Unit 9/Week 2 at a Glance - Benchmark Education …blresources.benchmarkeducation.com/pdfs/G5U9W2_Instrctn_sp.pdf · Unit 9/Week 2 at a Glance ... ¿Y una obra de teatro? ¿Una receta?

Make Connections/Distinguish and Evaluate Fact and Opinion

® B e n c h m a r k e d u c a t i o n c o m p a n y

Unit 9/Week 2 at a Glance

Day Mini-Lessons

ONE • Build Genre Background

• Introduce the Genre: Book and Movie Review

• Focus on Genre Features: Book and Movie Reviews

TWO • Model Metacognitive Strategies: Make Connections

• Introduce Fact and Opinion

• Focus on Genre Features: Book and Movie Reviews

THREE • Make Connections to Identify Fact and Opinion

FOUR • Build Comprehension: Make Judgments

• Build Tier Two Vocabulary: Emotion Words

FIVE • Synthesize and Assess Genre Understanding

• Make Connections Across Texts

TM

LITERACYB E N C H M A R K

Teacher’s Guide Grade 5 • Unit 9 2Week

Day One

Benchmark Literacy • Grade 5 • Unit 9/Week 2 ©2012 Benchmark Education Company, LLC2

Lesson Objectives

Students will:

• Review the concept of genre and previously studied genres.

• Create a Book and Movie Review anchor chart to demonstrate their prior knowledge.

• Build academic oral language and vocabulary as they engage in partner and whole-group discussion.

Related Resources

• Póster 1 de Críticas (BLM 1)

Read-Aloud (10 minutes)

Select a favorite fiction read-aloud from your classroom or school library with which to model the metacognitive strategy “Make Connections.” Use the sample read-aloud lessons in the Benchmark Literacy Overview.

Mini-Lessons (20 minutes)

Build Genre Background

Review students’ genre knowledge by initiating a discussion using the following prompts or questions of your own. Allow time for response after each question. Record students’ ideas on a concept web with the word género in the center circle.

•¿Quégéneroliterariolesgustaleermás?•¿Porquéesestegénerosufavorito?¿Quécaracterísticasdeeste

génerolesgustan?•¿Quégénerocreenqueesmásdifícildeleeryporqué?•¿Quéesperanencontrarcuandoleenunmisterio?¿Yunaobrade

teatro?¿Unareceta?¿Enquésediferenciacadaexperiencia?

Ask: ¿Cuálessonalgunosgénerosliterariosqueyaconocen?¿Puedenmencionaralgunosgénerosdeficción?Vamosahacerlistasdegénerosdeficciónydenoficción.Allow responses. Post the lists on the classroom wall as an anchor chart.

Póster 1 de Críticas

©2012 Benchmark Education Company, LLC Benchmark Literacy • Grade 5 • Unit 9/Week 2 3

Day One

Make Content Comprehensible for Struggling Readers

Beginning and Intermediate Display a book cover or movie DVD case familiar to students. Point out that another word for largometraje is película. Then display a book or movie review from a newspaper or magazine. Say: Esto es una críticaocríticadecine/literatura.Indicaeltítulodellibro/película,dequétrataycómohizosentirsealautor.Aestecríticolegustó/nolegustóellibro/película.

Introduce the Genre: Book and Movie Reviews

Display Genre Workshop Poster 1 and distribute BLM 1.

Say: Estasemanavamosacentrarnosenelgénerodelacríticaliterariaycinematógrafica.Leeráncríticasdelibrosypelículasengrupospequeñosdelecturaytambiénpuedenseleccionarotrostítulosparaleerporsucuenta.Vamosapensarenestegéneroyacrearnuestrapropiatablabásicadelacríticaliterariaycinematográficaparaanotartodoloqueyasabemossobrelamisma.Másadelantepodemosvolveranuestratablayreflexionarsobrecómohacambiadoysehaampliadonuestracomprensióndelgénero.

Display Poster 1 on an easel. You may also make a transparency from BLM 1. Show students several book or movie reviews from your classroom or school library and ask students to share any book or movie reviews they have read previously.

