Teaching Plan. Put on a shadow show!

Transcripción

1 Teaching Plan EDL Level 16 Guided Reading Level I Intervention Level 16 Put on a shadow show! That s the idea suggested by A divertirse con sombras!, which instructs readers on how to make different kinds of shadow puppets. Nonfiction Genre Procedural Text Nonfiction Features Bullets Captions Contents Diagrams Headings Icons Labels Materials Lists Numbered Steps Sidebars Subheadings Visual Representation of Finished Product Text Structure Sequential dar aparecer entretener titiritero incluir Comprehension Sequence of Events Writing Write a procedure. Content Area Connections: Physical Science Understand how light can cast shadows. Understand how the size of a shadow is determined by the light source. Curriculum Support You may want to use A divertirse con sombras! when teaching the following science topic: Light Cross-Text Reading Libro del espacio: Preguntas y respuestas, an iopeners Grade 2 science title

2 1 Introduce the Book Introduce the Nonfiction Genre: Procedural Text Display the book cover, and read aloud the title and the authors names. Have students speculate about the kind of information that might be presented in this book. Tell students that the authors use materials lists and numbered steps to explain how to make shadow puppets. Cómo piensas que podría estar organizado este libro? Activate or Build Background Discuss with students how a shadow is made. Ask them to describe places where shadows are often seen. On a sunny day, take students outside several times, once early in the morning or late in the afternoon and once at noontime. Each time, have them observe their own shadow, as well as the shadows of objects in the schoolyard. Back in the classroom, have students compare and contrast shadows cast at different times during the day. Have them speculate how the shadows might be different on a cloudy day. Introduce You may want to introduce the following words before reading: dar: presentar ante un público aparecer: estar a la vista entretener: mantener interesado de manera agradable titiritero: una persona que maneja una marioneta incluir: poner en un grupo Preview and Predict Turn to page 2, and read aloud the chapter and subchapter titles. Qué piensas que sabrás hacer una vez que hayas leído el libro? Cómo piensas que los autores harán que este libro sea interesante para leer? Qué información interesante podrían incluir? Nonfiction Text Features Subheadings: In the contents on page 2, point to and read the subheadings Cómo hacer marionetas de mano and De dónde viene la sombra? Tell students that these subheadings name the subtopics in the chapter Marionetas de mano. Explain that subheadings tell the reader what the sections of the chapter are about. The chapter sections give more specific details about the main topic. Diagrams: Turn to page 8. Tell students that this diagram shows how a shadow is made. Labels identify the materials (light and hands) and the result (a shadow). Point to the arrow labeled luz. Explain that the arrow shows the direction of the light. Icons: Have students look at the Inténtalo! box on page 9. Point out the small image next to the heading. Explain that it is an icon, a graphic symbol that marks a specific feature in a book. Tell students that an icon makes it easy to find a feature you re looking for. Point out that when you see the icon of a person casting a shadow in this book, you know that you have found an Inténtalo! activity.

3 2 Read the Book pages 1 2 Qué sabes acerca de las marionetas? Qué tipos de marionetas has visto antes? Activate Prior Knowledge Sobre qué tipos de marionetas aprenderás en este libro? Cómo lo sabes? Draw Conclusions Mira la fotografía de la página 1. Qué está haciendo la gente con las manos? Cómo se relacionan las fotografías con el título del libro? En qué parte de este libro hallarás información sobre marionetas de palo? pages 3 4 dar Por qué los autores piensan que las sombras son divertidas? Identify Main Idea/Details Si mueves la cabeza de un lado a otro, qué le pasa a la cabeza de tu sombra? Identify Cause and Effect En realidad aprendemos cómo hacer algo en este capítulo? Por qué crees que los autores incluyeron el capítulo en el libro? Understand Author s Purpose Qué observas acerca de los números de página en este libro? Por qué piensas que se ven de esa manera? Qué te dice la fotografía de la página 4 acerca de lo que aprenderemos cómo hacer en este libro? pages 5 9 aparecer Qué debes leer primero en la página 5? Qué debes leer después? Qué debes leer después de eso? Identify Text Organization and Structure Alguna vez has hecho marionetas de sombras chinescas con tus manos? Qué objetos hiciste? Activate Prior Knowledge Qué debes hacer primero cuando haces una marioneta de mano? Qué debes hacer después? Identify Steps in a Process/Procedure Importa cuál marioneta de mano de las páginas 6 y 7 haces primero? Por qué? Sequence of Events Por qué piensas que los autores incluyeron el subcapítulo en las páginas 8 y 9? Understand Author s Purpose Qué hace que tus manos hagan una sombra? Summarize Cómo te ayudan las fotografías de este capítulo a hacer marionetas de mano? Read aloud the subheading on page 8. Por qué piensas que este título es una pregunta? Por qué piensas que la columna lateral en la página 9 se llama Inténtalo!?

