Teaching Plan EDL Level 50 Guided Reading Level T Lexile Measure 880L In Construcción de un hotel de hielo, lively text and beautiful color photographs tell how Jacques Desbois creates hotels out of ice and snow. Readers follow the fascinating process from forming the outer shell out of blown snow to carving the final icy details. Nonfiction Genre Nonfiction Narrative Nonfiction Features Captions Contents Featured Text Illustrations Index Labels Maps Sidebars Text Structure Cause and Effect Description Problem and Solution lugar moléculas compactada cristales arcos exposición artefactos Comprehension Understand Author s Purpose Writing Write a nonfiction narrative. Content Area Connections: Physical Science Identify properties of water. Understand how structural forces and gravity affect design. Curriculum Support You may want to use Construcción de un hotel de hielo when teaching the following science topics: States of matter Structural forces
1 Introduce the Book Introduce the Nonfiction Genre: Nonfiction Narrative Display the book cover, and read the title and the author s name. Explain to students that nonfiction narratives are written to retell events from history, from a great undertaking, or from someone s life. Point out that a nonfiction narrative usually explains who, where, when, why, and how. It also typically presents a series of events in chronological order. The author may use photographs, captions, diagrams, labels, sidebars, and section headings to present the information. Activate or Build Background Invite students to share experiences they have had shaping things out of sand, mud, or snow. Discuss what was easy and what was difficult about building with each material and making it hold a shape. Then ask students to predict steps workers might follow in building a hotel made of snow and ice. Ask students to record their predictions on the graphic organizer on the back cover. Encourage them to confirm, revise, and add to their charts as they read Construcción de un hotel de hielo. Introduce You may want to introduce the following words and concepts before reading: lugar: la posición o ubicación de algo moléculas: las menores cantidades en que se pueden dividir elementos o compuestos químicos sin cambiar sus propiedades químicas compactada: empacada densa o apretadamente cristales: cuerpos de forma regular con ángulos y superficies planas, en las que se convierten muchas sustancias cuando se solidifican arcos: estructuras curvas capaces de soportar el peso del material encima de ellas exposición: una presentación pública artefactos: objetos hechos por las destrezas o trabajo del ser humano, especialmente herramientas o armas Nonfiction Text Features Maps: Draw attention to the maps on page 6. Explain that a map can visually show information such as landforms, roadways, and places. The larger map shows where the first two Ice Hotels were built near Québec City, and the smaller map shows where Québec City is located in Canada. Illustrations: Use the illustrations on page 10 as an example. Explain that illustrations show things that text alone cannot describe effectively. Sometimes they picture things that are too small to be seen with the human eye or not available as photographs. Sidebars: Turn to the sidebar on page 21. Explain that sidebars allow the author to give the reader additional information related to the main text. They can include visuals that help clarify the text. Sidebars are usually set off by a border or background tint. Labels: Point out the labels on the illustration on page 22. Tell students that the labels identify specific parts or pieces of information in an illustration or diagram. Preview and Predict Allow students an opportunity to look again at the cover photo and skim the book to preview the photographs and other graphics. Ask them to read the contents. Después de ver las ilustraciones y leer el contenido, cómo crees que el autor organizó la parte del libro sobre la construcción del hotel? Sobre qué otros temas aparte de la construcción del hotel crees que leerás en Construcción de un hotel de hielo?
