8/9/2019 Teaching Guide - Agarrarse - BrickHouse Education - TG9781598352320

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Objectives Identify synonyms and antonyms; animal habitats, traits and behavior;

rhyming words; ask and answer questions; use picture and context clues; compare

and contrast

Materials parallel, uneven, monkey, or side-by-side bars; stopwatch; chart

 30 minutes, Days 1–3

Build Background

 Activate Prior Knowledge Tell children: Los animales se agarran de las cosas. Ask: ¿Qué animales han observado agarrándose de árboles o ramas en su vecindario o en el zoológico? (gatos,ardillas, monos, etc. ) Then ask: ¿Por qué piensan que los animales se agarran de los árboles? (Buscancomida. No quieren caerse.) Say: Hoy vamos a aprender por qué los animales se agarran de las cosas.

Introduce the Focus Skill: Synonyms and Antonyms Tell children: Lossinónimos son palabras que significan lo mismo. Open the book to pp. 10–11. Read the

first sentence on each page aloud to the class as you emphasize the words “observar”  and “mirar .” Tell the class: “Observar” y “mirar” significan lo mismo. “Observar” y“mirar” son sinónimos. Then say: Los antónimos son palabras que significan lo opuesto.Turn to pp. 16–17. Read the first sentence on each page aloud to the class as you

emphasize the words “trepar” and “bajar .” Say: “Trepar” (point up) y “bajar” (point

down) significan lo opuesto. “Trepar” y “bajar” son antónimos. Write the following list of 

synonyms and antonyms in pairs on the board: bajo/alto, grande/enorme,grueso/delgado, rápido/veloz. Ask volunteers to circle the synonym and

underline the antonym pairs. Guide children by asking: ¿Estas palabras significan lo mismo? ¿Estas palabras significan lo opuesto? 

Acquire New Vocabulary  Introduce the vocabulary words to the class: lastimar, soltar, explorar, perezoso,

balancear, acomodar, anidar .  Write them on the board and review definitions. Tell the class that some of these words

have synonyms and antonyms. Ask volunteers to brainstorm synonyms and antonyms and write them on the board next to the

corresponding vocabulary word. For example, synonyms: perezoso/vago, balancear /columpiar ; antonyms: soltar /agarrar ,

lastimar /curar . If children have difficulty, refer them to the book for examples. Review synonyms and antonyms as a class.

Read and Respond  Display the book. Read the title and author name aloud as you track the print. Tell children:  Los poemasson como la música. Siguen un compás. Necesitamos mantener el ritmo para que suene bien. Read p. 4 aloud to model correct pronunciation and

rhythm. Tap your desk lightly as you read so children can hear the beat. Then assign subsequent pages to each member of the class.

Have each child read his/her page aloud. Pause after reading each page and encourage children to answer the following questions: ¿Poqué este animal se agarra del/de la ___? ¿Dónde vive? Tell children to use picture and context clues when giving their answers. For instance,

after reading p. 10, a child might say: El koala se agarra del árbol porque quiere observar. Él vive en un bosque. Discuss animal habitats as a class.

60 minutes, Days 4–5 

Curricular Enrichment: Physical Education  Tell children: Los animals pueden agarrarse de las ramas de un árbol  y aguantarse por mucho tiempo. Hoy vamos a ver cuánto tiempo cada uno de ustedes puede agarrarse de una barra. Take children to the school

gymnasium or playground. Tell them to form a line in front of the parallel, uneven, monkey, or side-by-side bars. Children will

take turns grabbing onto the bar and hanging from it as long as possible. Use a stopwatch to keep track of how long each child

can hold on. The next child in line will wait his/her turn while you record the previous child’s time on a chart. When every

child has had a turn, tell them to look at the chart and tell you how they did. Then have children discuss what it felt like to hold

on to the bar. Say: Si los músculos de sus brazos son fuertes, pueden sostenerse por más tiempo.  Ask: ¿Piensan que los animales tienen brazos más fuertes o más débiles que nosotros? (más fuertes) ¿Qué podríamos hacer para tener brazos fuertes? (Hacer ejercicios.)  Ask children to come up with

ideas for other ways of exercising to stay healthy.

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

 Ask your child why animals grab onto things like trees. (Paraque no se caigan; porque allí duermen, etc. ) Encourage your child

to discuss the Curricular Enrichment exercise. Have your

child demonstrate the exercise when you go to the park or

during playtime.

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Teaching Guide

 Agarrarse

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; Algebra PK-2.1, PK-2.4; Geometry PK-2.2, PK-2.4;

Connections PK-12.3

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

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

Health: K-4.1, K-4.3, K-4.4, K-4.7

Music: K-4.8

Physical Education: K-12.1—12.7