Volume 1 - Home - Cicero School District 99 · el pasado y cómo está relacionado con el presente. ... descripción para desarrollar el argumento y los personajes ... 6 Unidad 1

6Volume 1

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Biblioteca de textos niveladosLeveled Text Library

Colección de textos en líneaOnline Text Collection

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DBILITERACY PATHWAY

1

UNITAtesorar la historiaTreasuring History

OPTIONAL RESOURCE

You may wish to use Palabras a su paso™ to reinforce and expand foundational skills instruction in Spanish. See page 7 for lesson suggestions.

MODULE AMODULE P

+ } Module P pairs with Module A to form Biliteracy Pathway Unit 1.

MODULE PUnit Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Vocabulary to Unlock the Text . . . . . . . . . . . . . . . . . 4

Module Planner . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Spanish Literacy Lessons . . . . . . . . . . . . . . . . . . . . . 8

Performance-Based Assessment . . . . . . . . . . . . . . 80

Biliteracy Pathway Resources . . . . . . . . . . . . . . . . 85

▸ Literacy Project . . . . . . . . . . . . . . . . . . . . . . . . . . 86

▸ Cross-Language Connections Lessons . . . . . . . . 90

▸ Paired Literacy Support . . . . . . . . . . . . . . . . . . . . 94

▸ Unit Wrap-Up . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96

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QUANTITATIVE MEASURES

Lexile 640L Page Count 64

QUALITATIVE MEASURES

Levels of Meaning complex level of meaning about ancient Egypt and archaeology; appreciation for different culture

Structure conventional narrative told in chronological order; riddles in text move story along

Language Conventionality and Clarity

word-plays employed to solve riddles; introduction to deciphering hieroglyphics; long stretches of dialogue

Theme and Knowledge Demands

basic familiarity with Ancient Egypt; abstract ideas and concepts

Overview

TEXT SET

DETECTIVE

ANCHOR TEXT

Colección de textos en líneaOnline Text Collection

Biblioteca de textos niveladosLeveled Text Library

METAS DEL MÓDULO | MODULE GOALSLos lectores describirán las tramas de cuentos y explicarán cómo los personajes responden o cambian mientras que las tramas avanzan hacia una resolución. | Readers will describe story plots and explain how characters respond or change as plots move toward resolutions.

Los escritores crearán una narración utilizando técnicas efectivas para desarrollar los personajes, sucesos y detalles. | Writers will craft a narrative using effective techniques to develop characters, events, and details.

EXPLORAR EL CONTENIDO | EXPLORE CONTENT Los alumnos analizarán el pasado y cómo está relacionado con el presente. | Learners will analyze the past as it relates to the present.

PREGUNTAS ESENCIALES | ESSENTIAL QUESTIONS¿Cómo usan los lectores los elementos narrativos para comprender lo que leen? | How do readers use narrative elements to comprehend what they read?

¿Cómo usan los escritores las técnicas narrativas para desarrollar un cuento? | How do writers use narrative techniques to develop a story?

COMPRENSIONES DURADERAS | ENDURING UNDERSTANDINGS• Los lectores comprenden que la trama de

un cuento se desenvuelve en una serie de episodios que conducen a una resolución. | Readers understand that the plot of a story unfolds in a series of episodes toward a resolution.

• Los escritores comprenden cómo utilizar técnicas narrativas efectivas para desarrollar un cuento. | Writers understand how to use effective narrative techniques to develop a story.

• Los alumnos comprenden que el pasado y el presente están relacionados de maneras interesantes. | Learners understand that the past and present relate to each other in interesting ways.

La tumba misteriosaLexile 640LLiterary Text

Literacy Lessons 1–9Performance-Based Assessment (Narrative)Literacy ProjectCross-Language Connections Lessons CLC 1–4English Language Support for Module A

MÓDULO PMODULE P

UNIDAD 1UNIT 1

OPTIONAL RESOURCEPalabras a su paso™

“Trabajo en la Gran Pirámide”Lexile 980L“Todo nos suena a griego”Lexile 1060L“Viaje al pasado”Lexile 900L“Trueno, relámpago y Thor”Lexile 870L

2 Unidad 1

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TEXT SET

ANCHOR TEXT SUPPORTING TEXTS

SLEUTH

Instructional support for Module A is found in the ReadyGEN Teacher’s Guide for Grade 6, Unit 1.

MODULE GOALSReaders will cite text evidence to support inferences drawn from texts.

Writers will write a narrative that contains the elements of a story.EXPLORE CONTENT Learners will analyze the past as it relates to the

present.

ESSENTIAL QUESTIONSHow do readers support their inferences with text evidence?

How do writers use story elements to create a mystery?

ENDURING UNDERSTANDINGS• Readers understand that inferences drawn

from texts can be supported by textual evidence.

• Writers understand that narratives contain certain elements to engage readers.

• Learners understand that the past and present relate to each other in interesting ways.

Leveled Text Library

The Egypt GameLexile 1010LLiterary Text

Literacy Lessons 1–18Performance-Based Assessment (Narrative)MODULE A

Atesorar la historiaTreasuring History

Calliope’s History MysteryLexile 925LLiterary Text

You Wouldn’t Want to Be Cleopatra!Lexile IG930LInformational Text

“At Work on the Great Pyramid”Lexile 1070L“It’s All Greek to Us!”Lexile 1100L

Unit 1 3

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Literary TextANCHOR TEXT La tumba misteriosa

BenchmarkVocabulary

Possible Morphological

Links

Possible Semantic

Links

English Cognates

Narrative Links

rostroscaras, aspectos, semblantes, visajes, muecas

Character

alucinados alucinar, alucinante sorprendidos, deslumbrados

partial cognate:hallucinated Character

apresado apresar, preso, presa

aprisionado, arrestado, atrapado, capturado

Plot

pedregosa piedra, pedregal rocosa, escabrosa, áspera Setting

poseo poseer, posesión, posesivo, poseedor

tengo, tomo, adquiero

partial cognate: possess

Actions or Movement

reverencia reverenciarrespeto, aprecio, estimación, veneración

reverence Plot

blandió blandir movió, agitó, asió Actions or Movement

cadenciosa cadencia ritmo, repetición, pausa cadenced Plot

precarias precariedad, precario

riesgosas, inseguras, inestables, frágiles precarious Setting

unísono uno, unión, son tono, voz, mismo, unison Actions or Movement

desfallecer fallecer, fallecido, desmayarse, debilitarse, agotarse

Actions or Movement

contemplaron contemplar, contemplación

miraron, reflexionaron, meditaron contemplated Actions or

Movement

resonó resonar, sonar, sonido

repercutió, vibró, retumbó resounded Actions or

Movement

milenario (adj.) mil, milenio, millar antiguo, arcaico millenary Setting

desencajados desencajar, cajadescompuestos, alterados, desfigurados

Character

apuntalarla puntal, apuntalado atrancar(la), apoyar(la), soportar(la), reforzar(la)

Actions or Movement

VOCABULARIO ESENCIAL | BENCHMARK VOCABULARY Use these charts as a starting point for your class to generate related words. There may be more words in each cluster than those listed here. As words are generated, discuss related English cognates as well as false cognates to support the vocabulary development of biliterate learners. Go to www.PearsonSchool.com/ReadyGEN to read more about generative vocabulary instruction in ReadyGEN.

Vocabulary to Unlock Text

UNIDAD 1 • MÓDULO PUNIT 1 • MODULE P

4 Unidad 1

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Literary TextSUPPORTING TEXT “Trabajo en la Gran Pirámide”

BenchmarkVocabulary


Links

Possible Semantic

Links

English Cognates

Narrative Links

remolcarla remolcar, remolque jalar(la), arrastrar(la) Actions or Movement

temporadas temporal, tiempo estaciones, épocas Setting

preparativospreparar, preparación, preparado, preparatorio

previsiones, planes preparations Setting

Atesorar la historiaTreasuring History

SUPPORTING TEXT “Todo nos suena a griego”

BenchmarkVocabulary


Links

Possible Semantic

Links

English Cognates

Informational Links

milenios mil, milenario años, siglos, tiempo, millennia / milleniums Setting

adversidades adversidad, adversario, adverso

problemas, infortunios, malaventuras adversities Plot

fortachón fuerte, fuerza, fortaleza

robusto, corpulento, potente, enérgico Character

SUPPORTING TEXT “Trueno, relámpago y Thor”

BenchmarkVocabulary


Links

Possible Semantic

Links

English Cognates

Informational Links

aguerrido guerra, guerrero, guerrear,

valiente, combativo, belicoso Character

destello destellar brillo, centelleo, luz, rayo Setting

SUPPORTING TEXT “Viaje al pasado”

BenchmarkVocabulary


Links

Possible Semantic

Links

English Cognates

Informational Links

imperturbable perturbar, imperturbabilidad impasible, tranquilo imperturbable Topic

fúnebres funeral, funeraria difuntos, muertes, funestos Topic

apogeo auge, éxito, triunfo Topic

Informational Text

Informational Text

Informational Text

Unit 1 5

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Teacher’s Guide, pp. 72–79








LECCIÓNLESSON 1

READ Trade Book pp. 6–17 La tumba misteriosa

BENCHMARK VOCABULARY rostros, alucinados, apresado, pedregosa

READING ANALYSIS Analizar elementos clave del cuento | Analyze Key Story Elements

WRITING Establecer el ambiente | Establish Setting; Dictado

LECCIÓNLESSON 2


BENCHMARK VOCABULARY poseo, reverencia, blandió, cadenciosa

READING ANALYSIS Analizar el conflicto | Analyze Conflict

WRITING Desarrollar personajes múltiples | Develop Multiple Characters; Dictado

LECCIÓNLESSON 3


BENCHMARK VOCABULARY precarias, unísono, desfallecer, contemplaron

READING ANALYSIS Analizar el desarrollo de la trama | Analyze Plot Development

WRITING Establecer secuencias de la trama lineales y no lineales | Establish Linear and Nonlinear Plot Sequences; Dictado

LECCIÓNLESSON 4


BENCHMARK VOCABULARY resonó, milenario, desencajados, apuntalarla

READING ANALYSIS Determinar el propósito del autor | Determine Author’s Purpose

WRITING Registrar pistas para resolver un misterio | Plotting Clues to Solve a Mystery; Dictado

LECCIÓNLESSON 5

READ Detective pp. 8–9 “Trabajo en la Gran Pirámide”

BENCHMARK VOCABULARY remolcarla, temporadas, preparativos

READING ANALYSIS Citar evidencias del texto para inferir | Cite Text Evidence to Infer

WRITING Añadir transiciones para expresar la secuencia y cambios de tiempo y ambiente | Add Transitions to Convey Sequence and Shifts in Time and Setting; Dictado Assessment

LECCIÓNLESSON 6

READ Detective pp. 10–11 “Todo nos suena a griego”

BENCHMARK VOCABULARY milenios, adversidades, fortachón

READING ANALYSIS Comparar y contrastar géneros | Compare and Contrast Genres

WRITING Usar el diálogo y la descripción para desarrollar el argumento y los personajes | Use Dialogue and Description to Develop Plot and Characters

LECCIÓNLESSON 7

READ Detective pp. 12–13 “Viaje al pasado”

BENCHMARK VOCABULARY imperturbable, fúnebres, apogeo

READING ANALYSIS Determinar la idea principal | Determine Central Idea

WRITING Planear y preparar para escribir | Plan and Prewrite

LECCIÓNLESSON 8

READ Detective pp. 14–15 “Trueno, relámpago y Thor”

BENCHMARK VOCABULARY aguerrido, destello

READING ANALYSIS Resumir una sección de un texto | Summarize a Section of Text

WRITING Editar y revisar un misterio | Edit and Proofread a Mystery

LECCIÓNLESSON 9

COMPARE▶ La tumba misteriosa▶ “Trabajo en la Gran Pirámide”

BENCHMARK VOCABULARY pedregoso, desencajados, temporadas, preparativosREADING ANALYSIS Comparar y contrastar los mensajes de los autores | Compare and Contrast Authors’ MessagesWRITING Editar y presentar un misterio | Publish and Present a Mystery


WHOLE GROUPWRITING WORKSHOP

30–40 minutes

• Escritura narrativa | Narrative Writing

• Práctica de escritura | Writing Practice

SMALL GROUP30–40 minutes

• Opciones para grupos pequeños | Small Group Options

WHOLE GROUP30–40 minutes

• Desarrollar la oralidad | Develop Oracy• Desarrollar la comprensión | Build

Understanding• Lectura atenta | Close Read• Vocabulario esencial | Benchmark

Vocabulary• Análisis del texto | Text Analysis

UNIDAD 1 • MÓDULO PUNIT 1 • MODULE P

6 Unidad 1 • Módulo P

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READING/WRITING CENTER VOCABULARY CENTER ORACY CENTER

CENTER OPTIONS

• Have students work in pairs or small groups to describe how they treasure history, including family or personal history. Give students sentence frames they can complete to say what they do to value history in their lives.

• Based on their independent reading texts, have students add domain-specific words and phrases to a class list, organizing their words by concept or topic.

• Have students choose one of their independent reading books and describe the main character to the class. Then ask them to create a character that could have been in the book and describe this character’s role in the plot.

During Small Group Time, students can use independent center activities to practice and apply standards while you work with individuals or groups. Options for activities focusing on both concepts and learning objectives for this unit are included here. To hold students accountable and ensure their active participation, refer to the Strategies for Independent Center Activities in the Biliteracy Pathway Handbook.

CROSS-LANGUAGE CONNECTIONS LESSONSTeacher’s Guide, pp. 90–93

These in-depth contrastive analysis lessons develop students´ metalinguistic awareness in Spanish and English and support students´ cross-linguistic transfer of literacy skills covered in the paired module. Depending on your needs, the CLC Lessons may be flexibly integrated over the course of the Biliteracy Pathway Unit.

CLC 1. Context Clues

CLC 2. Greek and Latin Roots

CLC 3. Morphemes

CLC 4. Cognates

Students working in small groups will write a Reader’s Theater script for a scene from La tumba misteriosa and perform it for the whole class.

Students will:• discuss the format of a play and how it is

different from prose.

• work collaboratively to rewrite a section of La tumba misteriosa as a Reader’s Theater script.

• work collaboratively to rehearse and perform the script.

LITERACY PROJECTPERFORMANCE-BASED ASSESSMENT


NARRATIVE TASK: WRITE A MYSTERY

Students will write a mystery that relates to the topic of exploring the past to solve a problem.

Students will:• introduce the characters and organize a sequence of

events.• use dialogue and description to develop the events

and experiences of the characters.• use transitional words, phrases, and clauses to

convey the sequence of events.

Atesorar la historia Treasuring History

LANGUAGE AND FOUNDATIONAL SKILLS LESSONS IN THIS MODULE

Language Nouns: Common, Proper, Singular, Plural, Collective, Concrete, Abstract; Pronouns: Possessive, Indefinite, Relative; Pronoun-Antecedent Agreement; Adjectives; Written Accent; Spell Correctly

Word Analysis Context Clues, Multiple-Meaning Words, Shades of Meaning, Greek and Latin Suffixes

READER’S THEATER PERFORMANCE

OPTIONAL RESOURCE Palabras a su paso™, La ortografía de consonantes, Grupo 12; Prefijos y más sufijos, Grupo 23.

Unit 1 • Module P 7

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Introducción | Introduction

lecciónlesson

ObjetivOsOralidad identifican palabras y frases descriptivas que cuentan acerca de los personajes y sucesos en un cuento.

Enfoque Usan las ilustraciones y palabras en un texto para demostrar comprensión de los personajes y de la trama.

Describen cómo los personajes de un cuento responden a sucesos importantes.

ObjectivesOracy identify describing words and phrases that tell about story characters and events.

Focus Use illustrations and words in a text to demonstrate understanding of the characters and plot.

Describe how the characters in a story respond to major events.

Text Complexity Rubric, p. 2

Análisis de palabras | Word Analysis

claves de contexto | Context Clues• After students have completed their first read of the pages, say:

cuando no sé el significado de una palabra, vuelvo a leer la oración o el párrafo en la que aparece para encontrar pistas que me ayuden a averiguarlo. Algunas veces, las palabras que siguen la palabra desconocida dan una definición. | When i don’t know the meaning of a word, i reread the sentence or paragraph in which it appears to see if i can find hints that help me figure it out. sometimes, the words that follow the unknown word give a definition.

• Write this sentence from p. 13 on the board: “nos aprovisionaremos con agua y comida.” say: las palabras agua y comida nos indican el significado. el agua y la comida son provisiones. | The words agua y comida tell us the meaning. Water and food are provisions.

• Have students name other words whose meaning they could not figure out and work as a class to see if context clues can be used to find it.

For cross-language support, see p. 90 in this Teacher's Guide and the Contrastive Analysis Charts in the Biliteracy Pathway Handbook.

Desarrollar la oralidad | Develop Oracy

build backgrOund knOwledge Tell students: Vamos a leer sobre dos niños en Egipto que tienen que resolver acertijos para rescatar a sus padres de una tumba antigua. Habla con tu pareja sobre cómo resolver los acertijos y sobre lo que se puede encontrar en las tumbas antiguas en Egipto. | We’re going to read about two children in Egypt who have to solve riddles to rescue their fathers from an ancient tomb. Talk to your partner about how to solve riddles and about what can be found in ancient tombs in Egypt. Provide sentence frames such as these: Para resolver un acertijo, uno tiene que ser ___ e imaginativo. En las tumbas antiguas en Egipto hay ___. Define enigma and have students build a word web with synonyms for the term (misterio, secreto, acertijo). Conclude by telling students that this story is written in European Spanish and contains forms that they may not recognize.

PreteacH vOcabularY The following words will be helpful for students to know before reading the story: arqueólogo, campamento, and excavaciones. Write each word on the board and introduce it by briefly explaining, acting out, or illustrating its meaning. Then ask a question that uses the word. For example, for arqueólogo, say: ¿Qué tipo de cosas encuentran los arqueólogos? (ruinas, tumbas, huesos) | What kind of things do archaeologists find? (ruins, tombs, bones)

La tumba misteriosa, pp. 6–171

8 Unidad 1 • Módulo P • Lección 1

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Biliteracy Pathway Teacher’s Guide

Biliteracy Pathway Handbook

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Analizar elementos clave del cuento Analyze Key Story Elements

Desarrollar la comprensiónL1PRIMERA LECTURA

FIRST READ Build Understanding

SET THE PURPOSE Focus the instruction for the module by sharing the following Enduring Understanding: Los lectores comprenden que la trama de un cuento se desarrolla en una serie de episodios hacia una resolución. [Readers understand that the plot of a story unfolds in a series of episodes toward a resolution.] Say: Vamos a leer las páginas 6 a 17 de La tumba misteriosa para conocer a los personajes y ver cómo responden a los sucesos en esta parte del libro. | We are going to read pages 6 to 17 of La tumba misteriosa to meet the characters and see how they respond to the events in this part of the book.

ENGAGE STUDENTS Tell students that they should keep the following Essential Questions in mind as they read, talk, and write about the texts in this module: ¿Cómo usan los lectores los elementos narrativos para comprender lo que leen? ¿Cómo usan los escritores las técnicas narrativas para desarrollar un cuento? | How do readers use narrative elements to comprehend what they read? How do writers use narrative techniques to develop a story? Tell students: En esta lección, vamos a aprender cómo los lectores pueden analizar elementos clave del cuento para comprender a los personajes. Vamos a analizar cómo un autor introduce y desarrolla a los personajes por medio de una serie de sucesos. | In this lesson we are going to learn how readers can analyze key story elements to understand the characters. We will analyze how the author introduces and develops the characters through a series of events.

READ As you introduce pp. 6–17 of this new text, use the appropriate reading routine from pp. TR2–14. In this first reading, students should be reading for an understanding of what the text is mainly about.

TURN AND TALK After reading, have students turn to a partner and discuss this question using examples from the text: ¿Quiénes son los personajes principales de este cuento y en qué sucesos participan? (personajes: Rosendo, Aliya; sucesos: salen a buscar a sus padres) | Who are the main characters in this story and in what events do they take part? (characters: Rosendo, Aliya; events: they go looking for their fathers) Use the Rutina de razonar en parejas y compartir | Think-Pair-Share Routine on p. TR2.

Unit 1 • Module P • Lesson 1 9

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SPANISH LANGUAGE DEVELOPMENT

VOCABULARY In addition to defining enigma, point out that many Spanish nouns that end in –ma are masculine in gender because they are derived from the Greek. These words are also often cognates. Have students turn to p.16 and ask them to find such a word (problema). Ask them to write a sentence or question with a masculine article for problema. Have students share their work with the class.

STrATEGIc SUPPOrT

UNDERSTANDING CHARACTERS Help students identify descriptive words and phrases about characters to improve understanding. Encourage students to look for adjectives and examples of dialogue which could help them to understand the characters better. For example, when Aliya tells Rosendo “Somos niños…” Rosendo replies, “Pero no tontos” on p. 13.

PALABRA CURIOSA | By-the-WAy WORd During close reading, define the following word for students involving known concepts that can impede text comprehension.

enigma, p. 8: Enigma es un sustantivo que significa “algo difícil de entender o resolver”. | Enigma is a noun meaning “something difficult to understand or solve.”

L1SEGUNDA LEcTUrA

SEcOND rEAD

Lectura atenta Close Read

cITE TEXT EVIDENcE Engage the class in a discussion about what they just read. Remind students that readers use details and examples to analyze key story elements that can help them understand characters in a text. Use these questions to guide the discussion, and ask students to support their answers with evidence.

•¿Cómo describirían la relación entre Rosendo y Aliya? (Son amigos cuyos padres trabajan juntos; p. 8: “Abu Sir, el capataz de su padre”) | How would you describe the relationship between Rosendo and Aliya? (They are friends whose fathers work together.) ¿Cómo han pasado el verano? (Muy contentos, jugando; p. 8: “había sido sin duda un hermoso verano”) | How have they spent the summer? (very happy, playing)

•Según Rosendo, ¿en qué se parecen él y Aliya y en qué se diferencian? (Se parecen en que no van a dejar que sus padres mueran. Se diferencian en la manera en que cada uno sirve para rescatarlos; p. 13: “No voy a dejar que mi padre muera, ni tú dejarás al tuyo… Tú eres de aquí y yo he leído mucho.”) | According to Rosendo, how are he and Aliya similar and how are they different? (They are similar in that neither will let their father die. They are different in the way they can be useful in rescuing them.)

ObjETIVOSCitan evidencias textuales para sustentar el análisis de lo que dice explícitamente el texto.

Describen cómo un cuento determinado se desarrolla en una serie de episodios. Describen también cómo responden o cambian los personajes a medida que la trama se va desarrollando.

Determinan el significado de palabras académicas y de dominio específico en un texto y las usan.

ObjEcTIVESCite textual evidence to support analysis of what the text says explicitly.

Describe how a particular story’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.

Determine the meaning of and use academic and domain-specific words in a text.

10 Unidad1•MóduloP•Lección1


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GBiliteracy Pathway Teacher’s Guide


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Aliya y Rosendo

Se diferencian

Aliya es de ahí y sabe cómo hablar con las personas.Rosendo sabe resolver acertijos.

Se parecen

VOCABULARIO ESENCIAL | BENCHMARK VOCABULARY

rostros, p. 10 alucinados, p. 10 apresado, p. 10 pedregosa, p. 14hallucinated

• Have students find and read sentences from the text that contain the Benchmark Vocabulary. Discuss the English cognate hallucinated. Point out that alucinado in this instance is an adjective meaning “shocked” or “awestruck,” rather than “hallucinated,” which is a partial cognate.

Use the Rutina de vocabulario esencial: Literario | Benchmark Vocabulary Routine: Literary on p. TR11 to teach the meaning of the words.

• Use the information on pp. 4–5 in this Teacher’s Guide to discuss other words connected to each of the Vocabulario esencial | Benchmark Vocabulary words.

PRACTICE Have students write sentences using the Benchmark Vocabulary to show contextual understanding of the words.

Análisis de la lectura | Reading Analysis

CONVERSAR SOBRE EL TEXTO | TEXT TALK

STORY ELEMENTS Tell students that readers can focus on story elements to improve understanding of characters. Provide the T-Chart on p. TR23. Have students write "Aliya y Rosendo" above the chart and label one column “Se diferencian” and the other “Se parecen.”

MODEL Vamos a leer la página 16 para ver en qué se diferencian y en qué se parecen Rosendo y Aliya. ¿Qué hace cada uno cuando se encuentran con el hombre sentado junto a la barca? Voy a escribir estas diferencias en la primera columna: “Aliya es de ahí y sabe cómo hablar con las personas”. “Rosendo sabe resolver acertijos”. Escriban estas diferencias en la primera columna. Ahora vamos a escribir en qué se parecen. | We are going to read page 16 to see how Rosendo and Aliya are different and alike. What does each one do when they meet the man sitting next to the boat? I am going to write these differences in the first column: “Aliya is from there and knows how to speak to the people.” “Rosendo knows how to solve riddles.” Now we are going to write how they are alike.

PRACTICE/APPLY Have students work independently or in small groups to complete the graphic organizer. Use the Rutina de comentar en grupos pequeños | Small Group Discussion Routine on p. TR4 to have students discuss the details and examples from the text that support their ideas.

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Keystones Reading and Writing Keystones are a quick check to:• assess students’

understanding of key language, key text structures, and key ideas.

• indicate students’ progress toward the Performance-Based Assessment.

• inform your Small Group Time decisions.




UNLOCK THE TEXT

Opciones para grupos pequeños | Small Group Options

LEVELS OF MEANING See p. 2 of this Teacher’s Guide for levels of meaning and text purpose.

STRUCTURE Have small groups of students review the illustrations in the book. Tell students: Las ilustraciones apoyan el texto. ¿Qué les dicen las ilustraciones sobre la trama del cuento? (Algo malo sucede al principio. Dos niños salen de viaje en un desierto y se encuentran con varias personas.) | Illustrations support the text. What do the illustrations tell you about the plot of the story? (Something bad happens at the beginning. Two children set out on a trip in a desert and meet various people along the way.)

