Text Structure Chronological Description Explanation. Vocabulary tierra virgen clima muestras de hielo hipotermia térmico glacial hábitats especímenes

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1 Teaching Plan EDL Level 40 Guided Reading Level P Lexile Measure 630L How cold is Antarctica? What is it like to live there? Scientists from around the world do research in Antarctica. Some stay for just a few months, and others stay for several years. Find out what it was like for one group of researchers in Un año en la Antártida. Nonfiction Genre Nonfiction Narrative Nonfiction Features Boldface Captions Diagrams Featured Text Glossary Index Labels Maps Pronunciation Guides Sidebars Text Structure Chronological Description Explanation tierra virgen clima muestras de hielo hipotermia térmico glacial hábitats especímenes Comprehension Sequence of Events Writing Write a nonfiction narrative. Content Area Connections: Geography Understand the polar climate and landforms of Antarctica. Identify the kinds of geographical and other scientific research done in Antarctica. Curriculum Support You may want to use Un año en la Antártida when teaching the following social studies topics: Hemispheres/continents Climate

2 1 Introduce the Book Introduce the Nonfiction Genre: Nonfiction Narrative Display the book cover. Read the title and the author s name. Explain to students that nonfiction narratives retell or recount specific events in the lives of real people. They contain facts about the event and tell a story. Point out that the contents page lists the chapters or general topics that are discussed in the book. The events in each chapter are often in sequential order. Ask students how they can tell this by reading the chapter titles. Explain that in addition to the main text, the author uses quotations, photographs, maps, and captions to present information. Activate or Build Background Begin a conversation with students about what it might be like to live in a very different place for a year. Qué necesitarías llevar contigo? Cómo te prepararías para la visita? Using a globe or world map, show students the locations of your community and Antarctica. Ask students to share what they know about Antarctica. If your school is in a region with cold, snowy winters, ask how students would feel if the coldest, snowiest winter they could imagine lasted all year. Qué harías? Cómo vivirías? If students have little or no experience with cold and snow, have them look at the picture on the cover of the book. Ask how they would like to live in such a place for a whole year. Nonfiction Text Features Map: Point out the map on page 3. A map is used to show the location of places on Earth. This map is an orthographic map. It shows Earth as seen from space. Most maps have a compass rose that shows directions. Discuss why this map does not have one. Captions: Draw attention to the caption on page 4. Explain that captions can explain an illustration or photograph, summarize information, or give additional information. Sidebar: Use page 5 to point out an example of a sidebar. Explain that sidebars give readers additional information about interesting topics. They are often set off to the side of the main text. Featured text: Use page 7 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 Antarctica. Preview and Predict Allow students an opportunity to look again at the cover and flip through the book to preview the photographs and other graphics. Ask them to read the contents page. Al mirar las fotos y leer la página del contenido, pueden darse cuenta que este libro presenta información sobre vivir en la Antártida durante un año. Qué piensan que aprenderán acerca de la Antártida? Introduce You may want to introduce the following words and concepts before reading: tierra virgen: una zona de terreno que es silvestre y la gente no la ha cambiado clima: los patrones del tiempo en un lugar a través del tiempo muestras de hielo: cilindros largos y delgados de hielo perforados por los científicos para ser estudiados hipotermia: un estado peligroso causado cuando baja la temperatura del cuerpo de una persona debido al frío térmico: diseñado para conservar el calor del cuerpo glacial: relacionado con las temperaturas heladas en los polos hábitats: lugares donde viven naturalmente grupos de plantas y animales especímenes: muestras de rocas, líquidos, gases o seres vivos

3 2 Read the Book SET THE PURPOSE pages 3 5 Discuss with students why they think scientists would go to Antarctica and what the scientists might want to learn. Encourage students to keep these thoughts in mind as they read. tierra virgen, clima pages 6 9 Point out the heading on page 6, and encourage students to review what they thought it would be like to live in a cold, snowy place for a year. Also ask students to think about why this is an adventure as they read. muestras de hielo pages As students read, have them make a list of the things scientists needed to learn in order to survive in Antarctica. hipotermia, térmico, glacial De qué manera en la página 3 la autora despierta tu interés sobre la Antártida? Piensas que ésta es una buena manera de comenzar este libro? Critique Point out the photograph on page 4. Tell students they are seeing just the peak of a mountain. Ask them to picture and describe the rest of the mountain buried beneath the snow and ice. Visualize Por qué muchos tipos de vida silvestre pueden sobrevivir en los océanos alrededor de la Antártida mientras que sólo unos pocos pueden sobrevivir en tierra? Make Inferences Draw attention to the maps on pages 3 and 5. Discuss how these maps look like the bottom of a globe and how the globe would need to be tilted up in order to see Antarctica in this way. Point to the sidebar on page 5. Por qué la autora incluye información sobre los hemisferios y la inclinación de la Tierra? Ask students to note the time reference in the first sentence on page 6 and to look for others as they read. Describe en forma ordenada lo que los científicos británicos hicieron en esta sección. Sequence of Events Have students summarize what is involved in keeping a research station like Rothera functioning. Summarize Después de leer acerca de la vida en Rothera, qué tipo de persona crees que desearía ir allá? Generalize; Make Judgments As students read, have them use the maps on page 6 to trace the route that the scientists took to get from the United Kingdom to Rothera Research Station in Antarctica. Point out the featured text box on page 7. Por qué piensas que la autora incluyó esta información sobre las estaciones en la Antártida? Cuál es el mayor peligro para la gente que vive en la Antártida? Identify Main Idea/Details Por qué los científicos estaban atados unos a otros con cuerda de seguridad al escalar montañas? Identify Cause and Effect Discuss the sidebar on page 10. De qué manera el texto y las fotografías te ayudan a comprender cómo es vivir en la Antártida? Qué información nueva te da el pie de foto en la página 11?