2 Read the Book SET THE PURPOSE pages 4 7 Have students describe what they see in the photographs on pages 4 5. Point out that neither of the structures shown is the Ice Hotel mentioned in the book s title. Ask students to read and discover the significance of the two structures. lugar pages 8 15 As students read, have them think about how building the Ice Hotel is different from constructing other types of buildings. Remind students to confirm or revise the ideas on their prediction charts as they read. moléculas, compactada, cristales, arcos Qué pudo haber sido riesgoso acerca de la idea de Jacques de construir un hotel de hielo? Make Inferences Qué hizo que Jacques se decidiera a construir el primer Hotel de Hielo cerca de la ciudad de Quebec? Identify Cause and Effect Qué puedes decir acerca del primer Hotel de Hielo basándote en el hecho de que Jacques pudo construir un segundo hotel un año después? Draw Conclusions Por qué crees que el autor incluyó un pie de foto con la fotografía del Hotel de Hielo en Suecia en las páginas 4 5? Mira los mapas de la página 6. A qué distancia estaba el primer Hotel de Hielo del segundo Hotel de Hielo? Cómo lo sabes? Qué le pasa a las moléculas de agua cuando el agua se congela? Synthesize Por qué el autor explica cómo funcionan los arcos en la columna lateral de la página 13? Identify Author s Purpose En qué se parece el proceso de construcción del Hotel de Hielo al proceso de construcción de cualquier otro edificio? En qué se diferencia? Compare and Contrast Have students use the illustrations on page 10 to describe in their own words the three forms of water. Have students examine the labels in the illustration on page 13. Tendría sentido esta ilustración sin los rótulos? Hay alguna otra parte de esta ilustración a la que le pondrías rótulos? pages 16 21 As students read, encourage them to list three ways Jacques added decoration to the hotel. Suggest that they try to visualize the sensation of being inside the Ice Hotel. exposición, artefactos Después de leer el primer párrafo de la página 16, qué crees que significa interior? Understand Context Clues Sabiendo que todo en el hotel está hecho de hielo y que la mayoría de las actividades se realizan afuera, cómo crees que están vestidos los visitantes? Draw Conclusions Por qué un fotón sería rojo en vez de azul? Identify Cause and Effect Examina los pies de foto de las páginas 18 y 19. Qué información adicional le dan al lector estos pies de foto? Cuál información es un hecho y cuál es una opinión? Ask students why they think the author used a question as the title of the sidebar on page 21. Cómo te ayuda la respuesta a esa pregunta a entender lo que ves en muchas de las fotografías del libro?
pages 22 27 As students read, have them think about why the builder chose a site in the woods near lakes and mountains. Suggest they predict winter activities visitors could do. Qué sucede cuando la cuchilla de los patines de hielo presiona contra el hielo? Identify Cause and Effect Have students list activities that visitors could participate in at the Ice Hotel. Then have them think of ways they could group and classify the activities. Classify/ Categorize Por qué crees que el autor incluyó el pie de foto que aparece junto a la fotografía de la motonieve de la página 25? Identify Author s Purpose Have students study the featured text on page 23. Cuál es el propósito de esta información? Por qué crees que el autor colocó a un lado un signo de exclamación rojo? Examine the caption on page 24. Por qué esta fotografía podría ser confusa si no tuviera el pie de foto? pages 28 31 Ask students to predict what happens to the hotel when the winter ends. Have them read to find out what the end of the season made Jacques feel and think. Por qué Jacques piensa que alguien podría resultar herido si se dejara que el hotel se derritiera por sí solo? Make Inferences Por qué Jacques piensa que el turismo de invierno es tan popular? Identify Main Ideas and Details Cuáles de los sucesos de las páginas 30 31 hace la descripción del autor más fácil de visualizar? Critique Mira los pies de foto de las páginas 30 31. Cuáles pies de foto resumen la información que aparece en el texto y cuáles ofrecen información nueva? Examina el índice de la página 32. Cómo están organizadas estas entradas? Por qué piensas que el autor decidió incluir estos temas en lugar de otros? ESL/ELL Strategy Have students use basic content words such as snow, ice, wood, and wall to answer simple questions about the hotel. Use photographs in the text to reinforce the meaning of more difficult words such as mold, brace, and arch. Have them explain in simple language three steps in building the hotel. Reread the Book As students reread the text, have them review their completed prediction charts. Then have them summarize the steps in building the Ice Hotel. Next discuss the time frame for building the hotels. Por qué la construcción empezó en ese tiempo? Por qué el hotel tenía que estar listo para una cierta fecha y cerrar en otra cierta fecha? Guide students to understand that the Ice Hotel s existence was directly linked to the weather. Ask students what they would and would not like about a vacation at the Ice Hotel. Invite them to tell what features, furniture, or activities they would suggest adding to Jacques next Ice Hotel. Answers to Student Book Questions 1. Los sucesos están organizados en el orden en que ocurrieron. 2. Las respuestas variarán pero pueden incluir: El clima no cooperaba ni proveía suficiente nieve, los fondos para el proyecto y la creación de un diseño que pudiera realizarse. 3. Un techo arqueado es el más resistente porque la presión aumenta la capacidad de un techo para soportar peso. 4. No, porque los cambios repentinos a clima cálido aun en pleno invierno podría hacer que se derritiera. 5. Las respuestas variarán.
