Detrás de las cámaras

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1 LESSON 7 TEACHER S GUIDE Detrás de las cámaras by Kaye Gager Fountas-Pinnell Level Q Nonfiction Selection Summary It takes many people to make a movie. From the actors to the behind the scenes people, all roles are important. The majority of work that it takes to make a movie happens behind the scenes. These very important roles are what help create the movies we love. Detrás cámaras de las por Kaye Gager HOUGHTON MIFFLIN Number of Words: 841 Characteristics of the Text Genre Nonfi ction Text Structure Third-person narrative divided into six short chapters Content Movie making Themes and Ideas Language and Literary Features Sentence Complexity Lighting Sound effects and Foley artists Most of movie making takes place behind the scenes. Lighting and sound is the magic behind movies. Onomatopoeia: blup, blup (p. 3) A mix of short and complex sentences Items in a series Exclamations Vocabulary Some movie making related terms: actor, director, iluminación, efectos de sonido Words Multisyllable words: computadoras, erupción, entretenida, traqueteo Illustrations Full-color photographs with full-sentence captions Book and Print Features Twelve pages of text, photographs on most pages Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. Copyright by Houghton Mifflin Harcourt Publishing Company All rights reserved. No part of this work may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying or recording, or by any information storage or retrieval system, without the prior written permission of the copyright owner unless such copying is expressly permitted by federal copyright law. Permission is hereby granted to individual teachers using the corresponding (discipline) Leveled Readers to photocopy student worksheets from this publication in classroom quantities for instructional use and not for resale. Requests for information on other matters regarding duplication of this work should be addressed to Houghton Mifflin Harcourt Publishing Company, Attn: Contracts, Copyrights, and Licensing, 9400 SouthPark Center Loop, Orlando, Florida Printed in the U.S.A If you have received these materials as examination copies free of charge, Houghton Mifflin Harcourt Publishing Company retains title to the materials and they may not be resold. Resale of examination copies is strictly prohibited. Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format.

2 Detrás de las cámaras by Kaye Gager Build Background Help students use their knowledge of movies to visualize the selection. Build interest by asking questions such as the following: Qué tipo de películas les gustan? Se han preguntado alguna vez cómo se hizo esa película? Read the title and author and talk about the cover photograph. Explain that the events we see in movies take the work of many different people to achieve. Introduce the Text Guide students through the text, noting important ideas and nonfiction features. Help with unfamiliar language so they can read the text successfully. Give special attention to target vocabulary. Here are some suggestions: Page 3: Explain that this selection provides true information about how the sound and lighting effects in movies are made. Suggested language: Vayan a la página 3. Miren la fotografía. Creen que este volcán es real? Tell students that effects such as this are created by experts in special effects. Page 4: Qué películas les parecen más entretenidas? Qué tipos de efectos especiales les parecen más s? Pages 5 7: Actors are used to promocionar or anunciar movies. Suggested language: Piensen en los avances de alguna película que hayan visto, en qué fueron importantes la iluminación y el sonido para crear los avances de esa película? Pages 9 12: Remind students that captions provide more information about the text. Lean el rótulo en la página 10. Qué sonidos creen que deben generarse para hacer una película de terror? Ahora, vuelvan al comienzo de la selección para descubrir por qué la iluminación y los efectos de sonido son partes importantes en la creación de una película. Target Vocabulary ángulo punto de vista o modo de ver algo, p. 6 anunciar informar al público acerca de productos, p. 5 centrarse prestar atención a algo, p. 6 crítico persona que evalúa creaciones artísticas, p. 5 que te causa emoción, p. 4 entretenido algo que te divierte, que disfrutas, p. 4 generado creado o producido, p. 9 impacto efecto que tiene una cosa sobre otra, p. 6 tener en mente tener algo pensado o previsto, p. 5 promocionar intentar hacer que algo sea popular, p. 5 2 Lesson 7: Detrás de las cámaras

3 Read Have students read silently while you listen to individual students read aloud. Support their understanding of the text as needed. Remind students to use the Summarize Strategy important parts of the text in their own words. and to briefly tell the Discuss and Revisit the Text Personal Response Invite students to share their personal responses to the selection. Suggested language: Qué cosas nuevas aprendieron sobre cómo se hace una película? Ways of Thinking As you discuss the text, help students understand these points: Thinking Within the Text Thinking Beyond the Text Thinking About the Text Making movies takes the talents of many people. The sounds heard in movies are sometimes created after the movie has been filmed. The way scenes and actors look depend largely upon the lighting in a movie. Most of movie making takes place behind the scenes. Movies would not be the same if it were not for the lighting and sound Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H. The bulleted lists helps break the information down in an easy to read way. Captions help to explain the photos. The photos contain a lot of visual information. Choices for Further Support Fluency Invite students to choose a passage from the text to read aloud to a partner. Suggest that they try reading a couple of pages as if they were telling a family member about what they read about. Comprehension Based on your observations of the students reading and discussion, revisit parts of the text to clarify or extend comprehension. Remind students to go back to the text to support their ideas. Phonics/Word Work Provide practice as needed with words and word parts, using examples from the text. Remind students that adjectives are words that are used to describe, as in objeto real. Tell students that real is an adjective that describes what kind of objeto. Provide other examples, such as enorme volcán humeante and imagen agradable 3 Lesson 7: Detrás de las cámaras