Read each question on Poster 1 and encourage volunteers to share ideas they have related to the question. Based on students’ prior knowledge, provide additional genre background information as needed to fill in the answers to each question. This poster can serve as an anchor chart that you and students can refer to throughout the week as you read and analyze reviews.

Support the academic language development of struggling readers by providing the following sentence frames to use as they discuss the genre:

Unacríticaliterariaycinematográficaes .Elpropósitodelascríticases .Laaudienciadelascríticases .Cuandoleanunacríticadecineoliteraturaprestenatencióna .

Invite each group to share their ideas about one question at a time. Work together to consolidate students’ ideas and record them on Poster 1. (See the sample poster annotations provided on page 4.)

Day One


Support Special Needs Learners Throughout the week, use these strategies to help students who have learning disabilities access the content and focus on genre studies and comprehension strategies.

Provide opportunities for active involvement. For example, read a scene from a book that has been made into a movie. Have students tell about the book and what they did or did not like. Then have students view the same scene in the movie, make comparisons, and tell which they liked better.

Provide repeated opportunities for students to analyze the features of book and movie reviews. Find features of book and movie reviews in text examples from read-alouds, small-group, and independent reading. Chart the features on graphic organizers and post them in your classroom as examples.

Find high-interest book and movie reviews that students can relate to. Use the recommended read-aloud titles provided in the Teacher’s Guide, as well as other examples from your school library.

Focus on Genre Features: Book and Movie Reviews

Point to the “Características de críticas de libros y películas” web on the right side of the poster.

Say: Comohemoscomentado,todogénerotieneciertascaracterísticascomunes.Basándonosennuestrasdiscusioneshastaelmomentoyensuspropiasexperienciasconestegénero,¿cuálescreenquesonlascaracterísticascomunesdelamayoríadelascríticasliterariasycinematográficas?Vamosatrabajarjuntosparaidentificarlas.

Allow students enough time to generate their own ideas, and record the features they identify on the web. Reread the features together. (See the sample annotations provided below.) Only if necessary, prompt students with the following questions and statements:

•¿Quéinformaciónsobreunlibronecesitanencontrarloslectoresenlacrítica?¿Quénecesitansabersobreunapelícula?

•¿Quélesllevaríaaleerunacríticadecineoliteratura?•¿Cómopuedeayudarelescritorallectoradecidirsileerunlibroover

unapelícula?

Connect and transfer. Say: Estasemanaleeremosalgunascríticasdecineyliteratura.Entenderelgénerolesayudaráaaprendercómoleercríticasdeformaanalíticaparaquelesresultenútilesensusvidas.

Póster 1 de Críticas, sample annotations


Day One

Comprehension Quick-CheckNote which students do or don’t actively participate in the discussion of the genre. Ask questions at the end of the lesson to confirm students’ understanding. For example:

• ¿Quésabensobreelgénerodelacríticaliterariaycinematográfica?

• ¿Porquélagenteleeyescribecríticasdelibrosypelículas?

Home/School Connection Ask students to brainstorm with family members a list of books that have been made into movies. Tell students to write an asterisk next to each book on their list that they have read and each movie they have seen.

Small-Group Reading Instruction (60 minutes)

Based on students’ instructional reading levels, select titles that provide opportunities for students to focus on the book and movie review genre or to practice identifying facts and opinions.

Use the instruction provided in the Teacher’s Guide for each title to introduce the text.

Individual Student Conferences (10 minutes)

Confer with individual students to discuss their understanding of the genre. Use the Reading Conference Note-Taking Form to help guide your conference.


Lesson Objectives

Students will:

• Make connections to a book and movie review text.

• Identify facts and opinions using a graphic organizer.

• Use academic sentence frames to discuss strategies and features of a book and movie review.

Related Resources


Day Two


Select a favorite fiction read-aloud from your classroom or school library with which to model the metacognitive strategy “Make Connections.” Use the sample read-aloud lessons in the Benchmark Literacy Overview.


Model Metacognitive Strategies: Make Connections

Display Genre Workshop Poster 2 with the genre annotations concealed. Also distribute copies of BLM 2.

