Teaching Plan. Sabores de Estados. Unidos gives a brief overview of the many ethnic foods brought to this country by immigrants,

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1 Teaching Plan EDL Level 40 Guided Reading Level S Lexile Measure 820L Sabores de Estados Unidos gives a brief overview of the many ethnic foods brought to this country by immigrants, as well as local and native foods of the United States. The book explains why certain foods and dishes are associated with different areas of the United States. Nonfiction Genre Informational Text Nonfiction Features Captions Contents Featured Text Glossary Headings Labels Maps Sidebars Timeline Text Structure Cause and Effect Enumerative Sequential autóctonos inmigrantes recetas ingredientes criolla cajún briquetas próspera Comprehension Summarize Writing Write an informational text. Content Area Connections: History Understand ways that people use natural resources. Identify the contributions of various groups to the United States. Curriculum Support You may want to use Sabores de Estados Unidos when teaching the following social studies topics: Human adaptations to the environment Contributions of various racial and ethnic groups Cross-Text Reading Cruzando fronteras: Relatos de inmigrantes, an iopeners Grade 4 social studies title

2 1 Introduce the Book Introduce the Nonfiction Genre: Informational Text Show students the book cover, and read the title and the author s name aloud. Explain to students that some informational texts are written to classify and report on things in the natural and social world. Point out that topics in an informational text are often grouped together so they can be easily categorized, compared, or classified. Tell students that informational texts usually include illustrations with captions, chapter and section heads, maps, and even timelines to help readers understand the information. Nonfiction Text Features Featured text: Use page 4 to point out an example of featured text. Explain that featured text, like a sidebar, is usually set off from the main text in some way. The featured text in this book provides short, interesting facts about food. Sidebars: Draw students attention to the sidebar on page 5. Explain that sidebars give the reader additional information related to the main text. Sidebars are often separated from the main text by a rule or a tint box. Maps: Have students look at the map on page 6. Explain that maps sometimes show the boundaries between areas of land. Add that maps often include map keys to explain what the different symbols mean. In this particular map, food icons are included to indicate which foods are most plentiful in each region. Timeline: Draw students attention to the timeline on pages Point out that the dates are arranged in chronological order. Explain that the dates and statements on the timeline summarize some important events related to food in the United States. This timeline also includes illustrations, which give the reader additional information about the time period. Preview and Predict Encourage students to skim the book to preview the headings and illustrations. Direct students attention to the contents, and ask them to read it. Echar un vistazo a las fotografías e ilustraciones y leer la página de contenido y los títulos, te ayudó a tener una idea de qué trata este libro. Qué crees que podrías aprender acerca de las comidas y las diferentes regiones de Estados Unidos al leer este libro? Introduce You may want to introduce the following words and concepts before reading: autóctonos: que ocurren naturalmente en una región dada; que son nativos de un área inmigrantes: gente que se establece en otro país recetas: conjuntos de instrucciones para preparar algo de comer ingredientes: elementos que componen una mezcla criolla: preparada al sofreír o saltear tomates, pimientos, cebollas y especias cajún: preparada con pimientos dulces y picantes, cebollas y especias sazonadas briquetas: bloques hechos de polvo de carbón que se usan como combustible próspera: que tiene éxito, que progresa o florece Activate or Build Background Ask students what their favorite foods are and family specialties. Begin a list of foods on the chalkboard. Ask students how they came to like these particular foods. Point out that everyone in the world has special foods they like to eat. If students mention a favorite food that you know originated in another country, mention that people in that country liked that food so much that they continued to make it in the United States. That way, other people in the United States learned to enjoy it, too. Lead the discussion toward certain foods common in your area that reflect your geographical location. Tell students that in this book they will find out more about the reasons certain foods are connected to the history and geography of certain areas of our country.

