Teaching Plan. Everyday objects are. used to create musical instruments that produce different sounds in Toquemos música.

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1 Teaching Plan EDL Level 14 Guided Reading Level H Intervention Level 13 Everyday objects are used to create musical instruments that produce different sounds in Toquemos música. Nonfiction Genre Procedural Text Nonfiction Features Contents Headings Inset Photograph Introduction Labels Materials Lists Numbered Steps Visual Representation of Finished Product Text Structure Sequential Vocabulary instrumentos musicales sonidos sonidos musicales Comprehension Identify Steps in a Process/Procedure Writing Write a procedure. Content Area Connections: Physical Science Understand how sounds are made. Recognize that sounds are different. Curriculum Support You may want to use Toquemos música when teaching the following science topics: Sound Music

2 1 Introduce the Book Introduce the Nonfiction Genre: Procedural Text Display the book cover. Read aloud the title and the authors names. Tell children that this book explains how to make three different musical instruments. Explain that this book, like many books that tell how to do or make something, includes a materials list, steps to follow, and a picture of the finished product. En qué podría ser diferente este libro de un libro acerca de cómo funcionan diferentes instrumentos musicales? Activate or Build Background Have available a variety of musical instruments from the school s music department. Help children identify the different instruments. Tell children that each instrument makes a different sound. Have volunteers try each instrument. Talk about the different sounds that each instrument makes (for example, tapping, ringing, beating, whistling). Record children s responses in a word web like the one at the right. repique silbido sonidos musicales tamborileo golpe Nonfiction Text Features Contents: Turn to page 2, and read aloud the chapter titles in the contents. Tell children that the page numbers in the contents indicate the first page of each chapter. Point out that most of the chapters are more than one page long. Have children use the contents page to find different chapters in the text: Si quiero hacer un tambor, qué página debo ver? Materials list: Turn to page 4, and point out the box containing the materials list. Read the heading aloud. Tell children that this box lists the items readers will need to make the instrument on the page. Read the label of each item. Then point out that in addition to listing the items, the authors chose to make the list even clearer by showing photographs of the different materials needed for the procedure. Numbered steps: Turn to page 5, and have children find the number 1 on the page. Tell children that this is the first step in the directions that tell how to make a bottle shaker. Explain that the numbers are used to make the order of steps clear to readers. Have children point to and count aloud the rest of the numbers, ending on page 7. Ask children to tell how many steps need to be followed to make the musical instrument. Introduce Vocabulary You may want to introduce the following words before reading: instrumentos musicales: cosas que se usan para hacer música sonidos: todo lo que oyes sonidos musicales: sonidos arreglados y producidos para que sean agradables al oído Preview and Predict Reread aloud the contents page, and point out the photographs. Explain that this book is organized by type of instrument. Then read the introduction. Qué crees que será más difícil, hacer los instrumentos o tocarlos? Por qué lo crees así? Cuál instrumento te interesaría más aprender a hacer?

3 2 Read the Book pages 1 3 Vocabulary instrumentos musicales sonidos Cómo te ayuda el título de este libro a saber que leerás acerca de cómo hacer algo? Understand Context Clues Qué sabes acerca de las maneras en que la gente produce música? Activate Prior Knowledge Read aloud the heading and the text on page 3. Qué información importante acerca de sonidos aprendes aquí? Identify Main Idea/Details Qué te dice la fotografía de la página 1 acerca de lo que aprenderás a hacer? Por que las autoras incluyeron una página de contenido en el libro? Por qué crees que la introducción es importante en el libro? pages 4 7 Vocabulary sonidos musicales En qué se diferencia la información en la página 4 de la información en la página 5? Compare and Contrast Por qué crees que el Paso 3 es importante? Make Inferences Qué pregunta hacen las autoras en la página 7? Cuál crees que será la respuesta? Predict Cómo crees que se siente la niña por tocar música? Por qué lo crees así? Use Picture Clues Crees que Qué necesitas es un buen título para la lista de materiales? Por qué? Cómo ayudan los números de los pasos de las páginas 5 7 a que el procedimiento sea más fácil de seguir? pages 8 11 Safety warning: This procedure includes a plastic bag. Children should be supervised during this activity. En qué se parecen estas páginas a las páginas 4 7? En qué se diferencian? Identify Text Structure and Organization; Compare and Contrast Podrías hacer el tambor aunque no hicieras el Paso 2? Por qué? Make Inferences Por qué podría cambiar el sonido del tambor después del Paso 6? Identify Cause and Effect Read aloud each label in the materials list. Por qué crees que las autoras incluyeron fotografías de estos objetos, a pesar de que hay rótulos que dicen qué se necesita? Cómo te ayudan las fotografías a entender cómo seguir el procedimiento?

