Las Biografías,
BIOGRAPHY.
What is a biography?
A biography
is a text written about someone else's life (usually
someone famous).
Features of a biography, include:
Written in formal language
Use of compound and complex sentences, containing connectives.
Written in the past tense and usually written in chronological order (in time order)
Text split up into paragraphs (usually each paragraph will detail the events of each part of the person's life, for example: one paragraph to explain their childhood, one to explain their early adulthood etc.)
Dates included so that the reader knows what happened and when
Phrases such as: 'It is believed', 'It was thought', 'Many people claimed', 'There was a rumour that' etc. to show that history is based on stories that have been passed on over many years and some things cannot be stated as facts
Pictures and captions
Ask students to find information about Eric Carle´s life.
Wikipedia:
Born |
June 25, 1929 Syracuse, New York, U.S.A |
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Mother
Father
Died + |
Yohanna Oelschlaeger,
Erich W. Carle.
May 23, 2021 (aged 91) Northampton, Massachusetts, U.S.A
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Occupation |
Author, designer, illustrator. |
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Genre |
Children's picture books |
Books |
Eric Carle wrote over 70 books
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Spouse |
Barbara Morrison They got married in1973. Barbara Morrison died in 2015.
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Children |
2 |
Matching books and book covers
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https://www.youtube.com/watch?v=bOiw0zXQQBQ
GRADE |
FOURTH |
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LANGUAGE OBJECTIVE(S): |
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By the end of the lesson students will be able to read and understand biographies. |
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By the end of the lesson students will be able to read and understand biographies. |
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FUNCTION(S): |
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Describing actions and sequence. Expresing likes and dislikes, |
LANGUAGE CONTENT |
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Lectura: Las Biografías. |
EXPONENTS |
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The lion is stronger than the rabbit. |
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4th
grade E Las fichas temáticas con explicaciones. L La localización
de información en |
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Communication: telling about events in the past. |
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5th grade: O |
* La exposición de temáticas con apoyo de las fichas. * La narración de historias personales. |
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6th
g Communication Obtaining information using different |
LANGUAGE OBJECTIVE(S): |
By the end of the lesson students will be able to read and understand biographies. |
FUNCTION(S):
Describing actions and sequence
Expressing likes and dislikes.
Day 1
Warm Up
Greetings
What day is it today? What’s the weather like?
Draw a timeline on the bb. Ask sts to guess what they are going to talk about.
Start showing students pictures of a little boy, a little boy and his mother, a family, a building, a man and a little boy, a USA map
Students will have to match the pictures with the sentences given
Then students will have to guess
Working with a time-line.
Students will have to add events to the timeline.
Do you know who is the person?
Biography meaning.
Then show students the Eric Carle Bio
ERIC CARLE´S LIFE AND WORK.
https://www.youtube.com/watch?v=S0INNN6jh74
Talk about nature, plants, flowers
Family love. Mother, drawings and art
Meaning of Atellier, Value of Peace.
Introduce the character Caterpillar.different versions
Day 2
Show students Thinglink and how to follow the icons.
ask students if they can remember sth about Eric Carle’s life.
What happened to Eric?
He died last May, 2021.
He died..
"In the light of the moon, holding on to a good star, a painter of rainbows is now travelling across the night sky," Eric Carle, the US author of best-selling children's book The Very Hungry Caterpillar, has died aged 91.
He died last Sunday, his family said.
"In the light of the moon, holding on to a good star, painter of rainbows is now travelling across the night sky,"
a family statement said. Carle's most famous book, which tells the story of a ravenous caterpillar, was published in 1969 and has sold more than 50 million copies.
The simple but everlasting tale - just 224 words long - has been translated into 62 languages.
Carle's son Rolfe told the New York Times his father had died in Northampton, Massachusetts, of kidney failure.
BIOGRAPHY.
His name was Eric Carle. He was born in Syracuse, New York.
He was born in 1929, His Mother´s name was Yohanna.
His sister´s name was Clara. His friend´s name was Carlton.
With his father on the ship to Germany.
When he was 6 six years old, he moved to Germany
He graduated from the art school. His high-school in Germany.
With his children Cirsten and Rolf in1970.
His son Rolf. His sister Christa and her husband (esposo) Roland in 1988.
His
high-school in Germany.
https://www.timetoast.com/timelines/eric-carle-2fa7db81-3c87-4183-87ff-498832377d25
TIMELINE
Answer these questions
1.-What was his name?
2.- What was his job?
