42
4
El Abecé Visual del cuerpo humano
P
RE
-R
EADING
X
Explain that the human body is extremely complex, and that many actions that we take for
granted are possible thanks to a complex chain of reactions and interactions. Discuss with students
some of what they know about their bodies. Ask:
¿Han pensado en cómo es su cuerpo por dentro?
(Have you ever thought about what your body looks like on the inside?)
¿Cómo se lo imaginan?
(How
do you imagine it?)
¿Qué órganos conocen?
(Which organs do you know?)
¿Cuáles son sus funciones?
(What functions do they have?)
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 twenty-eight spreads. Each
spread answers a different question about the human body. Images, definitions, and diagrams help
clarify the explanations.
X
Do a read aloud of the first spread on pp. 6–7 to familiarize students with the text and to model
pronunciation and intonation. Allow students time to observe the illustrations. Ask:
¿Cuáles son
algunos de los sistemas que componen nuestro cuerpo?
(What are some of the systems that make up
our body?)
¿Cuáles son sus funciones?
(What functions do they have?
Expliquen la relación entre células,
tejidos, órganos y sistemas. Den un ejemplo de cada uno.
(Explain the relationship between cells,
tissues, organs, and systems. Provide an example of each one.)
¿Qué se puede inferir sobre el cuerpo
humano?
(What can you infer about the human body?)
X
For a second reading, assign different spreads to pairs of students. Provide them with sticky notes
and have them make notes as they read. Students should note the topic, list important details, and
any words or phrases whose meaning they cannot determine. After pairs finish re-reading their
spread, they should prepare to teach it to another pair. Use a group quiz to encourage students
to work collaboratively and to assess comprehension. Some examples of questions include:
¿Cuál
es la función de ese órgano o sistema?
(What function does that organ or system have?)
¿Por qué es
importante ese órgano o sistema?
(Why is that organ or system important?)
Den un ejemplo del texto
que muestre su importancia.
(Provide an example from the text that shows its importance.)
X
Explain that the context influences an author’s word choices. Discuss with students that this is
an informational text and the context is formal. Therefore, the author uses precise and scientific
language in her descriptions and explanations. For example:
superior
and
inferior
on p. 11 instead of
arriba
and
abajo
;
contraerse
and
relajarse
on p. 31 instead of
encogerse
and
estirarse
. Discuss how the
use of precise language and formal vocabulary matches the context.
X
Encourage students to visualize or create a mental picture of the different organs and systems that
make up our body. For instance, explain to students that the heart is compared with a pump (p. 11).
Encourage students to find an object or a mechanical system that helps them visualize an organ or
system of the human body. For example:
cerebro
computadora
;
esqueleto
armazón de un edificio
.
R
EADING
I
NSTRUCTIONAL
S
HIFT
:
Text-based Answers
A+ Common Core Spanish Literacy Lesson Plan © Santillana USA
