[email protected] | Customer Support 1-800-269-6311 71 © by Vista Higher Learning, Inc. All rights reserved Complexity F&P Guided Reading Level K / Lexile Level N/A (Drama) text type Literary Text: Drama objeCtives Æ Retell stories, including key details. Æ Identify characters, settings, and major events in a story. Æ Analyze the structure of texts and how specific portions relate to each other and the whole. Æ Know and apply grade-level phonics and word analysis skills in decoding both in isolation and in text. Æ Use a combination of drawing, dictating, and writing to compose an opinion piece about a drama. Æ Describe people, places, things, and events, and provide additional details. Æ Understand the concept of antonyms. Æ Explore word relationships and nuances in word meanings. Æ Demonstrate understanding of the organization and basic features of print. Æ Recognize and reproduce rhyming words. Together we foster lifelong readers InstructIonal Focus: Staircase of Complexity / Reading Rigor InstructIonal Focus: Balancing Informational and Literary Text Lesson Plan and Activities Written in accordance with the Language Arts, Social Studies, and Science Standards Teatrín de Don Crispín Authors: AlmA Flor AdA And F. IsAbel CAmpoy Illustrators: mAríA eugenIA JArA, ClAudIA legnAzzI, And FelIpe ugAlde grAde K CYA22_TSM_A+-spanish-literacy_GK_169-178_teatrin-don-crispin.indd 169 1/17/2023 12:35:32 PM © by Vista Higher Learning, Inc. All rights reserved © by Vista Higher Learning, Inc. All rights reserved reading Foundational skills u Choose a sentence from the text and write it on the board. Read it aloud with students. Then call out a word from the sentence and have a volunteer come to the board and point to the correct word. Repeat with other words in the sentence and with different sentences. u Have students recite the alphabet song. Then write various words from the text on the board. Be sure to choose enough words to have each letter of the alphabet represented at least one time. Then assign each student a letter, and have them identify all the instances in which that letter appears in the words on the board. Repeat until each student has had a chance to identify a letter. u Write the title of the text on the board and read it aloud. Have students repeat it. Ask them to identify the rhyming words in the title and explain how they knew they rhymed. Then write other words on the board that may or may not rhyme with teatrín and Crispín and have students volunteer to circle the rhyming words. Have other students volunteer to underline the groups of letters that rhyme in each of the words. pre-reading u Explain to students that Teatrín de Don Crispín is a collection of dramas rather than an individual story or informational text on a given topic. Ask: ¿Qué es una obra de teatro? ¿En qué se parece y en qué se diferencia de otros tipos de texto? (What is a drama? How is it similar and different to other types of text?) Elicit that a drama has characters and a plot; however the text contains dialogue that the characters speak, and acting and scene directions. In addition, a drama is acted out with actors in costume on a stage. u Explain to students that when the written drama is performed at a theater, it is called a play. Have students discuss any experiences of seeing a play. Allow them to tell what type of play they saw, what the costumes and scenery looked like, and if they enjoyed the experience. u Have students look at the cover of the book and identify the authors, illustrators, and title. Ask students why they think the authors included the word teatrín in the title. reading u Read the poem ¡Arriba el telón! (Raise the Curtain!), on page 5. Ask students what they think the title means. Elicit that when the curtain rises on a stage, that indicates the play is about to begin. As you read each stanza of the poem, ask students to explain what the author is talking about and how that text relates to a play. u For each drama, have students identify and describe the title, the characters, and the setting. Have them compare the way the dialogue is presented in the dramas versus other narrative texts they have read. Explain what Actos and Escenas are (Acts and Scenes) and how they help organize the drama. Point out the text that would be read by a narrator, as well as stage directions written in parentheses. Have students explain how each part is important to the success of a drama. u Have students look the Índice (table of contents). Ask them what information a table of contents gives. Elicit that it tells readers where they can find specific information in a book. Discuss the various features of this table of contents, including the bold titles, the authors’ names, play titles, and page numbers. Ask students questions to elicit them looking for specific information in the table of contents. reading InstructIonal Focus: Text-based Answers / Critical Analysis 172 Teatrín de Don Crispín CYA22_TSM_A+-spanish-literacy_GK_169-178_teatrin-don-crispin.indd 172 12/01/23 9:58 a. m. u Read page 6. Point out the words quiquiriquí and oinc. Have students explain what those words sound like. Elicit that those words mimic the sounds that the animals make. Explain the concept of onomatopeya (onomatopoeia) and discuss how and why this type of words are used in stories. Have students say the sounds of other animals and how they think they would be spelled in Spanish. As you read other pages, have students identify other onomatopoeia