Explain: Hacerconexionesesunaestrategiaqueusanlosbuenoslectoresparaquelesayudeaentenderyrecordarloqueleen.Alleerhaganconexionesconsupropiavida,conotrostextosyconelmundo.Cuantas másconexioneshaganmásfácillesresultaráentenderyrecordarloque hanleído.

Think aloud: Estaesunacríticadeunlibroysuadaptacióncinematográfica.CuandoleoeltítulodeestacríticameacuerdodequeleíAlicia en el país de las maravillas hacebastantetiempo.Sonríoporquerecuerdoquemegustóellibroymepreguntosialcríticotambiénlehabrágustado.Comoesunacríticadeunlibroyunapelículaséquetambiénmedaráinformacióndelaversióncinematográficadellibro.Meacuerdodehabervistoanunciosdelapelículaentelevisión,peronuncalleguéaverla.Hacerconexionesmeayudóaentendersobrequétrataríaestacríticaymehizoquererseguirleyendoparaaveriguarsideberíavolveraleerellibroyverlapelícula.

Read aloud the poster passage with students.

Ask students to relate any connections they made during and after the reading of the text. Write their connections on chart paper and reread them together. Encourage struggling readers to use the sentence frame: Conecté con .



Day Two


Beginning and IntermediateReinforce the concept of fact and opinion. Hold up a book. Say: Estelibrotiene124páginas.Estoesunhechoquesepuedecomprobar.Ademásesungranlibro.Esoesunaopinión,ypuedenestarendesacuerdo.

Write these adjectives from Poster 2 on chart paper: extraño, más maleducada, enorme, no es la más inteligente, and maravilloso. Point to the words one at a time. Use synonyms as you say sentences or act out the meanings of the words. For example, point to the word extraño. Say: Lapalabraextrañosignifica“raro.”¿Esextrañoqueunconejollevereloj? Continue the process with other adjectives.

Intermediate and AdvancedModel the academic sentence frames provided in this guide to help struggling readers contribute their ideas to the discussion of book and movie reviews.

Introduce Fact and Opinion

Explain: Lascríticasliterariasycinematográficascontienenhechosyopiniones.Unhechoesunaafirmacióndelaquesepuedecomprobarsiesciertaofalsa.Unaopiniónesunacreenciapersonal.Puedeestarbasadaenhechos,peronoesciertaofalsa.Losbuenoslectoresbuscanpistasquelesayudanadistinguirentredeclaracionesdehechosyopiniones.AmenudolasopinionesincluyenpalabrasclavecomoPienso o Creo.Tambiénsuelenusaradjetivoscomomejor, peor, fácilydifícil.Siunaafirmaciónnopuedeserprobadaentoncesesunaopinión,nounhecho.

Reread “La maravilla de Alicia.” Ask students to identify statements of fact and opinion in the review. Provide the following academic sentence frames to support struggling readers:

Séque esunhechoporque .Séque esunaopiniónporque .

Record the opinions students identify on a graphic organizer like the one shown below. Have students underline words that signal the opinion.

Párrafo Opinión ¿Cómo lo saben?

2 Alicia asiste a la hora del té menos educada que haya ido nunca.

Otras horas del té podrían ser más maleducadas. No pueden probar que es cierto.

3 Es fácil ver por qué este clásico de 1865 sigue vigente hoy en día.

Algunas personas pueden no entender por qué a la gente le gusta este libro.

Sample Identificar hecho y opinión Annotations(Note: Your class graphic organizer may differ.)


Comprehension Quick-CheckNote which students are or are not able to identify facts and opinions. Use the following strategies to provide additional explicit instruction.

Display Poster 2. Point to the second-to-last sentence.

Say: Segúnelescritor,unodelospuntosdébilesdellibroydelapelículaesqueAlicianoesmuyinteligente.¿Estoesunhechoolaopinióndelcrítico?(opinión) ¿Facilitaelautoralgunapruebaqueapoyesuafirmación?(ninguna)

Choose another statement and have students identify it as fact or opinion. Probe students’ responses by asking whether the statement can be proven or whether it is supported by evidence.

