12
4
Un díamás y otras historias
A+ Common Core Spanish Literacy Lesson Plan © Santillana USA
P
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X
Explain that many animals, such as the panda and Asian elephant, are in danger of extinction.
Discuss with students what happens to endangered animals and why they are in such a situation.
Ask:
¿Qué le ocurre a un animal cuando está en peligro de extinción: hay muchos o pocos? ¿Qué sucede
en su hábitat: está a salvo y encuentra comida fácilmente?
(What happens to an animal when it is
in danger of extinction: are there many or just a few? What happens in its habitat: is it safe and
animals find food easily?)
¿Por qué están algunos animales en peligro? ¿Qué o quiénes con responsables?
(Why are some animals endangered? What or who is responsible?)
X
Have students read the title and table of contents, and then give them a few moments to look at the
illustrations. Then ask:
¿De qué creen que trata el libro?
(What do you think the book is about?)
¿Qué
tipo de texto creen que es? ¿Por qué?
(What type of text do you think this is? Why?)
X
Have students set a purpose for reading. Ask:
¿Qué esperan aprender al leer este libro?
(What do you
expect to learn by reading this book?)
R
EADING
X
Discuss with students the organizational pattern and text structure of
this book. Elicit that the book is divided into ten sections—one for each
animal. Explain that each section begins with information about the animal. These informational
pages are followed by a fictional story about a life-threatening experience each animal had.
X
Do a read-aloud of the informational passage on page 12. Read through the text the first time for
flow. After a second reading, ask:
¿Qué tipo animal es el chorongo? ¿Dónde habita?
(What kind of
animal is the chorongo? Where does it live?)
¿Qué quiere decir “cola prensil”?
(What does “prehensile
tail” mean?)
¿Por qué está en peligro el chorongo? ¿Quiénes son responsables?
(Why is the chorongo
endangered? Who is responsible?)
X
Have students read the rest of the informational passages in pairs.
X
Distribute ten index cards to each student pair and have them complete one card for each animal,
with the following information:
animal, hábitat, características, alimento, por qué está en peligro
. Model
the first card for students. Encourage students to use these cards in their discussions and activities.
X
Instruct students to read each fictional story independently. Provide them with a two-column chart
(Graphic Organizer #16) and have them label the columns,
Problema
and
Solución
. Have students
list the problem the animal faced and how it was resolved. After they finish reading each story,
have a group discussion. Ask:
¿Qué problema tuvo este animal? ¿Quién o qué fue responsable?
(What
problem did this animal have? Who or what was responsible?)
¿Cómo se resolvió el problema?
(How
was the problem resolved?)
¿Qué se puede hacer para que no se repita este problema? Den un ejemplo de
una idea o solución que se infiere del texto.
(What can be done so that this problem does not happen
again? Provide an example of a solution or idea that is inferred in the text.)
X
Explain that sometimes authors give human characteristics to an animal or an object. This is called
personification (
personificación
). Animals in the stories in this book talk and express their emotions
as if they were human. For example:
“—Tengo miedo, mami —se quejó el monito”
(p. 15). Have
students look for three additional examples. Ask students to share their examples and justify their
choices.
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NSTRUCTIONAL
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HIFT
:
Text-based Answers
