Teaching Plan

Teaching Plan
EDL Level
50
Guided Reading Level
U
Lexile Measure
®
920L
Women have had a
positive impact on
world cultures through
their contributions in
areas such as the arts,
science and exploration,
world leadership, history,
and sports. Forty of
these inspiring women
and their achievements
are described in
40 mujeres famosas.
Nonfiction Genre
• Reference
Nonfiction Features
• Captions
• Headings
• Illustrations
• Index
• Introduction
• Photographs
Text Structure
• Enumerative
• Cause and Effect
• Description
Vocabulary
• indígenas
• conservación
• reformar
• braille
• rentable
• boicot
• sufragio
Comprehension
• Identify Text Structure
and Organization
Writing
• Write a reference guide.
Content Area Connections:
World Cultures
• Identify historic figures and
their achievements.
• Understand good citizenship.
Curriculum Support
You may want to use 40 mujeres
famosas when teaching the
following social studies topics:
• Understanding human influence
in shaping communities, states,
and nations
• Good citizenship
Cross-Text Reading
• Viajeros solitarios, an iOpeners
Grade 5 social studies title
1 Introduce the Book
Introduce the Nonfiction Genre:
Reference
• Display the book cover, and read the title and the
author’s name. Explain that the purpose of a reference
book is to provide information on specific topics that
can be easily accessed by the reader.
• Point out that the sections in a reference book do not
have to be read in order. Reference books are usually
arranged by subject, groups of subjects, or
alphabetically. An index is provided to help readers
locate the information they need.
• Tell students that authors of reference texts also use
features such as illustrations, photographs, and
captions to present information.
Introduce Vocabulary
You may want to introduce the following words and
concepts before reading:
• indígenas: nativos de un lugar en particular
• conservación: acto de preservar o proteger recursos
naturales
• reformar: cambiar algo para hacerlo mejor
• braille: un sistema de escritura e impresión para
ciegos
• rentable: que obtiene una ganancia económica
• boicot: plan de rechazo para no tener nada que ver
con una persona, grupo, compañía o país
• sufragio: el derecho o privilegio de votar
Activate or Build Background
• Begin a discussion about famous women. Ask students
to identify famous women they have studied or read
about. ¿Qué contribuciones ha hecho cada mujer? ¿De
qué manera estas mujeres serían modelos a seguir para
otras personas?
• Next, have students make a chart so they can easily
classify information. Chart headings might include
Nombre, Ocupación, Logro, and Área del logro (such as
History, Science, Sports, and so on). Have students fill
in the chart with information they already know about
famous women.
• As they read the book, have students add new
information to the chart and verify facts they had
previously recorded.
Preview and Predict
• Direct students’ attention to the index and ask them to
read the entries in it. Have students flip through the
book to preview the photographs and other
information.
• ¿Cómo crees que este libro te ayudará a aprender acerca de
mujeres importantes? ¿Cuándo crees que usarías un libro
como éste?
2 How to Read a
Reference Book
FOCUS ATTENTION
• Remind students that a reference book is not read from cover to cover. Point out that it is most often
used to find information about a specific topic or subject and that readers might only read the pages
about a topic or subject that they wish to learn more about.
• Have students turn to the index on page 32 and scan the list of entries. Ask them to choose the
name of a woman they would like to learn about.
• As they read the entry, encourage students to think about these questions: ¿Qué tipo de información
se presenta acerca de esta mujer? ¿En qué categoría se coloca a la mujer? ¿Se puede usar la información
de este libro para comparar y contrastar diferentes mujeres?
LEARN ABOUT BOOK ORGANIZATION
• Introduction: Have students turn to the introduction on page 3. Tell students that an introduction
explains to the reader what the book will be about. This introduction also explains how to access
information in the book by using the icons, or symbols, that represent different categories.
• Icons: Explain that the icon key shows readers how the entries are organized. Each woman falls into
one of five categories. Each category is represented by a colored icon, which appears next to the
entry. Point out that the pictures on each icon relate to the icon’s subject.
• Guide words: Direct students’ attention to the guide words at the top of each page. Explain that
the guide words alphabetically list the last names of the women who are discussed on each page.
Readers can use the guide words to help them quickly locate particular entries.
• Index: Point out the index on page 32. Explain that an index lists topics, subtopics, and other useful
information in alphabetical order. Each index entry includes the page number where information about
that topic can be found. An index helps readers quickly find the information they are looking for
without having to read the whole book.
FOCUS ON NONFICTION FEATURES
• Photographs: Point out the photographs on pages 10 and 11. Explain that nonfiction books often use
photographs to show real-life examples of people or events described in the text. Tell students that
historic photographs such as those on page 10 and the top of page 11 allow the reader to see history
as it happened. They illustrate things that the text cannot describe.
• Illustrations: Have students look through the book and examine the illustrations. Explain that illustrations
help to show what the text explains or describes. Often illustrations are used when photographs of a
subject are not available, as in the paintings that appear on page 21.
• Headings: Use pages 4 and 5 to point out examples of headings. Explain that the headings are the
women’s first and last names, which are included in the index on page 32. Point out that each heading
introduces the woman featured in that section, and the headings are color coded to help readers
categorize information.