LANGUAGE CONVENTIONALITY AND CLARITY Use the Rutina de vocabulario esencial: Literario | Benchmark Vocabulary Routine: Literary on p. TR11 to assess students’ understanding of rostros, alucinados, apresado, and pedregosa. Also use the list of English cognates on p. 11 of this Teacher’s Guide to guide your English-speaking students as they read.

THEME AND KNOWLEDGE DEMANDS Have students share what they already know about tombs in ancient Egypt. Then ask: ¿Por qué dice Segismundo que su trabajo puede ser peligroso? | Why does Segismundo say that his work might be dangerous?

BUILD ACCOUNTABILITY Announce the two focus points that students will apply to their self-selected texts. Guide students in applying the content of today’s Reading Analysis lesson to their self-selected texts. Aprendimos que los lectores pueden analizar los elementos de un cuento enfocándose en los personajes. Podemos aprender más sobre los personajes observando su punto de vista y su reacción a lo que sucede. Mientras leen, piensen en los personajes de su libro. Tomen nota de frases clave, citas o descripciones que ayudan a analizarlos. | We learned that readers can analyze story elements by focusing on characters. We can learn more about the characters by looking at their point of view and their reactions to events. As you read, think about the characters in your book. Note key phrases, quotes, or descriptions that help analyze the main characters.

• Process Focus: Independence Ask students to write notes about the characters from the independent reading.

• Strategy Focus: Comprehension Have students share the notes they wrote about the characters in their self-selected books. Ask them to analyze the characters and the characters’ relationships from the notes they wrote.

See the Rutina de lectura independiente | Independent Reading Routine on pp. TR7–9

COLLABORATIVE READING To help students engage in the shared responsibilities of reading more complex texts than they might read on their own, have them follow the Collaborative Reading Routine in the Biliteracy Pathway Handbook.

Lectura independiente enfocada Focused Independent Reading

While students are reading independently, use the Small Group Options below or on p. 13.



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Verificar el progresoMonitor Progress

If . . . students are reading with mistakes,

then . . . have them record themselves as they practice reading aloud. Have them listen to see what areas they had trouble with and have them practice making those corrections several times.

If . . . students are reading accurately, but too slowly,

then . . . encourage them to listen to a recording of a short poem or story as a model, then practice reading the same piece out loud, with no mistakes, at the right pace.

accuracY Explain that reading with accuracy means reading with few or no mistakes and taking care to properly pronounce words with accents. Have students take turns reading aloud from p. 10 of La tumba misteriosa to a partner. Have each partner practice two or three times.

fluencY

reaDing analYsis eXTension Use this mini-lesson with pairs of students who can easily analyze story

elements with a focus on characters in La tumba misteriosa.

sTorY eleMenTs Ask pairs of students to reread p. 13. Then ask the following questions.

•¿Si Rosendo estuviera escribiendo este cuento, qué palabras o frases usaría para describir a Aliya? | If Rosendo were writing this story, what words or phrases would he use to describe Aliya?

•¿Si Aliya estuviera escribiendo este cuento, qué palabras o frases usaría para describir a Rosendo? | If Aliya were writing this story, what words or phrases would she use to describe Rosendo?

•¿Por qué es importante este momento en el cuento? | Why is this moment in the story important?

Have pairs share one of their answers with the class.

Use this mini-lesson with students who struggle with analyzing story elements with a focus on characters in La tumba misteriosa.

sTorY eleMenTs Have students reread pp. 14–15. Then use the following guiding questions.

•¿En qué se parecen Rosendo y Aliya en esta descripción? (Los dos están concentrados en el camino, no hablan, ambos muestran que son tenaces y valientes.) | How are Rosendo and Aliya similar in this description? (They are both focused on the path. They do not talk. Both show that they are tenacious and brave.)

•¿En qué se diferencian? (Aliya piensa que se han perdido porque el viento ha borrado las huellas de los hombres, pero Rosendo usa su brújula para encontrar el camino.) | How are they different? (Aliya thinks they are lost because the wind has blown away the men’s tracks, but Rosendo uses his compass to find the path.)

Invite students to analyze another story element that provides information about the characters. Use the Rutina de razonar en parejas y compartir | Think-Pair-Share Routine on p. TR2. Invite students to connect details about the characters to make comparisons. Then ask them to complete their T-Charts.

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Unit1•ModuleP•Lesson1 13


Escritura narrativa | Narrative WritingEstablecer el ambiente | Establish Setting

SET THE PURPOSE Review with students that the setting of a narrative defines when and where the narrative takes place. Say: Los escritores se hacen preguntas importantes al desarrollar el ambiente. | Writers ask themselves important questions as they develop the setting. Explain that writers need to think about where and when the narrative takes place and what details make the setting especially vivid.

TEACH AND MODEL Explain that when writers develop the setting for a narrative, they make sure that most of these questions are answered. Say: Los detalles del ambiente ayudan a que la narrativa cobre vida en la mente del lector. | The setting details will help the narrative come to life in a reader’s mind. Review the first paragraph of p. 7 from La tumba misteriosa. Say: En este párrafo el autor nos dice dónde y cuándo la narrativa tiene lugar. Los personajes están en Egipto cerca de las pirámides. El cuento empieza por la mañana. Estos detalles ayudan al lector a imaginar mejor el mundo del cuento. | The author tells us where and when the narrative takes place in this paragraph. The characters are in Egypt near the Pyramids. The story starts in the morning. These details help the reader imagine the world of the story better. Turn to p. 8. Say: Aquí el autor nos dice que el campamento donde vive Rosendo está lejos de las pirámides porque las tierras de las pirámides son sagradas. Este detalle hace que el ambiente sea más interesante. | Here the author tells us that the camp where Rosendo lives is far from the Pyramids because the land around the Pyramids is sacred. This detail makes the setting more interesting.

LEAD A SHARED WRITING ACTIVITY

• Prepare Tell students that they will be writing a description of the setting for a mystery that establishes a time-and-place context for the world of their narrative.

• Organize Explain that mystery narratives are often based in reality, so their settings should be realistic.

• Write Explain that writers must develop the entire world where a mystery narrative takes place. Point out that the author tells us about the dig at the Pyramids so that the reader has a sense of the larger world of the story.

Práctica de escritura | Writing Practice

INDEPENDENT PRACTICE Ask students to write a one-page description of a world that establishes a context for a mystery narrative. The description provides all the details necessary to establish a setting.

COLLABORATIVE PRACTICE Have students brainstorm details about a setting in pairs before they write independently.

SHARE WRITING Ask volunteers to share their writing with the class. Ask the class to identify details that help the setting descriptions seem complete and vivid.

OBJETIVOSInvolucran al lector y orientan su atención al establecer un contexto o ambiente interesante.

Comprenden y usan sustantivos comunes y propios.

OBJECTIVESEngage and orient the reader by establishing an interesting setting.

Understand and use common and proper nouns.



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Read aloud the mentor text a third time, pausing to repeat appropriate sections as needed, as students write what you dictate. Have them reread their writing and correct any errors they find. Then reconstruct the mentor text and talk through the Teaching Points while students check and correct their writing.For more guidance, see p. TR16 and pp. 64–69 in the Biliteracy Pathway Handbook.

A aquella región solo se podía llegar en aeroplano. Una vez allí, los miembros del equipo usarían un vehículo todoterreno para desplazarse por la superficie desigual del valle. La arqueóloga los esperaba bajo un parasol. El descubrimiento de un acuífero había hecho necesaria la presencia de un geólogo, y el papel del biólogo sería clasificar las criaturas subterráneas que el trabajo de los arqueólogos había sacado de sus escondites.

DictadoPUNTOS A ENSEÑAR | TEACHING POINTS

palabras compuestascompound words

prefijosprefixes

raíces griegas y latinasGreek and Latin roots

Read aloud the mentor text to accurately convey meaning, phrasing, intonation, and expression. Then reread the text, pausing after a phrase or sentence to have students echo the words of the text.

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Convenciones | Conventions

Sustantivos comunes y propios | Common and Proper Nouns

VOCABULARIO ACADÉMICO | ACADEMIC VOCABULARY

sustantivo comúncommon noun

sustantivo propio proper noun

TEACH AND MODEL Explain that proper nouns name specific people, places, and things, while common nouns refer to people, places, and things in general. Write the headings Sustantivos comunes and Sustantivos propios on the board. List examples of common and proper nouns. Explain why each noun is considered common or proper.

PRACTICE Have students make a two-column chart with the headings Sustantivos comunes and Sustantivos propios. Have them go through pp. 6–17 of the text and find four examples of each type of noun. Have volunteers discuss their lists with the class.

For cross-language support, see the Contrastive Analysis Charts in the Biliteracy Pathway Handbook.



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OBJETIVOSOralidad Identifican palabras y frases descriptivas que cuentan acerca de los personajes y sucesos en un cuento.

Enfoque Usan las ilustraciones y palabras de un texto para demostrar comprensión de los personajes y de la trama.


OBJECTIVESOracy Identify describing words and phrases that tell about story characters and events.

Use a variety of adjectives and adverbs to orally describe people in a community as well as story characters and plot.





Claves de contexto | Context Clues• After students have completed their first read of the pages, say:

Cuando no sé el significado de una palabra en un libro que tiene ilustraciones, me fijo en los detalles de las ilustraciones para ver si me ayudan. | When I don’t know the meaning of a word in a book with illustrations, I notice the details in the illustrations to see if they help me.

• Write this phrase from p. 20 on the board: “Llevaba dos alfanjes tan grandes….” Say: En la ilustración de la página 21, veo que el bandido lleva dos armas parecidas a espadas o machetes. Estas armas indican el signficado de la palabra alfanje. | In the illustration on page 21, I see that the bandit is carrying two weapons like swords or machetes. These weapons indicate the meaning of the word alfanje.

• Have students name other words whose meaning they could not figure out. Work as a class to see if context clues in illustrations are helpful.

For cross-language support, see p. 90 in this Teacher's Guide and the Contrastive Analysis Charts in the Biliteracy Pathway Handbook.


BUILD BACKGROUND KNOWLEDGE Tell students: Vamos a seguir leyendo sobre Rosendo y Aliya y los acertijos que tienen que resolver. Hay varios tipos de acertijos. Unos requieren prestar atención a las palabras. Otros requieren razonar en varios pasos. | We’re going to continue reading about Rosendo and Aliya and the riddles they have to solve. There are different kinds of riddles. Some require paying attention to the words. Others require reasoning in steps. Provide language frames such as: Me ___ los acertijos que requieren prestar atención a las ___. Mi ___ favorito requiere razonar en ___.

PRETEACH VOCABULARY The following words will be helpful for students to know before reading the story: fantasma, saqueadores, mago and sudor. Write each word on the board and introduce it by briefly explaining, acting out, or illustrating its meaning. Then ask a question or say a sentence that uses the word. For example, for sudor say: Estoy empapada en sudor. | I’m soaked in sweat. Act out wiping the sweat off your brow.






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Analizar el conflictoAnalyze Conflict



SET THE PURPOSE Focus the instruction for the lesson by sharing the following Enduring Understanding: Los lectores comprenden que la trama de un cuento se desenvuelve en una serie de episodios que conducen a una resolución. [Readers understand that the plot of a story unfolds in a series of episodes toward a resolution.] Say: Vamos a leer las páginas 18 a 31 de La tumba misteriosa. Mientras leemos, vamos a identificar los conflictos que se encuentran en el cuento. Después vamos a analizar cómo la trama se desarrolla a causa de estos conflictos y avanza hacia una resolución, o una solución del conflicto o problema. | We are going to read pages 18 to 31 of La tumba misteriosa. As we read, we will identify conflicts that are found within the story. Then we will analyze how the plot unfolds as the result of these conflicts and moves toward a resolution, or solution to the conflict or problem.

ENGAGE STUDENTS Share the following Essential Questions with students and tell them that they should keep it in mind as the class reads, talks, and writes about the text in this lesson: ¿Cómo usan los lectores los elementos narrativos para comprender lo que leen? ¿Cómo usan los escritores las técnicas narrativas para desarrollar un cuento? | How do readers use narrative elements to comprehend what they read? How do writers use narrative techniques to develop a story? Tell students: En esta lección, vamos a aprender cómo los lectores pueden analizar el elemento narrativo del conflicto. A veces el conflicto, o lucha entre dos fuerzas, sucede entre los personajes o entre un personaje y una fuerza de la naturaleza. Es un conflicto externo. Otras veces es un conflicto interno dentro de un personaje. Los autores usan el conflicto para interesar a los lectores y para hacer avanzar la trama hacia una resolución. | In this lesson we are going to learn how readers can analyze the narrative element of conflict. Sometimes conflict, or struggle between two forces, happens between characters or between a person and a force of nature. Other times it is an internal conflict within one character. Authors use conflict to engage the reader and move the plot toward a resolution.

READ As you introduce pp. 18–31, use the appropriate reading routine from pp. TR2–14. In this first reading, students should be reading for an understanding of what the text is mainly about.

TURN AND TALK After reading, have students turn to a partner and discuss this question using examples from the text: ¿Con qué problemas, o conflictos, se encuentran Rosendo y Aliya en esta parte del cuento? (conflictos: el bandido que quiere sus pertenencias [p. 20]; cómo decidir entre dos caminos [p. 27]; los acertijos [p. 25, p. 30]) | What problems, or conflicts, do Rosendo and Aliya encounter in this part of the story? (conflicts: the bandit who wants their belongings [p. 20]; how to decide between two paths [p. 27]; the riddles [p. 25, p. 30]) Use the Rutina de razonar en parejas y compartir | Think-Pair-Share Routine on p. TR2.



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FALSE COGNATES Tell students that false cognates are words that look alike in two languages but have different meanings. Point out the bandit’s question for Aliya on p. 25: “¿Pretendes acaso ser más lista que yo?” Ask students to guess at the meaning of pretendes. Then have a student look up the word in a dictionary and share the definition (“to claim”) with the class.

STRATEGIC SUPPORT

CONFLICT Help students understand that the narrative element of conflict causes action to build toward a confrontation and resolution. Point out that as the characters overcome the constant conflicts in the form of riddles in La tumba misteriosa, they are more prepared to deal with the greatest conflict at the end, rescuing their fathers from the tomb.

PALABRA CURIOSA | BY-THE-WAY WORD During close reading, define the following word for students involving known concepts that can impede text comprehension.

desfiladero, p. 19: Desfiladero es un sustantivo que significa “un paso estrecho y empinado entre montañas”. | Desfiladero is a noun meaning “a narrow and steep pass between mountains”.

L2SEGUNDA LECTURA

SECOND READ


CITE TEXT EVIDENCE Engage the class in a discussion about what they just read. Remind students that they can use text details to identify and analyze conflicts and how the conflicts build the action in a story. Use these questions to guide the discussion, and ask students to support their answers with evidence.

• Un conflicto interno es la lucha de un personaje con sus pensamientos o sentimientos. Un conflicto externo es la lucha de un personaje con alguien o algo de afuera que se le opone. ¿Qué ejemplos de conflicto interno y externo encuentran en las páginas 24 y 25? (Conflicto interno: Aliya tiene miedo aunque actúa valiente mente; p. 25: “Aliya miró suplicante a Rosendo.” Conflicto externo: El bandido quiere quitarles sus pertenencias y tal vez sus vidas; p. 25) | An internal conflict is a character’s struggle with his or her thoughts or feelings. An external conflict is a character’s struggle with an outside opponent. What examples of internal and external conflict do you find on pages 24 and 25? (Internal conflict: Aliya is afraid even though she acts brave; p. 25. External conflict: The bandit wants to take their belongings and maybe their lives; p. 25)

• ¿De qué manera utiliza el autor el conflicto en la página 27 para aumentar el suspenso sobre los obstáculos en el camino de Rosendo y Aliya? (Los niños se encuentran con una roca que divide el camino en dos; p. 27: “Muy poco después se encontraron con una gran roca….”) | How does the author use conflict on page 27 to build suspense about the obstacles in Rosendo and Aliya’s path? (The children come across a rock that divides the path in two.)

OBJETIVOSCitan evidencias textuales para sustentar el análisis de lo que dice explícitamente el texto.

Describen cómo la trama de un cuento determinado se desarrolla en una serie de episodios y también cómo los personajes reaccionan o cambian a medida que la trama se acerca a una resolución.


OBJECTIVESCite textual evidence to support analysis of what the text says explicitly.





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poseo, p. 16 reverencia, p. 19 blandió, p. 22 cadenciosa, p. 28reverence cadenced

• Have students find and read sentences from the text that contain the Benchmark Vocabulary. Discuss the English cognate reverence.






ANALYZE CONFLICT Tell students that readers can analyze, or explore, conflict to gain information about characters and the unfolding events of the plot. Provide the T-Chart on p. TR23.

MODEL Vamos a leer la página 22, en la que Aliya y Rosendo se enfrentan al bandido y le explican por qué tienen que rescatar a sus padres. Lo que dicen nos muestra que son valientes e inteligentes porque tratan de persuadir al bandido. Voy a escribir esto en la tabla en la columna de Aliya y Rosendo. Ahora vamos a escribir otros ejemplos. | We are going to read page 22, in which Aliya and Rosendo confront the bandit and explain why they have to rescue their fathers. What they say shows us that they are brave and intelligent because they try to persuade the bandit. I will write this in the chart in the column for Aliya and Rosendo. Now let’s write other examples.


Analizar los conflictos

Sentimientos o reacciones de Aliya y Rosendo

Sentimientos o reacciones del

bandido

Valientes e inteligentesAliya reconoce al bandido como mago.

Agresivo, no le importa nadaEl bandido se quita el embozo.



UNLOCK THE TEXT




STRUCTURE Remind students that the story is told in chronological order, or in the order in which events happened. Have students create a list of the sequence of events so far and ask them to act out each event. Anchor the students in the triggering event for the children’s journey. Ask: ¿Qué sucede al principio del cuento que causa que los niños salgan de viaje? (Sus padres no regresan al campamento.) | What happens at the beginning of the story that causes the children to set out on their trip? (Their fathers don’t come back to the camp.)

LANGUAGE CONVENTIONALITY AND CLARITY Use the Rutina de vocabulario esencial: Literario | Benchmark Vocabulary Routine: Literary TR11 to assess students’ understanding of poseo, reverencia, temeraria, and cadenciosa. Also use the list of English cognates on p. 19 of this Teacher’s Guide to guide your English-speaking students as they read.

THEME AND KNOWLEDGE DEMANDS Have students talk about riddles they already know and what it takes to solve them. Ask: ¿Qué estrategia utiliza Rosendo para resolver el acertijo del bandido? (Presta atención a todas las palabras del acertijo.) | What strategy does Rosendo use to solve the bandit’s riddle? (He pays attention to all of the words in the riddle.)

BUILD ACCOUNTABILITY Announce the two focus points that students will apply to their self-selected texts. Guide students in applying the content of today’s Reading Analysis lesson to their self-selected texts. Aprendimos cómo analizar el conflicto para ver la manera en que avanza la trama. Observamos los conflictos internos y los externos. Mientras leen hoy, tomen apuntes sobre estos dos tipos de conflictos. Piensen en por qué estos conflictos son importantes para la trama. | We learned how to analyze conflict to see how it moves a plot forward. We looked at internal and external conflicts. As you read today, take notes on these two types of conflicts. Think about why these conflicts are important to the plot.

• Process Focus: Independence Tell students to focus on reading without assistance today. Students may wish to continue reading a previously selected book or find something new. Ask them to note any parts of the reading that they found difficult and why. They should also explain how they were able to get through these parts without assistance.

• Strategy Focus: Comprehension Have students review with you the conflicts they noted. Ask them to explain how these conflicts moved the plot forward.

See the Rutina de lectura independiente | Independent Reading Routine on pp. TR7–9.


Lectura independiente enfocadaFocused Independent Reading




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AccuRAcy Explain that reading with accuracy means pronouncing each word correctly, without missing any words, substituting words, or adding any extra words. Have students follow along as you read aloud p. 22 of La tumba misteriosa. Then have pairs of students read the same passage aloud, checking each other for accuracy and writing down the words that give them difficulty so that they can practice them.

Use this mini-lesson with pairs of students who can easily analyze conflict in La tumba misteriosa.

AnAlyZe cOnflIcT Use the following questions to have students explain how conflicts in the text function as part of the plot structure and reveal details about characters.

•¿Cómo logra Aliya convencer al bandido de que les proponga un acertijo? ¿Qué nos indica esto sobre ella? | How does Aliya manage to convince the bandit to ask them a riddle? What does this tell us about her?

•¿Qué tienen en común el bandido y el pastor? | What do the bandit and the shepherd have in common?


Use this mini-lesson with students who struggle with analyzing conflict in La tumba misteriosa.

AnAlyZe cOnflIcT Use the following guiding questions to help students make observations about conflicts on pp. 27–28.

•¿Cómo reacciona Rosendo al resolver el acertijo del bandido? (Tiembla.) | How does Rosendo react after solving the bandit’s riddle? (He trembles.)

•¿Cómo se sienten y qué temen los niños antes de encontrarse con el pastor? (Se sienten perdidos y agotados. Temen llegar demasiado tarde para rescatar a sus padres.) | How do the children feel and what do they fear before they run into the shepherd? (They feel lost and exhausted. They fear they’ll be too late to rescue their fathers.)

Invite students to analyze another conflict between the characters. Remind students to connect the conflict to the advancement of the plot. Use the Rutina de razonar en parejas y compartir | Think-Pair-Share Routine on p. TR2. Then ask them to complete their T-Charts.

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QuIck check

VeRIfIcAR el pROGReSOMonitor Progress

If . . . students are skipping or substituting words,

then . . . encourage them to practice reading the passage at a slower pace, in order to become more confident with the words.

If . . . students are mispronouncing words,

then . . . have them practice repeating the problematic words several times. Ask them to then repeat the words within sentences in the passage.



OBJETIVOSEscriben narraciones que desarrollan personajes múltiples.

Comprenden y usan sustantivos singulares, plurales y colectivos.

OBJECTIVESWrite narratives that develop multiple characters.

Understand and use singular, plural, and collective nouns.

Escritura narrativa | Narrative WritingDesarrollar personajes múltiples | Develop Multiple Characters

SET THE PURPOSE Explain that students will be developing multiple characters. Share with students some types of conflict that can exist between characters, such as between a protagonist and antagonist. Tell students that conflict can also be between a character and himself or herself or between a character and an external force, such as nature.

TEACH AND MODEL Explain that writers can use the relationships between characters to move a plot forward. These relationships have an impact on the decisions, actions, and emotions of the protagonist. Provide the following model using pp. 15–19 from La tumba misteriosa. Say: Vemos aquí que los muchachos están perdidos en el camino a las pirámides. Su viaje es el conflicto de los personajes, entre ellos y su entorno. El hombre de la barca los ayuda después de que resuelven su acertijo. | Here we see that the children are lost on their way to the pyramids. Their journey provides the conflict for the characters, between them and their environment. The man with the boat helps them after they solve his riddle. He moves the plot forward.


• Prepare Tell students they will write descriptions of two or more characters for their mystery narratives. Explain that they should describe the characters and their backgrounds.

• Organize Model developing a character using p. 13 of La tumba misteriosa. Say: El autor nos muestra que Rosendo es valiente y listo. Nos ayuda a entender lo que haríamos en esta situación. | The author shows us that Rosendo is brave and smart. He helps us understand what we might do in this situation.

• Write Explain that writers can use the relationships between characters to drive the plot of a narrative. Model using characters to drive the plot using pp.13–14 of La tumba misteriosa. Say: La relación entre los muchachos y sus padres impulsa al argumento porque los muchachos salen a buscarlos. | The relationship between the children and their fathers drives the plot because the children leave to find them.


INDEPENDENT PRACTICE Ask students to write several paragraphs describing two characters in their own mystery narrative. These paragraphs should also clarify how their relationship and opposition will drive the plot.

COLLABORATIVE PRACTICE Have students work in pairs. Each can develop one character and they can talk about how their characters relate.

SHARE WRITING Ask volunteers to share their writing with the class. Ask the class to identify the conflicts between the characters that will help drive the plot.



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Afterward, have students take turns reading their writing to their partners, correcting any errors they find in their own work. Then display the mentor text for the class and have students use it to correct their own writing. Help students compare what they wrote in the previous Dictado lesson to this lesson’s outcome and guide them to identify skills that may need additional attention.For more guidance, see p. TR16 and pp. 64–69 in the Biliteracy Pathway Handbook.




prefijosprefixes


Have student pairs take turns dictating and writing down the mentor text.


Sustantivos singulares, plurales y colectivos | Singular, Plural, and Collective Nouns


desfiladeropass

pertenenciasbelongings

ejércitoarmy

TEACH AND MODEL Explain that most singular nouns can be made plural by adding -s or -es. Point out that collective nouns are singular nouns that contain multiple members. Write a three-column chart on the board with the headings Sustantivos singulares, Sustantivos plurales, and Sustantivos colectivos. Have volunteers write examples of each type of noun on the board.

PRACTICE Have students go to pp. 18–31 of La tumba misteriosa. Have them make a list of five singular nouns from these pages; then have them write the plural forms of the nouns. Review students’ work and provide corrective feedback as appropriate.

For cross-language support, the Contrastive Analysis Charts in the Biliteracy Pathway Handbook.



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Palabras de significados múltiples | Multiple-Meaning Words• Tellstudents:Haymuchaspalabrasquetienensignificadosmúltiples.Paradeterminarelsignificadocorrecto,observoelcontextoenqueseusalapalabra.|Manywordshavemultiplemeanings.Todeterminethecorrectmeaning,Ilookatthecontextinwhichthewordisbeingused.

• Displaythesetwosentences:Los arqueólogos entraron en una pequeña cámara llena de tesoros. La cámara en mi teléfono no funciona.Havepairsofstudentsreadbothsentencesandusecontextcluestoidentifythemeaningofcámaraineachsentence.

For cross-language support, see the Contrastive Analysis Charts in the BiliteracyPathwayHandbook.


