8/14/2019 Guess Who? - Teaching Guide Quin se oculta tras la luz? - BrickHouse Education - TG9781598351286

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Objectives Make predictions; make inferences; compare and contrast;

identify animal traits, behavior, and habitats

Materials paper, black construction paper, posterboard, pencils, markers,

scissors, glue, scientic magazines

30 minutes, Days 13

Build Background

Activate Prior Knowledge Tell children:Hoy vamos a leer sobre cmo losanimales se ocultan tras la luz. Cuando se ocultan tras la luz, forman siluetas. Una silueta esel perfl de una cara o un cuerpo.Stand in front of a window and turn off the lights.

The class will see your prole, not specic features. Have children make their

own silhouettes. Trace the facial prole of each child using a pencil and black

construction paper. Then have children cut out their proles with scissors and

paste them onto plain white paper. Ask them to guess whose silhouette is shown

by comparing and contrasting the cut-outs.

Introduce the Focus Skill: Alliteration Explain that an alliteration is therepetition of different words beginning with the same letter (i.e.Mimam me

mima). Ask volunteers to come up with silly sentences using words that start

with the same letter as their rst names. For example:Beto es un buen bailarn.

Encourage children to be creative and use their imaginations.

Acquire New Vocabulary Introduce the following words:fenomenal, anochecer, corpulentos, olfatear, escamoso,jocosa, observadores, encorvado, criatura,andretoza. Write them on the board. Have children scan the text to nd the wordsThen ask them to make educated guesses about their meanings using picture and context clues. Say: Vayan a la pgina 8. Me pueden decir

qu signifca corpulentos? (que tienen cuerpos grandes) Cmo lo saben? (Los animales de la foto parecen rinocerontes grandes.) Tell children to write

their own denitions. If children have difculty guessing what the words mean, encourage them to think of synonyms (i.e., a synonym

for criatura is animal). Then check childrens work and correct if necessary.

Read and Respond Display the book. Read the title and author name aloud as you track the print. As you read through thebook, have children clap when they hear an alliteration (for example, p. 7: Esgrande, [clap]grueso [clap] ygoza [clap] al cazar.) Tell the

class that they are also going to play a guessing game as you read. Stop after reading each page and ask children to guess what animal

is shown. For example, on p. 14, ask:Quines se ocultan tras la luz? (gaviotas) Encourage children to guess based on the pictures and the

alliterative text. For example:Pienso que los animales son gaviotas porque salen a pescar y con ojos observadores, en la orilla van a estar.)Have

children list their guesses. Check answers at the back of the book when reading is complete. Discuss incorrect answers as a class.

60 minutes, Days 45

Curricular Enrichment: Science Explain to children that all animals have a life cycle: Un ciclo de vida es lo que leocurre a un animal cuando crece. Turn to p. 19 and present the life cycle of the hummingbird. Tell children:Los colibres nacen de un

huevo en un nido. Sus mams cuidan de ellos hasta que estn listos para volar. Then divide the class into three groups. Assign each group

an animal from the book (araa, guila, tortuga marina). Tell children that although each animal looks very different, all three

hatch from eggs. Distribute posterboard, scientic magazines, glue, markers, and scissors to the class. Tell children that each

group will make a collage of their animals life cycle using magazines. They will cut out pictures (i.e. eggs, chicks, edglings,

etc.) and glue them to the posterboard. Children should place pictures in sequential order to show how animals grow. You

may also want to provide access to a computer for children to conduct additional research. When nished, have each group

present their life cycle collage to the class.

Home Connection (Teacher, you may want to photocopythis activity for children to complete with a family member.)

Ask your child to invent his/her own alliterations about

animals. Encourage him/her to generate at least two sentences

using different letters. For example:Mimascota es maravillosa.

Patipescapeces.

LSCIENCELSCIENCE

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Teaching Guide

Quin se oculta tras la

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-2.1PK-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, K-12.4, K-12.5

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

Technology: K-12.1, K-12.2, K-12.3, K-12.4, K-12.5