4 Writing about Reading Vocabulary Practice Have students complete the Vocabulario questions on Hoja reproducible 7.1. Responding Have students use their Cuaderno del lector to complete the vocabulary activities on page 15. Remind them to answer the Word Teaser on page 16. (Answer: impacto) Reading Nonfiction Nonfiction Features: Captions and Bulleted Lists Remind students that nonfiction has many features to help readers find and understand important information. Captions and bulleted lists are two of these features. Explain that captions can be short phrases or longer sentences, as in this book. Captions tell what a photo, map, or diagram is about. Reading the captions in a nonfiction book is a good way to preview the book before reading the main text. Have students choose a caption and rewrite it in their own words. Bulleted lists are another important source of information. They often add information that is not in the text and break it down to make it easier to read. Have students look at the bulleted list on page 13. Ask what information they can learn from the bulleted list (distintos efectos de sonido que se usan en las películas). Then have students think of other ways different sound effects might be made by using everyday items. Writing Prompt: Thinking Beyond the Text Have students write a response to the prompt on page 6. Remind them that when they think about the text, they reflect back on the text. They should notice and evaluate language, genre, literary devices, and how the text is organized. Assessment Prompts In the fi rst paragraph on page 6, what does ángulos refer to? What is page 6 mainly about? Complete the sentence in your own words. The author organizes the book by. 4 Lesson 7: Detrás de las cámaras

5 Responder VOCABULARIO CLAVE Formar palabras Emocionante es un adjetivo que se usa para describir a una persona, un lugar o una cosa. Cuáles son otros adjetivos para película, atardecer y pizza? Copia y completa la tabla siguiente. Película aterradora? Atardecer glorioso rosado? Pizza caliente gruesa? A escribir! El texto y el mundo Por qué piensas que las personas pasan tanto tiempo haciendo películas? Escribe un párrafo explicando por qué las películas son tan importantes en el mundo actualmente. Usa una palabra de Formar palabras en tu párrafo. Nombre Fecha Lección 7 HOJA REPRODUCIBLE 7.1 4_047478_VR2_2BL_BEHIND_L07.indd /30/09 10:47:13 PM Escribe la categoría gramatical de. Luego completa un mapa de cuatro cuadros con el resto de las palabras del Vocabulario clave. Se muestran respuestas posibles. Vocabulario Detrás de las cámaras entretenido promocionar centrarse anunciar impacto crítico tener en mente ángulo generado Definición apasionante Categoría gramatical adjetivo Ejemplo un paseo en los juegos mecánicos Contraejemplo un paseo en carro. All rights reserved. 3 Grado 4, Unidad 2: Sabes qué quiero decir? 5 Lesson 7: Detrás de las cámaras

6 Nombre Detrás de las cámaras Fecha Pensar en el texto Piensa en las siguientes preguntas. Después, escribe tu respuesta en uno o dos párrafos. Recuerda que cuando piensas en el texto, reflexionas sobre él. Prestas atención y evalúas cosas como el lenguaje, el género, los recursos literarios y cómo está organizado el texto. En la página 5, el texto dice:...no sería muy interesante ver películas sin iluminación y sonido. Cómo apoyan esta afirmación los detalles del libro? Cómo te ayudan a entender esa opinión las fotografías y los gráficos? Usa ejemplos del texto en tu respuesta. 6 Lesson 7: Detrás de las cámaras

7 Nombre Fecha Lección 7 HOJA REPRODUCIBLE 7.1 Detrás de las cámaras Escribe la categoría gramatical, ejemplo y contraejemplo, de. Luego completa un mapa de cuatro cuadros con tres de las palabras que quedan del. Vocabulario entretenido promocionar centrarse anunciar impacto crítico tener en mente ángulo generado Definición apasionante Categoría gramatical Ejemplo Contraejemplo 7 Lesson 7: Detrás de las cámaras

8 Estudiante Fecha Lección 7 Hoja reproducible Detrás de las cámaras n i v e l q Detrás de las cámaras Registro de lectura page Selection Text Errors Self-Corrections 3 Imagina este set de cine: ríos de lava burbujean y se derraman por la cima de un enorme volcán humeante. La extraña iluminación y las nubes de vapor hacen que parezca que el lugar arde y es peligroso! Pero no es real. Luces de colores y humo crean este efecto humeante. Y puedes creer que el sonido de blup, blup de la lava lo hace alguien detrás de cámaras que sopla por una pajilla dentro de un budín? 4 Seguramente no sabes todos los trucos con los que te engañan cuando ves una película entretenida. Comments: Accuracy Rate (# words read correctly/94 100) % Self-Correction Rate (# errors + # Self-Corrections/ Self-Corrections) 1: Behavior Code Error Read word correctly Repeated word, sentence, or phrase Omission Behavior Code Error Substitution lodo 1 Self-corrects Insertion Word told lodo sc el 0 ˆ 1 T Lesson 7: Detrás de las cámaras