Teaching Plan EDL Level

50

Guided Reading Level

U

Lexile Measure ®

920L

What would it feel like to be alone for a long time? Would it be hard to do something dangerous by yourself? The book Viajeros solitarios describes the amazing solo adventures of Ellen MacArthur, Helen Thayer, Steve Fossett, and Robyn Davidson.

Nonfiction Genre • Biography Nonfiction Features • Captions • Contents • Diagrams • Headings • Labels • Maps • Sidebars • Timeline Text Structure • Cause and Effect • Description • Explanation

Vocabulary • aventureros • helio • yates • navegar • circunnavegar • altitud • cesta • caminar Comprehension • Compare and Contrast Writing • Write a biography.

Content Area Connections: Geography • Understand different climates and environments around the world. • Identify the achievements of significant explorers.

Curriculum Support You may want to introduce Viajeros solitarios while teaching the following social studies topics: • Historical adventures • World climates and environments

1 Introduce the Book Introduce the Nonfiction Genre: Biography • Display the cover, and read the title and the author’s name. Explain that biographies are written to provide information about a person’s life. The subject of a biography is often someone who made a significant contribution to society or to their area of expertise, or someone who overcame great personal obstacles.

• Tell students that authors use facts about the person and usually arrange the facts in chronological order.

• Explain that text, photographs, captions, quotations, maps, and a timeline may be used to convey information.

Introduce Vocabulary You may want to introduce the following words and concepts before reading:

• aventureros: gente que tiene experiencias emocionantes y poco usuales

Nonfiction Text Features • Diagram, labels: Point out the diagram on page 21. Explain that a diagram shows how something is made or how it works. The labels on this diagram show each part of the Spirit of Freedom, a special helium balloon.

• Maps: Have students turn to the map on page 29. Explain that a map illustrates geographical features such as continents, oceans, and mountains. The compass rose on the map indicates directions.

• Timeline: Point out the timeline on pages 30–31. Explain that a timeline shows information in time order and often expands on information in the main text. Show students how to follow the arrows to read the events in chronological order.

• Index: Have students find the index on page 32. Point out that the index lists topics and subtopics from the text in alphabetical order. It also provides page references that tell where the information can be found.

• helio: un gas muy ligero que no arde, el cual se usa por lo general en globos aerostáticos

• yates: botes para navegar, de paseo o en competencias de velerismo

• navegar: dirigir y controlar la dirección de un barco o avión

• circunnavegar: navegar o volar alrededor del mundo • altitud: altura por encima de la Tierra • cesta: un compartimiento o canasta que cuelga debajo de un globo aerostático en donde pueden ir los pasajeros y el equipo

• caminar: ir andando de un lugar a otro Preview and Predict • Have students look again at the cover photo and flip through the book to preview the photographs, maps, and other graphics. Ask them to read the contents on page 3.

• ¿Qué crees que significa el título Viajeros solitarios? ¿De cuántas personas trata este libro? ¿Qué crees que estas personas tenían en común?

Activate or Build Background • Display a map of the world. Point to the Australian desert and the North Pole. Invite students to discuss what they know about the climates and environments of these areas. Have students identify difficulties that a traveler might encounter in these places.

• Trace a route around the world, beginning and ending in your state. Ask students to guess how long it would take to travel this distance by water and by air.

• As students read, ask them to imagine what it would be like to set out on a long and difficult journey alone.

2 Read the Book SET THE PURPOSE pages 3–5 Focus Attention As students read this section, encourage them to find out how and where each of these solo adventurers traveled.

Vocabulary aventureros, helio

GUIDE THE READING

• ¿Por qué crees que a alguien le gustaría esquivar icebergs, esquiar a través de mares congelados, volar en globos o caminar en un desierto muy caliente? Make Judgments

• ¿Conoces a alguien que haya realizado viajes largos o difíciles solo? Make Connections

• ¿Cuáles son algunas de las dificultades que los aventureros de este libro pudieron haber enfrentado? Predict

FOCUS ON NONFICTION FEATURES

• Point out the contents on page 3. Explain that the contents helps readers understand the organization of the text. ¿Cómo está organizado este texto?

