TEKS para las lecciones.
Read the story first 25 pages. For fluency and cultural
understanding.
4.7) Reading/fluency. The student reads with fluency and
understanding in texts at appropriate difficulty levels.
(4.10)
Reading/comprehension. The student comprehends selections using a variety of
strategies.
(4.14) Reading/culture. The student reads to increase knowledge of
his/her own culture, the culture of others, and the common elements of cultures.
Students will summarize the story up to page 25 through the use of a
mural.
(4.25) Viewing/ representing/ production. The student produces visual
images, messages, and meanings that communicate with others.
(4.10) Reading/ comprehension. The student comprehends selections using a
variety of strategies.
On page 25 stop
reading and write your own ending for the story
§110.6. English Language Arts and Reading (4.22) Writing/connections. The student interacts with writers inside and outside the classroom in ways that reflect the practical uses of writing.
Add appropriate pictures for the student made ending.
(4.25) Viewing/
representing/ production. The student produces visual images, messages, and
meanings that communicate with others.
Students will read the endings of their classmates and vote on
their favorite 3 endings.
(4.20) Writing/evaluation.
The student evaluates his/her own writing and the writings of others.
++++Make a graph depicting how the class voted, first straight out
student for student, then by girls and boys, by literature group, showing how to
color code the side by side bars of the graph.
(4.13) Probability and
statistics. The student solves problems by collecting, organizing,
displaying, and interpreting sets of data.
Make a graph depicting the class’ views as to what the outcome of
the story will be.
(4.10) Reading/
comprehension. The student comprehends selections using a variety of
strategies.
(4.13) Probability and
statistics. The student solves problems by collecting, organizing,
displaying, and interpreting sets of data.
Students will read the rest of the story.
Students will finish their mural of the story summary.
Decide which picture in the story does not belong and draw your own
picture in its place.
(4.24) Viewing/
representing/ analysis. The student analyzes and critiques the significance
of visual images, messages, and meanings
(4.25) Viewing/ representing/
production. The student produces visual images, messages, and meanings that
communicate with others.
Write a letter to the author pointing out the problem with one of
the pictures.
(4.24) Social studies
skills. The student uses problem-solving and decision-making skills, working
independently and with others, in a variety of settings.
(4.22) Writing/
connections. The student interacts with writers inside and outside the
classroom in ways that reflect the practical uses of writing.
Students will read informative texts on the topic of El Salvador.
http://www.looksmart.com/eus1/eus317836/eus317916/eus559898/eus560125/eus560156/eus560160/eus562116/r?l&
(4.13) Reading/ inquiry/
research. The student inquires and conducts research using a variety of
sources.
Estimate the distance between points including San Salvador and
Houston. Later graph the distances between different places going out from
Houston.
(4.6) Geography.
The student uses geographic tools to collect, analyze, and interpret data.
Graph the differences in time it would take to go from Houston to San
Salvador by Plane, Bus, Boat, Horse and on Foot. AS well as the cost difference.
(4.12) Measurement.
The student applies measurement concepts.
(4.13) Probability and
statistics. The student solves problems by collecting, organizing,
displaying, and interpreting sets of data.
(4.6) Geography. The
student uses geographic tools to collect, analyze, and interpret data.
Graph the variance in average income between American countries
including the US and El Salvador –3 others of their choice.
(4.14) Economics. The
student understands how Texas, the United States, and other parts of the world
are economically interdependent.
Students will re-write the story from the perspective of the thieves.
(4.15) Writing/purposes.
The student writes for a variety of audiences and purposes, and in a variety of
forms.
Students will form 3 groups, one with the task of defending the
actions of the thieves and the other the duty of prosecuting the two bandits and
the last group acting as jury.
(4.18) Citizenship. The
student understands the importance of voluntary individual participation in the
democratic process.
Students will draw one brochure to promote tourism to El Salvador and
another to warn of its dangers.
Student will construct a graph of their choice pertaining in some
way to the story.
(4.13) Probability and
statistics. The student solves problems by collecting, organizing,
displaying, and interpreting sets of data.
Students will construct Venn diagrams of the similarities and
differences between life in the US and El Salvador. (school…)
(4.14) Reading/culture. The student reads to increase knowledge of his/her
own culture, the culture of others, and the common elements of cultures.
(4.4) Listening/ speaking/ culture. The student listens and speaks both to
gain and share knowledge of his/her own culture, the culture of others, and the
common elements of cultures.
Write about the time you were in a dangerous position or when you
were most scared or didn’t know what to do. Beginning with a story board and
finally to text.
(4.19) Writing/writing
processes. The student selects and uses writing processes for self-initiated
and assigned writing.
(4.25) Viewing/
representing/ production. The student produces visual images, messages, and
meanings that communicate with others.
Reread the story for pleasure. 4.7)
Reading/fluency. The student reads
with fluency and understanding in texts at appropriate difficulty levels.
(4.14) Reading/culture.
The student reads to increase knowledge of his/her own culture, the culture of
others, and the common elements of cultures.