Nivel: Q EDL: 44 LESSON 20 TEACHER’S GUIDE Género: Donald...
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HOUGHTON MIFFLIN por Frank Wiley ilustrado por Bradley Clark Donald Quijote Number of Words: 1244 LESSON 20 TEACHER’S GUIDE Donald Quijote by Frank Wylie Fountas-Pinnell Level S Humorous Fiction Selection Summary Sandra’s cousin Donald is a playful, environmentally-conscious art student. Sandra is delighted when he dresses up as Don Quixote and takes her along as his sidekick on a quest for adventure. On bicycles, they explore construction sites that are changing the landscape of Sandra’s previously rural neighborhood. Copyright © by Houghton Mifflin Harcourt Publishing Company All rights reserved. No part of this work may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying or recording, or by any information storage or retrieval system, without the prior written permission of the copyright owner unless such copying is expressly permitted by federal copyright law. Permission is hereby granted to individual teachers using the corresponding (discipline) Leveled Readers to photocopy student worksheets from this publication in classroom quantities for instructional use and not for resale. Requests for information on other matters regarding duplication of this work should be addressed to Houghton Mifflin Harcourt Publishing Company, Attn: Contracts, Copyrights, and Licensing, 9400 SouthPark Center Loop, Orlando, Florida 32819. Printed in the U.S.A. 978-0-547-32630-6 1 2 3 4 5 6 7 8 9 10 0940 15 14 13 12 11 10 09 If you have received these materials as examination copies free of charge, Houghton Mifflin Harcourt Publishing Company retains title to the materials and they may not be resold. Resale of examination copies is strictly prohibited. Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format. Characteristics of the Text Genre • Humorous fiction Text Structure • Third-person narrative Content • Imaginative adventure based on those of Don Quixote • How overdevelopment changes a neighborhood’s character Themes and Ideas • Creativity and imagination go hand in hand. • Reading books can spark an adventure. • Too much development destroys the countryside. Language and Literary Features • Humorous actions paired with funny dialogue • Details enrich story and give insight into characters Sentence Complexity • A mix of short and complex sentences • Questions and exclamations Vocabulary • Some key vocabulary words with diphthongs: antiguo, fiel Words • Many multisyllable words: excéntrico, mural, braquiosaurio • Terms related to Don Quixote: armadura, caballero, doncellas, escudero Illustrations • Lively and colorful depictions of characters and setting • Captions beneath illustrations Book and Print Features • Thirteen pages of text, most with illustrations © 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.
Transcript of Nivel: Q EDL: 44 LESSON 20 TEACHER’S GUIDE Género: Donald...
HOUGHTON MIFFLIN
1034849
ISBN-13:978-0-547-04553-5ISBN-10:0-547-04553-0
5.4.5
por Frank Wileyilustrado por Bradley Clark
Nivel: Q
EDL: 44
Género:Cuentos divertidos
Estrategia:Preguntar
Destreza:Comprender a los personajes
Número de palabras: 1,412
DonaldQuijote
HOUGHTON MIFFLIN
Libritos niveladosen línea
5_045535_LR4_5BL_DONALDQ_CVR.ind1 1 4/4/08 1:59:20 PMNumber of Words: 1244
L E S S O N 2 0 T E A C H E R ’ S G U I D E
Donald Quijoteby Frank Wylie
Fountas-Pinnell Level SHumorous FictionSelection SummarySandra’s cousin Donald is a playful, environmentally-conscious art student. Sandra is delighted when he dresses up as Don Quixote and takes her along as his sidekick on a quest for adventure. On bicycles, they explore construction sites that are changing the landscape of Sandra’s previously rural neighborhood.