3.- When was he born?
4.-Where was he born?
5.-What was his Mother´s name?
6.- How old was he when they moved to Germany?
7.- What was his sister´s name?
8.- What was his friend´s name?
9.- What was his son’s name?
Day 3
Guided Reading:
Challenge students to think critically while reading The Very Hungry Caterpillar aloud.
Before opening the book, ask them to look at the cover and make some predictions.
What do they think the story is about?
What do they already know about caterpillars?
Read pages one through three to students and then stop, covering up page four.
What do the students predict now?
What types of food might the caterpillar be looking for?
Begin counting through the days and food items the caterpillar eats, stopping after the four strawberries.
Have students predict what the caterpillar might eat next.
Have they noticed the caterpillar’s favorite food group or picked up on the number pattern? Continue reading, and stop again after the caterpillar eats only one green leaf.
Ask students to predict what the caterpillar looks like after eating all that food!
After the caterpillar goes into his cocoon, stop again.
What happens while the caterpillar is in the cocoon?
After fi nishing the story, ask students to think about what would happen next if the book continued.
What adventures might the butterfly encounter?
Would he still be hungry? If so, what would he eat?
• Science: Discuss the concept of metamorphosis with your students.
Focus on defi ning unfamiliar vocabulary.
Explain what a cocoon is, what caterpillars and butterfl ies actually eat, and which species live in Salto?.
• Math: Practice counting with The Very Hungry Caterpillar! Complete the counting exercise on the back of the poster
. Then return to the book and reread the section where the caterpillar eats an increased number of fruits each day.
After the fi ve oranges, make believe the caterpillar kept eating in sequence and go around the room, giving each student the chance to call out the next number and what type of food the caterpillar might eat (for example: six bananas, seven cookies, etc.).
• Thinking Exercises: Encourage students to think critically while still having fun.
Ask them to complete the remaining four activities on the back of the poster to see how they follow directions and pay attention to details.
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THE VERY HUNGRY CATERPILLAR.
Objective
Sequencing refers to the ability to understand and talk about a story as an ordered series of events.
This lesson is designed to introduce this skill to primary students using the book The Very Hungry Caterpillar by Eric Carle. In this lesson plan, students discuss events at the beginning, middle, and end of the story, and then sequence the events.
For students to be able to successfully sequence events in a text, they should have some understanding of time sequence within a larger context of the beginning, middle, and end of a story. They should be able to determine the order of events in a story and thereby understand the author's purpose.
Materials
The Very Hungry Caterpillar, by Eric Carle
A chalkboard, whiteboard, or chart paper to record information from the text
Blank paper, pencils.
Procedure
Hook/Engagement
Tell students that they will learn about the beginning, middle, and end of a story. Have them identify the beginning, middle, and end of common things, such as:
A school day
How a caterpillar becomes a butterfly
Sounds in words such as: cat
Songs during a favorite cartoon episode.
A football game
For example, students might explain that at the beginning of the day the lunch count is taken, at the middle of the day, students eat lunch, and then at the end of the day students pack their backpacks.
Have students draw pictures that illustrate events from the beginning, middle, and end of their day.
Discuss how there may be more than one event that can be classified as the beginning, middle, or end, and how some endings are really the beginning of a new process. You might also talk about how certain words and phrases in a story give clues about whether it is at the beginning, middle, or end.
Give students this list and ask them to tell where these words and phrases would be found—at the beginning, middle, or end.
Word or Phrase
Where in the Story
Once upon a time...
beginning
The End
They lived happily ever after.
The next day...
After several months...
Finally...
Another version of a table could look like this:
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Beginning
Middle
End
Once upon a time...
The next day...
They lived happily ever after.
Henry was born...
After several months...
In the end...
Vocabulary
Caterpillar-the larva of a butterfly or moth
Measurable Objectives
Explain to students that they will be discussing what happens at the beginning, middle, and end of the story. At the end of the lesson, you will ask them to tell what happens at the beginning, middle, and end of the story so that you will know whether they have learned what you want to teach them.
Focused Instruction
Introduce the book by asking students to consider the title.
Ask, "What do you think a very hungry caterpillar eats?" and allow students an opportunity to share their ideas.
Begin reading the book to your class. As you read, pause to identify the parts of the text. For instance, before reading the first page say,
"Let's see what happens at the beginning of the book."
When you get to the part where the caterpillar begins to eat you might say, "Here comes the middle of the story."
Finally, as the caterpillar builds his cocoon you might wonder aloud, "I think this is the ending of the book."