BUILD BACKGROUND KNOWLEDGE Tell students: Vamos a seguir leyendo sobre el viaje de Rosendo y Aliya por el desierto para llegar a la excavación donde esperan encontrar a sus padres. Sabemos que los antiguos egipcios ponían trampas para proteger las tumbas de los faraones. Vamos a ver con qué dificultades se enfrentan Rosendo y Aliya al llegar a la pirámide. | We’re going to continue reading about Rosendo and Aliya’s trip through the desert to get to the excavation where they hope to find their fathers. We know that the ancient Egyptians set traps to protect the tombs of their pharaohs. We’ll see what difficulties Rosendo and Aliya face when they get to the pyramid. Provide sentence frames such as: Los antiguos egipcios ponían ___ porque querían ___ las tumbas de los faraones. Por eso excavar las tumbas es muy ___ para los ___ como el padre de Rosendo.

PRETEACH VOCABULARY The following words will be helpful for students to know before reading the story: boquiabierto, asombrados, laberinto, and escarabajo. Write each word on the board and introduce it by briefly explaining, acting out, or illustrating its meaning. Then ask a question that uses the word. For example, draw a picture of a beetle and ask: ¿Cuántas patas tienen los escarabajos? | How many legs do beetles have?

leccIónlesson

OBjETIVOsOralidadIdentificanpalabrasyfrasesdescriptivasquecuentanacercadelospersonajesysucesosenuncuento.

EnfoqueUsanlasilustracionesypalabrasenuntextoparademostrarcomprensióndelospersonajesydelatrama.

Describencómolospersonajesdeuncuentorespondenasucesosimportantes.

OBjECTIVEsOracyIdentifydescribingwordsandphrasesthattellaboutstorycharactersandevents.

Useavarietyofadjectivesandadverbstoorallydescribepeopleinacommunityaswellasstorycharactersandplot.

FocusUseillustrationsandwordsinatexttodemonstrateunderstandingofthecharactersandplot.

Describehowthecharactersinastoryrespondtomajorevents.

Text Complexity Rubric, p.2

La tumba misteriosa, pp. 32–473Introducción | Introduction





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Analizar el desarrollo de la tramaAnalyze Plot Development



SET THE PURPOSE Focus the instruction for the lesson by sharing the following Enduring Understanding: Los lectores comprenden que la trama de un cuento se desenvuelve en una serie de episodios que conducen a una resolución. [Readers understand that the plot of a story unfolds in a series of episodes toward a resolution.] Say: Vamos a leer las páginas 32 a 47 de La tumba misteriosa. Vamos a analizar cómo el autor desarrolla la trama por medio del ambiente, los personajes y los sucesos. | We are going to read pages 32 to 47 of La tumba misteriosa. We will analyze how the author develops the plot through setting, characters, and events.

ENGAGE STUDENTS Share the following Essential Questions with students and tell them that they should keep them in mind as the class reads, talks, and writes about the text in this lesson: ¿Cómo usan los lectores los elementos narrativos para comprender lo que leen? ¿Cómo usan los escritores las técnicas narrativas para desarrollar un cuento? | How do readers use narrative elements to comprehend what they read? How do writers use narrative techniques to develop a story? Tell students: En esta lección, vamos a aprender cómo los lectores pueden utilizar detalles sobre sucesos, incluso el orden de los sucesos, para comprender el desarrollo de la trama. Vamos a usar ejemplos del texto para analizar la trama. | In this lesson we are going to learn how readers can use details about events, including the order of events, to understand the development of the plot. We will use examples from the text to analyze the plot.


TURN AND TALK After reading, have students turn to a partner and discuss this question using examples from the text: ¿Qué sucesos importantes en la trama ocurren en las páginas 32 a 47? (p. 34: los niños llegan a la excavación; p. 40: entran en la pirámide; pp. 37 y 46: encuentran más acertijos) | What important plot events occur in pages 32 to 47? (p. 34: the children arrive at the excavation; p. 40: they enter the pyramid; p. 37, p. 46: they find more riddles). Use the Rutina de razonar en parejas y compartir | Think-Pair-Share Routine on p. TR2.



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PRONUNCIATION Include practice with pronunciation when presenting new vocabulary to students. Point out sounds that have unusual spellings and syllables that are stressed. Students can say the sounds and gently tap the syllables, tapping louder for stressed syllables.

STRATEGIC SUPPORT

DESCRIPTIONS Help students visualize settings and characters’ expressions and actions in them. For example, on p. 42, the children’s journey into the depths of the pyramid is richly detailed. Read the description aloud, pausing to ask students to act out or draw on the board Rosendo and Aliya’s actions inside the pyramid and their reactions to what they see.


Describen cómo la trama un cuento determinado se desarrolla en una serie de episodios. Describen también cómo responden o cambian los personajes a medida que la trama se va desarrollando.





PALABRAS CURIOSAS | BY-THE-WAY WORDS During close reading, define the following words involving known concepts that can impede text comprehension.

pasadizo, p. 44: Pasadizo es un sustantivo que significa “pasillo o corredor”. | Pasadizo is a noun meaning “a hallway or corridor.”iconografía, p. 44: Iconografía es un sustantivo que significa “conjunto de imágenes o símbolos tradicionales asociados con un tema, especialmente un tema religioso o legendario”. | Iconografía is a noun that means “set of traditional images or symbols associated with a subject, especially a religious or legendary subject.”

L3SEGUNDA LECTURA

SECOND READ


CITE TEXT EVIDENCE Engage the class in a discussion about what they just read. Remind students that readers use details and examples to analyze plot development. Use the following questions to guide the discussion, and ask students to support their answers with evidence.

• ¿Por qué es tan buena Aliya para resolver los acertijos dentro de la pirámide? eliminar el espacio antes del signo de interrogación (porque conoce el pasado de su país; p. 37: “No te extrañes. Soy egipcia… “; p. 46: “Por suerte, su amiga sí dominaba el tema, después de ver toda su vida a su padre…”) | Why is Aliya so good at solving the riddles inside the pyramid? (because she knows her country’s past)

• Un autor desarrolla la trama creando sucesos que conducen a otros sucesos. En la página 46, los niños llegan a una cámara con tres puertas. ¿Cómo avanza esto la trama? (Los niños van a tener que escoger la puerta que los lleva a sus padres.) | An author develops the plot by creating events that lead to other events. On page 46, the children get to a chamber with three doors. How does this move the plot forward? (The children are going to have to choose the door that leads to their fathers.)



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precarias, p. 34 unísono, p. 37 desfallecer, p. 37 contemplaron, p. 40precarious unison contemplated

• Have students find and read sentences from the text that contain the Benchmark Vocabulary. Discuss the English cognates precarious, unison, and contemplated.






PLOT DEVELOPMENT Tell students that readers can find evidence of plot development in a text by analyzing how one event leads to another. Provide the Sequence Chart on p. TR29.

MODEL Varias cosas suceden que avanzan la trama cuando Rosendo y Aliya llegan a la excavación. Vamos a empezar con la página 37, cuando los niños encuentran la puerta de acceso. Ese es el primer suceso que avanza la trama. Vamos a escribir ese suceso en la tabla primero. | Various things that move the plot forward take place when Rosendo and Aliya get to the excavation. Let’s start with page 37, when the children find the access door. That is the first event that moves the plot forward. We will write that event first in the chart.


3Suceso 1 Rosendo y Aliya encuentran la puerta

de acceso.

Suceso 2 Aliya descubre la combinación que abre la puerta.

Suceso 3

Suceso 4

Suceso 5

Suceso 6

En la pirámide





STRUCTURE Have students review the illustrations in this part of the story and describe the event depicted in each illustration. Encourage them to discuss the mood or atmosphere created by the illustrations. Ask them to agree on an illustration they believe best depicts an event and to point out details that make it an effective illustration.

LANGUAGE CONVENTIONALITY AND CLARITY Use the Rutina de vocabulario esencial: Literario | Benchmark Vocabulary Routine: Literary on p. TR11 to assess students’ understanding of precarias, unísono, desfallecer, and contmeplaron. Also use the list of English cognates on p. 27 of this Teacher’s Guide to guide your English-speaking students as they read.

THEME AND KNOWLEDGE DEMANDS Activate students’ background knowledge about ancient Egyptian hieroglyphics. Ask: ¿Qué son los jeroglíficos? ¿Qué representan? (Son palabras en dibujos. Algunos representan objetos; otros representan sonidos.) | What are hieroglyphics? What do they represent? (They are word pictures. Some represent objects; others represent sounds.)

UNLOCK THE TEXT


BUILD ACCOUNTABILITY Announce the two focus points that students will apply to their self-selected texts. Guide students in applying the content of today’s Reading Analysis lesson to their self-selected texts. Aprendimos que podemos analizar el desarrollo de la trama al observar cómo un suceso lleva a otro. Mientras leen, escriban los sucesos principales en el libro en el orden en que suceden. | We learned that we can analyze plot development by looking at how one event leads to another. As you read, write the main events of the text in the order in which they occur.

• Process Focus: Independence Ask students to take notes on the main events within their reading. They should also explain how one event leads to another.

• Strategy Focus: Comprehension Have students review with you the notes they wrote about the text. Ask them to explain how the events help to move the plot forward.







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Quick check


If . . . students are reading with incorrect pauses,

then . . . encourage them to practice a shorter passage or practice the passage several times to become more confident with the words and stops.

If . . . students are not chunking appropriately,

then . . . remind them that punctuation marks are a helpful guideline in determining how to chunk the text correctly.

accuracY Explain that reading with appropriate phrasing means correctly pausing and chunking text based on punctuation cues and word grouping to help the listener understand content. Have students follow along as you model reading aloud the last paragraph on p. 45 with appropriate phrasing. Then have students take turns reading aloud the first two paragraphs on p. 46 with appropriate phrasing.

fluencY

Use this mini-lesson with pairs of students who can easily analyze plot developments in La tumba misteriosa.

analYZe ploT DeVelopMenT Use the following questions to have students explain how unfolding events in a plot reveal details about the characters.

•¿Cómo cambia Aliya cuando entran ella y Rosendo en la pirámide? (Se convierte en la que toma el mando para resolver los acertijos porque conoce la cultura e historia de su país.) | How does Aliya change when she and Rosendo enter the pyramid? (She becomes the one who takes the lead in solving the riddles because she knows her country’s culture and history.)

•¿Cómo cambia Rosendo? (Se pone muy nervioso porque no sabe descifrar los jeroglíficos.) | How does Rosendo change? (He gets very nervous because he doesn’t know how to decipher the hieroglyphics.)


reaDing analYsis eXTension

Use this mini-lesson with students who struggle with analyzing plot development in La tumba misteriosa.

analYZe ploT DeVelopMenT Use the following guiding questions to help students make observations about plot development on p. 46.

•¿Dónde están Rosendo y Aliya antes de entrar en la cámara con las tres puertas? (En un largo pasadizo con estatuas de dioses.) | Where are Rosendo and Aliya before they enter the chamber with the three doors? (In a long passage with statues of gods.)

•¿Qué dice Aliya que hay detrás de una de las puertas? (La tumba de la momia, y también sus padres.) | What does Aliya say is behind one of the doors? (The mummy’s tomb, and their fathers.)

Remind students to note how each event advances the plot. Use the Rutina de razonar en parejas y compartir | Think-Pair-Share Routine on p. TR2. Then ask them to complete their Sequence Charts.

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Escritura narrativa | Narrative WritingEstablecer secuencias de la trama lineales y no lineales | Establish Linear and Nonlinear Plot Sequences

SET THE PURPOSE Explain that the plot of a narrative is the main sequence of events in the story. Say: Típicamente, los escritores estructuran el argumento alrededor del conflicto principal del cuento. Al principio los personajes, el ambiente y el conflicto se presentan. En el nudo, el conflicto se pone claro. La última serie de sucesos concluye el argumento. El conflicto queda resuelto y el desenlace queda claro. | Writers usually structure the plot around the main conflict in the story. In the beginning, the main characters, setting, and conflict are introduced. In the middle, the conflict becomes clear. The last series of events brings the plot to a close. The conflict is resolved and the final outcome becomes clear.

TEACH AND MODEL Explain that the traditional plot structure uses a linear sequence of events—events unfold in chronological order. Point out that within this structure, writers also may use nonlinear sequences. This helps to show that events are connected and creates suspense. Model a linear sequence of events using La tumba misteriosa. Say: La exposición nos cuenta del problema de los padres: están perdidos. Luego los niños resuelven acertijos que los llevan a sus padres. Al final, encuentran a sus padres y todos se escapan de la tumba. | The exposition tells us the problem of the fathers being lost. Later, the children solve puzzles that lead them to their fathers. At the resolution, they find their fathers and they all escape the tomb together.


• Prepare Tell students that they will continue developing the mystery story they started by identifying key plot events and determining the order in which they will present these events.

• Organize Have students consider what events would make sense to happen in the introduction for the characters they have already introduced.

• Write Remind students that writers can use nonlinear plot sequences to make their story more suspenseful or exciting. Discuss examples such as an observation that leads to a flashback—a scene that interrupts the story to tell a past event.


INDEPENDENT PRACTICE Have students develop a plot sequence for their mystery. Tell them to include the initial event, climax, resolution, and only those events they will later expand as scenes with dialogue.

COLLABORATIVE PRACTICE You may want to have students work together in small groups to develop a plot sequence for a mystery story.

SHARE WRITING Ask volunteers to share their writing with the class. Ask the class to identify and evaluate both the content and pacing of the plot sequence.

OBJETIVOSEstablecen secuencias de la trama lineales y no lineales.

Comprenden y usan pronombres posesivos e indefinidos.

OBJECTIVESEstablish linear and non-linear plot secuences.

Understand and use possessive and indefinite pronouns.



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Pronombres posesivos e indefinidos | Possessive and Indefinite Pronouns


su/sushis/hers/its/theirs

alguiensomeone

mío/mía, míos/míasmine

TEACH AND MODEL Explain that pronouns are words that take the place of nouns. A personal pronoun takes different forms: subject, object, and possessive. A subject pronoun typically tells who or what performs the action in a sentence. An object pronoun tells who or what received the action, or to whom or what or for whom or what an action was performed.

PRACTICE Say the following sentence: Rosendo "vio" no lleva acento gráfico! "vio" no lleva tilde la pirámide. | Rosendo saw the pyramid. Have students replace Rosendo with an indefinite pronoun (e.g., alguien | someone. Continue with additional sentences in which students replace specific nouns with possessive and indefinite pronouns.


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Reconstruct the mentor text and call on the whole class to contribute to the process of talking through each Teaching Point. Students should correct their writing during the talk-through process. Then have them compare their writing from the previous Dictado lessons with today’s outcome.For more guidance, see p. TR16 and pp. TK in the Biliteracy Pathway Handbook.



prefijosprefixes




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LECCIÓNLESSON



Matices de significado | Shades of Meaning• Write the words asombroso, maravilloso, impresionante, and

increíble. Have students listen as you read aloud the words. Tell students: Estos son adjetivos que son sinónimos del adjetivo sorprendente, pero cada uno comunica una ligera diferencia en intensidad. | These are adjectives that are synonyms of the adjective surprising, but each conveys a slight difference in intensity.

• Display a horizontal continuum with MENOS (LEAST) on the left, and MÁS (MOST) on the right. Tell students: Voy a ordenar las palabras para indicar diferencias en intensidad. Voy a escribir impresionante cerca de MENOS porque me parece que comunica menos intensidad, como en la oración: El edificio nuevo es impresionante. | I am going to put the words in order of intensity. I am going to write impressive close to LEAST because it seems to me to convey less intensity, as in the sentence, The new building is impressive.

• Have volunteers work with you to place the other words on the continuum. Then have students write four sentences that clearly illustrate the shades of meaning among the words.



BUILD BACKGROUND KNOWLEDGE Tell students: Hoy vamos a terminar de leer La tumba misteriosa. Vamos a ver lo que encuentran Rosendo y Aliya en la pirámide. Los antiguos egipcios ponían tesoros y cosas bellas en las tumbas, pero muchas tumbas han sido saqueadas. Es raro encontrar una tumba en perfecta condición. | Today we are going to finish reading La tumba misteriosa. We will see what Rosendo and Aliya find in the pyramid. The ancient Egyptians put treasures and beautiful things in tombs, but many tombs have been sacked. It’s rare to find a tomb in perfect condition. Provide sentence frames such as: La tumba de Tutankhamón es una que estaba en casi perfecta ___ . Los arqueólogos encontraron muchos ___ ahí.

PRETEACH VOCABULARY The following words will be helpful for students to know before reading the story: retrocede, puños, hallazgo, and derrumbe. Write each word on the board and introduce it by briefly explaining, acting out, or illustrating its meaning. Then use the word in a sentence or question. For example, for puños, make a fist and say: Aprieto los puños cuando tengo miedo. | I clench my fists when I’m scared.

OBJETIVOSOralidad Identifican palabras y frases descriptivas que cuentan acerca de los personajes y sucesos de un cuento.

Enfoque Usan las ilustraciones y palabras de un texto para demostrar comprensión de los personajes y de la trama.


OBJECTIVESOracy Identify describing words and phrases that tell about story characters and events.

Use a variety of adjectives and adverbs to orally describe people in a community as well as story characters and plot.









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Determinar el propósito del autor Determine Author’s Purpose



SET THE PURPOSE Focus the instruction for the lesson by sharing the following Enduring Understanding: Los lectores comprenden que la trama de un cuento se desenvuelve en una serie de episodios que conducen a una resolución. Readers understand that the plot of a story unfolds in a series of episodes toward a resolution. Say: Vamos a leer hasta el final de La tumba misteriosa. Mientras leemos, vamos a tratar de determinar el propósito del autor al incluir descripciones y sucesos específicos y al usar el suspenso y otros métodos para interesar al lector. | We are going to read to the end of La tumba misteriosa. As we read, we will try to determine the author’s purpose in including specific descriptions and events, and in using suspense and other methods to engage the reader.

ENGAGE STUDENTS Share the following Essential Questions with students and tell them that they should keep them in mind as the class reads, talks, and writes about the text in this lesson: ¿Cómo usan los lectores los elementos narrativos para comprender lo que leen? ¿Cómo usan los escritores las técnicas narrativas para desarrollar un cuento? | How do readers use narrative elements to comprehend what they read? How do writers use narrative techniques to develop a story? Tell students: En esta lección, vamos a determinar el propósito del autor al escribir el texto. Vamos a analizar los cambios en la narración, la manera en que el suspenso aumenta y la información que el autor comparte con el lector. | In this lesson, we are going to determine the author’s purpose in writing the text. We will analyze the changes in narration, how suspense builds, and the information that the author shares with the reader.


TURN AND TALK After reading, have students turn to a partner and discuss this question using examples from the text: ¿Cuál es el propósito del autor al escribir las páginas 48 a 61? (El propósito del autor es entretener a los lectores aumentando el suspenso sobre lo que les sucedió a los padres y cómo los niños van a lograr rescatarlos.) | What is the author’s purpose for writing pages 48 through 61? (The author’s purpose is to entertain readers by building suspense over what happened to the fathers and how the children will rescue them.) Use the Rutina de razonar en parejas y compartir | Think-Pair-Share Routine on p. TR2.

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IDIOMS Tell students that an idiom is an expression that has its own, particular meaning in language use. Tell them that this meaning cannot be figured out by looking at individual words in the expression to see what they ordinarily mean. Point out the form of the idiom darse cuenta on p. 54: “Ni siquiera se dieron cuenta de que la puerta….” Ask students to guess at the meaning of se dieron cuenta and discuss how context clues can help them.

STRATEGIC SUPPORT

UNDERSTANDING PLOT Have students look for adjectives and dialogue that can help them understand events in the plot and their significance. For example, the description on p. 42 of Rosendo and Aliya descending into the pyramid’s passageways helps students understand that the characters are going where no humans, except their fathers, have gone in 5,000 years (“dos estancias maravillosamente conservadas”). Call on volunteers to read aloud other descriptions.

PALABRA CURIOSA | BY-THE-WAY WORD During close reading, define the following word involving known concepts that can impede text comprehension.

encaje, p. 55: Encaje es un sustantivo que significa “ranura”. | Encaje is a noun meaning “groove.”

L4SEGUNDA LECTURA

SECOND READ


CITE TEXT EVIDENCE Engage the class in a discussion about what they just read. Remind students that readers can determine the author’s purpose in using specific techniques within a text. Use these questions to guide the discussion, and ask students to support their answers with evidence.

• Un autor puede cambiar la narración para llamar la atención hacia algo en el cuento. Creo que el propósito del autor al usar mucho diálogo es mostrar que Rosendo y Aliya están trabajando muy duro ahora para resolver los acertijos porque sus padres y ellos corren peligro. ¿Cuál puede ser otro propósito del autor al incluir tanto diálogo? (Hacer que los lectores compartan la tensión, las dudas, y el miedo que sienten los niños; pág. 48: “Si nos equivocamos… si los que se equivocaron fueron nuestros padres….”) | An author may change the narration in order to call attention to something in the story. I think the author’s purpose in using a lot of dialogue in the narration is to show that Rosendo and Aliya are working very hard together to solve riddles now because their fathers and they are in danger. What might be another purpose of the author in including so much dialogue? (To make readers share the tension, doubts, and fear that the children feel)

• ¿De qué manera utiliza el autor la descripción para aumentar el suspenso? (Describe cosas que dan miedo y asombran a los niños; pág. 45: “Las linternas arrancaban luces y sombras espectrales,… las estatuas eran tan terroríficas como perfectas, mezcla de humanos y animales.”) | How does the author use description to build suspense? | (He describes things that frighten and amaze the children.)


Describen cómo un cuento determinado se desarrolla en una serie de episodios. Describen también cómo responden o cambian los personajes a medida que la trama se va desarrollando.



Describe how a particular story’s plot unfolds in a series of episodes, as well as how the characters respond or change as the plot moves toward a resolution.






resonó, p. 54 milenario, p. 54 desencajados, p. 54 apuntalarla, p. 56resounded millenary

• Have students find and read sentences from the text that contain the Benchmark Vocabulary. Discuss the English cognates resounded and millenary.






AUTHOR’S PURPOSE Tell students that readers can determine an author’s purpose by analyzing the changes in plot structure or narration. Provide the Three-Column Chart on p. TR24.

MODEL Vamos a leer la página 58. El autor cambia los tiempos de la narración al hacer a Segismundo describir lo que sucedió en el pasado y lo que está sucediendo en el presente. El propósito del autor al hacer esto es que los lectores sepan cómo Segismundo y Abu Sir quedaron atrapados. Voy a escribir esto en la tabla en las columnas apropiadas. | We are going to read page 58. The author changes the tenses of the narration by having Segismundo describe what happened in the past and what is happening in the present. The author’s purpose for this is so that readers can know how Segismundo and Abu Sir got trapped. I’m going to write this in the appropriate columns on the chart.

PRACTICE/APPLY Have students work independently or in small groups to complete the graphic organizer. Use the Rutina de comentar en grupos pequeños | Small Group Discussion Routine on p. TR4 to have students discuss examples from the text that support their analysis of the author’s purpose.

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Propósito del autor

Cambio en la estructura/

narración

Ejemplo Propósito del autor

Cambio a la narración en el presente

Cambio a la narración en el pasado

“La salida de la tumba por el otro lado está cegada…” p. 58

“…esta hermosa pirámide ahora subterránea era gigantesca…” p. 58

Explicar por qué quedaron atrapados Segismundo y Abu Sir

Describir cómo era la pirámide hace 5,000 años





STRUCTURE Have students write an alternate ending to the story—one that might occur after the last event in the story as currently written. Ask them to share their ending with the class by drawing an illustration to go with it or by acting it out. Ask: ¿Qué van a hacer los personajes en el futuro cercano o lejano? | What will the characters do in the near or distant future?

LANGUAGE CONVENTIONALITY AND CLARITY Use the Rutina de vocabulario esencial: Literario | Benchmark Vocabulary Routine: Literary on p. TR11 to assess students’ understanding of resonó, milenario, desencajados, and apuntalarla. Also use the list of English cognates on p. 35 of this Teacher’s Guide to guide your English-speaking students as they read.

THEME AND KNOWLEDGE DEMANDS Activate students’ background knowledge about Tutankhamun. Ask: ¿Qué tipo de objetos creen que encontraron los arqueólogos en la tumba de Tutankhamón? | What kinds of objects do you think archaeologists found in Tutankhamun’s tomb?

UNLOCK THE TEXT


BUILD ACCOUNTABILITY Announce the two focus points that students will apply to their self-selected texts. Guide students in applying the content of today’s Reading Analysis lesson to their self-selected texts. Aprendimos que los lectores pueden analizar cambios en la estructura o narración de un cuento para identificar el propósito del autor al hacer estos cambios. Mientras leen, tomen apuntes sobre cómo la estructura o narración cambia. Traten de identificar por qué el autor hace cambios en la narración. | We learned that readers can analyze change in the structure or narration of a story to identify the author’s purpose in making these changes. As you read, take notes about how the structure or narration changes. Try to identify why the author makes changes to the narration.

• Process Focus: Stamina Ask students to note how long it took them to read their book. Ask them to write down specific features that helped keep their interest and why. Then ask them to write a sentence projecting how long they will read their self-selected text next time.

• Strategy Focus: Comprehension Have students review with you their notes about the change in structure and narration in their selected text, and the author’s purpose in using that technique.







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Quick check


If . . . students are reading without any expression or change in their voices,

then . . . encourage them to practice a shorter passage with character dialogue. Ask them to imagine how the characters would speak to each other.

If . . . students are reading with inappropriate expression,

then . . . ask them to think about the context of the situation they are reading to get a better sense of the mood or feeling they should try to express.

fluencyaccuracy Explain that reading with expression means adjusting one’s voice to match characters, moods, feelings, and content in a story. Reading with expression keeps the listener curious to know what will happen next. Read aloud p. 54 without expression. Then read it with expression to emphasize how reading this way brings the scene to life. Have students take turns using appropriate expression to read aloud p. 56.

WorD analysis supporT Use this mini-lesson with students who struggle with multiple-meaning words.

Write these pairs of sentences on the board:

•Vamos a volver a leer las últimas diez páginas del texto. | We are going to reread the last ten pages of the text.

•Voy a volver la página y seguir leyendo. | I’m going to turn the page and continue reading.

•Les voy a contar una historia muy interesante. | I’m going to tell you an interesting story.

•Sé contar hasta diez mil. | I know how to count to ten thousand.

Explain the different meanings of the words volver and contar in the sentences. Ask students if they can think of other mutiple-meaning words, from either La tumba misteriosa or their background knowledge. Discuss their examples as a group.

