Teaching Plan. Using special tools. and skills, Matsumura turns a block of ice into a beautiful swan in La escultura de hielo de Matsumura.

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1 Teaching Plan EDL Level 12 Guided Reading Level I Intervention Level 15 Using special tools and skills, Matsumura turns a block of ice into a beautiful swan in La escultura de hielo de Matsumura. Nonfiction Genre Nonfiction Narrative Nonfiction Features Heading Inset Photograph Labels Sidebar Text Structure Chronological Vocabulary trabajar dibujar figura pedazos dar forma Comprehension Sequence of Events Writing Write a nonfiction narrative. Content Area Connection: Physical Science Understand how water changes into three different physical states: solid, liquid, and gas. Curriculum Support You may want to use La escultura de hielo de Matsumura when teaching the following science topics: Solids, liquids, gases Properties of water Cross-Text Reading Las nubes, an iopeners Grade 1 science title

2 1 Introduce the Book Introduce the Nonfiction Genre: Nonfiction Narrative Display the book cover and read aloud the title. Explain that a nonfiction narrative retells events in the lives of people. This book shows how a man named Matsumura carved a sculpture out of ice. Point out that the information in the book is presented through the use of photographs, text, and labels. En qué se diferencia este libro de una biografía de Matsumura? Nonfiction Text Features Inset photograph: Display the book cover. Point out the inset photograph as you explain that this type of photograph is another way an author adds information to the book. Explain that the main photograph shows what Matsumura makes, while the inset photograph shows Matsumura cutting the ice block. Sidebar: Turn to page 2. Point out the sidebar and read aloud the heading, Herramientas de Matsumura. Tell children that an author uses a sidebar to include additional information about the topic. Explain that here, the author uses the sidebar to show the tools that the ice sculptor uses. Labels: Point to and read the labels in the sidebar on page 2. Tell children that the labels name the tools that are shown in the photograph. Activate or Build Background Ask children to describe an ice cube, and record their responses on the chalkboard in a web like the one below. Explain that artists sometimes use wood, stone, metal, or ice to make figures or designs. Tell children that things they make are called esculturas. Discuss with children why it would be difficult to make a sculpture out of ice. Encourage them to use the web on the board to organize their thoughts. transparente duro Cubo de hielo frío Preview and Predict Read aloud page 2. Qué crees que Matsumura hará primero? Qué crees que sucederá después? Cómo crees que terminará el libro? mojado resbaloso Qué crees que aprenderás en este libro acerca de esculturas de hielo? Introduce Vocabulary You may want to introduce the following words before reading: trabajar: hacer algo dibujar: hacer un dibujo o trazar una figura figura: forma externa de un objeto pedazos: partes de algo más grande dar forma: hacer cierta figura de algo

3 2 Read the Book page 1 Point to the word de in the title. Esta palabra se usa para mostrar que algo pertenece a alguien. Qué pertenece a Matsumura? Understand Context Clues Por qué crees que Matsumura no está en las fotografías de esta página? Draw Conclusions Point to each photograph of the sculpture in order. Por qué crees que se muestran tantas fotografías aquí? Qué te dicen acerca de la escultura de hielo? pages 2 3 Vocabulary trabajar dibujar figura Qué crees que hay en el estuche que lleva Matsumura? Draw Conclusions Por qué Matsumura esperó que el hielo se derritiera un poco antes de comenzar a trabajar? Qué sucede cuando el hielo se derrite? Identify Cause and Effect Cómo comienza Matsumura el proceso de hacer una escultura de hielo? Identify Steps in a Process/Procedure Por qué crees que el dibujar una figura en el hielo ayudó a Matsumura a hacer la escultura? Make Inferences Cuántos diferentes tipos de herramientas usa Matsumura para hacer esculturas de hielo? Cuál herramienta está usando Matsumura en la fotografía de la página 3? pages 4 5 Vocabulary pedazos dar forma Qué palabras te ayudan a saber el orden de los pasos que siguió Matsumura para hacer la escultura de hielo? Identify Steps in a Process/Procedure Por qué crees que Matsumura tuvo que cortar pedazos grandes de hielo? Identify Cause and Effect Qué crees que sucedió con el hielo que cortó? Draw Conclusions Cómo sabes cuál herramienta usó Matsumura para cortar el hielo? Cómo te ayuda la fotografía a darte cuenta que un serrucho es una herramienta útil para cortar hielo?