4 pages entretener titiritero incluir En qué se diferencian las marionetas de las páginas 10 y 11 de otras marionetas que hayas visto? Compare and Contrast Cómo usarías una marioneta de sombras chinescas para contar una historia? Make Connections Cómo haces una sombra pequeña con una marioneta de palo? Cómo haces una sombra grande? Summarize Sobre qué escribieron los autores en la página 16? Por qué piensas que incluyeron esta información? Understand Author s Purpose Qué preferirías hacer, ver una función de marionetas o dar una función de marionetas? Por qué? Personal Response Cómo te ayuda la fotografía de la página 11 a saber acerca de qué vas a leer en el resto del capítulo? Cómo te ayuda la lista de materiales de la página 12? Cómo te ayudan los números junto a cada paso? En la página 15, hay otra columna lateral llamada Inténtalo! En qué se parece a la columna lateral de la página 9? En qué se diferencian las columnas laterales? ESL/ELL Strategy Demonstrate the concept of a shadow by shining a flashlight on a wall and holding your hand in front of the flashlight. Point out the shadow it makes on the wall: This is my hand s shadow. Have students repeat the sentence. Then use the flashlight to cast shadows of other objects or of students in the class. Each time, identify the shadow in a similar way (This is the chair s shadow, this is Michael s shadow, and so on) and have students repeat after you. Reread the Book Provide the materials necessary to make hand and stick puppets. As students reread the text, have them make puppets of their own. Then have them complete the graphic organizer on the back cover to summarize the steps involved in making one type of puppet. Discuss the sequential text structure in the book. Por qué es importante que los autores escriban los pasos en el orden correcto? Por qué es importante que el lector siga los pasos en el orden correcto? Presentan los autores con claridad la información en este libro? Pudieron haber mejorado las explicaciones? De ser así, cómo? Answers to Student Book Questions 1. Las respuestas variarán pero pueden incluir: El contenido, los títulos, las listas de materiales, los números de los pasos. 2. Las respuestas variarán pero pueden incluir: Las fotografías me ayudan a ver claramente lo que se describe en el texto. 3. Las respuestas variarán.

5 3 Learn Through the Text SCIENCE: Silhouettes Use A divertirse con sombras! to reinforce the concepts that light can cast shadows and that the size of a shadow is determined by the light source. Remind students that a shadow is made when an object blocks light and that the size of an object s shadow depends on how far it is from the light source. Explain that some artists use shadows to create pictures of people or things. These pictures are called silhouettes. Tell students that they are going to make a simple silhouette. Tape a piece of white paper or posterboard to the chalkboard. Shine light from a flashlight, slide projector, or other light source onto the paper from several feet away. Ask a volunteer to stand between the light and the paper so his or her profile is visible. Encourage students to describe how the size of the shadow could be increased or decreased to fit the paper. Model how to trace the shadow onto the piece of paper. Then show students how to cut out the shadow and color it black to complete their silhouette. Set up several silhouette stations along the chalkboard, and assist pairs of students in creating silhouettes of each other. Label the finished silhouettes, and display them on a classroom wall or along the school hallway. COMPREHENSION: Sequence of Events Explain that in a book that tells how to make or do something, it is important to pay attention to the order of steps. To give students a sense of what is involved in sequencing steps, turn to page 6 and read the general steps for how to make hand puppets. Qué debes hacer primero? Qué debes hacer después? Por qué es importante que ilumines la pared con la linterna antes de poner las manos delante de la pared? You may want to record the sequence of steps in a sequence chart. Continue by examining other sets of steps in the book. WRITING Write a Procedure Have students use what they have learned about procedural text to write directions for making another type of puppet, such as a paper bag or sock puppet. Have students work in pairs. Ask them to choose a type of puppet to write about. Model for students how to organize and draft their information into directions. Empieza por escribir un título en la parte de arriba de la página: Cómo hacer. Escribe una lista de materiales, incluyendo todo lo que se necesita para hacer la marioneta. Escribe instrucciones paso por paso para hacer la marioneta. Incluye un número para cada paso. Haz dibujos o diagramas que vayan con los pasos escritos. Añade rótulos o pies de ilustración. Encourage students to revise their drafts. Have them look for places where they might add signal words such as primero, después, luego, and por último to help readers follow the steps. When students have finished their writing, set aside time for them to read their directions aloud. If possible, have students make each others puppets and perform a puppet show for a kindergarten or first-grade class.

6 A divertirse con sombras! Organizador gráfico Nombre Cómo hacer una marioneta Paso 1 Paso 2 Paso 3 Paso 4 Paso 5 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