Teaching Plan. Miel s life story. including her friendship with José, her owner is told in Un perro llamado Miel.

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1 Teaching Plan EDL Level 6 Guided Reading Level E Intervention Level 8 Miel s life story including her friendship with José, her owner is told in Un perro llamado Miel. Nonfiction Genre Biography Nonfiction Features Labels Time-Lapse Photographs Text Structure Chronological Enumerative Vocabulary cachorra atención amigos Comprehension Sequence of Events Writing Write a biography. Content Area Connections: Life Science Understand how animals grow and change. Recognize that animals have basic needs. Curriculum Support You may want to use Un perro llamado Miel when teaching the following science topics: Animal babies What animals need Cross-Text Reading Ben mudó un diente, an iopeners Grade K science title

2 1 Introduce the Book Introduce the Nonfiction Genre: Biography Display the book cover. Read the title and the author s name. Explain that this book is a biography. It tells about the life of Miel as she grows from a puppy to an adult dog. Cómo te dice el título de qué se trata el libro? Cuáles son algunas cosas que puedes aprender sobre Miel en su biografía? Nonfiction Text Features Labels: Turn to page 2, and read aloud the label. Explain that the label, along with the arrow, helps the reader identify which puppy is Miel. Time-lapse photographs: Turn to page 7. Explain that these three photographs show the same dog, Miel, at different times of her life. Ask children how the photographs show the ways in which Miel changes over time. Activate or Build Background Display pictures of dogs, and have children describe the dogs they see. Ask children to tell what they know about dogs. lanudos cachorros perros corren As children respond, you may want to record their ideas on the chalkboard in a web like the one at the right. comen ladran Introduce Vocabulary You may want to introduce the following words before reading: cachorra: una perra joven atención: cuidados amigos: personas o animales que se caen bien y que disfrutan estar juntos Preview and Predict Page through the book with children. Remind them that the author tells about Miel s life from the time she was a puppy until she is a grown dog. Cómo crees que Miel cambiará a medida que pase el tiempo? Qué quieres saber de Miel y el niño en la cubierta? Quién crees que sea el niño?

3 2 Read the Book page 1 Reread the title and the author s name. Qué notas acerca de la perra en esta página? Use Picture Clues Crees que sea una historia real o una inventada? Por qué lo crees así? Make Inferences Point out the series of small photographs at the top of the page. Por qué crees que estas fotografías aparecen en esta página? Qué información te brindan acerca de Miel? pages 2 3 Vocabulary cachorra Con quién vivía Miel cuando era una cachorra pequeña? Make Inferences Quién crees que sea José? Draw Conclusions Cómo te puedes dar cuenta de que a Miel le cae bien José? Use Picture Clues Direct children s attention to the photograph and label on page 2. Qué perro es Miel en esta fotografía? Cómo lo sabes? pages 4 5 Vocabulary atención amigos Read the text aloud with children, tracking the print as you read. Cómo puedes saber que José y Miel eran muy buenos amigos? Identify Main Idea/Details; Use Picture Clues Qué hemos aprendido hasta ahora sobre la vida de Miel? Summarize Point to the labels as you read aloud the words. Estas palabras expresan lo que hacía José para dar atención a Miel. Cómo te ayudan las fotografías a comprender lo que significan las palabras?

4 pages 6 7 Qué aprendió a hacer Miel en la página 6? Use Picture Clues Qué le dice José a Miel en esta página? Cómo lo sabes? Use Graphic Sources Te parece que las cosas que leemos pasaron recientemente o hace mucho tiempo? Por qué te parece así? Draw Conclusions De qué manera las fotografías de la página 7 te ayudan a comprender cómo ha cambiado Miel? Qué información adicional te dan los rótulos de la página 7? page 8 Cómo esta fotografía te ayuda a comprender que José y Miel son distintos ahora? Use Picture Clues En qué siguen siendo los mismos José y Miel? Compare and Contrast Por qué crees que era importante incluir a José en una biografía de Miel? Understand Author s Purpose ESL/ELL Strategy To help children understand the meanings of dog and puppy, display several photographs of dogs and puppies. Point to a dog. This is a dog. A dog is an animal with four legs, fur, and a tail. Point to a puppy. This is a puppy. A puppy is a young dog. Discuss how dogs and puppies are similar and different. Then point to the pictures randomly, and ask, Is this a puppy or a dog? Reread the Book After rereading the text aloud, use the graphic organizer on the back cover to help children summarize what they have learned. Discuss the chronological text structure in the book. Por qué la autora comienza el libro mostrando a Miel cuando era una cachorra? Cómo muestra la autora a Miel al final del libro? Imagina que pudieras conocer a José. Qué le preguntarías acerca de Miel? Answers to Student Book Questions 1. Las respuestas variarán, pero pueden incluir: Ocurre durante un período largo, porque Miel y José son mucho mayores al final del libro que al principio. 2. Las respuestas variarán, pero pueden incluir: Porque José cuidó a Miel por muchos años. 3. Las respuestas variarán.

5 3 Learn Through the Text SCIENCE: Animal Needs Use Un perro llamado Miel to reinforce children s understanding of animal needs. Page through the book, and ask children to point out how José cares for Miel. Remind children that animals like dogs need different things to survive. Have children brainstorm things animals need to live. Have children work in two groups. Tell each group to cut out pictures of animals from magazines. Have the groups glue their pictures to a large index card. Have one group write or draw the food that the different animals need to live. Have the second group write or draw the places where the different animals live. Help children research the information at the library or on the Internet, if necessary. Have the two groups exchange cards and repeat the activity for the other group s animals. COMPREHENSION: Sequence of Events Tell children that it is important to pay attention to the order in which things happen in a book. Discuss the sequence of events in the book with children. Dónde vivía Miel cuando era una cachorra recién nacida? Adónde fue cuando empezó a crecer? Qué pasó después que Miel fue a vivir con José? You may want to record children s responses in a chart. WRITING Write a Biography Have children use what they have learned about biographies to write a biography of a pet. (Children who do not own a pet can write about a classroom pet, a neighbor s pet, or another animal they re familiar with.) Brainstorm with children how the pet has changed since it was small. Ask children questions such as Cuando el perro era un cachorro, qué podía hacer? Qué aspecto tenia la gata acabada de nacer? Encourage children to ask their parents or family members for information about a pet s life. Suggest that children bring in photographs of pets at different ages to use in the book. Tell children to fold a large sheet of drawing paper in half. Keeping the paper folded as a book, ask them to draw a picture of the pet or glue a photograph of the pet on the cover. Model possible titles of a biography for children: La historia de Mancha, La vida de Esponjoso, and so on. On each of the three remaining pages of their book, have children draw (or glue in photographs of) the pet at three different ages. Have them add labels indicating the pet s age. When children have finished, set aside time for them to read their books aloud to the class from an Author s Chair.

6 Un perro llamado Miel Organizador gráfico Nombre Miel 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