Oral Language ExtensionDisplay Poster 1 (your class Book and Movie Review anchor chart) during independent workstation time. Invite students to share the lists of books and movies from their homework the night before. Ask them to name the books and movies they have read and seen. Group students so that at least one student in each pair has read the book and one has seen the movie. Tell students to take turns reviewing the book or movie to their partners. Encourage students to use the Book and Movie Review anchor chart to organize their ideas before speaking.

Home/School ConnectionHave students take home BLM 2, reread the text, and highlight and label the features of a book and movie review present in the passage.

Day Two

Focus on Genre Features: Book and Movie Reviews

Ask students to name some of the features of a book and movie review that you discussed yesterday.

Say: Vamosavolveraexaminar“LamaravilladeAlicia”yabuscarcaracterísticasdelascríticasalibrosypelículas.¿Quéobservan?

Work with students to identify the following genre features embedded in this passage:

•el título del libro y el nombre del autor•una descripción y análisis del libro•una evaluación del libro y de la audiencia a la que está dirigido•un análisis y evaluación de la película•una comparación de los puntos fuertes y débiles del libro y la película

Reveal the poster annotations so that students can confirm or revise their ideas. Reread them as a group.

Connect and transfer. Say: Cuandoleancríticasdelibrosypelículasfíjenseenestascaracterísticas.Recuerdenqueloshechosyopinionesdeestetipodecríticaspuedenayudarlesadecidirsiquiereninvertirsutiempoenleerunlibrooverunapelícula.Hacerconexionesconsuspropiasexperiencias,conlibrosypelículasyconotrascríticaslespuedeayudaratomardecisionesinformadassobreellos.


Continue small-group reading instruction from the previous day. Use the instructions provided in the Teacher’s Guide for each text.


Confer with individual students to discuss their understanding of genre and comprehension strategies. Use the Reading Conference Note-Taking Form to help guide your conference.


Day Three

Lesson Objectives

Students will:

• Review features of the book and movie review genre.

• Make connections to a review.

• Use their understanding of genre features to identify facts and opinions.

• Build oral language and vocabulary through whole-group and partner discussion.

Related Resources


• Identificar hecho y opinión (BLM 4)


Select a favorite nonfiction read-aloud from your classroom or school library with which to model the metacognitive strategy “Make Connections.” Use the sample read-aloud lessons in the Benchmark Literacy Overview.


Make Connections to Identify Fact and Opinion

Display Genre Workshop Poster 3 and distribute BLM 3.

Read aloud the excerpt with students. Say: Alpensarenestacríticavamosahacerconexionesquenosayudenaidentificarloshechosylasopiniones.Porejemplo,voyafijarmeenlaprimerafrasedelprimerpárrafo.ElescritordicequeOpalBulonieselnarradordellibro.Recuerdodecuandoestudiamoselgénerodeficciónqueelnarradoreslapersonaquecuentalahistoria.Recuerdohaberaprendidoqueaveceselnarradoresunpersonajedelahistoria.Hacerconexionesaotrascosasqueheaprendidoyleídomeayudaasaberqueestaeslaafirmacióndeunhecho.Podríaleerelprincipiodellibroparaaveriguarsilaafirmaciónescierta.Enelcuartopárrafoelautorusaeladjetivomaravillosaparadescribirlanovela.Unavezleprestéamiamigaunlibroqueyopensabaqueeramaravillosoynolegustónada.Describirlanovelacomomaravillosaesunaopinión.

Say: Ahoraidentifiquenhechosyopinionesdeestacrítica.Allow responses. If necessary, prompt students to think about the following:

•¿Quéinformaciónpuedencomprobarmirandoellibroolapelícula?•¿Quéadjetivosusóelautorparadescribirellibroolapelícula?

¿Algunavezhanestadoendesacuerdoconalguienqueusóunadjetivoparadescribiralgo?

Say: Identificarhechosyopinionespuedeayudarnosaleercríticasdemodomásanalítico.Sisabemosquéfrasescontienenopinionespodemosdecidirsiestamosdeacuerdoono.Vamosausarunorganizadorgráficoparahacerunalistadelasafirmacionesdelacríticayexplicarsisonhechosuopiniones.