words. u Read pages 11–12. Have students identify adjectives on the pages, such as asustadísima and tan caliente. Have students explain the meaning of these words and why they think the authors used them. Elicit that some words express more emotion and feeling than others, and in a drama sometimes the characters may need more emphasis on their words. Have students identify additional uses of stronger adjectives throughout the story and analyze why the authors may have used those words and not others. u Read together El cumpleaños de Serafina. Ask students to share any experiences of going to a party and forgetting a present for the person having the party. Have them pretend they are in Sebastián’s place and in groups, create a discussion web about what they would have done to solve the problem, either in the same way or differently than Sebastián. Have groups share their webs with the class. diFFerentiated instruCtion below-level students • Read the text aloud to students several times and then have students repeat chorally after you. • Elicit one-word answers, labels, or fact statements during vocabulary and reading comprehension activities. • Assign above-level students to read with below-level students to act as mentors/tutors. • Ask these or similar questions: En “La gallina Josefina”, ¿dónde estaba el delantal de Josefina? ¿Qué tenía dentro del bolsillito? (In the drama “La gallina Josefina,” where was Josefina's apron? What did she have inside the little pocket of her apron?) En “El cumpleaños de Serafina”, ¿qué olvidó Sebastián? (In “El cumpleaños de Serafina,” what did Sebastián forget?) at-level students • Read the text aloud to and with students. Then have students read the text with a partner. • Elicit fact lists or phrases during vocabulary and reading comprehension activities. • Ask these or similar questions: En “La gallina Josefina”, ¿cómo se salvó Josefina del lobo? (In “La gallina Josefina,” how did Josefina save herself from the wolf?) En “Amiga hormiga”, ¿cómo se prepararon Cigarra y Señora Hormiga para el invierno? (In “Amiga hormiga,” how did the cicada and the ant prepare themselves for the winter?) above-level students • Read the text aloud to and with students. Then have students read the text independently. • Elicit phrases, fact list collection, and/or complete sentences during vocabulary and reading comprehension activities. • Ask these or similar questions: En “Amiga hormiga”, ¿la Señora Hormiga es una buena amiga? ¿Por qué? (In “Amiga hormiga,” is Mrs. Ant a good friend? Why?) ¿El regalo de Sebastián a Serafina era un buen regalo? ¿Por qué? (Was Sebastián’s gift to Serafina a good one? Why?) 173 Teatrín de Don Crispín CYA22_TSM_A+-spanish-literacy_GK_169-178_teatrin-don-crispin.indd 173 12/01/23 9:58 a. m. Texto informativo Los textos informativos dan información acerca de personas, animales o cosas reales. El texto informativo tiene: Encabezados Glosarios Gráficas Imágenes Mapas Rótulos Tablas de contenido Los escritores de textos informativos incluyen detalles que nos describen cómo son esas personas, animales o cosas: Casi todas pueden volar. Todas ponen huevos. Todas tienen picos que las ayudan a sobrevivir. Algunas no pueden volar, por ejemplo: el avestruz. La mayoría construye nidos para poner sus huevos. Tienen plumas. Las aves 41 Hoja del género TSM20_G1_Mentor_Texts_Informational.indd 41 19/10/20 2:28 p. m. Hoja 3 · ¡A escribir! Nombre: Fecha: Instrucción ¿Debemos pasar más tiempo al aire libre en la escuela o no? Escribe un texto de opinión para decir lo que piensas sobre ese tema. Da dos razones para justificar tu opinión. Incluye un hecho para sustentar una de tus razones y un ejemplo para ilustrar la otra razón. Usa una hoja en blanco para escribir tu texto de opinión. 1 Introducción ― Presenta el tema de tu texto. Luego di lo que piensas. Por ejemplo: Algunos estudiantes piensan que debemos pasar más tiempo al aire libre en la escuela. Yo creo que... 2 Razones ― Di por qué crees que debemos o no pasar más tiempo al aire libre en la escuela. Da dos razones para justificar tu opinión. Usa palabras como porque, también, además, por lo tanto, ya que, como para explicar tus razones y unir las ideas. ― Piensa en un hecho para sustentar una de tus razones. Puedes investigar para buscar el hecho. ― Piensa en un ejemplo para ilustrar la otra razón que diste. 3 Conclusión ― Para terminar, vuelve a expresar tu opinión con otras palabras y resume tus razones. En conclusión, opino que... porque... 83 Texto de opinión TSM20_G3_Mentor_Texts_Opinion.indd 83 3/11/20 4:19 p. m. WITH DIGITAL TEACHER RESOURCES! IDEAL FOR BILINGUAL AND DUAL-LANGUAGE SETTINGS! A+ Spanish Mentor Texts for Writing Kits A+ Spanish Mentor Texts for Writing Kits are easy-to-use tools to support writing instruction in the elementary grades. The instruction is based on “mentor texts” that students study and then use as models for making their own compositions. • Kits feature authentic trade books of exemplary literary quality written by established authors. • Kits are fully aligned to Spanish Language Arts Common Core and Texas TEKS standards; kits also cover all text types mandated by the standards. • Standards-based lesson plans • Genre anchor charts • Vocabulary, language, and writing worksheets • Downloadable, printable, and projectable worksheets and teacher resources Each grade level provides access to: PRICING GRADES K–5 LITERACY & LANGUAGE ARTS
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