44
X
Assign a different system (e.g.,
sistema circulatorio, respiratorio, digestivo, nervioso, esquelético,
muscular
) to student pairs, and have them create a formal presentation about their assigned
system. If available in your classroom, encourage students to use technology (e.g., slide
presentation, online images, interactive whiteboard) for their presentations. Encourage students
to use the science vocabulary they have learned (
conducto, filamento, nódulo, orificio, segregar,
etc.)
Assist students as they put together their presentations and allow then rehearsal time. Then, invite
student pairs to present. If time allows, have a brief question-and-answer session at the end of
each presentation.
X
Revisit the question you asked students in the Pre-reading section. Ask:
¿Qué esperan aprender al
leer este libro?
(What do you expect to learn by reading this book?)
¿Qué aprendieron al leer este libro?
(What did you learn by reading this book?)
¿Cuál es el mensaje o idea principal que nos da la autora?
Citen del texto para justificar su respuesta.
(What is the main message or idea the author gives us?
Quote from the text to justify your answer.)
Have students write an explanatory essay about one of the systems of
the human body, explaining how it works. This writing activity will take place in stages (prewriting
activities, research and gathering of information, and writing). As part of the prewriting activities,
have students create an outline. Suggest this structure: I. Introduction establishing the topic and
stating the main idea; II. Body—consisting of three paragraphs—including the explanations and
supporting details; III. Conclusion summarizing the main points and restating the main idea. For
their research, in addition to using their notes, presentation, and the text, have students consult other
sources to gather additional information and to verify the accuracy of the data. Encourage students
to use academic and domain-specific vocabulary and to consider their word choices carefully. Remind
students to use quotation marks to enclose direct quotes. Require them to include a list of sources at
the end of their essays. Guide students through the writing process by supporting them in planning
their writing, developing a draft, revising and editing it, and producing their final work. As students
revise and edit their work, have them pay attention to the conventions of Spanish grammar and
punctuation.
6
El Abecé Visual del cuerpo humano
C
ONNECTION
W
ITH
C
ONTENT
A
REAS
:
S
CIENCE
W
RITING
Informal Assessment
or she completes comprehension and production
activities. Suggested activities are identified with
the icon.
I
NSTRUCTIONAL
S
HIFT
:
Building Knowledge in the Disciplines
I
NSTRUCTIONAL
S
HIFT
:
Writing from Sources
A+ Common Core Spanish Literacy Lesson Plan © Santillana USA