Use this mini-lesson with students who struggle with determining author’s purpose in La tumba misteriosa.

auThor’s purpose Use the following guiding questions to help students make observations about author’s purpose on pp. 54–55.

•¿Por qué el autor usa diálogo para indicar la presencia de los padres en vez de decir que estaban ahí en la tumba? (Para que la escena sea más dramática) | Why does the author use dialogue to indicate the presence of the fathers instead of saying that they were there in the tomb? (To make the scene more dramatic)

•¿Cómo presenta el autor a Aliya en esta escena? (La muestra como una niña valiente y lista que rescata a todos.) | How does the author present Aliya in this scene? (He presents her as a brave and smart girl who rescues everybody.)

Invite students to analyze the last page of the story to determine the author’s purpose in ending with a reference to riddles. Remind students to look at the changes in structure and narration to determine the author’s purpose. Use the Rutina de razonar en parejas y compartir | Think-Pair-Share Routine on p. TR2. Then ask them to complete their Author’s Purpose Charts.

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Escritura narrativa | Narrative WritingRegistrar pistas para resolver un misterio | Plotting Clues to Solve a Mystery

SET THE PURPOSE Review with students that a mystery engages readers by inviting them to figure out who did something, and why and how they did it. Say: El deber del escritor es aportar pistas. Los buenos escritores utilizan suficientes pistas para que sea posible resolver el misterio antes de que se explique. | The writer’s job is to insert clues. Good writers utilize enough clues to make it possible to solve the mystery before it is explained. Share with students some of the different types and uses of clues, such as characters’ words and behavior, that can identify them as suspects.

TEACH AND MODEL Explain that writers insert small and big clues throughout a mystery, while saving the strongest clue for last. Say: A menudo los escritores no revelan el significado de una pista en seguida, pero la pista puede ayudar al lector a fijarse en los detalles y conectarlos. | Writers often do not reveal the meaning of a clue right away, but the clue can help the reader notice and connect details. Provide a model, using La tumba misteriosa. Say: Los muchachos resolvieron muchos acertijos para encontrar la tumba. Hay pistas sobre cómo encontrar a sus padres en el último acertijo. Pero Rosendo no resuelve el acertijo en seguida. | The children solved many riddles to find their way to the tomb. There are clues about how to find their fathers in the last riddle, but Rosendo does not solve the riddle right away.


• Prepare Tell students that they will be adding clues to the plot sequence for their mystery. Explain that before they begin, students should identify cause-and-effect relationships between their plot events.

• Organize Explain that knowing the final clue that solves the mystery helps writers to plant smaller clues that lead up to it. Tell students the final clue can involve physical evidence or information.

• Write Have students decide what leads to the discovery of their giveaway clue. Explain that mystery writers often work backward through events to create connected clues.


INDEPENDENT PRACTICE Have students revise their plot sequences from the previous lesson to note when they will reveal key clues. Remind students to start by identifying the crucial “giveaway” clue and then work backward from that point.

COLLABORATIVE PRACTICE Have students work as a group to identify a giveaway clue first, and then have group members suggest other clues to add.

SHARE WRITING Ask volunteers to share their writing with the class. Ask the class to identify the new clues and to explain their interpretation of each one.

OBJETIVOSAniman y orientan al lector estableciendo un contexto y presentando un narrador y/o personajes; organizan una secuencia de sucesos que se desarrolla natural y lógicamente.

Usan las técnicas narrativas tales como el diálogo, el ritmo y la descripción para desarrollar experiencias, sucesos y/o personajes.

Demuestran dominio de la concordancia entre los pronombres y sus antecedentes.

OBJECTIVESEngage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

Demonstrate command of the agreement between pronouns and their antecedents.



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Then reconstruct the mentor text and talk through the Teaching Points while students check and correct their writing. To challenge students, you may give them the option of adding this sentence to the end of the text: Por eso habían sido invitados a participar en el proyecto. Reconstruct and then talk through the additional sentence. Have students note and correct any errors they made.For more guidance, see p. TR16 and pp. 64–69 in the Biliteracy Pathway Handbook.




prefijosprefixes


Read aloud the mentor text and have students write what you dictate. Afterward, have students read their writing to a partner, correcting any errors.

PRACTICE Write these sentences on the board: Julián regaló tres peces dorados a Kelly para su cumpleaños. Julián se regaló a Kelly. Estos son mis libros. Estos libros son . Me dieron las buenas noticias. Me dieron. Have students fill in the blanks with the correct form of the missing pronouns. Check to ensure that students’ answers use the correct number and gender. Provide corrective feedback as appropriate.



Concordancia entre pronombre y antecedente | Pronoun-Antecedent Agreement


lo/la, los/lasit, them

su/sushis/her/their

TEACH AND MODEL The noun or pronoun that a pronoun refers to is called its antecedent. An antecedent always comes before the pronoun that refers to it. A pronoun and its antecedent must always agree in number, person, and gender.




OBJETIVOSOralidad Usan conocimientos previos y una lectura anterior para comentar un tema y hacer inferencias.

Enfoque Citan evidencias textuales para sustentar el análisis de lo que dice explícitamente el texto, así como lo que se infiere del mismo.

OBJECTIVESOracy Use background knowledge and a previous reading to discuss a topic and make inferences.

Focus Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.


BUILD BACKGROUND KNOWLEDGE Tell students: Vamos a leer un cuento que trata de un niño del Antiguo Egipto cuyo trabajo es llevar comida a los trabajadores que están construyendo una pirámide. Hablen con su pareja sobre lo que saben sobre las pirámides egipcias y para qué se usaban. Recuerden lo que aprendieron en La tumba misteriosa. | We’re going to read a story about a boy in ancient Egypt whose job is to take food to workers building a pyramid. Talk to your partner about what you know about Egyptian pyramids and what they were used for. Remember what you learned in La tumba misteriosa. Provide sentence frames such as: Las pirámides de los antiguos egipcios eran ___en las que ponían las momias de sus ___.

PRETEACH VOCABULARY The following words will be helpful for students to know before reading the story: alisar, obreros, rodillos, and banquete. Write each word on the board and introduce it by briefly explaining, acting out, or illustrating its meaning. Then ask a question or say a sentence that uses the word. For example, for alisar, crumple a sheet of paper. Then say: Voy a alisar esta hoja de papel. | I’m going to smooth out this sheet of paper. Smooth out the sheet of paper.

“Trabajo en la Gran Pirámide,” pp. 8–95LECCIÓNLESSON



AVERAGE QUALITATIVE MEASURES

Levels of Meaning historical fiction; single level of meaning; text demonstrates that factual information can be delivered in narrative form

Structure conventional, chronological structure; illustrations help convey information in the text


domain-specific vocabulary; variety of sentence structures


knowledge of the ancient Egyptians and their pyramids; several abstract ideas and concepts

Text Complexity Rubric

Use the rubric to familiarize yourself with the text complexity of “Trabajo en la Gran Pirámide.”





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Citar evidencias del texto para inferirCite Text Evidence to Infer



SET THE PURPOSE Focus the instruction for the lesson by sharing the following Enduring Understanding: Los lectores comprenden que la trama de un cuento se desarrolla en una serie de episodios hacia una resolución. [Readers understand that the plot of a story unfolds in a series of episodes toward a resolution.] Tell students: Hoy vamos a leer un cuento, “Trabajo en la Gran Pirámide”, que está escrito desde el punto de vista de un niño. Mientras hablamos sobre el texto, vamos a citar evidencias del texto para hacer inferencias. | Today we are going to read a story, “Trabajo en la Gran Pirámide,” that is written from the point of view of a boy. As we talk about the text, we will use evidence from the text to make inferences.

ENGAGE STUDENTS Share the following Essential Question for Reading with students and tell them that they should keep it in mind as the class reads, talks, and writes about the text in this lesson: ¿Cómo utilizan los elementos narrativos los lectores para comprender lo que leen? | How do readers use narrative elements to comprehend what they read? Tell students: En esta lección vamos a aprender cómo los lectores pueden comprender un texto mejor al hacer inferencias. Recuerden que las inferencias son conclusiones basadas en evidencia. En este caso, la evidencia se encontrará en el texto. | In this lesson we will learn how readers can better comprehend a text by making inferences. Recall that inferences are conclusions based on evidence. In this case, the evidence will be found in the text.

READ As you introduce this new text, use the appropriate reading routine from pp. TR2–14. In this first reading, students should be reading for an understanding of what the text is mainly about.

TURN AND TALK After reading, have students turn to a partner and discuss the following question using examples from the text. ¿Qué inferencias pueden hacer sobre los obreros que construían las pirámides? (Sentían orgullo en su trabajo. Amaban a sus faraones, [pág. 8.] | What inferences can you make about the workers who built the pyramids? (They took pride in their work. They loved their pharaohs.) Use the Rutina de razonar en parejas y compartir | Think-Pair-Share Routine on p. TR2.



OBJETIVOSAdquieren y usan con precisión palabras y frases de uso académico general o específico, adecuadas para el sexto grado; amplían su conocimiento del vocabulario al reconocer la importancia que tiene una palabra o frase para la comprensión o expresión.

Citan evidencias textuales para sustentar el análisis de lo que dice explícitamente el texto, así como lo que se infiere del mismo.

OBJECTIVESAcquire and use accurately grade‑appropriate general academic and domain‑specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

PALABRAS CURIOSAS | BY-THE WAY WORDS During close reading, define the following words involving known concepts that can impede text comprehension.

cincel, p. 8: Cincel es un sustantivo que significa “herramienta que se usa como un martillo para cortar y dar forma a piedras y metales”. | Cincel is a noun meaning “a tool used like a hammer to cut and give shape to stones and metals.”escriba, p. 8: Escriba es un sustantivo que significa “persona encargada de escribir y hacer cálculos”. | Escriba is a noun meaning “a person in charge of writing and calculating.”

L5SEGUNDA LECTURA

SECOND READ


CITE TEXT EVIDENCE Engage the class in a discussion about what they just read. Remind students that good readers cite evidence from the text in order to infer. Use these questions to guide the discussion, and ask students to support their answers with evidence.

• Puesto que el papá del niño solo trabaja durante las temporadas de inundación, ¿qué creen que hace durante el resto del año? | Since the boy’s father only works during the flood season, what do you think he does during the rest of the year?

• ¿Qué hacía soportable el trabajo tan duro de los obreros? | What made the workers’ very hard job bearable?

Scaf

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COGNATES Help students identify cognates in this reading. Guide them in practicing the pronunciation patterns in Spanish and English. Stress that while cognates are helpful in deriving the meaning of words, they can be challenging because their pronunciation in each language can be quite different, as in proyecto (p. 8) and project. Have students use the cognate words In sentences.

STRATEGIC SUPPORT

INTEGRATING KNOWLEDGE Students can use the illustrations to make inferences about the different jobs carried out by the workers, such as chiselling and smoothing the blocks of stone and hauling them up ramps on rollers. Ask students to make inferences about the difficulties and dangers of the work as well.



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remolcarla, p. 8 temporadas, p. 8 preparativos, p. 8preparations

• Have students find and read sentences from the text that contain the Benchmark Vocabulary. Discuss the English cognate preparations.






MAKE INFERENCES Tell students that readers can make inferences by using evidence from the text. Provide the Web A Chart on p. TR27.

MODEL Voy a volver a leer lo que dice el niño sobre su papá en la pág. 8. Puedo hacer varias inferencias basadas en esto. Por ejemplo, ya que el papá ha sido albañil en el proyecto desde hace catorce años, puedo inferir que sabe mucho sobre su trabajo. Voy a escribir esta inferencia en un rayo de la red. Voy a completar la red con otras inferencias que pueda hacer sobre el papá del niño. | I’m going to reread what the boy says about his father on p. 8. I can make several inferences based on this. For example, since the father has been a mason on the project for fourteen years, I can infer that he knows a lot about his job. I will write this inference on a spoke of the web. I will fill in the web with other inferences I can make about the boy’s father.

PRACTICE/APPLY Have students work independently or in small groups to complete the graphic organizer. Use the Rutina de comentar en grupos pequeños | Small Group Discussion Routine on p. TR4 to have students discuss the details from the text that support their inferences. Check understanding by asking students to share or by circulating among students or groups.

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STRUCTURE Assign each group a paragraph of the text. Ask students to plan a brief oral report telling what they learned from their paragraph. Have them create their own illustrations to accompany their oral report or use those in the text that apply to what they learned.

LANGUAGE CONVENTIONALITY AND CLARITY Use the Rutina de vocabulario esencial: Literario | Benchmark Vocabulary Routine: Literary on p. TR11 to assess students’ understanding of remolcarla, temporadas, and preparativos. Also use the list of English cognates on p. 43 of this Teacher’s Guide to guide your English-speaking students as they read.

THEME AND KNOWLEDGE DEMANDS Activate students’ background knowledge about the building of pyramids and other great monuments in ancient times. ¿Cómo creen que la gente lograba construir grandes edificios sin la tecnología que tenemos ahora? | How do you think people managed to build great buildings without the technology we have today?

UNLOCK THE TEXT


BUILD ACCOUNTABILITY Announce the two focus points that students will apply to their self-selected texts. Guide students in applying the content of today’s Reading Analysis lesson to their self-selected texts. Un autor no siempre dice las cosas de manera explícita en el texto. Por eso es importante para un lector hacer inferencias usando detalles y otra evidencia del texto. Guarden esto en mente mientras leen hoy. | An author does not always state things explicitly within the text. That’s why it’s important for a reader to make inferences using details and other evidence from the text. Keep this in mind as you read today.

• Process Focus: Engagement and Identity Have students share what they learned about their reading behaviors. Challenge them to identify one reading habit that they have that needs improvement and to come up with a way to improve this behavior.

• Strategy Focus: Comprehension Have students explain an inference they were able to make in their self-selected texts. Ask students to show you evidence from the text that supports other inferences they made.

See the Rutina de lectura independiente | Independent Reading Routine on p. TR7–9.

COLLABORATIVE READING To help students engage in the shared responsibilities of reading more complex text than they might read on their own, have them follow the Collaborative Reading Routine in the Biliteracy Pathway Handbook.





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READING ANALYSIS SUPPORT

QUICK CHECK

VERIFICAR EL PROGRESOMONITOR PROGRESS

If . . . students struggle with appropriate phrasing,

then . . . remind them that punctuation marks are often cues to pause.

If . . . students need additional help with appropriate phrasing,

then . . . help them break down a sentence into logical chunks. Write the following sentence on the board and read it aloud together: Las palabras que forman una frase, por ejemplo, deben leerse juntas, seguidas por una breve pausa.

Use this mini-lesson with pairs of students who can easily cite text evidence to infer in “Trabajo en la Gran Pirámide.”

CITE TEXT EVIDENCE Use the following questions to have students find text evidence that can be cited to support other inferences about the text.

• Infiero que en el sitio donde se construyen las pirámides hace mucho calor. ¿Qué evidencia del texto apoya esta inferencia? | I infer that the site where the pyramids are built is very hot. What text evidence supports this inference? (p. 8: “El sudor gotea sobre sus sandalias.”)

• Infiero que las jornadas de los trabajadores son muy largas y que descansan poco. ¿Qué evidencia del texto apoya esta inferencia? | I infer that the workers' days are very long and that they don’t rest much. What text evidence supports this inference? (p. 9: “Este es nuestro noveno día consecutivo de trabajo, y no terminará hasta que se ponga el sol.”)

READING ANALYSIS EXTENSION

Use this mini-lesson with students who struggle with citing text evidence to infer in “Trabajo en la Gran Pirámide.”

MAKE INFERENCES Use guiding questions to help students make observations about citing text evidence to infer on p. 8.

• ¿Cuál es la actitud del papá hacia el faraón? | What is the father’s attitude toward the pharaoh?

• ¿Ha tenido otros trabajos el papá? | Has the father had other jobs?

• ¿Qué cree el papá acerca de la vida y la muerte? | What does the father believe about life and death?

Invite students to identify another detail from the text and to use that evidence to make another inference about the boy’s father. Use the Rutina de razonar en parejas y compartir | Think-Pair-Share Routine on p. TR2. Then ask them to complete their web.

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FLUENCY APPROPRIATE PHRASING Tell students that appropriate phrasing involves

pausing at appropriate places in a sentence. Commas and periods are cues to pause when reading. Model reading aloud the last sentence on p. 8 from “Trabajo en la Gran Pirámide” without pausing. Point out that the meaning of the sentence is unclear. Then reread the sentence with appropriate phrasing. Students should note that the sentence is much easier to understand. Have them practice reading with appropriate phrasing from this text.



OBJETIVOSUsan una variedad de palabras de transición, frases y cláusulas para expresar cambios de secuencia y señales de un periodo de tiempo a otro.

Producen escritura clara y coherente en la cual el desarrollo, la organización y el estilo son adecuados a la tarea, el fin y el público.

Con orientación y apoyo de pares y adultos, desarrollan y refuerzan la escritura como sea necesario planeando, revisando, redactando, volviendo a escribir, o probando una estrategia nueva.

Usan pronombres relativos.

OBJECTIVESUse a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

Use relative pronouns.

Escritura narrativa | Narrative WritingAñadir transiciones para expresar la secuencia y cambios de tiempo y ambiente | Add Transitions to Convey Sequence and Shifts in Time and Setting

SET THE PURPOSE Explain that writers use transitions such as sin embargo, en otro momento o luego | however, at another time, or later to clarify a sequence of events or to shift to a different location within a story.

TEACH AND MODEL Explain that writers use transitions to begin a new chapter or scene as well as to connect ideas within scenes. Transitions are important if a story has nonlinear plot sequences and flashbacks, or transitions back to earlier events. Provide this model from p. 20 of La tumba misteriosa. Say: El autor comienza este párrafo con la frase de transición Un kilómetro después. Esto le dice al lector que los muchachos están en un lugar diferente y que hace un rato que están viajando. Ayuda al lector a comprender mejor el viaje de los muchachos. | The author begins this paragraph with the transition A kilometer later. This tells the reader that the children are in a different place and that they have been traveling for a little while. It helps the reader better understand the children’s journey.


• Prepare Tell students that they will be revising their mysteries to add transitions that clarify sequences and shifts in time and setting. Have them consider opportunities to signal changes in time and place.

• Organize Explain to students that words like before, then, and next are often used, and transitions also can indicate that things are happening simultaneously. Model using transitions indicating sequence.

• Write Tell students that readers can become confused if they don’t recognize that the time and place have shifted or that some time has elapsed. The narrator may introduce the new setting with transitions or show it through the details of the scene. Si escribo Luego, de regreso a casa, mi lector sabe que he cambiado el tiempo y el lugar de los sucesos. | If I write, Later on, back at home, my reader knows I have shifted the time and place of the events.


INDEPENDENT PRACTICE Have students review their work and find places to use transitions. Students should then revise their draft by adding transition words, phrases, or clauses to convey sequence and shifts in time or setting.

COLLABORATIVE PRACTICE Have students trade papers with a partner and suggest places to include transitions in each other’s writing.

SHARE WRITING Ask volunteers to share their writing and discuss the transitions they added or revised. Invite the class to provide feedback on the clarity of sequences and changes in time or place in each story.



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Score individual outcomes using the rubric provided on p. 69 of the Biliteracy Pathway Handbook. To provide additional reinforcement of the Teaching Points, see the Dictado Support in Lesson 6, p. 53.For more guidance, see p. TR16 and pp. 64–69 in the Biliteracy Pathway Handbook.




prefijosprefixes


Tell students that you will administer the final Dictado in today’s lesson. Read aloud the mentor text as students write what you dictate. Afterward, give students a opportunity to reread their writing and correct any errors before handing it in.


Usar pronombres relativos | Use Relative Pronouns


quethat

cuyo/cuyawhose

quienwho

TEACH AND MODEL Say: Un pronombre relativo agrega información sobre un sustantivo o un pronombre que está en otra parte de la oración. | A relative pronoun adds information about a noun or pronoun elsewhere in the sentence. Then teach relative pronouns using the example below.

Write this sentence on the board: El estudiante cuyo libro está encima del escritorio se fue para su casa. | The student whose book is on the desk went home. Say: Un pronombre relativo agrega información sobre un sustantivo o un pronombre que está en otra parte de la oración. | A relative pronoun adds information about a noun or pronoun elsewhere in the sentence. Then teach relative pronouns using the example below.

PRACTICE Write simple sentences on the board. Have volunteers add relative clauses to the sentences, using correct relative pronouns.


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OBJETIVOSOralidad Comparten lo que saben sobre un tema con otros y hacen inferencias basándose en sus conocimientos previos y lo que aprendieron de los demás.

Enfoque Comparan y contrastan textos de diferentes formas o géneros en cuanto a la manera en que estos abordan temas y asuntos similares.

OBJECTIVESOracy Share with others what students know about a topic and make inferences based on their previous knowledge and on what they learned from others.

Focus Compare and contrast texts in different forms or genres in terms of their approaches to similar themes and topics.


BUILD BACKGROUND KNOWLEDGE Tell students: Vamos a leer un texto que trata de la influencia de la mitología y la cultura griega en la vida moderna. Hablen con su pareja sobre los personajes de la mitología griega que conocen. ¿Cómo los conocieron? | We’re going to read a text about the influence of Greek mythology and culture in modern life. Talk to your partner about the characters from Greek mythology that you know. How did you get to know them? Provide sentence frames such as these: Leí un libro de ___ griega. El ___ que más me gusta es la ___ Afrodita. After students have shared ideas, lead a class discussion about the reasons why modern writers, movie makers, and advertisers use Greek mythology in their creations.

PRETEACH VOCABULARY The following words will be helpful for students to know before reading the text: Apolo, Poseidón, Hércules, Atlas, and amazonas. Introduce each word by briefly characterizing each character. For example, for Poseidón, say: Poseidón es el dios griego que reina sobre el mar. | Poseidon is the Greek god who reigns over the sea. Then provide the following list: un equipo femenino de fútbol americano, una nave espacial, un barco, una agencia de viajes, un gimnasio and ask: ¿Qué nombre mitológico iría mejor con cada punto de la lista? | What mythological name would better match each item?

“Todo nos suena a griego,” pp. 10–116


Use the rubric to familiarize yourself with the text complexity of “Todo nos suena a griego.”




Levels of Meaning informational text with explicit purpose

Structure conventional structure; photographs and a caption support the text


contemporary, conversational language; use of rhetorical questions


general knowledge of Greek mythology; references to modern-day organizations and products named after Greek gods





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SET THE PURPOSE Focus the instruction for the lesson by sharing the following Enduring Understanding: Los lectores comprenden que la trama de un cuento se desenvuelve en una serie de episodios que conducen a una resolución. [Readers understand that the plot of a story unfolds in a series of episodes toward a resolution.] Say: Con los textos que leemos en esta unidad, aprendemos cómo el pasado sigue vivo en el presente. Vamos a leer el artículo informativo "Todo nos suena a griego" y luego lo compararemos y contrastaremos con un cuento que ya leímos para examinar la manera en que cada texto presenta información. | With the texts that we read in this unit we learn how the past is still alive in the present. We are going to read the informational article “Todo nos suena a griego” and then we will compare and contrast it with a story we have already read in order to examine how each text presents information.

ENGAGE STUDENTS Tell students that they should keep the following Essential Question in mind as they read, talk, and write about the texts in this lesson: ¿Cómo utilizan los elementos narrativos los lectores para comprender lo que leen? | How do readers use narrative elements to comprehend what they read? Tell students: Vamos a comparar y contrastar la forma en que dos géneros diferentes presentan información histórica. Analizaremos en qué se parecen y en qué se diferencian las dos formas de escritura. | We are going to compare and contrast how two different genres present historical information. We’ll analyze how the two forms of writing are similar and how they are different.


TURN AND TALK After reading, have students turn to a partner and discuss this question using details from the text: ¿Qué hemos aprendido acerca de las civilizaciones antiguas a partir de este texto y “Trabajo en la Gran Pirámide”? (“Todo nos suena a griego”: la influencia de la mitología y la cultura griega en los deportes, las naves espaciales y las compañías y marcas específicas; “Trabajo en la Gran Pirámide”: el trabajo de la gente común en la construcción de las pirámides para los faraones egipcios) | What have we learned about ancient civilizations from this text and “Trabajo en la Gran Pirámide”? (“Todo nos suena a griego”: the influence of Greek mythology and culture in sports, spaceships, and specific companies and brands; “Trabajo en la Gran Pirámide”: the work of common people in the construction of the pyramids for the Egyptian pharaohs) Use the Rutina de razonar en parejas y compartir | Think-Pair-Share Routine on p. TR2.



PALABRA CURIOS | BY-THE-WAY WORD During close reading, define the following word for students involving known concepts that can impede text comprehension.

titanes, p. 10: Titanes son personajes de la mitología griega que eran dioses y diosas gigantes.| Titans are characters in Greek mythology who were giant gods and goddesses.

L6SEGUNDA LECTURA

SECOND READ


CITE TEXT EVIDENCE Encourage the class to compare and contrast the ways in which historical information is presented in this text and “Trabajo en la Gran Pirámide.”

• “Todo nos suena a griego” es un artículo informativo que presenta hechos de una manera objetiva. ¿Cuál es un ejemplo de un hecho que se presenta en el artículo? (Respuesta posible: Un ejemplo es el hecho de que los nombres de las misiones espaciales Apolo y Géminis provienen de la mitología griega) | “Todo nos suena a griego” is an informational article that presents facts in an objective way. What is an example of a fact presented in the article? (Possible answer: One example is the fact that the names of the space missions Apollo and Gemini come from Greek mythology.)

• “Trabajo en la Gran Pirámide” es un cuento. ¿Qué elemento narrativo contiene que señala esto? Den un ejemplo. (Respuesta posible: Contiene personajes. El personaje del niño es el narrador, que empieza el cuento hablando de su papá y su trabajo) | “Trabajo en la Gran Pirámide” is a story. What narrative element does it contain that signals this? Give an example. (Possible answer: It contains characters. The character of the boy is the narrator, who begins his story talking about his father and his work.)

• ¿Qué hechos sobre los diferentes tipos de trabajadores en la pirámide se presentan en “Trabajo en la Gran Pirámide”? (Había albañiles, escribas, fabricantes de herramientas, otros obreros) | What facts about the different types of workers at the pyramid are presented in “Trabajo en la Gran Pirámide”? (There were masons, scribes, toolmakers, other workers.)

