por Claudia Lee-Ottman
Hemos identificado que estos textos son buenas opciones para relacionarlos con temas similares, recursos literarios, temas o estilo de escritura. Complemente su lección con una o más de estas opciones y desafíe a sus estudiantes a comparar y contrastar los textos. Para asignar un texto relacionado, haga clic en el texto para ir a su página y haga clic en el botón "Asignar Texto".
- BirdBrain History
“Northeast Natives” is an informational text that invites readers to imagine how they would explore the villages and lives of America’s pre-Columbian northeast natives.Pair “Northeast Natives” with “Sailing to San Blas” and ask students to discuss how both texts explore indigenous populations. How do the descriptions provided in “Northeast Natives” compare with Claudia Lee-Ortman’s experience? How might the information in “Northeast Natives” support why the Kuna Indians don’t want to see their land sold to non-Kuna people?
After Hours in Kindergarten
- Kim Roberts
In Kim Roberts’ poem “After Hours in Kindergarten,” a speaker describes looking at art projects for during a school’s geography week.Pair “After Hours in Kindergarten” with “Sailing to San Blas” and ask students to discuss the different ways that children learn about the world. How do you think learning about different places in school compares to visiting them? Do students think it is better to learn by experience or through textbooks? Why or why not?
Move to the Beat
- Colin Hickey
In the informational text “Move to the Beat,” Colin Hickey discusses a West African musician who teaches kids about music by playing for them.Pair “Move to the Beat” with “Sailing to San Blas” and ask students to discuss how both texts explore how people learn about other cultures. How does Jordan Messan Benissan think kids can best learn about West African music? How does this compare to how Claudia Lee-Ortman decides to educate her children about the Kuna Indians’ culture?
- Heidi Ayarbe
In the informational text “Judica’s Jungle,” Heidi Ayarbe discusses a village located along the Napo River in the Amazon.Pair “Sailing to San Blas” with “Judica’s Jungle” and ask students to discuss how in both texts people learn about a new culture. What does Claudia Lee-Ottman’s family learn from the Kuma Indians they visit? What do the visitors in “Judica’s Jungle” learn when they come to Urco Miraño? How are the visitors received in both texts?
On the Roof of the World
- Benjamin Koch
In the informational text “On the Roof of the World,” Benjamin Koch discusses his experiences staying with the Tibetan nomads and what he learned from them.Pair “Sailing to San Blas” with “On the Roof of the World” to provide students with another text about learning about a different culture. What did Claudia Lee-Ottman and her family learn when they visited the Kuna Indians? How does this compare to what Benjamin Koch and his friends learned when they stayed with the Tibetan nomads? How do both texts explore how one can learn about another culture?
- Peter McDonnell
In the informational text “Into Africa,” Peter McDonnell provides information about the diverse environment and communities in Africa.Pair “Sailing to San Blas” with “Into Africa” and ask students to discuss the different ways people live around the world. Why is it important to learn about the different ways people live and their cultures?
Home Sweet Home
- Sarah J. Bell
In the informational text “Home Sweet Home,” Sarah J. Bell describes the different types of houses Native Americans built hundreds of year ago.Pair “Sailing to San Blas” with “Home Sweet Home” and ask students to discuss how the different groups of people described in the two texts live. How does the author describe the Kuna Indians’ homes in “Sailing to San Blas”? How do their homes compare to the houses Native Americans built hundreds of years ago? Ask students to discuss how the lifestyles described in the two texts differ from their own.