[email protected] | Customer Support 1-800-269-6311 129 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. Mentor text for DraMa Selection Teatro del Gato Garabato: “Pedro Pollito” (pp. 24−32) objectiveS Learn about drama. Use accurate vocabulary and capitalize the first letter in names and last names. Understand that authors use dialogue to show the characters’ thoughts. Write, dictate, and illustrate a short dialogue for a drama using a mentor text as a model. StandardS SLAR CCSS: RL.K.4, RL.K.5, RF.K.1.d, W.K.3, SL.K.5, L.K.1.a, L.K.5.c, L.K.6 SLAR TEKS: K.2.C.i, K.2.D.v, K.2.E, K.6.E, K.7.D, K.8.C, K.9.B, K.10.B, K.10.C, K.10.D.vii, K.10.E, K.11.A day 1 about the Genre: drama Present the book and introduce the genre. If possible, make an enlarged copy of the following graphic organizer on chart paper or project it to the class. In the example below, read the narrator part and the dialogues aloud, using different voices and mimicking the actions. Then do a choral reading and identify each feature. Finally, ask two volunteers to play Ganso Garbanzo and Pedro Pollito. As you read their lines aloud, ask the two “actors” to mimic their characters’ actions. If possible, use props (for instance, a ball to represent the lemon). Ask the “audience” to applaud at the end of the play. ACTO 2 Narrador: Corre que te corre, se encontró con Ganso Garbanzo. Ganso Garbanzo: Pedro Pollito, ¿adónde vas tan tempranito? Pedro Pollito: (Dándole el limón.) ¡Mira, mira! Me ha caído el sol en la cabeza. ¡El cielo se va a caer! ¡Hay que decírselo al rey! El narrador dice lo que está pasando. El diálogo es lo que dicen los personajes. Estas instrucciones dicen lo que tienen que hacer los personajes. 13 Drama GraDe K TSM20_GK_Mentor_Texts_Drama.indd 13 21/09/20 11:19 a. m. day 2 before readinG: “Pedro Pollito” • Introduce the play “Pedro Pollito” on p. 24 from the book Teatro del Gato Garabato. • Use images, gestures, and/or explanations to introduce the vocabulary. • Invite students to think of real-life examples for the words. You may prompt students with some of these examples: el sol – es dorado; una cuchara – es plateada; un mapache que roba la basura – es bandido; un pastel de cumpleaños – es fenomenal. • For the verbs guiar and relamerse, ask students to mimic the actions. day 3 readinG & PrewritinG: “Pedro Pollito” • Remind students that “Pedro Pollito” is a drama. Distribute the Hoja del género and use it to review the genre’s characteristics. Read the drama aloud, pausing often to point out the genre’s characteristics. • Introduce the writer’s craft. Explain that writers use the characters’ dialogues (conversations) to let the readers know what the characters are thinking. Read the example aloud. Help students explain how this dialogue lets them know what Pedro Pollito, Ganso Garbanzo, and Gallina Picotina think about Zorro Cachorro and about themselves. • Assign Hoja 2 and read the activities aloud. Assist students as needed. • Introduce the language point. If possible, make an enlarged copy of the Lenguaje box on chart paper or project it to the class. • Write different upper and lowercase letters on the board and ask students to identify each letter as minúscula or mayúscula. • Then allow students time to practice writing uppercase letters on a blank sheet of paper. • Assign Hoja 1 and read the activities aloud. Assist students asneeded. Vocabulario bandido(a) – alguien que hace cosas malas o travesuras dorado(a) – del color del oro fenomenal – muy bueno guiar – mostrar el camino a alguien palacio – casa muy grande y rica donde viven los reyes plateado(a) – del color de la plata relamerse – lamerse los labios cuando nos gusta mucho algo El arte del escritor Los escritores de obras de teatro escriben en forma de diálogo o conversación. El diálogo nos dice lo que piensan los personajes. Pedro Pollito y Ganso Garbanzo: ¡El cielo se va a caer! ¡Hay que decírselo al rey! Lenguaje Cuando escribas las letras, presta atención al tipo de letra que usas. Las letras pueden ser minúsculas. r e i n a–reina Las letras pueden ser mayúsculas. R E I N A–REINA Escribe con mayúscula la primera letra del nombre y del apellido de alguien. Pedro Pollito 14 Drama TSM20_GK_Mentor_Texts_Drama.indd 14 21/09/20 11:19 a. m. Emerging: 1 Developing: 2 Proficient: 3 Beyond: 4 Content • Writing prompt is not addressed or content is irrelevant. • Illustration is not relevant or was not included. • Writing prompt is partially addressed. • Illustration is somewhat related to the dialogue but does not add to the reader’s understanding or does not show the setting. • Writing prompt is fully addressed. • Somewhat effective illustration that helps the reader follow the dialogue. • Illustration shows the setting. • Writing prompt is fully addressed without supervision. • Effective illustration that helps the reader follow the dialogue. • Illustration shows the setting. Organization • No organizational structure. • Difficult to follow. • Attempts to follow the structure of dialogues with limited success. • It is possible to follow with some difficulties. • Follows the structure of dialogues. • Somewhat clear. Easy to follow. • Follows the structure of dialogues without supervision. • Clear and logical. Very easy to follow. Genre and Writer’s Craft • Not written as a dialogue. • Characters’ thoughts are not shown. • Partially written as a dialogue. • Attempts to show the characters’ thoughts with limited success. • Written as a dialogue. • Shows the characters’ thoughts. • Written as a dialogue without supervision. • Shows the characters’ thoughts in a clear and effective manner. Language Use: Vocabulary and Conventions • Very limited and/or inaccurate vocabulary. • Many errors in the language point covered. • Repetitive vocabulary. Some inaccuracies. • Some errors in the language point covered. • Varied and accurate vocabulary. • Very few errors in the language point covered. • Effective, accurate, and varied vocabulary. • No errors in the language point covered. day 4 writinG • Review the genre and writer’s craft with the class. Students may use Hoja 2 to review. • Read the writing prompt aloud and clarify the task. Tell students they will be thinking of another character for “Pedro Pollito” and writing a short dialogue. • Assign Hoja 3 and assist students as they write their drafts. • When students finish writing, assist them in the reviewing process. Encourage students to use some of the words they learned. Also, remind students to capitalize the first name and last name of characters. day 5 PubliShinG and/or PreSentinG • Invite students to act out their short dialogue. If possible, students may make some props to represent their character. • If time allows, provide a designated space, some set decorations, and/or props to stage “Pedro Pollito.” • Once they have finished, have students put away their work in their Writing Folders. writinG rubric: drama 15 Drama TSM20_GK_Mentor_Texts_Drama.indd 15 21/09/20 11:19 a. m. WITH DIGITAL TEACHER RESOURCES! 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 writing 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: GRADES K–5 LITERACY & LANGUAGE ARTS
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