OBJETIVOSAdquieren y utilizan con precisión palabras y frases de uso académico general o específico de una disciplina, adecuadas para el sexto grado. Amplían su conocimiento del vocabulario al reconocer la importancia que tiene una palabra o frase para la comprensión o expresión.

Comparan y contrastan textos de diferentes formas o géneros en cuanto a la manera en que estos abordan temas y asuntos similares.

OBJECTIVESAcquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Compare and contrast texts in different forms or genres in terms of their approaches to similar themes and topics.

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SKILL WORDS Remind students of the meaning of the terms comparar and contrastar. Comparar means “to point out similarities.” To compare texts, readers look for what is alike in them. Contrastar means “to point out differences.” To contrast, readers look for ways texts differ in their form, information, approaches, word choice, and so on.

STRATEGIC SUPPORT

GENRES Point out differences between narrative and informational texts. Tell students that some narrative texts, such as “Trabajo en la Gran Pirámide,” present facts through the use of narrative elements such as plot and characters. Informational texts, such as “Todo nos suena a griego,” present facts in an objective, straightforward way that may be lively but is grounded in reality.



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milenios, p. 10 adversidades, p. 10 fortachón, p. 11millenniums adversities

• Have students find and read sentences from the text that contain the Benchmark Vocabulary. Discuss the English cognates millennium and adversities.

Use the Rutina de vocabulario esencial: Informativo | Benchmark Vocabulary Routine: Informational on p. TR10 to teach the meaning of the words.





COMPARE AND CONTRAST Narrative and informational texts are different genres that may focus on a similar topic. Have students compare this lesson’s reading with “Trabajo en la Gran Pirámide” from Lesson 5. Provide the T-Chart organizer on p. TR23.

MODEL Veamos en qué se parecen y en qué se diferencian “Todo nos suena a griego” y “Trabajo en la Gran Pirámide”. En primer lugar, pensemos en qué se parecen. ¿De qué tratan ambos textos? (civilizaciones antiguas) Eso es lo primero que escribiré en la columna rotulada “Se parecen”. Pensemos ahora en qué se diferencian. ¿A qué género pertenece cada texto? (Uno es narrativo, el otro es informativo.) Anotaré eso en la columna rotulada “Se diferencian”. | Let’s see how “Todo nos suena a griego” and “Trabajo en la Gran Pirámide” are alike and how they are different. First let’s think about a way in which they are the same. What are both texts about? (ancient civilizations) That’s the first thing I’ll write in the “Similar” column. Next I’ll think of one way the texts are different. What is the genre of these texts? (One is a narrative and the other is informational.) That is what I’ll write in the “Different” column.

PRACTICE/APPLY Have students complete the graphic organizer. Use the Rutina de comentar en grupos pequeños | Small Group Discussion Routine on p. TR4 to have students relate the purpose of each text to the type and impact of historical information they provide. Check understanding by asking students to share or by circulating among students or groups.

“Todo nos suena a griego” y “Trabajo en la Gran Pirámide”

Se parecen Se diferencianAmbos textos tratan de civilizaciones antiguas.Ambos suponen que el lector tiene algún conocimiento del tema.

Un texto es narrativo, el otro informativo.“Todo nos suena a griego” da información sobre los nombres de la mitología griega que se usan en la actualidad.“Trabajo en la Gran Pirámide” trata el tema de la construcción de las pirámides de Egipto en forma de cuento.

Unit 1• Module P • Lesson 6 51




UNLOCK THE TEXTLEVELS OF MEANING See p. 48 of this Teacher’s Guide for levels of meaning and text purpose.

STRUCTURE Have students look at the pictures on pp. 10–11. ¿Qué foto tiene una leyenda? ¿Con qué parte del texto está relacionada? | Which photo has a caption? To what part of the text is it related?

LANGUAGE CONVENTIONALITY AND CLARITY Use the Rutina de vocabulario esencial: Informativo | Benchmark Vocabulary Routine: Informational on p. TR10 to assess students’ understanding of milenios, adversidades, and fortachón. Also use the list of English cognates on p. 51 of this Teacher’s Guide to guide your English-speaking students as they read.

THEME AND KNOWLEDGE DEMANDS Activate students’ background knowledge. Explain that the text is about the influence of Greek mythology and culture in modern life. ¿Qué saben o recuerdan acerca de la Antigua Grecia? ¿Qué personajes de la mitología griega conocen? | What do you know or remember about Ancient Greece? What characters from Greek mythology do you know?

BUILD ACCOUNTABILITY Announce the two focus points that students will apply to their self-selected texts. Guide students in applying the content of today’s Reading Analysis lesson to their self-selected texts. Aprendimos que diferentes géneros pueden presentar temas similares de diferentes maneras. Hoy, cuando lean, identifiquen el género del texto. Piensen en la forma en que el género influye en la manera en que se presentan los detalles, los hechos o la información. | We learned that different genres might present similar topics in different ways. As you read today, determine the genre of your reading. Think about how that genre guides what details, facts, or information are presented.

• Process Focus: Independence Have students use medium-sized self-stick notes to flag sections of the text that were challenging. Students can write on the self-stick note the strategy they used to understand the section.

• Strategy Focus: Critical Thinking Have students create a chart with headings “Detalle o información importante” and “Cómo me afecta.” Tell them to note items from their reading in their chart. With students, evaluate items they have listed and determine if another genre could have presented similar information in a way that would have affected them more strongly, and why or why not.







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QUICK CHECK


If . . . students have trouble reading at an appropriate rate,

then . . . suggest that they pause after reading a passage to assess their comprehension of what they have read.

If . . . students need additional help with reading rate,

then . . . have partners read aloud to each other and offer feedback as to whether the reading rate is too fast or too slow.

RATE Tell students that they should adjust their reading rate according to the content of a particular passage. For example, a thoughtful, steady rate works best for comprehension of informational narration in “Todo nos suena a griego.” For dramatic readings, a faster rate helps improve interest in the plot. Read aloud a passage from “Todo nos suena a griego” at an appropriate rate. Have students read aloud a different passage from this text several times. Monitor their progress as they read.

FLUENCY

Use this mini-lesson with students who struggle with comparing and contrasting genres in “Trabajo en la Gran Pirámide” and “Todo nos suena a griego.”

COMPARE AND CONTRAST Model how to compare and contrast how different genres approach the same topic. Explain that both “Trabajo en la Gran Pirámide” and “Todo nos suena a griego” are about ancient civilizations—Ancient Egypt and Ancient Greece. “Trabajo en la Gran Pirámide” is a fiction supported by factual descriptions of the construction of the Great Pyramid. “Todo nos suena a griego,” also provides facts, but in a non-fictional form. Then guide students to identify how the texts are different, using guiding questions such as: ¿Sobre qué aspecto de las civilizaciones antiguas trata cada texto? | What aspect of ancient civilizations is each text about?

Tell students to cite evidence in the texts that supports how the different genres approach the same topic. Use the Rutina de razonar en parejas y compartir | Think-Pair-Share Routine on p. TR2. Then have students complete their Compare and Contrast graphic organizers.

DICTADO SUPPORTREVIEW AND RETEACH Use the results of the Lesson 5 Dictado assessment to identify students who need additional support with one or more of the Teaching Points. Use the lesson listed below as a guide for providing direct instruction that reinforces one of the target skills.

TEACHING POINTS LESSON SUPPORTraíces griegasGreek roots

CLC 2, p. 91, CLC 3, p. 92


Unit 1• Module P • Lesson 6 53


Escritura narrativa | Narrative WritingUsar el diálogo y la descripción para desarrollar la trama y los personajes | Use Dialogue and Description to Develop Plot and Characters

SET THE PURPOSE Tell students that today they will finish writing their story. They will build on their introduction by using dialogue and description to develop events within the plot and resolve the problem the main character faces. Review the structure of the middle and end of a narrative. Say: El conflicto se pone claro en el nudo de un cuento. Los personajes luchan contra él hasta el punto decisivo. Al final, el argumento se concluye y el desenlace queda claro. | In the middle of a story, the conflict becomes clear. The characters struggle with it up to the turning point. At the end, the plot comes to a close and the final outcome becomes clear.

TEACH AND MODEL Tell students that dialogue and description help writers develop plot events and characters throughout a narrative. Say: El diálogo expresa directamente los propios palabras y pensamientos de un personaje a medida que el argumento se desarrolla. La descripción ayuda a los escritores a revelar detalles que el diálogo solo no puede revelar y permite que los lectores visualicen los sucesos del argumento. La descripción también lleva el argumento hacia adelante dando pistas sobre lo que está por suceder. | Dialogue directly conveys a character’s own words and thoughts as the action moves forward. Description helps writers reveal details that dialogue alone cannot, allowing readers to visualize plot events. Description can also move the plot forward by hinting at future events.

Provide examples from La tumba misteriosa of instances where dialogue and description develop plot and character.


•Prepare Tell students that they will continue developing their short story by identifying and sequencing the key plot elements in the middle and end, and focusing on using dialogue and description to further develop character and plot.

•Organize Point out that when developing a plot, writers can first set the conflict and determine how it’s resolved, and then fill in the rest of the plot events. Model this process using the events of La tumba misteriosa.

•Write Explain that writers use dialogue so readers can hear directly from the characters and description to create strong images in readers’ minds. Brainstorm with the class to create sample dialogue and description for a mystery story.


INDEPENDENT PRACTICE Have students finish writing their short story. Remind students that they will use dialogue and description to convey plot events and develop their main character and end their story with a clear resolution of the conflict.

COLLABORATIVE PRACTICE Have students trade papers and suggest places to add dialogue or description to develop the plot and characters.

SHARE WRITING Ask volunteers to share their writing with the class, and have additional volunteers read aloud lines of dialogue for additional characters.

OBjETIVOSUsan las técnicas narrativas tales como el diálogo, el ritmo y la descripción para desarrollar experiencias, sucesos y/o personajes.

Usan palabras precisas y frases, detalles relevantes y descriptivos y lenguaje sensorial para expresar experiencias y sucesos.

Con orientación y apoyo de pares y adultos, desarrollan y refuerzan la escritura como sea necesario planeando, revisando, redactando, volviendo a escribir, o probando un método nuevo.

Usan sustantivos concretos y abstractos.

OBjECTIVESUse narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.

With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

Use concrete and abstract nouns.



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Sustantivos concretos y abstractos | Concrete and Abstract Nouns


concretoconcrete

abstractoabstract

TEACH AND MODEL Explain that nouns can be categorized as concrete nouns or abstract nouns. Concrete nouns identify physical items, or things that can be detected with the senses. They can be seen, heard, smelled, touched, or tasted. Descriptions that use concrete nouns help readers better experience the person, place, or thing described. Abstract nouns identify things that cannot be detected by the senses, such as ideas or concepts, emotions, and qualities.

Share the following examples from La tumba misteriosa:

¿Por qué la Universidad de Michigan llama a su equipo los Espartanos? (p. 10) | Why does the University of Michigan call its team the Spartans?

Y luego están los misiles Poseidon y Tridente... (p. 11) | And then there are the missiles Poseidon and Trident...

Say: Los sustantivos Universidad de Michigan y misiles son sustantivos concretos. Identifican cosas que existen en forma física. | The nouns University of Michigan and missiles are concrete nouns. They identify things that exist in physical form.

Si crees que la gloria que tenía Grecia se extinguió hace mucho, te equivocas. (p. 10) | If you think that Greece’s ancient glory disappeared a long time ago, you are wrong.

Los ingenieros... han encotrado inspiración para los nombres en la mitología griega. (p. 11) | Engineers... have found inspiration for names in Greek mythology.

Say: Los sustantivos gloria, inspiración y mitología son sustantivos absractos. | The nouns glory, inspiration, and mythology are abstract nouns.

PRACTICE Distribute copies of the T-Chart on p. TR23. Have students find four examples of concrete and abstract nouns in “Todo nos suena a griego.” Invite volunteers to share their charts with the class.





LECCIÓNLESSON

OBJETIVOSOralidad Usan conocimientos previos para hacer inferencias sobre un tema, comparten lo que saben con otros y expresan intereses personales.

Enfoque Determinan la idea principal de un texto y cómo se transmite a través de detalles específicos.

OBJECTIVESOracy Use background knowledge to make inferences about a topic, share what they know with others, and express personal interests.

Focus Determine a central idea of a text and how it is conveyed through particular details.


BUILD BACKGROUND KNOWLEDGE Tell students: Vamos a leer un texto sobre importantes descubrimientos relacionados con civilizaciones antiguas. ¿Por qué es importante continuar estudiando el pasado? | We’re going to read text about important discoveries related to ancient civilizations. Why is it important to keep studying the past? After students have shared ideas, lead a class discussion about ancient civilizations, such as ancient Egypt, ancient Rome, or the Inca. Have students share what they know and what they would like to learn about them.

PRETEACH VOCABULARY The following words will be helpful for students to know before reading the story: artefactos and reliquias. Say: Un artefacto es un objeto hecho por un ser humano que tiene importancia cultural o histórica. Una reliquia es un objeto muy antiguo. | An artifact is an object made by a human being and it is an item of cultural or historical interest. A relic is a very old object. Provide the English cognates artifacts and relics. Then have students discuss which artifacts and relics from ancient civilizations you may find in a museum and make a list on the board. Once they have read “Viaje al pasado,” revisit the list and add examples from the text.

“Viaje al pasado,” pp. 12–137




Levels of Meaning informational text; explicit purpose of describing the discovery and exploration of King Tut’s tomb and Machu Picchu; implicit purpose of conveying that civilizations from the past were culturally advanced

Structure well-marked, conventional structure; text divided into two halves to discuss two cultures; dates signal chronology


domain-specific vocabulary; pronunciation keys included; sentences containing lists


basic familiarity with ancient Egypt and Peru


Use the rubric to familiarize yourself with the text complexity of “Viaje al pasado.”





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Determinar la idea principalDetermine Central Idea



SET THE PURPOSE Focus the instruction for the lesson by sharing the following Enduring Understanding: Los lectores comprenden que la trama de un cuento se desenvuelve en una serie de episodios que conducen a una resolución. [Readers understand that the plot of a story unfolds in a series of episodes toward a resolution.] Vamos a leer “Viaje al pasado” para ver lo que podemos aprender sobre las civilizaciones antiguas al leer un texto informativo sobre dos descubrimientos importantes. | We are going to read “Viaje al pasado” and see what we can learn about ancient civilizations by reading an informational text about two important discoveries.

ENGAGE STUDENTS Tell students they should keep the following Essential Questions in mind as they read and write about the texts in this unit: ¿Cómo usan los lectores los elementos narrativos para comprender lo que leen? ¿Cómo usan los escritores las técnicas narrativas para desarrollar un cuento? | How do readers use narrative elements to comprehend what they read? How do writers use narrative techniques to develop a story? Tell students: En esta lección, vamos a aprender que la idea principal de un texto es la idea que el autor quiere transmitir acerca de un tema. También aprenderemos que los lectores pueden comprender mejor un tema cuando determinan la idea principal y examinan los detalles que la apoyan. | In this lesson we are going to learn that the central idea of an informational text is the most important idea an author wants to convey about a topic. We will also learn that readers can better understand a topic when they determine the central idea of a text and examine the details that support it.


TURN AND TALK After reading, have students turn to a partner and discuss these questions using details from the text: ¿Qué descubrieron Howard Carter y Hiram Bingham? ¿Qué detalles del texto muestran la importancia de esos descubrimientos? (Howard Carter descubrió la tumba de Tutankamón en Egipto. Hiram Bingham descubrió la ciudad de Machu Picchu en Perú; p. 12: “El descubrimiento motivó un interés generalizado en el antiguo Egipto y ofreció pistas importantes sobre las creencias, las costumbres y la cultura de los antiguos egipcios”; p. 13: “Las reliquias proporcionan un vistazo fascinante a la vida en el Imperio inca en el apogeo de su poder”) | What did Howard Carter and Hiram Bingham discover? Which text details show the importance of these discoveries? (Howard Carter discovered Tutankhamun’s tomb in Egypt. Hiram Bingham discovered the city of Machu Picchu in Peru.) Use the Rutina de razonar en parejas y compartir | Think-Pair-Share Routine on p. TR2.

7



OBJETIVOSDeterminan la idea principal de un texto y cómo se transmite a través de detalles específicos.

Adquieren y utilizan palabras y frases de uso académico general o específico de una disciplina, adecuadas para el sexto grado. Amplían su conocimiento del vocabulario al reconocer la importancia que tiene una palabra o frase para la comprensión o expresión.

OBJECTIVESDetermine a central idea of a text and how it is conveyed through particular details.

Acquire and use grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

PALABRAS CURIOSAS | BY-THE-WAY WORDS During close reading, define the following words for students involving known concepts that can impede text comprehension.

cresta, p. 13: cumbre de un peñasco de una montaña | top of a mountain craggres, p. 13: pasta de arcilla y arena que se usa para hacer piezas de alfarería | paste made of clay and sand used to make pottery

L7SEGUNDA LECTURA

SECOND READ


CITE TEXT EVIDENCE Engage the class in a discussion about what they just read. Remind students that readers determine the central idea of a text by paying attention to what the author says about the topic and examining supporting details. Use these questions, forms of which appear at the end of the reading selection, to guide the discussion, and ask students to support their answers with evidence.

• ¿Qué evidencias del texto muestran que las civilizaciones egipcia e inca crearon objetos de arte y desarrollaron destrezas de ingeniería avanzadas? (pág. 12: “estructuras complejas”; “incluían escaleras, cámaras y pasadizos”; pág. 13: “escaleras hábilmente cortadas en la roca”; “ruinas de templos y casas”; “vasijas de cerámica, cerámicas de gres, bronce y joyas”) | What text evidence shows that the Egyptian and Inca civilizations created art and developed advanced engineering skills? ¿Qué creen que contribuyó más a nuestra comprensión del pasado: el descubrimiento de Howard Carter o la exploración de Hiram Bingham? (Las respuestas variarán.) | Which do you think made a greater contribution to our understanding of the past, Howard Carter’s discovery or Hiram Bingham’s exploration? (Responses will vary.)

• ¿Qué dos preguntas que tengan respuesta en el texto pueden hacer sobre cada civilización antigua? (Respuestas posibles: ¿Para qué mandaron los reyes a construir las pirámides? ¿Qué ocurría con el alma después de la muerte según los egipcios? ¿Cuándo se construyó Machu Picchu? ¿Dónde está situada Machu Picchu?) | Which two questions that can be answered using the text can you ask about each ancient civilization? (Possible responses: Why did the kings have the pyramids built? What happened when someone died, according to the Egyptians? When was Machu Picchu built? Where is Machu Picchu located?)

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INVOLVING THE READER Some students may not understand why the author uses the first person plural in the first sentence. Explain that this author’s choice aims at getting the reader involved from the beginning. Then point out the second sentence, where the author directly addresses the reader. Challenge students to find another example of a verb used in the first person plural (first sentence on p. 13).

STRATEGIC SUPPORT

COMPREHENSION Some students may have difficulty understanding why the kings’ tombs were full of valuable objects. Have them reread the second paragraph on p. 12. Make sure they understand that Egyptians believed that the soul kept living after death and that people were buried with their personal belongings.



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imperturbable, p. 12 fúnebres, p. 13 apogeo, p. 13imperturbable

• Have students find and read sentences from the text that contain the Benchmark Vocabulary. Discuss the English cognate imperturbable.






CENTRAL IDEA Remind students that readers can determine a central idea by examining what the author says about the topic. Provide the Main Idea chart on p. TR20.

MODEL Examinemos el texto. Veo que el autor habla sobre dos descubrimientos relacionados con civilizaciones antiguas: el descubrimiento de Carter y el descubrimiento de Bingham. Anotaré estos detalles clave en mi organizador gráfico. Luego usaré mis notas para determinar la idea principal. | Let’s examine the text. I see that the author tells about two discoveries that are related to ancient civilizations: Carter’s discovery and Bingham’s discovery. I’m going to record these key details in my graphic organizer. Then I will use my notes to determine the central idea.

PRACTICE/APPLY Have students work in small groups to complete the graphic organizer. Use the Rutina de comentar en grupos pequeños | Small Group Discussion Routine on p. TR4 to have students discuss text evidence that supports their ideas.

Los grandes descubrimientos de Howard Carter y Hiram Bingham contribuyeron a nuestra comprensión del pasado.

Idea principal

Idea principal

En 1922, Howard Carter descubrió la tumba de Tutankamón en Egipto. En 1911, Hiram Bingham descubrió la ciudad de Machu Picchu en Perú.

El descubrimiento de Carter ofreció pistas importantes sobre las creencias, las costumbres y las culturas de los antiguos egipcios.

El descubrimiento de Bingham permitió comprender cómo era la vida en el Imperio inca en el apogeo de su poder.

Detalles clave





BUILD ACCOUNTABILITY Announce the two focus points that students will apply to their self-selected texts. Guide students in applying the strategies they used to understand today’s Reading Analysis lesson to their self-selected texts. Aprendimos que la idea principal de un texto informativo se puede determinar prestando atención a lo que dice el autor sobre el tema y examinando los detalles importantes. Cuando lean por su cuenta, tomen notas sobre el tema del texto y las ideas del autor sobre ese tema. Luego usen sus notas para determinar la idea central, o lo más importante que dice el autor sobre el tema. | We learned that a central idea of an informational text can be determined by paying attention to what the author says about the topic and examining important details. As you read independently, take notes about the topic of the text and the author’s ideas about the topic. Then use your notes to determine the central idea, or the main point the author is making about the topic.

• Process Focus: Engagement and Identity Have students record the title, author, and pages they read in their daily reading log. They should also write about what they most enjoyed about their chosen text and why.

• Strategy Focus: Comprehension Have students review with you the notes they took as they read. Have them explain how the ideas they identified in their notes all point to the central idea of the text.






STRUCTURE Have students reread the title and then have them take a look at the photos on pp. 12–13. Observen el título y las fotos con detenimiento. ¿A qué lugares nos llevará el viaje al pasado que menciona el título? | Look at the title and the photos closely. What places will the trip to the past mentioned in the title take us to?

LANGUAGE CONVENTIONALITY AND CLARITY Use the Rutina de vocabulario esencial: Informativo | Benchmark Vocabulary Routine: Informational on p. TR10 to assess students’ understanding of imperturbable, fúnebres, and apogeo. Also use the list of English cognates on p. 59 of this Teacher’s Guide to guide your English-speaking students as they read.

THEME AND KNOWLEDGE DEMANDS Activate students’ background knowledge. Explain that this text is about two important discoveries related to ancient civilizations. ¿Qué civilizaciones antiguas conocen? ¿Cuáles les parecen más interesantes? ¿Por qué? | What ancient civilizations do you know? Which do you find most interesting? Why?



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QUICK CHECK


If . . . students are omitting words,

then . . . encourage them to read the sentence a bit more slowly to be sure they include every word.

If . . . students are substituting words,

then . . . emphasize that this changes the meaning of the text. Provide an example as a reminder.

Use this mini-lesson with students who struggle with determining the central idea in “Viaje al pasado.”

CENTRAL IDEA Have students reflect on their Turn and Talk discussions from p. 57 and guide them to see how their answers relate to a central idea. Then revisit each page of the text at a time and ask students to retell what Howard Carter and Hiram Bingham discovered in each place. Prompt students to complete the Key Details section of the Main Idea chart. Then guide them to summarize all the details to create a statement about the author’s central idea.

Have students choose a paragraph from the text to determine how the author conveys a main idea through particular details. Have them use a Main Idea chart to record their ideas. Use the Rutina de razonar en parejas y compartir | Think-Pair-Share Routine on p. TR2.

7READING ANALYSIS EXTENSION

Use this mini-lesson with students who can easily determine the central idea in “Viaje al pasado.”

CENTRAL IDEA Use the following extension questions.

• ¿Por qué el descubrimiento de la tumba de Tutankamón fue tan importante si ya se habían descubierto otras tumbas antes? (porque la tumba de Tutankamón estaba intacta, mientras que las otras habían sido saqueadas) | Why was the discovery of Tutankhamun’s tomb so important if other tombs had already been discovered earlier? (because Tutankhamun’s tomb was untouched, while the others have been looted)

• ¿Qué nos indica acerca del autor el uso de las palabras “espectaculares” y “fascinante” en el texto? (Nos indica que valora de una manera muy positiva los descubrimientos que describe.) | What does the use of the words “spectacular” and “fascinating” tell us about the author? (It tells us that she values the discoveries in a very positive way.)

• ¿Hay alguna pista en el texto que sugiera que una de las dos civilizaciones es más importante que la otra? (No. Las presenta como dos civilizaciones igualmente importantes.) | Is there any clue in the text suggesting that one of the two civilizations is more important than the other? (No. She presents them as two equally-important civilizations.)

FLUENCYACCURACY Explain that reading with accuracy means reading without adding, omitting, or substituting words. Have students follow along as you model reading aloud the first paragraph of “Viaje al pasado.” Then have students take turns reading aloud the following paragraphs with accuracy. Point out how listeners would have difficulty following the text if important names or events had not been read accurately.



OBJETIVOSCon orientación y apoyo de pares y adultos, desarrollan y refuerzan la escritura como sea necesario planeando, revisando, redactando, volviendo a escribir, o probando un método nuevo.

Animan y orientan al lector estableciendo un contexto y presentando un narrador y/o personajes; organizan una secuencia de sucesos que se desarrolla natural y lógicamente.

Demuestran dominio de las normas y convenciones de la gramática.

OBJECTIVESWith some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

Demonstrate command of the conventions of standard Spanish grammar.

Escritura narrativa | Narrative WritingPlanear y preparar para escribir | Plan and Prewrite

SET THE PURPOSE Tell students that today they will plan and prewrite a mystery. Review the structure of a mystery. Say: Al principio la exposición establece el narrador, presenta al personaje principal y el ambiente y da pistas sobre el conflicto. En el nudo, el conflicto se pone claro. El misterio se resuelve en el clímax. Al final, los sucesos que vienen después del clímax muestran cómo se resolvió el conflicto. | In the beginning, the exposition establishes the narrator, introduces the main character and the setting, and hints at the conflict. In the middle, the conflict becomes clear. The mystery is solved in the climax. At the end, the events after the climax show how the conflict was resolved.