Work with students to identify facts and opinions in the passage. Reinforce how the facts and opinions in the review are related to the features of the review genre, including information and evaluations related to the book’s author, the characters, and the plot. Record the details on a graphic organizer like the one shown on page 10.

Work with students to look for clues in the text that signal that the writer is offering an opinion. Record these clues on your graphic organizer.




BeginningDisplay a copy of the book or DVD Gracias aWinn-Dixie. Point to the characters Opal and Winn-Dixie as you say their names. Have students repeat.

IntermediateHelp students make connections to the story by having them complete these sentence frames:

Opalsemudóaunanuevaciudad.Yomemudé .

Opalsesentíasola.Yomesentía .

Comprehension Quick-CheckNote whether students can distinguish between statements of fact and opinion. For additional support, use Poster 1 to identify genre features likely to contain facts, and those likely to contain opinions. Then highlight sentences on Poster 3. Say: Estafraseespartedeladescripcióndellibro.Estapelículacontienehechosquepuedocomprobarenellibro.Continue the process, having students highlight additional sections on the poster for analysis.

Home/School ConnectionHave students take home the Identificar hecho y opinión graphic organizer (BLM 4) and ask a family member about a book or movie he or she has read or seen. Tell students to record the family member’s statements on the graphic organizer, tell whether they are facts or opinions, and explain why.

Day Three

Remind students that writers don’t usually call out which statements are facts and which are opinions in their book and movie reviews. Readers must read critically to distinguish fact from opinion.

Connect and transfer. Say: Cuandoleanunacríticadeunlibroounapelículanoolvidenhacerconexionesconsusvidas,conotroslibrosopelículasoconelmundoquelespuedanayudaradistinguirentrehechosyopiniones.

Párrafo Afirmación ¿Hecho u opinión? ¿Cómo lo saben?

1 El verano en que Opal y su papá se mudan a una nueva ciudad, Opal se siente sola y extraña a sus amigos.

hecho Esto aparece en la descripción del libro. Probablemente se pueda confirmar leyendo el primer capítulo.

4 Es libro SE DEBE leer. opinión No hay ninguna razón por la que todo el mundo deba leer este libro.

5 La película es buena, pero el libro es mejor.

opinión Los adjetivos bueno y mejor muestran que el escritor ha evaluado el libro y la película y que estas son sus opiniones.

Sample Hecho y opinión Annotations




Confer with individual students to discuss their developing understanding of genre and comprehension strategies. Use the Reading Conference Note-Taking Form to help guide your conference.


Day Four

Lesson Objectives

Students will:

• Make judgments.

• Extend Tier Two Vocabulary by focusing on emotion words.

• Build oral language and vocabulary through whole-group and partner discussion.

Related Resources



Select a favorite nonfiction read-aloud from your classroom or school library with which to model the metacognitive strategy “Make Connections.” Use the sample read-aloud lessons in the Benchmark Literacy Overview.


Build Comprehension: Make Judgments

Say: Imaginenaunjuezeneljuzgado.Eljuezexaminatodaslaspruebas,distinguiendoloshechosdelasopiniones.Despuéshaceconexionesconsusexperienciasyconocimientoanteriores,evalúatodaestainformaciónyemiteunjuicio.Delamismaformaloslectoresdecríticasliterariasycinematográficasdebendistinguirentrehechosquepuedensercomprobadosylasopinionesdelescritor.Luegopuedenconectarloconsuspropiasexperienciasyconocimientoparaemitirunjuiciosobrelacrítica.¿Esjusta?¿Completa?¿Acertada?¿Loslectoresestándeacuerdooendesacuerdoconlasopinionesdelescritor?Vamosavolveraleerlacríticade“GraciasaWinn-Dixie”yatomarnuestrapropiadecisiónsobresinosgustaríaleerGracias a Winn-Dixie yverlapelícula.

Reread Poster 3 with students.

Say: Vamosahacerunatablaquenosayudeatomarunadecisiónapartirdeestacrítica.Vamosaponerennuestratablainformacióndeltexto,conexionesconnuestraspropiasexperienciasyeljuicioqueemitiremosalconsideraresainformación.¿Quéinformacióndeberíamosincluirennuestratablaparaayudarnosaemitirunjuicio?Allow responses.