3 Learn Through the Text SCIENCE: States of Matter Use Construcción de un hotel de hielo to reinforce your teaching about how heat energy affects matter. Review with students the different states of matter. Explain that the particles that make up a solid are so close together that each stays in place and can only vibrate. Therefore, a solid has a definite shape. Particles in a liquid are farther apart and can move faster and more freely. That is why liquids flow. Gas particles are very far apart and move the fastest. They move around freely to fill any space. Point out that this is why Jacques had to use light sources that didn t emit heat. Tell students that when heat energy is applied to matter, the particles of the matter speed up and move farther apart. With enough heat, a solid can change to a liquid, or a liquid can become a gas. Remove enough heat, and the process reverses. Have students reread the information in the sidebar on page 8. Ask students how water differs from most matter. (Sus partículas se separan cuando cambia de líquido a sólido.) Tell students that the arrangement of atoms in a water molecule causes this unusual characteristic. COMPREHENSION: Understand Author s Purpose Explain to students that nonfiction authors can write for several different purposes. Usually, nonfiction is written to inform the reader. But it can also entertain, persuade, or express an opinion. Point out that if the author s purpose is to inform, the reader will learn facts about a topic, find out about events in history, or understand a process. When an author intends to entertain, the reader will usually feel amused or touched by something in the text. If the author s purpose is to persuade or express an opinion, the reader will be aware of the author s view on an issue and the reasons for that view. Have students reread Construcción de un hotel de hielo and decide whether they learned facts and events, felt amused or touched, or felt persuaded by the author. Discuss their response to the text, and lead them to understand that this author s purpose was primarily to inform. WRITING Write a Nonfiction Narrative Have students use what they have learned about nonfiction narratives to write about the creation of another building or sculpture. Have students brainstorm a list of interesting statues, sculptures, and buildings they might write about. You may wish to start the list with well-known examples such as the Statue of Liberty, Mount Rushmore, and the Empire State Building. Remind students that they will be more likely to find information about the building process for well-known works. Have students research at the library or on the Internet the information for their topic. Discuss ways to narrow students topics by focusing on one interesting part of the creation. Encourage students to use a sequence chart or other graphic organizer to record the order of important events in their narrative. As students create a draft from the notes in their graphic organizer, remind them to elaborate and use sensory words to make each step in the process easy for the reader to visualize and understand. After students have written a first draft, encourage them to review and revise their writing to add variety in the sentence length and structure. Have students present their narratives to the class. Encourage listeners to ask questions and offer comments on information they find interesting.
Construcción de un hotel de hielo Organizador gráfico Nombre Antes de la lectura, agrega tus predicciones acerca de la construcción del Hotel de Hielo. Mientras lees, confirma o revisa tus predicciones y agrega una página de referencia. Predicción Confirma o Revisa Referencia Copyright 2006 by Pearson Education, Inc., publishing as Celebration Press, an imprint of Pearson Learning Group, 299 Jefferson Road, Parsippany, NJ 07054. 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. 1-800-321-3106 www.pearsonlearning.com