TEACH AND MODEL Explain that as students plan their mystery, they should look for ways to incorporate details that describe the setting and characters and develop clues. Model planning a mystery. Say: Mi personaje principal va a ser una arqueóloga. Será una egipcia moderna que encontrará estatuas enormes y tallas antiguas. El misterio será encontrar dónde el tesoro del faraón está enterrado. Mis pistas serán un mapa, un acertijo en jeroglíficos y un sendero de trampas. | My main character is going to be an archeologist. She will be a modern Egyptian working at a dig site, where she will find huge statues and old carvings. The mystery will be finding where the pharoah’s treasure is buried. The clues I will use will be a map, a riddle in hieroglyphics, and a trail of traps.


• Prepare Have students plan and prewrite the beginning, middle, and end of a mystery. Have them consider their characters and setting, a main problem the setting might suggest, and the solution of the mystery.

• Organize Remind students that the beginning of a mystery introduces the main characters and setting. Model planning this. Say: Mi cuento trata de una arqueóloga que busca tesoro. El misterio empezará cuando ella descubre un mapa del lugar donde se supone que el tesoro está enterrado. | My story is about an archaeologist looking for a treasure. The mystery will begin when she discovers a map of the place where the treasure is supposed to be buried.

• Write Remind students that the conflict becomes clear in the middle of the story. Have students suggest ways to develop the plot of your mystery and clues the main character might find.


INDEPENDENT PRACTICE Have students plan and prewrite a mystery, by organizing their plot around a conflict and the events that lead up to the resolution.

COLLABORATIVE PRACTICE Have students work together in small groups to plan and prewrite, helping each other with everyone’s individual ideas.

SHARE WRITING Ask volunteers to share their planning ideas. Students should offer constructive feedback about the content in each plot sequence.



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Adjetivos | Adjetivos


adjetivoadjective

sustantivonoun

pronombrepronoun

TEACH AND MODEL Explain to students that adjectives are words used to modify, or tell more about, nouns or pronouns. Writers can use adjectives to enrich their writing and provide details by telling what kind, how many, how much, or which one. Explain that when writers use more than one adjective to modify the same noun, the adjectives are separated by a comma. If one adjective tells more about another adjective, then a comma is not used to separate the adjectives. If two adjectives or an adjective and a noun combine to form a phrase that is a distinct idea, then no comma is needed.

PRACTICE Work with students as they practice using adjectives to describe something they saw or experienced recently. Encourage students to use at least two adjectives with each sentence and have them write them on the board.


Writing Keystone Checklist

Plan and PrewriteUse this checklist to assess students’ narrative writing and research.

Achieved Notes

Choose precise words, phrases, and descriptive details to convey a specific meaning, attitude/tone, or image.

Research related topics to gather background information and relevant details for a story.

Plan the main historical mystery and organize a sequence of plot events around the story’s conflict.




“Trueno, relámpago y Thor,” pp. 14–15


BUILD BACKGROUND KNOWLEDGE Tell students: Vamos a leer un texto sobre las maneras de explicar por qué existen los truenos y los relámpagos. | We’re going to read a text about different ways of explaining thunder and lightning. Have students talk about where these explanations may come from. Ask: ¿Cómo hacemos las personas para explicar cómo suceden las cosas? | How do people explain how things happen? After students have shared ideas, introduce the concept of mythological explanations with an example, such as the myth of Helios, who drove the chariot of the sun across the sky each day. Have students discuss their opinions about ways of explaining phenomena: ¿Prefieren las explicaciones mitológicas o científicas de los fenómenos? ¿Qué aporta cada tipo de explicación? | Do you prefer mythological or scientific explanations for phenomena? What is the contribution of each type of explanation?

PRETEACH VOCABULARY Explain that mitología (mythology) is a collection of myths, or stories that explain nature, history, etc. Help students notice that mythologies are culture-specific, and belong to a particular view of the world as held by a certain cultural tradition. Ask: ¿Qué mitos conocen? ¿De dónde provienen? | What myths do you know? Where are those from? If students only mention Greek or Roman myths, add to their list by mentioning Celtic, Arabian, or Native American ones. Also, explain there are myths in modern life too, such as urban legends.



AverAge QUALITATIve MeASUreS

Levels of Meaning informational text with explicit purpose of presenting two explanations for thunder and lightning

Structure conventional structure; numerical information included


domain-specific vocabulary; use of rhetorical questions


mythology as a means of explaining natural phenomena; scientific explanations in contrast to mythology


Use the rubric to familiarize yourself with the text complexity of “Trueno, relámpago y Thor.”

OBjETIVOsOralidad Comentan el tema de un texto y dan su opinión al respecto.

Enfoque Definen la idea principal de un texto y cómo se transmite a través de determinados detalles específicos; resumen el texto sin dar opiniones o juicios personales.


OBjECTIVEsOracy Discuss and express opinions about the topic of a text.

Focus Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.


8leCCiónlesson





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Resumir una sección de un textoSummarize a Section of Text



SET THE PURPOSE Focus the instruction for the lesson by sharing the following Enduring Understanding: Los alumnos comprenden que el pasado y el presente están relacionado de maneras interesantes. [Learners understand that the past and present relate to each other in interesting ways.] Vamos a leer “Trueno, relámpago y Thor” para ver lo que podemos aprender sobre cómo resumir un texto. Un resumen es un breve recuento de los puntos más importantes de un texto. Para resumir, primero determinaremos la idea principal del autor y los detalles específicos que desarrollan esa idea. Luego incluiremos la idea principal y los detalles relacionados con los puntos más importantes del autor en nuestro resumen. | We are going to read “Trueno, relámpago y Thor” and see what we can learn about summarizing a text. A summary is a concise accounting of the main points of a text. To summarize, we will first determine the author’s central idea and the particular details that develop that idea. Then we will include the central idea and those details that are related to the author’s main points in our summary.

ENGAGE STUDENTS Tell students they should keep the following Essential Question in mind as they read and write about the texts in this unit: ¿Cómo usan los lectores los elementos narrativos para comprender lo que leen? | How do readers use narrative elements to comprehend what they read? Tell students: En esta lección, vamos a usar los detalles del texto para comprender cuál es la idea principal. Luego haremos un resumen que incluya la idea principal y los detalles específicos que la desarrollan. | In this lesson we are going use the details from the text to understand what the central idea is. Then we are going to make a summary including the central idea and the particular details that help develop it.


TURN AND TALK After reading, have students turn to a partner and discuss this question using details from the text: ¿Qué conexiones hay entre el personaje mitológico Thor y el mundo actual? (“Thor” es el origen del nombre que lleva el día jueves en inglés, Thursday. También es el nombre que lleva un elemento químico y un misil estadounidense. Es el protagonista de muchas revistas de historietas, películas y videojuegos.) | How are the mythological character Thor and the present world connected ? (“Thor” is the origin of the word “Thursday.” It is also the name of a chemical element and an American missile. Thor is the main character in many comic books, films, and video games.) Use the Rutina de razonar en parejas y compartir | Think-Pair-Share Routine on p. TR2.



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VOCABULARY Help students understand the meanings of domain-specific words from the mythological and scientific fields. Revisit the pages to define the following words in context: dioses, gigantes, mito, expansión, compresión, propulsado. Discuss how the meanings of these words change in other contexts. (e.g., gigantes would be an adjective showing size in other contexts and not a noun for mythological creatures.)

STrATEGIc SUPPOrT

AUTHOR’S POINT OF VIEW Help students understand where the author of this text stands regarding Thor’s myth. Guide them to see the irony in the term sorprendentemente and in the exclamation “¡No tiene nada que ver con el martillo ni la carroza de Thor!.” Show them how the author includes Nordic myths for thunder and lightning as a way of showing ancient civilizations’ beliefs, but that he clearly does not believe in them himself.

PALABRA CURIOSA | By-the-WAy WORd During close reading, define the following word for students involving known concepts that can impede text comprehension.

nórdica, p. 14: que pertenece a los pueblos del norte de Europa, como el noruego o el sueco | belonging to the peoples of Northern Europe, such as the Norwegian or Swedish peoples

L8SEGUNDA LEcTUrA

SEcOND rEAD


cITE TEXT EVIDENcE Engage the class in a discussion about what they just read. Remind students that readers determine the author’s central idea and the particular details that develop that idea. Use these questions to guide the discussion.

•¿Qué detalles muestran cómo los pueblos nórdicos usaban el relato de Thor para explicar los truenos y los relámpagos? (pág. 14: “Thor tenía un martillo llamado Mjolnir y volaba por el cielo en una carroza”; pág. 15: “el relámpago estallaba cuando el dios arrojaba su martillo”, “el trueno retumbaba cuando las ruedas de su carroza atravesaban el cielo”) | Which details show how Nordic peoples used Thor's stories to explain thunder and lightning? (See answers above.) En la actualidad, ¿por qué son importantes los mitos antiguos? (Porque dan pistas sobre la historia y las ideas de una civilización: aprendemos qué cosas creían, cómo veían el mundo.) | In present times, why are ancient myths important? (Because they give clues to the history and ideas of civilizations: we learn what they believed and how they saw the world.)

•¿Qué preguntas sobre Thor o los antiguos pueblos nórdicos quisieran hacer que no se respondan en el texto? (Las respuestas variarán.) | What questions about Thor or ancient Nordic peoples do you have that are not answered in the text? (Responses will vary.)

ObjETIVOSDefinen la idea principal de un texto y cómo se transmite a través de determinados detalles específicos.

Resumen el texto sin dar opiniones o juicios personales.


ObjEcTIVESDetermine a central idea of a text and how it is conveyed through particular details.

Provide a summary of the text distinct from personal opinions or judgments.

Determine the meaning of academic and domain-specific words in a text and use them



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aguerrido, p. 14 destello, p. 15

• Have students find and read sentences from the text that contain the Benchmark Vocabulary.






SUMMARIZE Remind students that the author's central idea and supporting details are used to summarize the text. Provide the Main Idea Chart on p. TR20.

MODEL Vamos a buscar detalles específicos que nos indiquen cuál es la idea principal del autor para poder resumir el texto. En el primer párrafo de la página 15 se describe cómo usaban los pueblos nórdicos el mito de Thor. Anotaré esas explicaciones en el recuadro de la izquierda. Voy a escribir la explicación científica para los relámpagos en el recuadro del medio. ¿Cuál será la idea principal del texto? | Let’s look for particular details that show us what the author’s central idea is in order to summarize the text. The first paragraph on page 15 describes how Nordic peoples used the myth of Thor. I will write those explanations in the left box. I’m going to write the scientific explanation for lightning in the middle box. What is the central idea of the text?

PRACTICE/APPLY Have students work independently or in small groups to complete the graphic organizer. Use the Rutina de comentar en grupos pequeños | Small Group Discussion Routine on p. TR4 to have students discuss the central idea and supporting details and use them to prepare their summaries.

Tanto los mitos antiguos como la ciencia actual explican los fenómenos naturales que influyen en nuestra vida.

Idea principal y detalles de apoyo

Idea principal

El mito nórdico de Thor dice que el relámpago estalla cuando el dios arroja su martillo y que el trueno retumba cuando las ruedas de su carroza atraviesan el cielo.

Los científicos dicen que los relámpagos se producen cuando se libera electricidad en la atmósfera.

Los científicos explican que el trueno se debe a la expansión y compresión del aire caliente alrededor del relámpago.

Detalles clave






STRUCTURE Review the selection title and have students look at the pictures on pp. 14–15 one more time. Según el título, las ilustraciones y fotos, ¿quién es Thor? ¿Qué relación tiene con los truenos y los relámpagos? | Based on the title and the illustrations and photos, who is Thor? How is he related to thunder and lightning?

LANGUAGE CONVENTIONALITY AND CLARITY Use the Rutina de vocabulario esencial: Informativo | Benchmark Vocabulary Routine: Informational on p. TR10 to assess students’ understanding of aguerrido and destello.

THEME AND KNOWLEDGE DEMANDS Activate students’ background knowledge. Explain that the text is about different ways of explaining thunder and lightning. ¿Qué saben acerca de las maneras de explicar los fenómenos naturales? Seguramente conocen las explicaciones científicas. ¿Cuál puede ser otra manera de explicarlos? | What do you know about the ways of explaining natural phenomena? You surely know scientific explanations. What could be another way of accounting for them?

BUILD ACCOUNTABILITY Announce the two focus points that students will apply to their self-selected texts. Guide students in applying the strategies they used to understand today’s Reading Analysis lesson to their self-selected texts. Aprendimos que los lectores incluyen la idea principal del autor y los detalles de apoyo cuando hacen un resumen del texto. Hoy, cuando lean, tomen apuntes para determinar la idea principal del autor. Cuando lleguen a un punto en el que deben detenerse, resuman esa sección del texto. | We learned that readers include the author’s central idea and supporting details in a summary of the text. Today as you are reading, take notes to determine the author's central idea. When you reach a stopping point, summarize that section of text.

• Process Focus: Independence Have students record their reading in a daily reading log. Have them describe their level of confidence during reading. Ask if there were any sections of text that proved difficult.

• Strategy Focus: Comprehension Have students share their summaries of the text they read.







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8READING ANALYSIS EXTENSION

Use this mini-lesson with students who can easily summarize the text “Trueno, relámpago y Thor.”

SUMMARIZE Use the following questions.

• ¿Por qué el autor comienza el texto relacionando el nombre de Thor con el mundo actual? | Why does the author begin the text by connecting Thor’s name to today's world?

• ¿Por qué la comparación “En esa época, como en la actualidad” es clave para comprender la idea principal del texto? | Why is the comparison “In those times, as it is the case in present times” key to understanding the central idea from the text?

• ¿Por qué el autor usa la tercera persona “ellos” para describir las explicaciones del mito nórdico pero usa “sabemos” para hablar de las explicaciones científicas? | Why does the author use the third person “ellos” to describe the Nordic myth’s explanations but uses “we know” to talk about the scientific explanations?

Have students add these new details to their summaries.

Use this mini-lesson with students who struggle with summarizing the text “Trueno, relámpago y Thor.”

SUMMARIZE Help students complete their Main Idea charts. Help students identify each detail: how the Nordic myth explains thunder and lightning, how science explains each of these phenomena.

• El mito nórdico y la ciencia actual, ¿explican los mismos fenómenos? ¿Cómo lo hacen? | Do the Nordic myth and science explain the same phenomena? How?

• ¿Por qué se intenta explicar esos fenómenos? ¿Cómo se relacionan con nuestra vida? | Why are there explanations for those phenomena? How do they affect our lives?

Use the Rutina de razonar en parejas y compartir | Think-Pair-Share Routine on p. TR2. Invite students to use the details and central idea in their charts.

QUICK CHECK


If . . . students are running sentences together,

then . . . remind them to pause briefly at every period to make clear that a new idea begins with each sentence.

If . . . students are pausing at inappropriate points,

then . . . encourage them to try reading the sentence, pausing only at punctuation.

FLUENCYAPPROPRIATE PHRASING Explain that appropriate phrasing means correctly pausing and chunking text into meaningful phrases. Commas and periods indicate places to pause. Have students follow along as you model reading aloud the first paragraph on p. 14. Then have students take turns reading aloud with appropriate phrasing the remaining paragraphs on the page.



Escritura narrativa | Narrative WritingEditar y revisar un misterio | Edit and Proofread a Mystery

SET THE PURPOSE Explain to students that editing is the last step writers take before publishing a text. Say: Cuando los escritores editan, vuelven a leer con atención sus oraciones para hallar y corregir errores ortográficos, gramáticos y de puntuación. | When writers edit, they closely read sentences to find and fix mistakes in spelling, grammar, and punctuation. Explain that the errors writers look for include subjects and verbs that do not agree, pronouns that are used incorrectly, dialogue that is punctuated incorrectly, commas that are missing or incorrectly used, and titles and proper nouns that are not capitalized. Explain that editing gives a writer’s work a polished and professional look, allowing readers to focus on the content of the piece. In contrast, writing that is full of errors distracts readers, making them less likely to understand what a writer is saying—or care about his or her message.

TEACH AND MODEL Explain that errors in a narrative can cause confusion about what is happening, who is speaking, and what those characters are saying. In a mystery, errors can make it more difficult for readers to follow the clues the writer includes within the plot. Model how to check for errors in dialogue punctuation, use of pronoun case, and capitalization. Say: Cuando un personaje habla, debo asegurarme de que haya un guión largo al principio y al final de las palabras que dice. Debo verificar que los nombres de los personajes empiezan con letra mayúscula sin falta. | When a character speaks, I must check to make sure there are is an em-dash at the beginning and end of the words he or she says. I must check to make sure characters’ names begin with a capital letter every time.


• Prepare Tell students they will be editing and proofreading their mysteries to correct any spelling, grammar, punctuation, and capitalization errors.

• Organize Tell students to check whether they have correctly used quotation marks, commas, and end marks in their dialogue. Model checking for proper punctuation of dialogue.

• Write Tell students to make sure they have used pronouns in the proper case and maintained pronoun-antecedent agreement throughout their mysteries. Write a sentence with incorrect pronoun-antecedent agreement and have students correct it.


INDEPENDENT PRACTICE Have students edit and proofread the draft of the mystery they revised in the previous lesson to prepare it for publication.

COLLABORATIVE PRACTICE Have students edit each other’s work in a small group.

SHARE WRITING Have students exchange their mysteries to perform peer edits.

OBJETIVOCon la orientación y el apoyo de compañeros y adultos, elaboran y mejoran la redacción según sea necesario, mediante la planificación, revisión o corrección, intentando un nuevo enfoque o volviendo a escribir.

Escriben con ortografía correcta.

OBJECTIVEWith some guidance and support from peer and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

Spell correctly.



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Acento ortográfico | Written Accent


agudaaguda

gravegrave

esdrújulaesdrújula

sobreesdrújulasobreesdrújula

sílabasyllable

TEACH AND MODEL Remind students that words can be divided into syllables and that each word has a stressed syllable. Not all stressed syllables have a written accent. Use the table below to guide your instruction.

Palabra |Word

División silábica |Syllabification

Sílaba tónica |Stressed Syllable

Tipo de palabra | Type of word

Regla para el acento escrito |Written Accent Rule

rectangularexclamación

rec-tan-gu-larex-cla-ma-ción

última aguda si termina en n, s o vocal

sistemacarácter

sis-te-maca-rác-ter

penúltima grave/llana si termina en consonante, menos n o s

murciélago mur-cié-la-go antepenúltima esdrújula siempre lleva acento escrito

corrígemela co-rrí-ge-me-la anterior a laantepenúltima

sobreesdrújula siempre lleva acento escrito

Write the words from the first column on the board. Then say: Leamos la palabra rectangular. Las sílabas de esta palabra son rec-tan-gu-lar. | Let’s read the word rectangular. The syllables in this word are rec-tan-gu-lar. Point out that the stressed syllable of the word rectangular is the last syllable.

Display on the board the information from the last two columns. Say: La palabra rectangular es una palabra aguda porque la sílaba tónica, o la que se pronuncia con el mayor énfasis, es la última sílaba. La palabra rectangular no lleva acento escrito porque termina en una consonante que no es n ni s. | The word rectangular is an aguda word because the stressed syllable is the last syllable. Rectangular does not have a written accent because it ends in a consonant that is not n or s. Review with students the written accent rules; then categorize each word from the board as aguda, grave, esdrújula, or sobreesdrújula.

PRACTICE Write the following sentences on the board, but leave out the written accent in each underlined word:

La lluvia aumentó convirtiéndose en un violento chaparrón.Los exámenes de matemáticas siempre me resultan difíciles.El jugo de limón está recién hecho, bébanselo todo.Mi papá, mi hermano y yo jugamos al fútbol en el césped.

Have students copy the sentences on a piece of paper and ask them to add written accents to words that need them. Then ask students to exchange papers with a partner and correct each other’s sentences. Circulate amongst students and offer corrective feedback as necessary.



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OBJETIVOSOralidad Usan información de lecturas previas y su propia experiencia para comentar un tema.

Enfoque Comparan y contrastan textos de diferentes formas o géneros en cuanto a la manera en que estos abordan temas y asuntos similares.


Definen el tema o idea principal de un texto y cómo esta se transmite a través de determinados detalles. Resumen el texto sin dar opiniones o juicios personales.

OBJECTIVESOracy Use information from previous readings and their own experience to discuss a topic.

Focus Compare and contrast texts in different forms or genres in terms of their approaches to similar themes and topics.


Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgements.

Text Complexity Rubric, p. 2 and p. 40


Sufijos griegos y latinos | Greek and Latin Suffixes• Write arqueología, dentista, demócrata, and observatorio on the

board. Remind students that suffixes are added to the end of words to change their meaning. Explain that some suffixes come from the languages spoken in Ancient Greece and Rome, and that they can have different meanings.

• Say: Trabajen en parejas y encierren en un círculo el sufijo de cada palabra. Indiquen qué sufijos se refieren a personas (demócrata, dentista), a un lugar (observatorio), y a un área de conocimiento (arqueología). | In pairs, circle the suffix in each word. Tell which words refer to people (demócrata, dentista), to a place (observatorio), and an area of knowledge (arqueología).

• Say: En parejas, busquen en un diccionario la definición de cada palabra | In pairs, look in a dictionary for the definition of each word.



BUILD BACKGROUND KNOWLEDGE Tell students: Vamos a comparar y contrastar La tumba misteriosa y “Trabajo en la Gran Pirámide”. En los dos cuentos los protagonistas son niños, relacionados de distinta manera con el trabajo que se lleva a cabo en una pirámide. ¿Qué tipos de trabajos o tareas hacen ustedes? | We are going to compare and contrast La tumba misteriosa and “Trabajo en la Gran Pirámide.” In both stories, the main characters are children, related in different ways to the work carried out in a pyramid. What kinds of jobs or chores do you do? Provide sentence frames such as: Yo ___con los quehaceres de casa. ____ los platos. Ask: ¿Alguna vez quisieron ayudar a un adulto con su trabajo y no se lo permitieron? ¿Cuáles fueron las razones? | Have you ever tried to help an adult with work and been told you were not allowed? What were the reasons?

PRETEACH VOCABULARY The following words and phrases will be helpful for students to know before reading and comparing the stories: anteriormente; al principio, al final; actualmente; en la antigüedad, en la actualidad. Write each word or phrase on the board and introduce it by briefly explaining, acting out, or illustrating its meaning. Then ask a question or say a sentence that uses the word. For example, for en la actualidad, say: En la actualidad, muchas pirámides están enterradas en la arena o la selva. | At present, pyramids are buried in sand or in the jungle.

La tumba misteriosa and “Trabajo en la Gran Pirámide”





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Comparar y contrastar los mensajes de los autores Compare and Contrast Authors’ Messages



SET THE PURPOSE Focus the instruction for the lesson by sharing the following Enduring Understanding: Los alumnos comprenden que el pasado y el presente se relacionan de maneras interesantes. [Learners understand that the past and the present relate to each other in interesting ways.] Vamos a leer los cuentos La tumba misteriosa y “Trabajo en la Gran Pirámide” para ver lo que podemos aprender sobre cómo comparar y contrastar los mensajes de los autores. | We are going to read the stories La tumba misteriosa and “Trabajo en la Gran Pirámide” to see what we can learn about how to compare and contrast the authors’ messages.

ENGAGE STUDENTS Tell students that they should keep the following Essential Questions in mind as they read, talk, and write about the texts in this unit: ¿Cómo utilizan los elementos narrativos los lectores para comprender lo que leen? ¿Cómo utilizan las técnicas narrativas los escritores para desarrollar un cuento? | How do readers use narrative elements to comprehend what they read? How do writers use narrative techniques to develop a story? Tell students: Podemos citar evidencias de los textos para analizarlos y resumirlos. Esas evidencias nos servirán para comparar y contrastar elementos narrativos, tal como el mensaje del autor de cada texto. Los mensajes hablan de que todos, incluso los niños, pueden aportar su granito de arena para lograr cosas importantes. | We can cite text evidence to analyze and summarize the texts. This evidence will help us compare and contrast narrative elements, such as the author’s message in each text. The messages say that all of us, including children, can make our small contribution to achieve important things.

READ As you reintroduce the texts, use the appropriate reading routine from pp. TR2–14. In this reading, comparing and contrasting the authors’ messages should be the students’ purpose.

TURN AND TALK After reading, have students turn to a partner and discuss this question using details from the text: ¿Qué tipo de trabajo hacen los niños de los dos cuentos? (Rosendo y Aliya resuelven acertijos para poder llegar a la excavación donde están atrapados sus padres. El protagonista de “Trabajo en la Gran Pirámide” lleva agua y comida a los obreros que construyen la pirámide.) | What kind of work do the children in both stories do? (Rosendo and Aliya solve puzzles to get to the excavation site where both their fathers are trapped. The main character in “Trabajo en la Gran Pirámide” brings water and food for the workers building the pyramid.) Use the Rutina de razonar en parejas y compartir | Think-Pair-Share Routine on p. TR2.



OBJETIVOSAmplían su vocabulario al reconocer la importancia que tiene una palabra o frase para la comprensión o expresión.

Comparan y contrastan textos de diferentes formas o géneros en cuanto a la manera en que estos abordan temas y asuntos similares.


OBJECTIVESGather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Compare and contrast texts in different forms or genres in terms of their approaches to similar themes and topics.

Determine the meaning of academic and domain-specific words in a text and use them.

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IMPERFECT TENSE Point out to students that Spanish has several past tenses, and that the imperfect is the tense to describe past habitual actions—what “used to” be—or a scene in the past. Forms such as estaba (I, he, she, it was) or tenía (I, he, she, it had) are in the imperfect. Such forms are often used to tell what was going on when something else happened.

STRATEGIC SUPPORT

BACKGROUND If students fail to understand that the protagonist of “Trabajo en la Gran Pirámide” is a child, explain to them that in most ancient civilizations it was not unusual for very young children to be employed for very demanding physical tasks. Tell them that the same is true in certain cultures today. Help students see that the protagonist’s attitude towards his work shows that it is something natural for him.