4 pages Por qué crees que las autoras quieren que pongas diferentes cantidades de agua en las botellas? Make Inferences Help children read pages Then reread aloud the last three sentences on page 16. Qué pregunta hacen las autoras al final de este capítulo? Cómo te ayuda la pregunta a comprender por qué las botellas necesitan diferentes cantidades de agua? Draw Conclusions Qué crees que sucedería si hicieras el Paso 6 antes que el Paso 5? Cambiaría la respuesta a la pregunta al final del capítulo? Sequence of Events Have children reread the last two sentences of the two previous chapters. En qué se parecen los finales de cada capítulo? Identify Text Organization and Structure Por qué crees que las autoras escribieron este libro? Understand Author s Purpose Point to the word embudo in the materials list. Has visto antes esta palabra? Cómo podrías usar la fotografía de la página 13 para saber qué significa la palabra? Cómo te ayudan las fotografías de las páginas 14 y 15? ESL/ELL Strategy Use the following script to help children understand the meaning of the word sound. Clap your hands. Touch your ear. I hear a sound. Shout, Hooray! Touch your ear. I hear a loud sound. Whisper, Shh! Touch your ear. I hear a soft sound. Clap your hands loudly three times. Touch your ear. I hear a loud sound. Clap your hands softly three times. Touch your ear. I hear a soft sound. Repeat the routine, having children join in. After each activity ask: What do you hear? Reread the Book Set up three classroom stations with the materials necessary to make each instrument. Divide the class into three groups, and assign one group to each station. Have children reread the corresponding section of the book and follow the directions to make the instrument. Then use the graphic organizer on the back cover to help children summarize the text. Discuss the sequential order of the text. Por qué las autoras numeraron los pasos? Por qué es importante seguir los pasos en el orden correcto? Cuál instrumento te gustó más? Qué otros instrumentos podrías hacer? Cómo los tocarías? Answers to Student Book Questions 1. Las respuestas variarán pero pueden incluir: El título contiene la palabra toquemos; los títulos me dicen las diferentes cosas que haré. 2. Los sonidos de las botellas son diferentes cuando contienen diferentes cantidades de agua. 3. Las respuestas variarán.

5 3 Learn Through the Text SCIENCE: Make Some Sounds Use Toquemos música to reinforce children s understanding of how sounds are made. Tell children that when an object vibrates, or moves back and forth very fast, it makes a sound. For example, plucking a guitar string causes it to vibrate. Explain that if something vibrates very fast, it makes a high-pitched sound. If something vibrates slowly, it makes a low-pitched sound. Demonstrate the difference between a high- and low-pitched sound with a musical instrument or your voice. Have available two plastic bottles with caps, paper clips, and coins. Put some paper clips in one bottle and some coins in another bottle. Shake each bottle. Cuál produce un sonido agudo? Cuál produce un sonido grave? Have children draw pictures of the bottle shaker and write their observations. COMPREHENSION: Identify Steps in a Process/Procedure Explain that when giving directions for making something, it is important to understand what to do in the correct order. Tell children that step numbers make it clear which steps come first, second, and so on. Have children turn to page 9. Read aloud the steps, ending on page 11. Explain that these steps are stated in clear and simple text. Next, have children retell the steps in their own words. Remind them to look at the photographs in the text to help them remember the steps. Discuss with children why each step is important to the overall procedure and what might happen if one step was omitted. WRITING Write a Procedure Have children use what they learned about procedural text to write their own directions for how to make another kind of instrument, such as a tin can drum, tin can guitar, plastic cup shakers, or comb harmonica. During the prewriting stages, you may want to use a graphic organizer similar to the one on the back cover. Provide various materials for the class to use for the project. (Examples include empty tin cans and water bottles, plastic cups, rubber bands, paper clips, pencils and pens, beans or seeds, combs, cardboard tubes, plastic rulers, spoons, and tissue paper.) Have children work in small groups to decide on an instrument and write directions on how to make it. Tell children they can use an idea that was suggested above, or think of their own idea. Remind children about the importance of writing the steps in order and using numbers to show the order that should be followed. Encourage children to illustrate the steps to help readers understand the directions. Tell children to include a materials list of things that are needed to make the instrument. After completing the texts, have the groups follow their directions and make the different instruments.

6 Toquemos música Organizador gráfico Nombre Cómo hacer un instrumento musical Paso 1. Paso 2. Paso 3. Paso 4. Paso 5. Paso 6. Paso 7. 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