43
5
El Abecé Visual del cuerpo humano
D
IFFERENTIATED
I
NSTRUCTION
B
ELOW
-
LEVEL
S
TUDENTS
•
Ask students these or similar questions to check comprehension:
¿Por qué compara la autora al
corazón con una bomba
(p. 11)?
(Why does the author compare the heart to a pump?)
Da un
ejemplo de algo que hacen, tanto el corazón como una bomba.
(Give an example of something that
both the heart and a pump do.)
Da tres ejemplos de cómo reacciona nuestro organismo cuando
tenemos miedo (pp. 50–51).
(Provide three examples of how our body reacts when we are afraid.)
A
T
-
LEVEL
S
TUDENTS
•
Encourage students to make inferences and predictions based on the text. Ask:
Explica por qué
necesitamos comer (pp. 26–27). Comenta qué pasaría si no comiéramos.
(Explain why we need to eat.
Discuss what would happen if we did not eat.)
¿Cuál es el mensaje de este libro? Den un ejemplo para
apoyar su respuesta.
(What is this book’s message? Provide an example to support your answer.)
A
BOVE
-
LEVEL
S
TUDENTS
•
Encourage students to analyze and evaluate the text. Ask:
Explica cómo se coordinan las funciones
del cuerpo (pp. 36–37).
(Explain how the different body functions are coordinated.)
¿Qué sucedería
si uno de los dos sistemas (el endocrino o el nervioso) fallara?
(What would happen is one of the
two systems, either the endocrine or the nervous system, failed?)
Expliquen esta frase: “Los
seres humanos somos un verdadero universo” (p. 11).
(Explain this phrase: “Humans are a true
universe.”)
P
OST
-R
EADING
X
Explain that authors do not always clearly state every idea in a text. The reader has to piece
together the information and draw conclusions about the author’s intended idea(s). Ask:
¿Cómo
trabajan en conjunto los distintos órganos y sistemas de nuestro cuerpo? Den un ejemplo del texto.
(How
do the different organs and systems in our body work together? Provide an example from the text.)
¿
A qué conclusión sobre el cuerpo humano han llegado después de leer este libro? Citen un ejemplo del texto
que los ha llevado a esa conclusión.
(What conclusion about the human body have you drawn after
reading this book? Quote an example from the text that has led you to that conclusion.)
X
Explain that a generalization is a statement we make after comparing several pieces of evidence
to see what they have in common. The generalization is true for all the pieces of evidence. For
instance, a generalization we could make regarding our body’s reaction to fear (pp. 50–51) is,
El
miedo desencadena una reacción que afecta a todo el organismo.
(Fear unleashes a reaction that affects
the whole body.) Have students choose two spreads and reread them. Then have them write a
generalization for each spread. Invite students to share their generalizations.
X
Remind students that the author chose her words carefully. Ask students to think of a more informal
and less precise term for each of these words the author used:
conducto
(p. 31),
descender
(p. 26),
intensidad
(p. 50),
nutrir
(p. 41),
penetrar
(p. 40),
segregar
(p. 50),
transpiración
(p. 48). Possible
answers include
tubo, bajar,
fuerza,
alimentar, entrar, producir, sudor
. Then have students explain why
the author’s word choices work best in each case.
A+ Common Core Spanish Literacy Lesson Plan © Santillana USA
INFORMATIONAL TEXT
LESSON PLAN AND ACTIVITIES