• Direct students’ attention to the map on pages 4–5. ¿Qué tipo de información presenta este mapa? ¿Cómo sabes cuál ruta tomó cada aventurero?

pages 6–11 Focus Attention Before reading this section, ask students to generate three questions about Ellen MacArthur that the text might answer. Write the questions on the board so students can keep them in mind as they read.

Vocabulary yates, navegar

GUIDE THE READING

• Identifica los sucesos importantes en la vida de Ellen MacArthur, desde su infancia hasta su decisión de competir en la regata Vendée Globe. Sequence of Events

• ¿Cuáles son algunos de los problemas que Ellen tuvo durante la competencia y cómo los resolvió? Summarize

• ¿Por qué crees que mucha gente alrededor del mundo ha seguido las aventuras de Ellen? Make Inferences

FOCUS ON NONFICTION FEATURES

• ¿Cómo se relaciona la columna lateral de la página 9 con el tema de la competencia de Ellen? • Point out the featured text in the circle on page 10. ¿Cómo se resalta el texto destacado del texto principal? ¿Qué es el texto destacado? ¿Por qué lo incluyó el autor?

• Point out the map on page 11. Usa este mapa para seguir la ruta de Ellen alrededor del mundo. Identifica los océanos que cruzó durante su viaje.

pages 12–17 Focus Attention As students read the next section, ask them to keep in mind the similarities and differences between Ellen MacArthur and Helen Thayer.

Vocabulary circunnavegar

GUIDE THE READING

• ¿Cómo se desarrolló el sueño de Helen? ¿Qué suceso ayudó a Helen a decidirse a hacer un plan para alcanzar su sueño? Identify Main Idea/Details

• ¿Cómo describirías la relación de Helen con su perro Charlie? Synthesize • Ask students to reread the last paragraph on page 17. ¿Crees que la visión de Helen de su experiencia le ayudó a tener éxito en su viaje solitario? Explica tu respuesta. Make Inferences

FOCUS ON NONFICTION FEATURES

• ¿Cómo te ayuda el pie de foto de la página 14 a entender los peligros que enfrentó Helen? • Point to the map on page 17. ¿Cuál es el título de este mapa? ¿Qué representa el área azul y blanca del mapa? ¿Sobre qué caminó mayormente Helen? ¿De qué manera este mapa te ayuda a entender por qué el viaje de Helen era peligroso?

pages 18–23 Focus Attention Have students recall the types of journeys that Ellen and Helen took. Ask students to think about how the journey in this chapter, “Aventura aerotransportada” will be different from the other journeys.

Vocabulary altitud, cesta

pages 24–31 Focus Attention As students read this section, ask them to think about how Robyn Davidson must have felt during her journey.

Vocabulary caminar

GUIDE THE READING

• ¿En qué se parecen el amor por la aventura de Helen Thayer y el de Steve Fossett? Usa detalles del texto para apoyar tu respuesta. Compare and Contrast

• En tus propias palabras, describe brevemente los primeros cinco intentos de Steve de volar un globo alrededor del mundo. Summarize

• ¿Qué te dice la aventura de Steve acerca de su personalidad? Make Judgments FOCUS ON NONFICTION FEATURES

• Point out the subheading on page 19. ¿En qué se diferencia esto del título de la página 18? ¿Cuál es su propósito?

• Have students use the diagram on page 21 to describe the parts of a hot-air balloon and their functions.

GUIDE THE READING

• ¿Por qué crees que a Robyn le tomó tanto tiempo prepararse para su viaje? Draw Conclusions

• ¿Cómo afectó su viaje solitario el conocimiento y entendimiento de la Tierra que Robyn tenía? Identify Cause and Effect

• ¿Qué características de personalidad comparte Robyn con los otros aventureros sobre los que leíste? Synthesize

FOCUS ON NONFICTION FEATURES

• ¿Cómo te ayuda la fotografía de la página 28 a entender mejor el texto principal? • Draw attention to the timeline on pages 30–31. ¿Cuál es el propósito de esta línea cronológica? Compara y contrasta los logros de Amelia Earhart y los de Kay Cottee.