4 pages 6 7 Por qué crees que Matsumura usa guantes mientras hace la escultura? Draw Conclusions Mira la fotografía de la página 6. Cómo ha cambiado la escultura comparada a la manera en que se veía en la página 5? Compare and Contrast Por qué Matsumura trabajó rápidamente? Identify Cause and Effect Qué crees que podría suceder a continuación? Predict Qué herramienta usa Matsumura para hacer el cuello y las alas? Cómo te ayudan las fotografías grandes de estas páginas a comprender qué está haciendo Matsumura? page 8 Cómo hizo Matsumura la escultura de hielo? Summarize Crees que la escultura de hielo es hermosa? Por qué? Personal Response; Make Judgments El texto dice que la escultura de hielo se derritió pocas horas después. Por qué crees que Matsumura quiso hacer la escultura de hielo si sabía que iba a derretirse? Personal Response Cómo te ayudaron las fotografías de este libro a saber cómo hacer una escultura de hielo? ESL/ELL Strategy To develop the meaning of sculpture and how one is created, give each child a block of modeling clay. Encourage children to mold the clay into a shape. Explain that they are making sculptures. Then display the title page of the book to help children compare what they did with the clay to what the ice sculptor did with the block of ice. Reread the Book After children reread the text, use the graphic organizer on the back cover to help them review causes and effects in the book. Discuss the chronological text structure in the book. Por qué fue de importancia para la autora escribir en orden los pasos que Matsumura siguió? Cómo te ayudó eso a entender qué estaba haciendo Matsumura? Remind children that the author of this book wanted to describe how an ice sculpture is made. Hizo la autora un buen trabajo al dar información en este libro? Por qué lo piensas así? Answers to Student Book Questions 1. Matsumura hace una escultura de hielo. 2. Las ilustraciones muestran las acciones que describen las palabras. 3. Las respuestas variarán.

5 3 Learn Through the Text SCIENCE: Solid, Liquid, Gas Use La escultura de hielo de Matsumura to help children understand how water can change from one physical state solid, liquid, or gas to another. Remind children that Matsumura had to work quickly to make the swan sculpture. Ask them to tell why. Tell children that water can be a liquid, a solid, or a gas. Then demonstrate the different states of water. Fill an ice cube tray with water. Point out that the water is in liquid form. Qué sucederá con el agua cuando ponga la bandeja en el congelador? Qué hace que el agua se convierta en hielo? Display several ice cubes in a glass. Point to the cubes. El hielo es un sólido. Qué sucederá con este hielo si lo dejo afuera? Pour a little water in a small dish and leave it in a sunny spot. Qué crees que sucederá con el agua? Explain that when the water is heated, it evaporates, or changes from a liquid to a gas. Tell children that a gas is something you cannot see. Explain that the air they breathe is a gas. Help children time how long it takes for each of the changes mentioned (liquid to solid, solid to liquid, liquid to gas) to occur. Then compare the times with the class. Cuál tarda menos tiempo? Cuál tarda más? COMPREHENSION: Sequence of Events Explain that it is important for readers to understand the order in which events happen in a book. Sometimes authors use sequence words to help readers keep track of the events. Write the words primero, después, luego, and por último on the chalkboard. Explain that these words signal the reader that things are happening in a special order. Ask, Qué hizo Matsumura primero? Qué hizo después? Qué hizo luego? Qué hizo por último? You may want to record the sequence of steps in a sequence chart. WRITING Write a Nonfiction Narrative Have children use what they learned about nonfiction narratives to write a class book about an art project they have completed, such as making a mural, making something with papier mâché, or making a mobile. Brainstorm topics with the class and decide on one together. Begin by writing a page that includes details about what the event was and who participated in it. Work with children to organize the narrative. Ask them to think about what they did first, next, and last during the art project. Record each step on a separate sheet of chart paper. Distribute the pages to groups of children and have them illustrate the steps. Ask them to include labels or captions. With the class, create a cover for the book. Bind the pages together. Have children share the completed book with another class and lead them through the art project.

6 La escultura de hielo de Matsumura Organizador gráfico Nombre Causa Matsumura cortó el hielo. Efecto Causa Efecto Matsumura trabajó rápidamente. Causa La escultura de hielo duró pocas horas. Efecto 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