Copyright © by Houghton Mifflin Harcourt Publishing Company
All rights reserved. No part of this work may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying or recording, or by any information storage or retrieval system, without the prior written permission of the copyright owner unless such copying is expressly permitted by federal copyright law. Permission is hereby granted to individual teachers using the corresponding (discipline) Leveled Readers to photocopy student worksheets from this publication in classroom quantities for instructional use and not for resale. Requests for information on other matters regarding duplication of this work should be addressed to Houghton Miffl in Harcourt Publishing Company, Attn: Contracts, Copyrights, and Licensing, 9400 SouthPark Center Loop, Orlando, Florida 32819. Printed in the U.S.A. 978-0-547-32630-6 1 2 3 4 5 6 7 8 9 10 0940 15 14 13 12 11 10 09
If you have received these materials as examination copies free of charge, Houghton Miffl in Harcourt Publishing Company retains title to the materials and they may not be resold. Resale of examination copies is strictly prohibited.
Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format.
Characteristics of the Text Genre • Humorous fi ction
Text Structure • Third-person narrativeContent • Imaginative adventure based on those of Don Quixote
• How overdevelopment changes a neighborhood’s characterThemes and Ideas • Creativity and imagination go hand in hand.
• Reading books can spark an adventure. • Too much development destroys the countryside.
Language and Literary Features
• Humorous actions paired with funny dialogue • Details enrich story and give insight into characters
Sentence Complexity • A mix of short and complex sentences• Questions and exclamations
Vocabulary • Some key vocabulary words with diphthongs: antiguo, fi elWords • Many multisyllable words: excéntrico, mural, braquiosaurio
• Terms related to Don Quixote: armadura, caballero, doncellas, escuderoIllustrations • Lively and colorful depictions of characters and setting
• Captions beneath illustrationsBook and Print Features • Thirteen pages of text, most with illustrations
© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.
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Target Vocabulary
antiguo – un objeto hecho hace muchos años p. 7
asolar – molestar constantementeatravesar – hacer un agujero en
algoaventura – viaje realizado para
encontrar algo, p. 5
cargar – echar el peso de algo sobre alguien
fi el – leal; alguien en el que siempre se puede confi ar, p. 8
hazaña – acción valiente o atrevida, p. 5
ignorancia – falta de conocimiento o conciencia sobre cosas importantes
noble – honesto, valiente y desinteresado, p. 5
transformar – cambiar totalmente
Donald Quijote by Frank Wiley
Build BackgroundTell students that the main character in this story is going to pretend that he is Don Quijote, a character in a Spanish adventure story. Build interest by asking questions such as the following: ¿Alguna vez han querido disfrazarse de un personaje literario o histórico? Si es así, ¿de quién? Read the title and author and talk about the cover illustration. Tell students this is humorous fi ction, so they can expect it to be funny.
Introduce the TextGuide students through the text, noting important ideas and helping with unfamiliar language and vocabulary so they can read the text successfully. Here are some suggestions:
Page 3: Explain that this is a story about a visit from Sandra’s older cousin, an art student who liked to do unusual things.
Page 5: Tell students that Sandra and her cousin Donald like to read about exploits, or adventures. They read about Don Quijote, who went on a aventura, or journey, looking for something. Ask: ¿En qué tipo de aventura creen que saldrán Sandra y Donald?
Page 7: Have students fi nd the word antiguo in the second paragraph and then point out the illustration. Ask: ¿Pueden encontrar la antigua tabla de lavar en la ilustración? Pista: Donald la tiene puesta.
Ahora, vuelvan al comienzo para descubrir acerca de la aventura de Sandra y su primo.
2 Lesson 20: Donald QuijoteGrade 5© Houghton Mifflin Harcourt Publishing Company
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ReadHave students read silently while you listen to individual students read aloud. Support their understanding of the text as needed.
Remind students to use the Question Strategy and to think of questions as they read. Tell them to think about the funny things Sandra and Donald do.
Discuss and Revisit the TextPersonal ResponseInvite students to share their personal responses to the text.Suggested language: ¿Creen que Sandra disfrutó salir en una aventura con Donald? ¿Por qué sí? ¿Por qué no?
Ways of ThinkingAs you discuss the text, help students understand these points:
Thinking Within the Text Thinking Beyond the Text Thinking About the Text
• Donald is an artist with his own way of seeing things.
• Sandra enjoys Donald’s creativity, but her parents don’t like the scene he painted on their fence.