Remind students that thinking about the features of a book or movie review can help them identify passages that likely contain facts and opinions. Show students where to look for evidence that supports opinions. Engage students in a discussion about the connections they make between their own lives and knowledge and the text that helps them make a judgment about the book and movie.



Day Four


Beginning Tell students that they make judgments all the time. Display the cover of a book with a simple but interesting title, like Accidente or Eldonante. Explain the title if necessary. Ask yes/no questions about the book to lead students toward making a judgment. Say: Eltítuloes .¿Suenainteresante?Mirenaldibujo.¿Pareceinteresante?¿Pareceunbuenlibro?

IntermediateProvide sentence frames for students to complete to help them identify evidence in the text, make connections, and make judgments about the review:

Ellibrotratasobre .

Elautordicequelapelículaes .

Lapruebadelescritores .

Me gusta .

No me gusta .

Haré .

No .

AdvancedHave partners tell each other their judgments and the reasons for them.

Comprehension Quick-CheckTake note of students who may need more support identifying facts and opinions and making connections so they can make judgments about a book and movie review. Provide additional modeling during small-group reading, and have them practice during independent workstation time by asking them to make a judgment about a book or movie from another book or movie review excerpt that you assign.

On chart paper, draw a chart like the one shown below.

Think/Pair/Write/Share. Tell students they will complete this chart. Say: Trabajenconuncompañero.DecidiránsiquierenleerellibroGracias a Winn-Dixie,verlapelícula,olosdos.

Connect and transfer. Say: Cuandoleanlacríticadeunlibroopelículanoolvidenqueconectarsuspropiasexperienciasyconocimientosobreotrostextosysobreelmundopuedeayudarlesatomarbuenasdecisiones.

Juicio del crítico Evidencia del crítico para respaldar su

juicio

Mis conexiones

Esta novela, publicada en el año 2000, es maravillosa, tiene un tono serio, suave, considerado y cómico.

La novela es sobre la soledad de una niña después de mudarse. Descubre que todo el mundo está triste. También encuentra un gran perro que hace feliz a todo el mundo.

Tuve que mudarme una vez y me gustan los perros, así que probablemente me sienta identificada con Opal. Puedo ver cómo es suave, considerada, seria y divertida. Un perro que puede hacer sonreír suena maravilloso.

El autor dice que la película logra dar vida a Opal y Winn-Dixie.

El escritor no respalda esta opinión.

No tengo suficiente información para hacer una conexión.

El escritor dice que la película tiene un toque algo mezquino.

El escritor no da un ejemplo.

La opinión del escritor me hace ser cauto. No me gusta ver películas que me ponen triste.

Mi decisión

Leeré el libro GraciasaWinn-Dixie, pero no veré la película.


Oral Language ExtensionDuring independent workstation time, ask pairs of students to use the Fact and Opinion graphic organizers they completed for homework on Day 3 to tell their partners about a family member’s opinion about a book or movie. Have the partner make a judgment about the opinions—that is, decide whether there is information for the partner to make a decision about whether to read the book or see the movie. Then have the partner switch roles.

Home/School ConnectionHave students take home BLM 3 and read it to a family member to practice fluent reading. Tell students to have their family members sign the page to indicate that the student completed the reading.

Day Four

Build Tier Two Vocabulary: Emotion Words

Say: EnlacríticadeGracias a Winn-Dixie,elescritordescribeaOpalyaotraspersonasdelahistoriacomomelancólicos.¿Quépistasdelcontextopuedenayudarlesadeducirelsignificadodeesapalabra?¿Cómodefiniríanmelancolía?

Turn and talk. Ask students to turn and talk with their neighbor for a moment to come up with a definition. If students have difficulty, tell them a context clue lies in the next sentence (the synonym tristeza).

Ask students to share their definitions, and record them on chart paper. Students should understand that melancolía means feeling “a thoughtful, gentle sadness” or “gloominess.” Explain that writers often choose precise words to describe emotions. Saying that “folks felt melancholy” gives the reader more specific information about their emotions than simply saying that they felt sad.