• Captions: Direct students’ attention to the caption on page 13. Explain that captions often provide
information about illustrations and photographs. They may also repeat or summarize information in
the main text or they may explain something further.
USING THE BOOK
• Have students find the entries for Helen Keller, Florence Nightingale, and Rosa Parks. ¿En qué
categoría se ha colocado a estas mujeres? ¿En que son similares estas mujeres? ¿En cuál de las otras
categorías se puede incluir a cada mujer? Classify/Categorize
• Ask students to describe two ways they could locate the entry about Mary Robinson. ¿Cómo entender
la manera en que está organizado el texto te puede ayudar a encontrar rápidamente la información que
necesitas? Identify Text Organization and Structure
• Have students identify three women who made contributions in the field of science and exploration.
Ask them to list the steps they followed to find the information in the book. Sequence of Events
• Have students locate the appropriate entries to answer the following questions: ¿Por qué María Aquino y
su esposo fueron forzados a salir de las Filipinas? ¿Por qué María Cristina Caballero ganó varios premios?
¿Qué sucedió debido al matrimonio infeliz de Huda Shaarawi? Identify Cause and Effect
ESL/ELL Strategy
Have students look
through 40 mujeres
famosas and choose one of
the women featured.
Students should reread the
section about the woman
that they chose, then write
a summary of the
information in English. The
summary should include
complete sentences about
the woman’s name, the
date of her birth and/or
death, her occupation, and
why she was included in
this book. Encourage
students to read their
summaries to the class.
Reread the Book
• After students reread entries about some of these notable women, ask them
to choose two to focus on. Have students use the Venn diagram on the back
cover to compare the two women and their accomplishments. Let students
share their findings in small groups.
• Talk with students about the text organization of the book. ¿Cómo te ayudan
las entradas en orden alfabético y el índice a encontrar información? ¿Qué más
pudo haber hecho la autora para facilitar la búsqueda de información?
• Ask students when they might use this reference book. Invite them to suggest
other kinds of information that might have been included in this book.
Answers to Student Book Questions
1. Las respuestas variarán pero pueden
incluir: Para aprender acerca de
mujeres del pasado y del presente y
sus contribuciones a la sociedad; para
aprender acerca de cómo ha cambiado
la situación de la mujer a través del
tiempo.
2. Algunas de las características son
valentía, dedicación, determinación y
empatía.
3. Muestran que las mujeres con
diferentes destrezas, talentos y origen
pueden causar un impacto en muchos
aspectos de la sociedad.
4. Las respuestas variarán pero pueden
incluir: Estas mujeres no sólo han hecho
contribuciones positivas a la sociedad,
sino que también han desempeñado un
papel importante al ganar respeto para
la mujer.
5. Las respuestas variarán.
3 Learn Through the Text
SOCIAL STUDIES: Famous
Women Posters
Use 40 mujeres famosas to reinforce your teaching
about notable people and their contributions to
society.
• Provide small groups with a sheet of posterboard.
Invite them to create a poster that highlights the
accomplishments of a famous person featured in
40 mujeres famosas.
• Have each group decide which person they would
like to highlight. Then have them discuss which
photographs, captions, headings, timelines, and
other features they can use to present the
information in their posters.
• After they have finished their posters, ask students
to present their posters to the class and explain the
significant contributions the person has made.
COMPREHENSION: Identify Text
Organization and Structure
• Explain that text structures are the skeleton of nonfiction books. Note that dictionaries and encyclopedias
use alphabetical text structures to organize the book.
• Tell students that books also use other structures to
organize smaller sections of text. Explain that cause
and effect, description, and explanation are three
organizational structures used in 40 mujeres famosas.
• To practice identifying cause and effect, have
students reread the information about Laura Secord
on page 27. Then use the following think-aloud to
model the process for students:
La penúltima oración dice,“Como resultado, las fuerzas
canadienses y británicas pudieron sorprender a los
estadounidenses y ganar la batalla.” La frase como
resultado indica un efecto. Al volver a leer en el texto
que Secord enfrentó animales salvajes y pantanos
peligrosos para advertir a sus compatriotas del ataque,
me doy cuenta de que esa información ocasionó la
sorpresa.
• Have small groups work to identify other examples
in the book of cause and effect or description or
explanation. Ask groups to share their findings.
WRITING Write a Reference Guide
Have students use what they have learned about reference text to write a class
encyclopedia about people in their community, such as teachers, community
leaders, and family members.
• Encourage students to brainstorm a list of people to interview. Write their
suggestions on the board. Then, ask students to each select a name and
interview that individual.
• Have students bring their interview notes to school and use them to write a
brief biography about the person, including how the individual contributed
to the community.
• Remind students that the information should be accurate, clear, and
interesting. Have students revise their draft for spelling, grammar, and
punctuation.
• Discuss ways to classify the entries. Have students design colored icons to
assign to each person.
• Publish students’ work as a social studies encyclopedia. Have students create
a cover and an index, and bind the book for classroom resource use.
40 mujeres famosas Organizador gráfico
Nombre
Usa el diagrama de Venn para comparar y contrastar dos mujeres del libro
40 mujeres famosas.
Mujer 1:
Mujer 2:
Ambas
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