• Sandra’s book about Don Quijote’s quests inspires Donald to take Sandra on a quest.
• It can be fun to experience daily life in a creative, eccentric way.
• You can go on quests and have adventures in your own neighborhood.
• Dialogue between Donald and Sandra is informal and lively.
• Illustrations are funny and give insight into the characters’ personalities and actions.
• The author includes details about both Don Quijote’s and “Don Quijote’s” quests.
© 2006. Fountas, I.C. & Pinnell, G.S. Teaching for Comprehending and Fluency, Heinemann, Portsmouth, N.H.
Choices for Further Support• Fluency Invite students to work in partners to choose two paragraphs of dialogue
between Sandra and Donald for choral reading. Remind them to use expression in their voices that refl ect each character’s personality.
• Comprehension Based on your observations of the students’ reading and discussion, revisit parts of the text to clarify or extend comprehension. Remind students to go back to the text to support their ideas.
• Phonics/Word Work Provide practice as needed with words and word parts, using examples from the text. Help them recognize and use metaphors that have become traditional sayings. Explain the meanings of the idioms such as el tiempo parecía volar (page 4) and ¡Aquí tienes! (page 6).
3 Lesson 20: Donald QuijoteGrade 5© Houghton Mifflin Harcourt Publishing Company
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Writing about ReadingCritical ThinkingHave students complete the Razonamiento crítico questions on Hoja reproducible 20.6.
RespondingHave students complete the activities at the back of their book, using their Cuaderno del lector. Use the instruction below as needed to reinforce or extend understanding of the comprehension skill.
Target Comprehension SkillUnderstanding Characters
Target Comprehension Skill Remind students that text details explain
why characters act, speak, and think as they do. Model how to add details to the Graphic Organizer, using a “Think Aloud” like the one below:
Think Aloud
Puedes entender el carácter de Donald si te fi jas en lo que hace y dice. Hace de cuenta que una bicicleta es un caballo. Puedes anotar ese detalle en la columna “Acciones”. Dice “Espera aquí mientras me pongo mi disfraz anti-aburrimiento”. Puedes escribir ese detalle en la columna “Palabras”. Estos detalles muestran que Donald tiene una gran imaginación.
Practice the SkillEncourage students to share examples of another book in which they read details that helped them understand a character’s thoughts, words, and actions.
Writing Prompt: Thinking Beyond the TextHave students write a response to the prompt on page 6. Remind them that when they think beyond the text, they use their personal knowledge to reach new understandings.
Assessment Prompts• Why does the author begin the story with the description in the fi rst paragraph?
• One idea present on page 4 is
________________________________________________________________.
• The last paragraph on page 11 is mainly about
________________________________________________________________.
4 Lesson 20: Donald QuijoteGrade 5© Houghton Mifflin Harcourt Publishing Company
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Razonamiento críticoLee y contesta las preguntas.
1. Piensa dentro del texto Si Donald está representando el personaje de
Don Quijote, ¿qué papel representa Sandra? ¿Quién es esa persona?
2. Piensa más allá del texto ¿Qué ejemplos de la historia te ayudan a
saber que el primo Donald es una persona creativa?
3. Piensa más allá del texto ¿Por qué crees que Donald pretende que las
grúas son gigantes que destruyen sus tierras?
4. Piensa acerca del texto ¿Qué mensaje quiere el autor dar a los lectores
al fi nal del relato?
Hacer conexiones Sandra adora la historia de Don Quijote. ¿Cuáles son tus personajes de ficción favoritos? ¿Por qué te impresionó ese personaje?
Escribe tu respuesta en tu Cuaderno de lectura.
Razonamiento crítico© Houghton Mifflin Harcourt Publishing Company. All rights reserved.
Lección 20H O J A R E P R O D U C I B L E 2 0 . 6
Grado 5, Unidad 4: ¿Cuál es tu historia?8
Donald QuijoteRazonamiento crítico
Nombre Fecha
Sancho Panza es el vecino y amigo de Don Quijote.
pintó un mural en la cerca. Usa su imaginación para representar la
historia de Don Quijote.
