to use persuasive language and an easy-to-follow format. Let students present their editorials to the class, and then post them on a bulletin board.

6 Baja el volumen! Organizador gráfico Nombre Para cada sección del libro, escribe una idea principal y detalles que la apoyan. El sonido frente al ruido Cuánto ruido es demasiado ruido? Tu oída corre peligro Idea principal Idea principal Idea principal Detalles Detalles Detalles Peligros para la salud La contaminación acústica: una preocupación creciente La lucha contra el ruido Idea principal Idea principal Idea principal Detalles Detalles Detalles 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