3 2 Read the Book SET THE PURPOSE pages 3 10 Before reading the section on the Northeast, have students discuss details about its location. Invite students to guess what foods might be easy to find there. Have students find out what foods are popular in the Northeast. autóctonos, inmigrantes, recetas, ingredientes pages As students read, ask them to compare the foods people eat in the Southeast to the foods people eat in the Northeast. Also suggest that students list three ingredients that are found in both kinds of cooking. criolla, cajún, briquetas pages Ask students to look at the foods on the map on page 15 and predict why these foods might be popular in the Midwest. Have students read to check their predictions. Por qué razones la gente de Estados Unidos disfruta de muchos tipos de alimentos? Identify Cause and Effect Los indígenas norteamericanos ayudaron a los colonos peregrinos de muchas maneras. Por qué crees que los peregrinos necesitaron la ayuda de los indígenas norteamericanos para aprender a cazar, pescar y cultivar la tierra? Make Inferences Por qué crees que la pizza es una comida favorita de los estadounidenses? Synthesize Observa el mapa de la página 3. Por qué Alaska y Hawai están en los cuadros a la izquierda? A qué región o regiones pertenecen estos estados? Cómo lo sabes? Point out the illustration on page 7. Qué información adicional te da esta ilustración acerca de los peregrinos y los indígenas norteamericanos de los años 1600? Qué sería diferente en tus comidas si vivieras en Florida, junto al océano, en vez de vivir en Kentucky? Synthesize Haz una lista de comidas autóctonas del Sureste. De qué manera crees que el clima influenció los alimentos de esta región? Classify/Categorize Cómo cambiaron los estilos de cocina y la preparación de comidas con el transcurso del tiempo? Por qué? Compare and Contrast Mira el pie de foto de la página 11. Te da un resumen de la información del texto principal o te da información nueva? Qué aprendiste de las columnas laterales de la página 14? Por qué crees que la autora incluyó esta información fuera del texto principal? Qué sucesos contribuyeron a las comidas y tradiciones de panadería del Medio Oeste? Identify Main Idea/Details Por qué los pioneros pudieron saber al llegar al Medio Oeste que el trigo y otros granos crecerían donde antes sólo había bosques? Synthesize De qué manera crees que la invención del refrigerador cambió los estilos de comidas y su modo de preparación? Make Inferences Look at the map on page 15. Cuántos tipos de rótulos puedes encontrar en este mapa? Qué te dicen? En qué se diferencian? Para qué se usaban las Grandes Llanuras antes de utilizarlas para producir trigo? Cómo lo sabes?

4 pages Review with students what foods are eaten in the Northeast, the Southeast, and the Midwest. As students read this section, suggest they pay attention to whether any of these foods are also popular in the Southwest and, if so, why. Muchas comidas del Suroeste son una mezcla de la cocina mexicana, española y pionera. Escribe en orden cronológico tres sucesos que influenciaron la comida del Suroeste. Sequence of Events Por qué una carreta de provisiones necesitaría llevar suficiente equipo de cocina y provisiones para que durara durante todo un traslado de ganado? Make Inferences Qué generalización harías acerca de la comida Tex-Mex? Generalize Point out the featured text on page 22. Qué información te da este texto destacado que no encuentras en el texto principal? De qué manera este texto destacado te ayuda a comprender cómo los vaqueros sobrevivían largas travesías sin disponer de alimentos frescos? Qué rótulos puedes encontrar en esta sección? Qué te dicen acerca de la comida del Suroeste? pages As students read about foods in the West and foods of today, ask them to pay attention to whether new foods are still being introduced into the United States today. próspera Al Medio Oeste se le llamó la canasta de pan de Estados Unidos. Por qué a California se le podría llamar el tazón de ensalada de Estados Unidos? Synthesize En qué se parecen y en qué se diferencian las comidas de las cinco regiones? Por qué? Compare and Contrast Usando tus propias palabras, haz un resumen de lo que aprendiste acerca de los tipos de comidas que la gente disfruta hoy día en todo Estados Unidos. Summarize Observa con atención la línea cronológica de las páginas Crees que es un resumen de los puntos principales del libro? Por qué? De qué manera están organizadas las entradas en el glosario? Cómo te ayudaría esto a encontrar la definición de una palabra rápidamente? ESL/ELL Strategy Ask ESL/ELL students to choose one of the foods mentioned in the book and describe it to a partner or a small group. Suggest that students choose a food that reflects their own ethnicity. Also encourage them to illustrate the food or how they prepare it, and share their illustration with their partner or group. Reread the Book Have students work in pairs to reread the book and fill in the graphic organizer on the back cover. Then have each group use this information to summarize the book. Discuss the way the book is organized. De qué manera está organizada la información? Crees que fue una buena manera de presentar la información de este libro? Por qué? Invite students to discuss which kinds of foods mentioned in the book they would like to try. Also ask them to think about how an increase in pollution and population has changed what we eat. Answers to Student Book Questions 1. Porque la línea cronológica es una manera fácil de resumir algunos de los sucesos principales del libro. 2. Porque necesitaban comida durante sus viajes y querían los alimentos preparados como estaban acostumbrados. 3. Las respuestas variarán pero pueden incluir: Los gustos de la gente y los ingredientes disponibles cambian constantemente. 4. El libro me dice que la gente de otras épocas vivía una vida más simple y no tenía los lujos y opciones que tenemos hoy día. 5. Las respuestas variarán.