Organize students into small groups. Have students brainstorm words that express sad and happy emotions, such as afligido, desalentado, and con el corazón roto or frívolo, aliviado, and extático. Tell students to develop their own definitions or look the words up in a dictionary. Gather groups and have them record the emotion words and their definitions on the chart.

Connect and transfer. Say: Lapróximavezqueleansobreunpersonajedeltextofíjenseenpalabrasdeemociónespecíficasqueelautorusaparadescribircómosesienteelpersonaje.Sinoestánsegurosdelsignificadodelapalabrausenpistasdelcontextooundiccionarioparaaveriguarlo.




Confer with individual students to discuss their developing understanding of genre and word-solving strategies. Use the Reading Conference Note-Taking Form to help guide your conference.


Lesson Objectives

Students will:

• Review and summarize the features of the book and movie review genre.

• Make text-to-text connections.

• Build academic oral language and vocabulary through small-group and whole-group discussions.

Related Resources


Day Five


Revisit the week’s read-alouds to make text-to-text connections and provide opportunities for reader response. Use the suggested activities in the Benchmark Literacy Overview, or implement ideas of your own.


Synthesize and Assess Genre Understanding

Synthesize genre understanding. Ask students to work in teams to summarize what they now know about the book and movie review genre. Tell students that each group member should contribute an idea to the discussion and record that idea on a self-stick note. One student should be the group’s spokesperson.

Give students five to seven minutes to discuss and record their ideas.

Have each group’s spokesperson share his or her group’s ideas.

Invite each group to stick its notes to the chart paper, making sure to keep related notes together.

Self-assessment. Display the class Book and Movie Review anchor chart from Day 1. Ask each group to compare their group’s ideas to the information they recorded on the anchor chart on Day 1.

Ask: ¿Cómohaevolucionadosucomprensióndelgénerodelacríticaliterariaycinematográfica?¿Quésabenahoraquenosabíanantes?Encourage individual students to share their personal insights.

Connect and transfer. Ask: ¿Cómopuedenusarsunuevacomprensióndeestegénerolapróximavezqueleanunacríticaliterariaocinematográfica?¿Cómocreenquepuedenusarsuconocimientodelgéneroalahoradeescribir?

Make Connections Across Texts

Display Genre Workshop Poster 4, and give each group a copy of BLM 5.

Say: Estasemanahemosleídocríticasliterariasycinematográficas.Avecesenlaescuelaoenlosexámeneslespediránquehaganconexionesentrediferentestextos.Hoyvamosapracticarlasconexionesentrecríticasdecine yliteratura.




BeginningAllow beginning struggling readers to participate as active listeners in their groups.

Intermediate and AdvancedProvide sentence frames to help struggling readers contribute to their groups’ discussions. For example:

Unacaracterísticadelascríticasdelibrosycinees .

Lascríticasseparecenenque .

Lascríticassediferencianenque .

Day Five

Ask each group to compare and contrast the two reviews on the posters. Ask them to write their comparisons and contrasts on BLM 5.

Give students about five minutes to record their ideas. Then bring the groups together and have them share their ideas.

Challenge students to express their own opinions on these subjects:•¿Creenqueestascríticasfueronjustas?¿Porqué?•¿Quécríticafuedemásayudaalahoradedecidirquélibroleeroqué

películaveracontinuación?¿Porqué?

Connect and transfer. Say: Cuandocomparenycontrastendoscríticaspiensenencómoreflejacadaunalascaracterísticasdelgénero.¿Lesdioelescritorunabuenadescripcióndellibroylapelícula?¿Lesfacilitóevidenciaconvincentequeleshicieradecidirsileerellibrooverlapelícula?




Ask students to reflect on what they have learned about the book and movie review genre. Use the Reading Conference Note-Taking Form to help guide your conference.

Documents

Unit 9/Week 2 at a Glance - Benchmark Education …blresources.benchmarkeducation.com/pdfs/G5U9W2_Instrctn_sp.pdf · Unit 9/Week 2 at a Glance ... ¿Y una obra de teatro? ¿Una receta?