L9SEGUNDA LECTURA

SECOND READ


CITE TEXT EVIDENCE Engage the class in a discussion about what they just read. Remind students that readers can compare and contrast the messages of the authors of different texts. Use these questions to guide the discussion, and ask students to support their answers with evidence.

• ¿En qué se parecen Aliya y el protagonista de “Trabajo en la Gran Pirámide”? (Respuesta posible: Los dos están muy orgullosos de su herencia egipcia y de la pirámide.) | How are Aliya and the main character of “Trabajo en la Gran Pirámide” similar? (Possible response: They are both very proud of their Egyptian heritage and the pyramid.)

• ¿En qué se diferencia lo que saben sobre la pirámide Aliya, Rosendo y el niño de “Trabajo en la Gran Pirámide”? (Respuesta posible: Aliya sabe muchas cosas porque es egipcia y sabe mucho del pasado de su país, Rosendo sabe muchas cosas por haber leído mucho, el niño sabe mucho porque es testigo de la construcción de la pirámide.) | How is what Aliya, Rosendo, and the boy in “Trabajo en la Gran Pirámide” know about the pyramid different? (Possible response: Aliya knows many things because she is Egyptian and knows a lot about her country’s past, Rosendo knows many things because he has read a lot, the boy knows a lot because he is witnessing the building of the pyramid.)

• ¿En qué se parece el trabajo que hacen con la pirámide los obreros de “Trabajo en la Gran Pirámide” y los arqueólogos de La tumba misteriosa? ¿En qué se diferencia? (Respuestas posibles: Los obreros están trabajando juntos, en la antigüedad, para construir la pirámide. El papá de Rosendo trabaja y estudia durante muchos meses, en la actualidad, para descubrir una pirámide enterrada.) | How is the work done on the pyramid by the workers in “Trabajo en la Gran Pirámide” and by the archaeologists in La tumba misteriosa similar? How is it different? (Possible responses: The workers are working together, in ancient times, to build the pyramid. Rosendo's father works and studies for months, in modern times, to uncover a buried pyramid.)



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pedregoso, p. 14 desencajados, p. 54 temporadas, p.8 preparativos, p. 8(Anchor Text) (Anchor Text) (Detective) (Detective)

•Have students find and read sentences from the text that contain the Benchmark Vocabulary. Discuss the English cognate preparations.


•Use the information on pp. 4–5 in this Teacher’s Guide to discuss other words connected to each of the Vocabulario esencial | Benchmark Vocabulary words.




COMPARE AND CONTRAST AUTHORS’ MESSAGES Tell students that they can use text evidence to compare and contrast the author’s message in different texts. Provide the T-Chart on p. TR23

MODEL Voy a identificar el mensaje del autor de La tumba misteriosa. Al principio, parece que los niños solo están allí para divertirse. Sin embargo, veo que su papel es muy importante, pues rescatan a sus padres. Voy a escribir eso en la columna de la izquierda. Creo que el mensaje es que todos, incluso los niños, pueden lograr cosas importantes. Voy a determinar el mensaje del autor del otro texto y comparar y contrastar los mensajes para determinar en qué se parecen y en qué se diferencian. | I will identify the message of the author of La tumba misteriosa. At the beginning, it seems that the children are there only to have fun. However, I see that their role is very important, because they rescue their fathers. I will write that in the left column. I think that the message is that all of us, including children, can achieve important things. I will determine the message of the other text’s author and compare and contrast both messages to determine how they are similar and how they are different.

PRACTICE/APPLY Have students work independently or in small groups to complete the graphic organizer. Use the Rutina de comentar en grupos pequeños | Small Group Discussion Routine on p. TR4 to have students use text evidence to compare and contrast the authors’ messages.

Comparar y contrastar mensajesde los autores

La tumba misteriosa

“Trabajo en la Gran Pirámide”

Al principio, los niños no participan en el trabajo, pero después tienen un papel muy importante.

El niño participa activamente en el trabajo en la pirámide desde el principio del cuento.





STRUCTURE Have students look again at the titles and illustrations of both stories. Según lo que muestran las ilustraciones y los títulos, ¿cómo se dan cuenta de que el tema y el ambiente de los dos cuentos están relacionados? | Based on what you see in the titles and illustrations, how do you realize that the theme and setting of both stories are related?

LANGUAGE CONVENTIONALITY AND CLARITY Use the Rutina de vocabulario esencial: Literario | Benchmark Vocabulary Routine: Literary on p. TR11 to assess students’ understanding of pedregoso, desencajados, temporadas, and preparativos. Also use the list of English cognates on p. 75 of this Teacher’s Guide to guide your English-speaking students as they read.

THEME AND KNOWLEDGE KNOWLEDGE DEMANDS Activate students’ background knowledge. Remind them that both stories are related to Egyptian pyramids. Show them where Egypt is located in a map. Explain how hard and for how long people had to work to build those pyramids. ¿Creen que en los trabajos que se realizan en equipo todos los papeles tienen el mismo valor? ¿Creen que hay trabajos más importantes que otros? | Do you think that in teamwork all roles are equally valuable? Do you think that there are some jobs that are more important than others?

UNLOCK THE TEXT


BUILD ACCOUNTABILITY Announce the two focus points that students will apply to their self-selected texts. Guide students in applying the content of today’s Reading Analysis lesson to their self-selected texts. Identifiquen el mensaje del autor de su texto. Comparen la forma en que se presentó ese mensaje en otros textos o géneros que hayan leído. | Identify the author’s message for your text. Compare how this message has been presented in other texts or genres you have read.

• Process Focus: Stamina Have students make a bar graph that shows how their reading stamina has changed over the past three independent reading sessions. Tell students to plot the sessions on the horizontal axis and reading time on the vertical axis. Have them summarize their results.

• Strategy Focus: Critical Thinking Ask students to summarize the author’s message in their text, using text evidence to support their ideas.







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If . . . students have trouble reading at an appropriate rate,

then . . . suggest that they pause after reading a passage to assess their comprehension of what they have read.

If . . . students need additional help with rate,

then . . . have partners read aloud to each other and offer feedback to whether the reading rate is too fast or too slow.

raTe Tell students that they should adjust their reading rate according to the content of a particular passage. For example, for dramatic readings, a fast rate helps improve interest in the plot. Read aloud a passage from La tumba misteriosa at an appropriate rate. Have students read aloud a different passage from this text several times. Monitor their progress as they read.

fluency

Use this mini-lesson with students who struggle with identifying Greek and Latin suffixes.

greek anD laTin suffiXes Remind students that suffixes are added to the end of words to change their meaning. Explain that the Greek suffix –logía means “area of knowledge ” or “science,” for example, the word arqueología (archeology). Tell students that the Latin suffix –ista means “one who practices a special profession,” for example, the word economista (economist).

•Write the words geología and electricista. ¿Cuáles son los sufijos de cada palabra? ¿Cuál se refiere a una persona y cuál se refiere a un área de conocimiento? | What are the suffixes in each word? Which one refers to a person and which one refers to an area of knowledge?

•Write these words on the board: pentágono, cosmonauta, agricultura, metrópolis, doctor, and mercadotecnia. Ask students to identify the suffixes in each word.

Have students use a dictionary to determine the precise meaning of each word.

WorD analysis skills supporT

Use this mini-lesson with students who struggle with comparing and contrasting authors’ messages in La tumba misteriosa and “Trabajo en la Gran Pirámide.”

coMpare anD conTrasT auThors’ Messages Tell students: Los dos cuentos tienen un mensaje sobre el aporte que podemos hacer todos para hacer un trabajo importante. Puedo analizar evidencias del texto para identificarlos. Por ejemplo, Rosendo desea que su padre lo deje ir con él a la excavación, pero su padre dice que no. Sin embargo, cuando se entera de que su padre está atrapado, ¿qué hace Rosendo? | Both stories have a message about the contributions we can all make for an important job to be done. I can analyze text evidence to identify them. For instance, Rosendo wishes his father would let him come with him to the excavation site, but his father does not allow him. However, when he learns his father is trapped, what does Rosendo do?

Use the Rutina de razonar en parejas y compartir | Think-Pair-Share Routine on p. TR2. Invite students to complete their T-Charts.

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ObjetivOUsan la tecnología, incluyendo Internet, para producir y editar escrituras y para interactuar y colaborar con otros; demuestran dominio suficiente del teclado para teclear al menos tres páginas en una sola sesión.

Escriben con ortografía correcta.

ObjectiveUse technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.

Spell correctly.

Escritura narrativa | Narrative WritingPublicar y presentar un misterio | Publish and Present a Mystery

Set tHe PURPOSe Tell students that now they are ready to publish their mystery and present it to an audience. Explain that when writers publish a story, they choose how they would like readers to experience their story. Explain that when writers orally present their mystery, they engage their audience by adjusting their rate and expression in order to convey danger and suspense. Specific methods for engaging listeners include reading dialogue with expression, pausing (phrasing), and adjusting speed (rate) to build suspense.

teAcH AND MODeL Explain that a speaker’s oral presentation can affect an audience’s understanding of a story. Explain that writers often annotate their story to note how they will present it. Model this process using p. 22 of La tumba misteriosa. Say: Voy a subrayar el diálogo que tiene signos de exclamación para que me haga recordar que necesito leer estas líneas con expresión. Voy a poner una marca entre las frases para recordar que necesito hacer pausas para que mi fraseo tenga sentido. | I will underline the dialogue that uses exclamation points to remind myself to read these lines with expression. I will make a mark between phrases to remind myself to pause so that my phrasing will make sense.

LeAD A SHAReD WRitiNG ActivitY

•Prepare Tell students that they will be publishing their final draft of their mystery and presenting it orally. Have students decide how they will adjust their expression, phrasing, and rate to convey the danger, action, and suspense in their story.

•Organize Explain that speakers use phrasing and adjust their rate to build suspense. Punctuation groups words into phrases. A speaker might add extra pauses to build suspense. They adjust their rate to slow down or speed up their speech to build tension and suspense.

•Write Explain that when speakers read with expression, they change the pitch and tone of their voice and vary their rate and volume to convey characters emotions. Speakers can follow punctuation cues and emphasize words to read with expression. Model reading dialogue with expression.


iNDePeNDeNt PRActice Have students publish their mysteries in the form of a final typed draft complete with a title and byline. Then have students annotate a copy of their draft so that they may present their writing orally to the class.

cOLLAbORAtive PRActice Have students present in small groups.

SHARe WRitiNG Have all students read their mystery aloud to the class. Ask the class to identify areas of the story in which the speaker effectively conveyed danger, suspense, and emotion by adjusting his or her rate or using expression.



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PRACTICE Write the headings Raíz, des-, and -ción on the board. Have volunteers make a list of root words to which the prefix and suffix can be added to form new words. Then have volunteers write new words using des- and -ción. Provide corrective feedback if students misspell any of the words.


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Usar ortografía correcta | Spell Correctly


raízroot

prefijoprefix

sufijosuffix

TEACH AND MODEL Review that proper spelling sometimes involves remembering spelling rules. Sometimes it is helpful to break a word into smaller parts. Many words are made up of root words, and either a prefix or a suffix. A root word is a word part that doesn’t usually stand on its own as a word. A prefix or suffix is added to the root to make a word. Display and discuss some common prefixes, suffixes, and word roots. Say: Vamos a repasar el prefijo des- y el sufijo -ción. El prefijo des- indica negación. Piensen en estos dos verbos: hacer y armar. Al agregar el prefijo des- a estas palabras, indicamos la negación de la raíz: deshacer y desarmar. Con el sufijo -ción indicamos acción o efecto. Piensen en los verbos reaccionar e investigar. Al agregar el sufijo -ción a la raíz de estas palabras, formamos los sustantivos que están relacionados con los verbos: reacción e investigación. Observen que los prefijos y sufijos se unen con las raíces para formar palabras nuevas. | Let’s review the prefix des- and the suffix -ción. The prefix des- indicates negation. Think of these two verbs: hacer (to do) and armar (to put together). When we add the prefix des- to these words, we negate the root verb: deshacer (to undo) and desarmar (to take apart). We indicate action or effect with the suffix -ción. Think of the verbs reaccionar (to react) and investigar (to investigate). When we add the suffix -ción to these root words, we form the nouns that are related to them: reacción (reaction) and investigación (investigation). Note that prefixes and suffixes join with their root words to form new words.



PERFORMANCE-BASED ASSESSMENTUNIDADUNIT 1

OBJETIVOSUtilizan técnicas de narración como el diálogo, el ritmo y las descripciones para desarrollar los acontecimientos o los personajes.

Utilizan una variedad de palabras de transición, frases y cláusulas para expresar secuencia y señalar cambios de un ambiente a otro.

Incluyen en las presentaciones elementos de medios múltiples y muestras visuales para aclarar la información.

OBJECTIVESUse techniques, such as dialogue, pacing, and description to develop events and/or characters.

Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one setting to another.

Include multimedia components and visual displays in presentations to clarify information.

Evaluación de rendimientoPerformance-Based Assessment

TAREA DE NARRACIÓN | NARRATIVE TASKESCRIBIR UN MISTERIO | WRITE A MYSTERY

Students will write a mystery that relates to the topic of exploring the past to solve a problem.

Students will:• introduce the characters and organize a sequence of events.

• use dialogue and description to develop the events and experiences of the characters.

• use transitional words, phrases, and clauses to convey the sequence of events.

See p. 82 for reproducible copy in Spanish for distribution to students.

NOTE You may administer this assessment over multiple lessons.

Preparar | Prepare

REVIEW Discuss the Essential Questions: ¿Cómo utilizan los elementos narrativos los lectores para comprender lo que leen? ¿Cómo utilizan las técnicas narrativas los escritores para desarrollar un cuento? | How do readers use narrative elements to comprehend what they read? How do writers use narrative techniques to develop a story?

REVISIT THE TEXT Remind students that La tumba misteriosa is a realistic fiction text and a mystery story. Briefly review the characteristics of the mystery genre and remind students that strong characters are important in a good mystery, as they are in other fiction genres. Help students recall the ways an author can introduce and develop a character (through the character’s dialogue, thoughts, and actions, and through other characters’ perceptions of that character). Have students revisit pp. 22–27. Ask: ¿Qué le dicen el diálogo y la descripción al lector acerca de Aliya? ¿Qué le dicen acerca del bandido? | What do the dialogue and description tell the reader about Aliya? What do they tell the reader about the bandit? As students prepare to write their mysteries, encourage them to imagine how the characters will act, think, and speak. Ask students to consider what the characters will do and how these actions will lead to a mystery. Encourage them to jot down a few notes about each character. Tell students that they will be using a Story Sequence graphic organizer to help them plan the sequence of events in their mysteries.


RGEN16_BiLit_TG6_U1PBA.indd 80 25/02/16 11:19 AM



Crear | Create

MATERIALS Graphic organizer Story Sequence A, paper, and writing implements; text: La tumba misteriosa; access to computers or tablets to draft mysteries; access to podcast recording technology and Web sites or other sources of sound clips to embed in a podcast (optional)

WRITE Have students work in small groups to brainstorm ideas for a new mystery. Tell groups to set a goal of at least three ideas for a mystery that relates to exploring the past. Students who prefer to do so can work alone at their desks. Next have students work independently to outline their narratives by completing the Secuencia del cuento: A (Story Sequence A) graphic organizer. Remind them to use their character notes. Have them exchange first drafts with a partner to check each other’s drafts for gaps in sequence, places where transitional words seem to be missing, and a logical solution to the mystery. Before the final step of the presentation, have students prepare clean, legible, error-free copies of their mysteries.

DIGITAL OPTION You may incorporate technology into the Performance-Based Assessment. Have students use computers or tablets to type their mysteries. Students can also turn their stories into podcasts. Have them research sound effects and/or music to insert at key moments.

Apoyo por andamiaje | Scaffolded Support

In order for all students to benefit from the Performance-Based Assessment, additional supports can be provided as necessary.

CHECKLIST Provide a checklist, such as the one supplied on p. 82, that details expectations for this project. It will clarify for students what is being assessed.

GRAPHIC ORGANIZER Work with individuals or pairs to use the Story Sequence A graphic organizer to create a writing plan before they begin a first draft.

SPANISH LANGUAGE DEVELOPMENT Brainstorm with learners of Spanish to create a list of adverbs and adjectives that will help add details to their mysteries. You may wish to provide a writing model or writing framework for Spanish learners. See the Biliteracy Pathway Handbook for additional guidance on providing scaffolded writing support.

Secuencia del cuento: A

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1 PERFORMANCE-BASED ASSESSMENTUNIDADUNIT

ESCRIBIR UN MISTERIOLISTA DE REPASO

== ¿Desarrollé los personajes en mi escrito de misterio?

== ¿Organicé los sucesos en mi escrito de misterio en una secuencia lógica?

== ¿Usé palabras de transición para que la secuencia de sucesos sea clara?

== ¿Incluí diálogo para desarrollar los sucesos y las experiencias de los personajes? Ejemplo: _______________________________________________ ___________________________________________________________________

== Utilicé palabras descriptivas para desarrollar los sucesos y las experiencias de los personajes? Ejemplo: _________________________________________ ___________________________________________________________________

== ¿Usé pronombres que concuerdan con sus antecedentes? Ejemplo: __________________________________________________________

== ¿Usé la forma correcta de los verbos? Ejemplo: ___________________________________________________________

== ¿Incluí una solución satisfactoria al misterio en la conclusión?

== ¿Revisé mi trabajo para corregir el uso de mayúsculas, la puntuación y la ortografía?

TAREA DE NARRACIÓNESCRIBIR UN MISTERIO

Escribe un misterio relacionado con el tema de explorar el pasado para resolver un problema.

Acuérdate de:

• introducir a los personajes y organizar una secuencia de sucesos.

• usar el diálogo y la descripción para desarrollar los sucesos y las experiencias de los personajes.

• usar palabras de transición, frases y cláusulas para comunicar la secuencia de sucesos.



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You may wish to conduct a qualitative analysis to evaluate linguistic aspects of your biliterate students’ writing. See p. 97 of this Teacher’s Guide for guidance on how to synthesize student scores and assess their progress on a bilingual trajectory.

Narrative Writing Rubric

Score Focus Organization DevelopmentLanguage

and Vocabulary

Conventions

4

Narrative is tightly focused on the mystery and its solution.

Event sequence unfolds logically and leads to a clear conclusion that provides a satisfying solution to the mystery.

Characters are clearly introduced; events and characters are strongly developed through dialogue and description.

Sequence is clearly conveyed using varied and appropriate transitions; narrative uses precise, engaging language.

Command of conventions is strongly demonstrated.

3

Narrative contains a few deviations from focus on the mystery and its solution.

Event sequence unfolds logically for the most part and leads to a conclusion that includes a solution to the mystery.

Some character introductions are scanty; narrative uses dialogue and description to develop characters and events.

Sequence is conveyed using adequate transitions; narrative uses some precise language.

Command of conventions is sufficiently demonstrated.

2

Narrative sometimes loses focus; the mystery and solution may not match up perfectly.

Event sequence is difficult to follow and does not lead logically to the conclusion; solution may not make sense.

Characters are poorly introduced; little dialogue or description is used to develop characters and events.

Few effective transitions are used to convey sequence; language is often vague.

Command of conventions is uneven.

1

Narrative is confusing; the mystery and solution are impossible to identify.

Event sequence is impossible to follow; conclusion is missing and the mystery is not solved.

Characters are hard to tell apart; dialogue and description are lacking or impossible to follow.

Transitions are lacking; language is vague and confusing.

There is very little command of conventions.

0

Possible characteristics that would warrant a 0:• no response is given• student does not demonstrate adequate command of narrative writing skills• response is unintelligible, illegible, or off-topic



1 PERFORMANCE-BASED ASSESSMENTUNIDADUNIT

Presentar | Present

STORY SLAM Explain that sometimes writers present their work before a live audience, alongside other writers. Tell students that today they will participate in a live-performance story reading. Have speakers prepare clean, legible copies of their mysteries. Do the following to prepare for the presentation.

• Organize the classroom: Provide a podium or other surface at the front of the room on which speakers can place their text. Arrange chairs facing the podium.

• Remind speakers to read their narratives at an appropriate volume with expression, so as to engage their audience.

• Tell audience members that they may respond in positive ways during the presentations, provided they do not interrupt the speakers.

• Let students know that after each story, there will be a brief question-and-answer session.

DIGITAL OPTION If you chose to incorporate technology into the Performance-Based Assessment, publish students’ podcasts on the school or class Web site and invite them to listen to each other’s work.

Reflexionar y responder | Reflect and Respond

LOOKING AHEAD For students who received a score of 0, 1, or 2 on the rubric, use the following suggestions to support them with specific elements of the Performance-Based Assessment. Graphic organizers and other means of support will help guide students to success as they complete other Performance-Based Assessments throughout the school year.

If . . . students have trouble writing in the mystery genre,

then . . . remind them of the characteristics of a mystery story.

If . . . students struggle with introducing the characters,

then . . . limit the task by having them choose three characters. Have students use a graphic organizer to list qualities of each character.

If . . . students struggle to use dialogue and description to develop events and characters,

then . . . remind them that descriptive details appeal to the five senses.

If . . . students have difficulty using transitions effectively,

then . . . provide them with lists of transition words that indicate time order, cause and effect, and change of location.

If . . . students have difficulty finding sound effects or recording their podcasts,

then . . . pair students who have a better grasp of the necessary technology with students who are less technologically advanced.


RGEN16_BiLit_TG6_U1PBA.indd 84 18/02/16 2:24 PM

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Biliteracy Pathway Resourcesunit

Literacy Project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86–89

Cross-Language Connections Lessons . . . . . . . . . . . . . . . . . . . 90–93

CLC 1. Claves de contexto | Context Clues . . . . . . . . . . . . . . . . . . . . . . 90

CLC 2. Raíces griegas y latinas | Greek and Latin Roots . . . . . . . . . . . . . 91

CLC 3. Morfemas | Morphemes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92

CLC 4. Cognados | Cognates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93

Paired Literacy Support . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94

Unit Wrap-Up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96

Use the resources listed below to bridge student learning in Spanish and English as they progress through Biliteracy Pathway Unit 1.

RGEN16_Bilit_TG6_U1BPT.indd 85 2/27/16 2:01 AM

LITERACY PROJECTUNIDADUNIT

Preparar | PrepareREVISIT THE BOOK Explain that students will perform a section from the book La tumba misteriosa as a Reader’s Theater play. Revisit the plot of the book by discussing the adventures of the main characters. Ask: ¿Quiénes son los personajes principales de La tumba misteriosa? ¿Quiénes son los otros personajes? ¿Dónde tiene lugar el cuento? | Who are the main characters in La tumba misteriosa? Who are the other characters? Where does the story take place? Begin a discussion of how Rosendo and Aliya help find their fathers by asking different students to recount different parts of the plot. Ask students which part of the book they liked best.

GENRE REVIEW: PLAYS Explain to students that they will choose a section of the book and perform it as a Reader’s Theater play. Remind students that in a Reader’s Theater performance, a group of students read aloud the story as if it were a play. Ask: ¿Quién ha visto una obra de teatro? ¿Qué obra vieron? | Who has seen a play? What play did you see? Review with students that a play is a story written to be performed by actors. Point out that different actors play different roles and perform the actions and words of the characters to tell a story.

Share a copy of a play from your classroom or school library with students, ideally one that they are familiar with. Read aloud a page of the script. Ask: ¿En qué se diferencia esta obra de teatro de un cuento? | How is this play different from a story? Use examples from the script to review the following elements of a play: cast of characters, the dialogue that characters speak, and stage directions. Discuss how a play is meant to be performed by a group for an audience, while a story is meant to be read by a reader.

OBJETIVOSEscriben un guión de teatro de lectores con un grupo de estudiantes.

Ensayan y realizan el guión con un grupo de estudiantes.

OBJECTIVESWrite a Reader’s Theater script with a group of students.

Rehearse and perform the script with a group of students.

MATERIALS• copies of La tumba

misteriosa by Jordi Sierra i Fabra

• copy of a play script of teacher’s choosing

• chart paper

• simple props and costume pieces

• music stands

Proyecto de lectoescrituraLiteracy Project

1

TAREA DEL PROYECTO | PROJECT TASKPRESENTACIÓN DEL TEATRO DE LECTORESREADER’S THEATER PERFORMANCE

Students working in small groups will write a Reader’s Theater script for a scene from La tumba misteriosa and perform it for the whole class.

Students will:• discuss the format of a play and how it is different from prose.

• work collaboratively to rewrite a section of La tumba misteriosa as a Reader’s Theater script.

• work collaboratively to rehearse and perform the script.

NOTE Allow three to five class sessions for students to complete the project.


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Because La tumba misteriosa is written in Castilian Spanish, learners of Spanish may struggle with unfamiliar words used to indicate the second-person plural. Create an anchor chart that lists terms found in the book and gives the equivalent terms in Latin American Spanish. Examples include vuestros (p. 11, sus); vosotros (p. 16, ustedes); os (p. 19, les), and unfamiliar verb endings in words such as soltadme (p. 11, suéltenme); ayudáis (p. 16, ayudan); and tenéis (p. 19, tienen). You might also help students extract stage directions from the embedded narration.

MODEL CREATING A SCRIPT Lead students in a choral reading of pp. 20–27 of La tumba misteriosa. Ask: ¿Cómo podríamos nosotros presentar esta escena del libro como una obra de teatro? | How might we present this scene from the book as a play? On chart paper, model changing the text on p. 20 into a script format. First, make a cast list of the characters. Say: Estos son los personajes de esta escena. Diferentes actores interpretarán estos papeles. | These are the characters in this scene. Different actors will play these parts. Read aloud the text on p. 20 again. Point out that the text is not spoken by one of the characters, but that in a script, this narration can be spoken by one or more narrators. Model how to include stage directions in the text, so that as the narrator speaks, the character of the bandit is acting out what is described. Finally, model reformatting the page of dialogue on p. 22 into dialogue and stage directions. Once the reformatting is completed, assign the roles to different students and have different groups take turns reading the script aloud.

Producir | Produce

PLAN IN SMALL GROUPS Explain to students that they will now work in small groups to reformat and perform a section of the book as a Reader’s Theater script. Say: Cada grupo elegirá una parte del libro para convertirla en un guión. Cuando el guión esté listo, van a hacer copias para que cada miembro del grupo tenga la suya. Entonces van a ensayar y presentar la obra como teatro de lectores. | Each group will pick a part of the book to turn into a script. When the script is ready, you will make copies so that each group member has one. Then you will rehearse and perform the play as a Reader’s Theater.