4 pages As students read the section about the scientists research out in the cold, ask them to think about whether they might like to do that and explain why or why not. hábitats Discuss the meaning of campo as it is used in this book. De qué otra manera puedes usar la palabra campo? Understand Context Clues Qué creen algunos científicos acerca de la historia de la Antártida? Por qué piensan así? Draw Conclusions Qué tipos de investigación realizaron los científicos en el campo? Summarize Point out the inset photograph on page 13. Explain that an inset photograph is a small photograph inside a larger photograph. It shows a close-up of something in the larger photograph. Qué información te da esta fotografía insertada? Por qué es importante? Draw attention to the map and the map key on page 15. Have students use the map key to explain what the different colors on the map represent. De qué manera este mapa ilustra lo que creen los científicos sobre la historia de la Antártida? pages Explain that the final sections of the narrative tell about the group of scientists who leave Antarctica at the end of summer and those who stay for the winter. Encourage students to think about how they would feel if they were staying. especímenes Por qué los aviones no pueden volar a la Antártida durante el invierno? Identify Cause and Effect Qué puede ocurrir si nadie quiere quedarse en Rothera durante el invierno? Make Inferences Reread the quote by Pete Milner on page 22. Piensas que sentirías lo mismo que Pete si permanecieras en la Antártida durante el invierno? Make Connections Point out that the word especímenes on page 18 is in boldface. Explain that boldface words and their definitions can be found in the glossary. Por qué puede que la autora eligió especímenes como una palabra en negrita y la puso en el glosario? ESL/ELL Strategy Some students may not have experience with a cold climate or the weather terms describing it. Show students pictures of snow and ice and discuss the meanings of these terms. Also discuss and give illustrations of cold, freeze, freezing, frozen, windy, and blizzard. Reread the Book After students reread the text, have them use the word web graphic organizer on the back cover to summarize information they learned about Antarctica. Discuss the text organization of the book. De qué manera está ordenada la información? Cómo esta organización te ayuda a conocer la Antártida y cómo es la vida allí? Ask students if they learned anything about Antarctica that they did not already know. Hay algo más que te gustaría conocer? Answers to Student Book Questions 1. Este libro trata sobre gente y sucesos de la vida real. Un cuento de ficción trataría sobre gente y sucesos imaginarios. 2. Las respuestas variarán. 3. Ellos vistieron ropa apropiada y se entrenaron en el exterior para aprender a trabajar y sobrevivir en los climas más duros. 4. La autora escribió este libro para entretener e informar a los lectores. 5. Las respuestas variarán.

5 3 Learn Through the Text GEOGRAPHY: Why Is Antarctica So Cold? Use Un año en la Antártida to reinforce your teaching about hemispheres and climate. Have volunteers point to the equator, the Northern Hemisphere, and the Southern Hemisphere on a globe. Show students the Antarctic Circle on the globe. Tilt the globe to show Antarctica and the South Pole, and have students compare this part of the globe with the map on page 5. Ask a volunteer to shine a flashlight on the globe so that it shines directly on the equator. Tell students the flashlight represents the Sun. Discuss why places located on or near the equator generally have warm climates. Por qué en general aumenta el frío mientras más te alejas al norte o sur del ecuador? Puedes ir más lejos al sur del Polo Sur en la Antártida? COMPREHENSION: Sequence of Events Tell students that as they read, it is important to keep track of the order in which events happen. They can create their own timelines to keep track of the order of events in Un año en la Antártida. Demonstrate the strategy by drawing a timeline on the board. Read aloud the beginning of page 6. On the left of the timeline, under October 2001, note Científicos británicos llegan a la Estación Científica de Rothera. Tell students that not every detail needs to be included on the timeline just the most important events. Have students reread the text. Each time they see a date mentioned in the text, encourage them to note what event happened and enter it on the timeline. Octubre Noviembre Diciembre Enero Febrero Marzo Abril Mayo Junio Julio Agosto Septiembre WRITING Write a Nonfiction Narrative Have students use what they learned about nonfiction narratives to write a nonfiction narrative called Una semana en nuestra clase. Have students create a timeline divided into five sections, labeled Lunes through Viernes. Students should note key events that happened on each day of one week. Have students use the information on their timeline to write a first draft of their nonfiction narrative. Encourage them to write an introduction that describes the setting of their story. Next, have students revise their writing, looking for ways to add details. Ask students to include a map of the classroom or illustrations of the events described. They could also include quotations from classmates, just as Un año en la Antártida included quotations from scientists. Have students present their narrative to the class. Compare the events and details that students chose to describe. Send copies of the nonfiction narratives home as a way of reporting on activities in your classroom.

6 Un año en la Antártida Organizador gráfico Nombre Completa la red de palabras de abajo con información sobre la Antártida proveniente del libro. Antártida 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