8/14/2019 Guess Who? - Teaching Guide for ¿De quién es esta sombra? - BrickHouse Education - TG9781598351293

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Objectives Antonyms and differences; compare and contrast; make predictions;

make inferences; identify animal traits, behavior, and habitats

Materials index cards; a giant roll of white paper or posterboard; pencils;

crayons or paint; miscellaneous props

 30 minutes, Days 1–3

Build Background

 Activate Prior Knowledge Tell children: Hoy vamos a leer sobre las sombras delos animales. Las sombras son guras oscuras hechas por la luz que ilumina un animal, una

 persona o un objeto. Pueden verlas en el suelo o en la pared .  Ask: ¿Cuándo ven las sombras? 

 ¿Pueden verlas de día o de noche? Take the class outside in the morning or afternoon

on a sunny day. Have children look at their shadows. Tell them they will do a

“Shadow Dance” by stretching out their arms and moving them around. Tell

them to mimic your movements by looking at your shadow, not at you. Then

compare and contrast the shadows as a class.

Introduce the Focus Skill: Antonyms Explain that antonyms are words

that mean the opposite (i.e. grande/chico, abrir/cerrar  ). Pantomime for the class

by sitting in a chair. Ask: ¿Qué hago? (se sienta) ¿Qué es lo opuesto de sentarse? (pararse) 

Then ask volunteers to pantomime other antonyms for the class (i.e. adentro/afuera,

ruidoso/tranquilo, gritar/susurrar  ).

Acquire New Vocabulary  Introduce the following words from the book: hocico, olfato, alertas, transparentes,

 pezuñas, precisión, jorobas, dócil, heladas, and cálidas. Write them on the board. Have children scan the text to nd the

words. Ask the class to write each word on the front of an index card and its denition on the back. Tell children to try to gure out

the word’s meaning using context clues from the text. If children have difculty determining the meanings of some words, have them

look them up in the dictionary. Then ask the class to work with a partner. Partners will take turns showing the word and saying the

denition. Review denitions and spelling as a class.

Read and Respond  Display the book. Read the title and author name aloud as you track the print. Tell the class that they

are going to play a guessing game as you read, using both pictures and context clues. Have children list their guesses for the animals

on each page as they read. Stop reading after every two pages. Tell children to compare and contrast the animals using antonyms,

differences, and the bold-faced words in the text. For example, on p. 20, ask: ¿De quién es esta sombra? (un caballo)   ¿Cómo lo saben? (Parece

un caballo. “Es un animal dócil de lomo resistente”. [or] “Le gusta trotar por el campo libremente”.) Turn to p. 21 and ask: ¿De quién es esta sombra? 

(un toro)  ¿Cómo lo saben? (Parece un toro. “Tiene dos cuernos grandes y losos”.) Then ask: ¿Cómo se diferencian estos animales? (El caballo es dócil y

el toro es peligroso.) Check answers to childrens’ guesses at the back of the book when reading is complete. Discuss incorrect answers

as a class. Then ask children to think of antonyms for some of the bold-faced words that appear in the book. For example, on p. 4, an

antonym for buen would be mal . Have children repeat with other words.

60 minutes, Days 4–5 

Curricular Enrichment: Visual Arts  Explain to children that they will work with a partner to make their own

shadows. Distribute pencils, a giant roll of white paper or posterboard, and crayons or paint. Have the class place the roll of 

paper or posterboard on the oor. One child will stand in front of a light source, such as a window or bright light, while the

other child traces his/her partner’s shadow onto the paper or posterboard. Encourage children to use props, such as an apple

or other objects, or to make shadow puppets with their hands while their partners are tracing their shadows. The children will

then color or paint the shadows together. Discuss childrens’ artwork as a class.

Home Connection  (Teacher, you may want to photocopy this

activity for children to complete with a family member.) 

Talk with your child about shadows. Then make your own

shadows by standing near a light source, such as a lamp. Ask 

 your child to tell you the similarities and differences between

 your shadows. Encourage him/her to use antonyms when

making the comparison.

ARTART

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Teaching Guide

 ¿De quién es esta somb

NATIONAL STANDARDS

Language Arts: K-12.1, K-12.3, K-12.4, K-12.5, K-12.6, K-12.7, K-12.8, K-12.11, K-12.12

Mathematics:  Numbers PK-2.1, PK-2.2; Algebra PK-2.1, PK-2.4; Geometry PK-2.1—PK-2.4;

Measurement PK-2.1 Data & Analysis PK-2.1, PK-2.2; Connections PK-12.3

Science: K-4.1, K-4.2, K-4.3, K-4.4, K-4.5

Social Studies/Geography: K-12.1, K-12.2, K-12.3

Visual Arts: K-4.1, K-4.2, K-4.3, K-4.5, K-4.6

Dance: K-4.1, K-4.2, K-4.3, K-4.4, K-4.7