5 3 Learn Through the Text SOCIAL STUDIES: Human Adaptations to Environment Use Sabores de Estados Unidos to discuss various ways in which people use natural resources. Recall with students that the first people in certain regions of the United States used as their main food sources plants that grew naturally in the area, the fish and seafood in nearby waters, and animals that lived in the area. Have students look again at the map on page 3 to identify the region they live in. Invite students to speculate about what the first people to move into your region would have done to shelter, feed, and clothe themselves with what was available in the region. Ask questions such as Qué tipos de refugios hubieran sido apropiados para la nieve y frío de nuestros inviernos? or De qué manera la gente cosecharía alimentos en el desierto caliente de nuestra región? COMPREHENSION: Summarize Explain to students that summarizing something they have read can help them remember and understand the most important points. Tell students that a summary is much shorter than the book. The summary should include only the most important ideas. Make sure students realize that a summary should always be in their own words. That will help them remember the main points better. Work together with students to write a group summary of the chapter about the region in which you live. Begin by having students write one sentence that describes the main idea of each paragraph. Then have students read those sentences and combine several to make the summary even shorter. WRITING Write an Informational Text Encourage students to use what they have learned about informational texts to write a newspaper article about foods in their own community. Help students brainstorm information about the history of their region that might add to the information already covered in the book. Lead a discussion about the ways in which the history and the geography of their region might have influenced the kinds of foods early immigrants to their particular community ate. Divide students into three groups. Ask one group to do research to find out what they can about the foods that are special in their community. Have the second group find out about the geography of their community, including what kinds of foods grow well there and what kinds thrive naturally. The third group should concentrate on the early history of their community, especially what early residents ate and what kinds of foods immigrants to their community brought with them. Ask students in each group to work together to use the information they found to write a newspaper article. Have the three groups combine their articles and work together to write an introduction. Then bind the reports together to use as a class resource about foods in their community.

6 Sabores de Estados Unidos Organizador gráfico Nombre Escribe los datos que aprendiste acerca de las comidas de cada región en la columna correcta de la tabla. Comidas de las regiones de Estados Unidos Región Comida Fuente Noreste Sureste Medio Oeste Suroeste Oeste Copyright 2006 by Pearson Education, Inc., publishing as Celebration Press, an imprint of Pearson Learning Group, 299 Jefferson Road, Parsippany, NJ All rights reserved. No part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without permission in writing from the publisher, except for the Reproducible Graphic Organizer, which may be reproduced for classroom use only. For information regarding permission(s), write to Rights and Permissions Department. Lexile is a U.S. registered trademark of MetaMetrics, Inc. All rights reserved

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