ESL/ELL Strategy Have students look through the book to find different modes of transportation. Help students with the English words sailboat, camel, skis, sled, balloon, and helicopter. Have students illustrate and label each of these words to include in a picture dictionary as a reference. Students may wish to add other modes of transportation to their dictionary as they are encountered.

Reread the Book • After students reread the text, have them use the Venn diagram on the back cover to summarize ways that two of the adventurers are alike and different.

• Discuss the book’s organization. ¿Cómo te preparó el primer capítulo para lo que ibas a leer? ¿Por qué el autor terminó el libro con una línea cronológica?

• Ask students which of these adventures they would like to have had and then discuss places where students might like to travel alone. Encourage them to give reasons for their answers.

Answers to Student Book Questions 1. Menciona hechos de gente real en orden cronológico. 2. Las respuestas variarán pero pueden incluir: Valentía, determinación y espíritu aventurero. 3. Parecen: Ambos viajes se originaron de intereses que se desarrollaron al inicio de sus vidas y requirieron determinación, destreza y valentía para completarlos. Diferencian: Ellen navegó sola alrededor del mundo; Helen esquió

al Polo Norte Magnético con la ayuda de su perro Charlie. 4. Las respuestas variarán pero pueden incluir: Conocimiento y experiencia para navegar sola; destrezas sobre navegación, carpintería, reparaciones generales, lectura de las condiciones climáticas, salud, tomar siestas pequeñas, cocinar cosas básicas, y así sucesivamente. 5. Las respuestas variarán.

3 Learn Through the Text Social Studies: Climate’s Effect on Adventure Use Viajeros solitarios to reinforce your teaching about climates.

• Help students define climate as “el clima en general de un area.” Explain that climate data includes average temperatures, temperature ranges, and average precipitation.

•

Discuss decisions made by Helen Thayer and Robyn Davidson that were affected by climate.

• Have students use the Internet or library resources to find and record the average temperatures and average precipitation for the areas explored by Helen and Robyn.

• Using their data, have groups of students design climate maps for the regions where Helen and Robyn traveled. Display the maps in the classroom for future reference.

WRITING

COMPREHENSION: Compare and Contrast • Remind students that when they compare and contrast two things, they note ways in which the two things are alike and different.

• Explain to students that a Venn diagram can help them compare and contrast two things.

• Draw a blank Venn diagram on the chalkboard. Label one circle El viaje de Ellen and the other one El viaje de Steve. Label the overlapping part Ambos.

• Have students write one fact that is only true about Ellen MacArthur’s journey in the El viaje de Ellen circle. Then have them write one fact that is only true about Steve Fossett’s journey in the El viaje de Steve circle. Ask them to write something that is true about both journeys in the overlapping part. Have students then add additional facts to the diagram.

Write a Biography

Have students use what they have learned about biographies to write the biography of a hero.

• Have students brainstorm a list of contemporary or historical figures they consider to be heroes. Have them provide one reason for each name listed.

• Tell students to choose one name from the list and then use library and Internet resources to research their subject. Suggest that students organize their notes into an outline. Remind them that a biography is usually written in chronological order.

• After students have completed a first draft, have them revise their work using a writing checklist:

✓ ✓ ✓ ✓ ✓ ✓

Escribió una buena introducción. Puso los sucesos en orden. Se enfocó en la idea principal. Usó verbos descriptivos. Varió la longitud de las oraciones. Usó la gramática, ortografía y puntuación correctas.

• Encourage students to add photographs and other visuals to their final drafts.

• Plan a classroom Día de las héroes and invite parents or another class to attend. Encourage students to wear costumes or make props that tell about the subject of their biography. Have students read their biographies aloud to the audience.

Viajeros solitarios Organizador gráfico Nombre Usa el diagrama de Venn para comparar a dos aventureros. En las partes de afuera, escribe en qué se diferencian. En la sección del centro, escribe en qué se parecen.

Aventurero 1:

Aventurero 2:

Ambos

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