Se muestran las respuestas posibles.
Quizá porque destruyen el campo cuando se usan
La gente puede tener aventuras al luchar por la cosas en las que creen.
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Responder Comprender a los
personajes ¿Qué te dicen los pensamientos,
las acciones y las palabras de Donald sobre su
personalidad? Busca detalles en el cuento y escríbelos
en la siguiente tabla.
¡A escribir!
El texto y el mundo En Donald Quijote, Donald se imagina
que las grúas de la construcción son gigantes. Piensa en
otro objeto del mundo real que las personas pueden
imaginar como gigantes. Escribe un párrafo en el que
describas el objeto. Explica qué tipo de gigante podría ser.
Pensamientos Acciones Palabras
?piensa de forma imaginativa
“Espera aquí mientras me pongo mi disfraz anti-aburrimiento”.
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5 Lesson 20: Donald QuijoteGrade 5© Houghton Mifflin Harcourt Publishing Company
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Nombre Fecha
Donald QuijotePensar más allá del texto
Piensa en las siguientes preguntas. Después, escribe tu respuesta en uno o dos párrafos.
Recuerda que cuando piensas más allá del texto, usas tu conocimiento personal para comprender las cosas de un modo nuevo.
Donald llama a su armadura casera su disfraz “anti-aburrimiento”. ¿Qué crees que quiere decir con eso? ¿Crees que la manera en que Donald aborda experiencias comunes es una buena manera de convertirlas en aventuras? ¿Por qué sí? ¿Por qué no? Da ejemplos para fundamentar tus respuestas.
6Grade 5© Houghton Mifflin Harcourt Publishing Company
Lesson 20: Donald Quijote
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Razonamiento críticoLee y contesta las preguntas.
1. Piensa dentro del texto Si Donald está representando el personaje de
Don Quijote, ¿qué papel representa Sandra? ¿Quién es esa persona?
2. Piensa más allá del texto ¿Qué ejemplos de la historia te ayudan a
saber que el primo Donald es una persona creativa?
3. Piensa más allá del texto ¿Por qué crees que Donald pretende que las
grúas son gigantes que destruyen sus tierras?
4. Piensa acerca del texto ¿Qué mensaje quiere el autor dar a los lectores
al fi nal del relato?
Hacer conexiones Sandra adora la historia de Don Quijote. ¿Cuáles son tus personajes de ficción favoritos? ¿Por qué te impresionó ese personaje?
Escribe tu respuesta en tu Cuaderno de lectura.
7© Houghton Mifflin Harcourt Publishing Company
Grade 5 Lesson 20: Donald Quijote
Lección 20H O J A R E P R O D U C I B L E 2 0 . 6
Donald QuijoteRazonamiento crítico
Nombre Fecha
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1416
546
Estudiante Fecha
Donald QuijoteRegistro de lectura
Donald Quijote • NIVEL S
Lección 20H O J A R E P R O D U C I B L E 2 0 . 9
Behavior Code Error
Read word correctly ✓lobo 0
Repeated word, sentence, or phrase
®lobo
0
Omission lobo 1
Behavior Code Error
Substitution lodolobo 1
Self-corrects lodo sclobo 0
Insertion el
lobo 1
Word told Tlobo 1
page Selection Text Errors Self-Corrections
6
7
Donald desapareció en la cochera. Sandra esperó afuera.
Allí estaba ahora, tratando de adivinar qué tramaba su primo.
Sandra caminaba de aquí para allá, preguntándose qué tipo
de aventura tendría en mente Donald. Finalmente, se abrió la
puerta. Frente a ella se erguía “Donald Quijote”.
Había hecho una armadura de trastos inútiles que la madre
de Sandra había separado para una venta de objetos usados.
Había cubierto con papel de aluminio las hombreras de una
vieja camiseta de fútbol. En su pecho llevaba una antigua tabla
de lavar. En su cabeza lucía un casco de fútbol recubierto en
papel de aluminio.
Comments: Accuracy Rate (# words read correctly/101 ×
100)
%
Total Self-Corrections
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