Guide each group to pick one section of the text that works well as a scene. The sections should have a beginning, middle, and end. The scenes with the riddles are discrete episodes, so groups may want to pick one of those.

Explain that as groups work on their scripts, they will want to consider how many speaking parts there will be. One way to make sure that every group member has a speaking part is to break up expository text into parts for more than one narrator.



LITERACY PROJECTUNIDADUNIT 1

WRITE AND REVISE Before groups begin creating their scripts, say: Asegúrense de utilizar un formato de obra de teatro para escribir sus guiones. Piensen en el modelo que hicimos juntos. | Make sure you are following a play format to write your scripts. Think of the model we did together. Monitor each group’s progress to answer questions and help them as needed. Point out that any sections of expository text that tell what a character is thinking or feeling can be rewritten as dialogue.

Once groups have completed one full draft, suggest that they assign roles and read the script aloud to see how well the story is working. Finally, have groups make any necessary revisions. When scripts are finalized, groups should make copies for use in the performance. Each group member should have a copy of the final script.

DIGITAL OPTIONS Students may want to type their scripts on a computer and print multiple copies. Encourage them to use a large font size and double spacing so that the words are easy to read. Offer similar suggestions to students who create handwritten scripts.

Presentar | Present

REHEARSE Point out that all performances of plays must be rehearsed. Give each group time to rehearse. Make sure that each group member has at least one speaking role. Also, suggest that students make or use classroom objects as simple props or costume pieces, such as a black scarf for the bandit character on p. 20.

Explain that students will perform by reading from their scripts, with scripts in hand. Have students stand in front of chairs facing their audience. Students should sit when their character exits, and stand when the character enters. Narrators can stand at one end of the row. Students may find it easier to use music stands to hold their scripts.

PERFORM READER’S THEATER When all scripts have been finalized and rehearsed, have groups take turns performing their Reader’s Theater plays for the class. More reluctant participants might find it helpful to choral-read their parts with another group member. Remind audience members to listen quietly and attentively.

Point out that even with scripts in hand, performers can use their voices and simple gestures and actions to act out the story. Review the following performance tips:

• Speak clearly and loudly enough so that everyone can hear.

• Perform with expression that shows characters’ feelings.

• Look up from the script frequently to make eye contact with the audience or other performers.

After each presentation, discuss with students what makes the performance interesting and entertaining. In particular, discuss how listening and watching a presentation of a story is a different experience from reading the story in a book.

You can celebrate students’ performances in a variety of ways, such as by inviting parents or another class to a Reader’s Theater Day. Arrange the classroom as an audience would be arranged in a small theater. Dim the lights over the audience and illuminate the performers as if they were on stage.



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Reader’s Theater Presentation Rubric

Score Collaboration Content/ Organization Action Expression Fluency, Volume,

and Clarity

4

Student participated actively in the group, making effective contributions and motivating others.

The script prepared by the group presents the scene effectively, clearly assigns roles, and incorporates all the necessary elements.

Student follows all stage directions and acts out dialogue, making effective use of eye contact.

Student shows appropriate emotions and effectively changes tone with punctuation.

Student’s reading of the dialogue is smooth and accurate, with few or no mistakes. Student speaks with clarity and at the correct volume.

3

Student participated actively in the group and made mostly effective contributions.

The script prepared by the group presents the scene fairly well, assigns roles, and incorporates most of the necessary elements.

Student follows most stage directions and acts out dialogue, with some effective eye contact.

Student frequently shows appropriate emotions and generally changes tone with punctuation.

Student’s reading of the dialogue is somewhat smooth and accurate, with a few mistakes. Student speaks somewhat clearly and mostly at the correct volume.

2

Student participated somewhat in the group but did not make effective contributions.

The script prepared by the group presents the scene incompletely, does not clearly assign roles, and/or lacks some of the necessary elements.

Student follows some stage directions and acts out some dialogue, with little eye contact with the audience.

Student shows little emotion with little variation in tone.

Student’s reading of the dialogue is minimally smooth and accurate, with a number of mistakes. Student is difficult to understand and speaks at a low volume.

1

Student’s participation in the group was minimal.

The script prepared by the group only minimally presents the scene, does not assign roles, and/or lacks most of the necessary elements.

Student follows few stage directions and minimally acts out dialogue, without making eye contact with the audience.

Student does not show emotion and does not vary tone.

Student does not read smoothly and makes many mistakes. Student does not speak clearly or at the correct volume.

0

Possible characteristics that would warrant a 0:• Student does not participate in the preparation of the script. • Student does not participate in group work and/or in the performance.• Performance is unintelligible or off-topic.

See the Biliteracy Pathway Handbook for additional guidance on supporting and evaluating the work of biliterate students.



This lesson also provides language transfer support for the Word Analysis Skills mini-lesson on p. 8 and p. 16.

CONEXIONES ENTRE IDIOMAS | CROSS-LANGUAGE CONNECTIONS

30min

25min

20min

15min

OBJETIVO

Usan afijos y raíces comunes del griego y del latín, adecuados al nivel de grado, como claves para entender el significado de palabras.

OBJECTIVE

Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word.

CLC 1. Claves de contexto | Context Clues

ENGAGE STUDENTS Write contexto and context and point out that the terms are direct cognates. Say: En la lectura, contexto se refiere a las palabras que vienen justo antes o después de una palabra o frase y que aclaran el significado de dicha palabra o frase. | In reading, context refers to the word or words that come just before or after a word or phrase and serve to clarify its meaning. Review what students have learned in Modules P and A about using context clues to decipher words meanings. Start a list of types of context clues that readers can look for in either language to clarify meaning (e.g. sinónimos, definiciones, explicaciones / synonyms, definitions, explanations).

CONNECT LANGUAGES Say: Vamos a comentar cómo los lectores y los escritores usan claves de contexto tanto en español como en inglés para aclarar el significado de las palabras. | We are going to discuss how readers and writers use context clues in English and Spanish alike to clarify word meanings. Offer an example of a context clue in each language by displaying the following Spanish and English sentence pairs: Los sucesos en la lista aparecen en orden cronológico. La lista empieza con el primer suceso y termina con el último. | The events on the list appear in chronological order. The list starts with the first event and ends with the last one.

Guide the class to analyze each sentence pair to deduce the meaning of the underlined term in the first sentence of each pair. Have the class read the pair of sentences in Spanish. Ask: ¿Qué palabras en la segunda oración ofrecen pistas, o claves, sobre el significado de la frase orden cronológico? (empieza, primer suceso, termina, último) | Which words in the second sentence offer clues to the meaning of the phrase orden cronológico?

Then have students analyze the pair of sentences in English. Repeat the question above, but replace orden cronológico with chronological order. (starts, first event, ends, last one)

COMPARE AND CONTRAST LANGUAGES Guide students to review some of the texts they have read in Modules P and A, both during whole-group and independent-reading time, to locate and note examples of context clues that helped them clarify or deduce word meanings. Have students work in pairs to share their findings and discuss which context-clue strategies they applied as readers (e.g. looking at surrounding words and sentences for synonyms, definitions, or exaplanations) to understand the meanings of unknown words. Have student pairs share their findings and summarize their joint discussions with the whole class.

PRACTICE Have students apply the strategies they learned for finding and applying context clues in each language to deduce word meanings to sentences that they write. Offer examples of complex or domain-specific grade-level words in each language that are relevant to the unit theme (e.g. jeroglíficos/hieroglyphics, to treasure/atesorar, antiguo/ancient, enigma/enigma) and ask students to come up with a sentence for each Spanish and English word that conveys the meaning of the word. Have students share their sentences and tell which context clues explain the meaning of the unfamiliar or unknown word.

90 Unidad 1• Módulo P • Lección CLC 1

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Biliteracy Pathway Teacher's Guide

1 Biliteracy Pathway Teacher's Guide


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Also see the Contrastive Analysis Charts in the Biliteracy Pathway Handbook.

30min

25min

20min

15min

OBJETIVO


OBJECTIVE


CLC 2. Raíces griegas y latinas | Greek and Latin Roots

ENGAGE STUDENTS Tell students that both Spanish and English have words that come from other languages. Some are borrowed words, such as básquetbol in Spanish, and coyote in English. Others are base words (palabras base) which have their origins in other languages. Many Spanish and English words originate from Greek and Latin. Start a three-column chart with the bilingual heads Raíz/Root; Meaning/Significado; and Ejemplo/Example. List the roots aero, bio, acua, and dict in the first column, leaving enough space for the roots aero, bio, aqua, and dict to be listed later. Clarify what students know about aero, bio, acua, and dict in Spanish by offering examples of words for each root. (e.g. aerolínea, biología, acuático, dictado) Use synonyms or brief, simplified definitions of each root, such as (aero = aire; bio = vida; acua = agua; dict = decir) to confirm students’ understanding. Recap correct answers in the second column. Then call on individuals to offer examples of Spanish words that contain each of the four roots and list them in the third column. (examples: aeródromo, biosfera, acuario, dictadura)

Have students of mixed Spanish and English proficiency levels work in pairs to define three or four of the words listed on the chart and confirm the word meanings in a dictionary. Then call on pairs or groups to share their definitions with the class and have the class guess the word.

CONNECT LANGUAGES Tell students that each of the roots listed on the chart can also be found in English words. List acuario and aquarium side by side. Have the class read aloud each word in unison and ask students to identify how the roots are spelled differently. Explain that the other roots are spelled the same in both languages. Then list aero, bio, aqua, and dict in the first column of the chart, directly under the roots shown for Spanish words. Ask students to explain in English what each root signifies, or use a similar strategy as above for checking students’ understanding of each root (aero = air; bio = life; aqua = water; dict = say/speech). Then have students brainstorm examples of English words that contain each root. Encourage the class to start with cognates (if any) of the Spanish words listed on the chart and then have them add to the list.

Remind students that they can use what they know about Greek and Latin roots, such as the ones they just learned about, to deduce the meanings of words in Spanish and English. Many words with the same roots are also cognates (cognados), or words that are derived from the same root, with similar and spellings and pronounciations in both languages.

COMPARE AND CONTRAST LANGUAGES List examples of cognate pairs that contain each of the four roots (e.g. aeróbico/aerobic; biografía/biography; acuático/aquatic; dictar/dictate). As a class, analyze the first set of cognates. Identify and circle the root, then discuss the spelling, meaning, and pronunciation of the word. Discuss other words parts, such as suffixes, and have students explain how knowing about roots and affixes helps students figure out word meaning. Then have students work in pairs to analyze and discuss the remaining cognates.

PRACTICE Ask students to start a word web for one of the four roots in English and Spanish. Have them add an exemplar word to a circle in each web. Encourage them to add more Spanish and English examples to the webs as they read other texts over the course of this unit.

Unit 1 • Module P • Lesson CLC 2 91


CONEXIONES ENTRE IDIOMAS | CROSS-LANGUAGE CONNECTIONS


30min

25min

20min

15min

OBJETIVO

Determinan o aclaran el significado de palabras o frases desconocidas y de significados múltiples, eligiendo con flexibilidad entre una serie de estrategias.

OBJECTIVE

Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from a range of strategies.

CLC 3. Morfemas | Morphemes

ENGAGE STUDENTS Ask students: ¿Qué sabemos sobre las partes de las palabras? | What do we know about word parts? Guide a discussion about what students know about base words, prefixes, and suffixes. Say: Las partes de las palabras, tales como raíces, palabras base, sufijos y prefijos también se llaman morfemas. | Word parts such as roots, base words, suffixes, and prefixes are also called morphemes. Ahora vamos a comentar el concepto de morfemas en español e inglés y determinar en qué se parecen y en qué se diferencian. | Now we’ll discuss the concept of morphemes in English and Spanish and determine how they are alike and different. Explain that morphemes are the smallest grammatical unit of meaning in a language. Some morphemes are complete words, such as yo in Spanish or see in English. Other morphemes are added to words as prefixes and suffixes.

CONNECT LANGUAGES Review strategies for using morphemes in Spanish and in English for determining or clarifying unknown word meanings. Review grade-level appropriate definitions and examples of the following equivalent or identical morphemes in Spanish and English (prefijos/prefixes — e.g. re-, pre-, mono-, multi-; sufijos/suffixes — e.g. –ción-/tion; raíces/roots; — e.g. tele, extra; palabras compuestas/compound words — e.g. lavaplatos/dishwasher)

Review strategies to use morphemes, along with context clues, to determine word meanings (see Module P, Lesson 1, p. 8; Lesson 2, p. 16; Lesson 9, p. 72 and Module A, Lessons 16 and 17).

COMPARE AND CONTRAST LANGUAGES Guide a class discussion around morphemes and how applying the same word-analysis strategies in Spanish and English helps students improve their understanding and command of each language. For example, analyze the placement of smaller words in the compound words abrelatas and canopener. Discuss how in English, the verb or action word in a compound word can often (but not always) come after a noun, as in canopener, dishwasher, and hairdrier. Contrast this with Spanish: abrelatas, lavavajillas, portaequipaje. Then have students work in small groups to brainstorm or look up several examples of compound words in English and Spanish and compare and contrast how the two smaller words that make up the compound word give clues to the meaning of each word.

Have students work in groups to discuss the following four types of morphemes in Spanish and English: palabras base, prefijos, raíces, sufijos / base words, prefixes, roots, suffixes. Groups should discuss examples they know of each type of morpheme, and how breaking down unknown words into smaller parts that contain known meanings help them deduce word meaning.

PRACTICE Have students work individually or in pairs to identify morphemes in these Spanish and English terms: anticonstitucional and anticommercialism. Students should circle or highlight each morpheme and explain what it means in each language. (anticonstitucionalismo: anti-, constitución-, -al | anticommercialism: anti-, commerc-, -ial, -ism) Students can use dictionaries to confirm word meanings.

92 Unidad 1• Módulo P • Lección CLC 3




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30min

25min

20min

15min

OBJETIVO


OBJECTIVE


CLC 4. Cognates | Cognados

ENGAGE STUDENTS Review the definition of cognates for students. List any Benchmark Vocabulary English cognates and false cognates that students have analyzed over the course of the unit. Also supply these words from La tumba misteriosa: enigmas, reverencia, iconografía, esplendor. For additional examples of words, show the Vocabulary to Unlock Text chart on p. 4 of this Teacher’s Guide and the list of Spanish cognates supplied for the Module A anchor text (The Egypt Game) on p. 6 of the Scaffolded Strategies Handbook.

Tell students that they can apply many word-analysis strategies that they have learned in both Spanish and English to figure out the meaning of unknown words. Guide a class discussion about how Spanish and English have many features in common because they both contain many words of Greek and Latin origin. Tell students that can apply much of what they already know about base words, roots, affixes, and sound-spelling patterns in Spanish and English to transfer their knowledge of one language to another. Briefly discuss false cognates such as discuss/discutir, éxito/exit, bizarro/bizarre. Remind students that they should also use context clues, or look at surrounding words in sentences, to confirm the meanings of words that look similar in English and Spanish but are not related, despite how they sound or are spelled. Also mention of indirect cognates such as librería and library or inscribirse and to inscribe to point out that there are differences in meaning in each language even though both sets of words have common origins.

CONNECT LANGUAGES Model how to generalize knowledge of word parts in Spanish and English to figure out word meaning in either language by presenting these terms from the Module A anchor text: emergencia/emergency, interrupciones/interruptions sacrificado/sacrificed, misterioso/mysterious. Circle the endings –cia/-cy; –ción/-tion; -ado/-ed; and –oso/-ous. Elicit from students what is similar or different about each ending and each base word. For example, say: En español, la terminación –ción o –ciones cambia un verbo a un sustantivo y significa “la acción de…” . Asímismo, en inglés, la terminación –tion o –tions cambia un verbo a un sustantivo y significa “la acción de…” | In Spanish, the ending –ción or –ciones changes a verb to a noun and means “the act of….” Similarly, in English, the endings –tion and tions change a verb to a nouns and mean “the act of …” Have students compare and contrast the spelling patterns in each example.

COMPARE AND CONTRAST LANGUAGES Have students work in small groups to apply the same word-analysis strategy they used in the previous activity to compare and contrast the other cognate pairs from Module A listed above. Students should break each word into smaller word parts, name each word part (e.g. sufijo/suffix, raíz/root) and say how the word parts in each cognate pair are similar and different and how their prior knowledge of morphemes, or word parts, helps them decipher the meaning of each cognate.

PRACTICE Have students scan the texts they have read over the course of this unit in Module P and Module A to identify examples of cognates and false cognates. Have students list each cognate/false cognate pair side by side in their journals. Students should give the correct meaning for any false cognates they note. Have students use a dictionary to verify word meanings.

Unit 1 • Module P • Lesson CLC 4 93


Paired Literacy SupportUNIDAD 1UNIT 1

MODULE AMODULE P

+ }

Launch and Teach Module A

Make Biliteracy ConnectionsConsider the following options to support English literacy instruction and help students access all their language resources as they progress through Module A.

CROSS-LANGUAGE CONNECTIONS The Cross-Language Connections lessons (pp. 90–93) build on skills and concepts taught in Module P and prepare students for skills and concepts taught in Module A. See the chart below for more details.

Module P Cross-Language Connections Module A

Lesson 1, p. 8; Lesson 2, p. 16 CLC.1 Context Clues Lesson 1, p. 12; Lesson 2, p. 22; Lesson 3, p. 32; Lesson 4, p. 42; Lesson 5, p. 52; Lesson 14, p. 143

Lesson 9, p. 72 CLC.2 Greek and Latin Roots Lesson 6, p. 62; Lesson 7, p. 72; Lesson 8, p. 82; Lesson 9, p.92; Lesson 10, p. 102

Lesson 9, p. 72 CLC.3 Morphemes Lesson 16, p. 162; Lesson 17, p. 172; Lesson 18, p. 182; Word Analysis Lesson, pp. WA11–13

All Benchmark Vocabulary lessons; Lesson 5, p. 42; Lesson 7, p. 56

CLC.4 Cognates Scaffolded Strategies Handbook, pp. 6–7

WORD ANALYSIS SUPPORT See the Contrastive Analysis Charts in the Biliteracy Pathway Handbook for information regarding the transferability of the specific word-analysis and phonics skills taught in this module and Module A.

ANCHOR CHARTS When introducing academic concepts or vocabulary, refer to any relevant Module P anchor charts that you created with students. You may wish to create new anchor charts to record English academic vocabulary, English language structures, and cognates from the Module A reading selections.

Pair Module P with Module A to complete instruction for Biliteracy Pathway Unit 1.

94 Unidad 1

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Module A Trade Book

Text Collection

Teacher’s Guide

Scaffolded Strategies Handbook




Colección de textos en línea

Sleuth

Scaffolded Strategies Handbook

Look for these lessons:

▸ Unlock the Text, pp. 6–25

▸ Unlock the Writing, pp. 175–180

▸ Unlock Language Learning, pp. 367–371

Look for these features:

▸ Scaffolded Instruction for English Language Learners

▸ Scaffolded Instruction for Strategic Support

Since students will have read the Detective selections in Spanish, consider these options during Small Group Time in Lessons 3 and 13:

▸ Challenge students with the Close Reading Extension activity.

▸ Instead of having students read the Sleuth selections, provide additional support for reading the anchor text and/or supporting texts.

Teacher’s Guide, Unit 1, Module A, pp. 1–199

Support for English Language Learners in Module A

DICTADO Administer a Dictado in English over three to five days, such as the sample provided below, to assess students’ knowledge of the English spelling, grammar, and punctuation skills listed in the Teaching Points. Use students’ written work to assess individual needs for additional support with English conventions or foundational skills. For detailed guidance, see p. TR16 and 64–69 in the Biliteracy Pathway Handbook.

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TEACHING POINTS

nouns linking verbs subject complements

The Great Sphinx is a huge statue with the face of a man and the body of a lion. It was sculpted thousands of years ago in ancient Egypt. Almost as long as a football field, this monument has inspired countless theories about its origin. Who carved this gigantic statue and for what purpose? Who or what does it represent? The answer to these questions is still a mystery to us today. There are many different theories, but none of them has ever been proven. It is a mystery we may never solve.

ENGLISH ORACY DEVELOPMENT The strategies and routines used in Module P can also be applied to supporting oracy development of English language learners in Module A. See pp. TR12–TR15 for oracy development resources.

ADDITIONAL SPANISH LITERACY DEVELOPMENT You may wish to use the following resources:

• Biblioteca de textos nivelados (Leveled Text Library)• Colección de textos en línea (Online Text Collection)• Optional Resource: Palabras a su paso™

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Wrap-Up

Sample Prompt Scaffolded Frames: Spanish Scaffolded Frames: English

Compare the points of view of the main characters in La tumba misteriosa and The Egypt Game.

El punto de vista de _______ es que _______.

_______’s point of view is that _______ .

Los puntos de vista de _______ y_______ son distintos porque _______ .

_______’s and _______’s points of view are different because _______.

Son parecidos porque _______ . They are similar because _______ .

Give examples of how you revealed the thoughts, feelings, and actions of characters in your narrative writing in Spanish and English.

En mi cuento, revelé los pensamientos, sentimientos y acciones de los personajes con detalles tales como _______ .

In my story, I revealed the characters’ thoughts, feelings, and actions with details such as _______.

Discuss how you used dialogue and description to build suspense in your writing.

En mi cuento, aumenté el suspenso con descripciones sobre _______ .

In my writing, I built suspense with descriptions about ___________.

APPLY THE ENDURING UNDERSTANDINGS Assign one or more prompts that ask students to apply the Enduring Understandings to La tumba misteriosa and The Egypt Game or other Spanish and English texts from this unit. Choose a prompt from the chart or create your own, providing sentence frames as needed. If you wish, begin by modeling the activity using one of the Enduring Understandings. Then have students work with partners or in small groups to prepare a response to share with the class. To verify how well students understand the concepts, allow them to choose the language of their response. If you wish, follow up with questions in the other language. Note whether students may have grasped the concepts but need support with vocabulary and language structures in one or both languages.

Los alumnos comprenden que el pasado y el presente están relacionados de maneras interesantes. | Learners understand that the past and present relate to each other in interesting ways.

MODULE A ENDURING UNDERSTANDINGSReaders understand that inferences drawn from texts can be supported by textual evidence. | Los lectores comprenden que las inferencias derivadas de textos pueden ser apoyadas con evidencia del texto.

Writers understand that narratives contain certain elements to engage readers. | Los escritores comprenden que los textos narrativos contienen ciertos elementos para interesar a los lectores.

MÓDULO P COMPRENSIONES DURADERAS | MODULE P ENDURING UNDERSTANDINGSLos lectores comprenden que la trama de un cuento se desenvuelve en una serie de episodios que conducen a una resolución. | Readers understand that the plot of a story unfolds in a series of episodes toward a resolution.

Los escritores comprenden cómo utilizar técnicas narrativas efectivas para desarrollar un cuento. | Writers understand how to use effective narrative techniques to develop a story.

Synthesize Biliterate LearningAfter students complete Module P and Module A in Biliteracy Unit 1, help them synthesize the knowledge they have acquired as biliterate learners.

UNIDAD 1UNIT 1

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Quantitative CriteriaCompare rubric scores from the Spanish and English Performance-Based Assessments in this unit.

Qualitative CriteriaAnalyze Spanish and English writing samples for specific examples of cross-language transfer. For more information, see the Contrastive Analysis Charts.

Spanish Score Performance-Based Assessments English Score

0 1 2 3 4 Focus 0 1 2 3 4

0 1 2 3 4 Organization 0 1 2 3 4

0 1 2 3 4 Development 0 1 2 3 4

0 1 2 3 4 Language and Vocabulary 0 1 2 3 4

0 1 2 3 4 Conventions 0 1 2 3 4

Language FeatureEnglish Influences on Spanish Writing

Spanish Influences on English Writing

Features Correctly Applied in Both Languages

Approximations of Language Conventions

▶ Sentence structures and word order

▶ Agreement (number, gender, subject/verb) and other usage issues

▶ Punctuation (questions, exclamations, dialogue, etc.)

Word ChoiceCode-switching, borrowed words, adapted words, etc.

Spelling Approximations ▶ Spanish influence: "laic" for like ▶ English influence: "siya" for silla

Topics for Additional Support or ExtensionIn Spanish:

In English:

72 Part 2 • Biliteracy Toolkit

Teacher’s Guide

Assessment Teacher’s Manual



The Rubric for Biliterate Writers facilitates a side-by-side comparison of students’ Performance-Based Assessments for Module P and Module A. Use the first chart to gather quantitative data; use the second to gather qualitative data for each student.

Assess Progress on the Bilingual TrajectoryAt the conclusion of this unit, use formative and summative assessment tools to monitor students’ progress as biliterate learners.

FORMATIVE ASSESSMENTS Use your findings from the Reading and Writing Keystones checks built into each module to inform your planning for the next unit of instruction.

SUMMATIVE ASSESSMENTS

• Dictado Use each student’s final Spanish Dictado from Lesson 5 of Module P and final English Dictado from p. 95 of this Teacher’s Guide to assess mastery of grammar, spelling, punctuation, and vocabulary in each language.

• Performance-Based Assessments Use individual scores from the rubric on p. 83 of Module P and p. 197 of Module A to gauge students’s mastery of writing standards.

To monitor students’ progress toward developing narrative competencies in Spanish and English, use the Rubric for Biliterate Writers on p. 72 of the Biliteracy Pathway Handbook. Use the results of your analysis to plan future instruction that is targeted at skills needing further reinforcement in Spanish and/or English.

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ISBN-13:ISBN-10:

978-0-328-86872-80-328-86872-8

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Look inside . . . for a rich array of strategies and

activities that support biliterate

learners in Spanish and English.

Ready for more?

Access this Teacher’s Guide along with

support for the strategies and routines

incorporated into the lessons at

PearsonRealize.com.

GRADE 6 • VOLUME 1

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Documents

Volume 1 - Home - Cicero School District 99 · el pasado y cómo está relacionado con el presente. ... descripción para desarrollar el argumento y los personajes ... 6 Unidad 1