After you have read the book, draw a three-column chart on the board or chart paper, with the column labels, "Beginning," "Middle," and "End." Since you are modeling this for students, think aloud and go back through the book to do a picture walk while you say something such as,
"What happened at the beginning of The Very Hungry Caterpillar? Well, in the beginning, there was an egg. The caterpillar was born in the beginning of the story.
Let's see. I'll look back at the book to find out what else happened at the beginning of the story. At the beginning of the story, it was Sunday."
Record these ideas in the "Beginning" column of your chart.
There was an egg.
The caterpillar was born.
It was Sunday.
Guided Practice
Complete the next part of the chart with students, asking the question,
"What happened in the middle of the story? What happened at the end of the story?" If a student offers an idea that fits better in another section of the chart, you might reply with a comment such as, "Oh, I remember that part, too.
Let's find that illustration in the story. Here it is, near the end of the book. I think it would be great to add that to the 'end' section of our chart." By the end of the discussion, your chart should include some of the following ideas:
Beginning
Middle
End
The caterpillar was born and was hungry.
Each day the caterpillar ate a little more than the day before.
The caterpillar changed into a butterfly.
Be sure to review the sequence of the days of the week and review which days are at the beginning, middle, and end of the week, understanding this is somewhat arbitrary.
Independent Practice
For independent practice, have students identify events in the beginning, middle, and end of the story, writing a sentence and drawing a picture for each section. An extension activity is to create a collaborative book,
The Very Hungry Animal. Students can choose another animal to write about, and decide what the animal eats each day of the week, and explain what might happen when the animal is full. The class can be separated into three groups to form "Beginning," "Middle," and "End" groups. Be specific about where the groups will start and stop their portions of the story. For instance, the "Beginning" group could start the story with the raccoon being born or appearing at the edge of the forest.
The "Middle" group could write about what the raccoon ate on each day of one week. The "End" group could write about the raccoon falling asleep and then waking up larger than it was a week before.
Assessment
One way to assess student understanding of the sequence of a story is to choose a different, familiar book and ask students to identify the beginning, middle, and end of that story. You can strengthen students' understanding of these ideas by focusing on the beginning, middle, and end of a familiar event, such as the school day, and ask students to describe it using these terms.
THE VERY HUNGRY CATERPILLAR
https://www.youtube.com/watch?v=75NQK-Sm1YY
BROWN BEAR, BROWN BEAR, WHAT DO YOU SEE?
https://www.youtube.com/watch?v=WST-B8zQleM
ERIC CARLE´S LIFE AND WORK.
https://www.youtube.com/watch?v=S0INNN6jh74
bio
Papa please get the moon for me
https://www.youtube.com/watch?v=bOiw0zXQQBQ
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Baby Bear , Baby Bear What do you see?
https://www.youtube.com/watch?v=_AsyrAc9Txw
https://kids.britannica.com/kids/article/Eric-Carle/602798
1. Read aloud the picture book The Very Hungry Caterpillar by Eric Carle.
Ask students if they remember the picture book The Very Hungry Caterpillar by Eric Carle. Invite students to describe what the book is about. Then read the book aloud to the class.
2. Have students complete a diagram of the life cycle of a butterfly.
Distribute a copy of the worksheet Cycle Diagram to each student. Have students complete the worksheet independently by labeling the four stages in a butterfly's life cycle. Then have a whole-class discussion about butterflies and how they change during their lives. Ask: Does the Eric Carle book tell all about what really happens, or is it just a story?
3. Watch a video from Great Migrations.
Tell students that they will watch a time-lapse video of a butterfly actually going through its life stages. Make sure they understand they will be able to watch the whole process happening; it will appear to be happening much faster than it actually does. Encourage students to, as they watch, think about the picture book and what is the same and different about the video and the book. Show students the video “Monarch Life Cycle.” Allow students time to adjust the labels in their Cycle Diagram, as needed.
4. Compare and contrast the video and the picture book.
After students watch the video, discuss the similarities and differences between the video and the book. If needed, show the video a second time or click through the Butterfly Life Cycle.
5. Have students create their own picture book about the life cycle of a butterfly.
Provide each student with several sheets of blank paper folded into fourths to create a picture book. Explain to students that they will create their own version of The Very Hungry Caterpillar. . Display the picture book in the classroom where students can easily see it. Encourage students to include new science terms, more accurate pictures, descriptions of behavior, and other details from the video in their own versions.
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