Teaching Plan EDL Level
50
Guided Reading Level
T
Lexile Measure ®
770L
Learning traditional crafts is a great way to get to know the people and characteristics of a culture. Colorful photographs and clear, step-by-step instructions help the book Artesanías y juegos alrededor del mundo provide insight into cultures from every corner of the globe.
Nonfiction Genre • Procedural Text Nonfiction Features • Contents • Diagrams • Headings • Index • Introduction • Lists • Photographs • Sidebars Text Structure • Cause and Effect • Description • Problem and Solution
Vocabulary • artesanías • cultura • climas • tradición • textiles • artesano • barnizar Comprehension • Identify Steps in a Process/ Procedure
Writing • Write a procedure.
Content Area Connections: World Cultures • Identify different regional and cultural traditions. • Recognize similarities and differences among world cultures
Curriculum Support You may want to use Artesanías y juegos alrededor del mundo when teaching the following social studies topics: • Cultural diversity • Lands and regions
1 Introduce the Book Introduce the Nonfiction Genre: Procedural Text • Display the cover photograph, and read the title and the author’s name. Explain that procedural texts are written to explain how to do something.
• Explain that in procedural texts, similar projects or recipes are often grouped together.
• Point out that the author of a procedural text can use photographs, diagrams, lists, and numbered steps to show how to make or do something.
Nonfiction Text Features • Contents: Turn to the contents on page 3. Explain that the contents tells a reader what each section will be about and which page it begins on.
• Lists: Point out the Ingredientes and Materiales lists on page 6. In procedural texts, lists are often used to show exactly what will be needed before a project or recipe is begun.
• Photographs: Use the series of photographs on pages 8 and 9 as an example. Explain that, even with simple procedures, written steps can sometimes be hard to follow. Photographs enhance procedural texts by illustrating exactly what is happening at different steps.
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Sidebars: Use page 21 to point out an example of a sidebar. Explain that sidebars are used to give readers additional information related to the main text. They can include illustrations or photographs that make the text easier to understand. Sidebars are usually set off by a border or background tint.
Introduce Vocabulary You may want to introduce the following words and concepts before reading:
• artesanías: destrezas especiales • cultura: las costumbres, artes y prácticas de un pueblo, grupo o nación
• climas: tipos de condiciones meteorológicas que tiene un lugar por un período prolongado de tiempo
• tradición: las costumbres y creencias que se transmiten de generación en generación
• textiles: telas tejidas • artesano: una persona con destrezas para una artesanía u oficio en particular
• barnizar: pintar con un líquido que crea una superficie suave, brillante y dura al secarse
Activate or Build Background • Begin a conversation with students about crafts they enjoy doing or foods they like to make.
Preview and Predict • Allow students an opportunity to look again at the cover photograph and flip through the book to preview the photographs. Ask them to read the contents on page 3.
• Al ver las fotografías y leer el contenido, sabes que este libro da instrucciones para diferentes tipos de artesanías, juegos y comidas alrededor del mundo. ¿Qué crees que aprenderás acerca de otras culturas del mundo al leer este libro?
• Ask volunteers to demonstrate how they do simple procedures, such as tying a shoe or washing their hands. Then ask students to think about how they would describe each step.
• Create a sequence chart on the chalkboard. Have students work together to list all the steps needed to make a peanut butter and jelly sandwich. Write these steps in the order students give them. If students disagree about the order, discuss which steps could go in a different order and come to agreement about how to write them on the class chart.
• As students read Artesanías y juegos alrededor del mundo, ask them to pay attention to the steps they should follow to complete each procedure.
2 Read the Book SET THE PURPOSE pages 4–9 Focus Attention As students read, have them compare how preparing a recipe and making a paper toy can be similar and different. Also have students think about why it is important to follow the instructions in a certain order.
Vocabulary artesanías, cultura, climas
GUIDE THE READING
• ¿Cómo crees que las comidas, artesanías y juegos dicen algo acerca de un país, su cultura y su pasado? ¿Qué aprendiste acerca de Australia en las páginas 6–7? Synthesize
• ¿Qué frutas se pueden comprar en una tienda en el lugar donde vives que podrías usar para hacer un licuado? ¿Cómo representan estas frutas el lugar donde vives? Make Connections
• ¿Las palabras y las fotografías de las páginas 8–9 hacen claro cada paso? ¿Qué pasos o conceptos podrían mostrarse en una ilustración separada? Critique
FOCUS ON NONFICTION FEATURES
• Turn to the introduction on page 4. ¿Qué te dice la introducción acerca de lo que aprenderás en este libro?
• Have students examine the lists on page 6. ¿Por qué crees que la autora hizo aquí una lista de los ingredientes y materiales que se necesitan en lugar de solamente mencionarlos en los pasos del procedimiento?
pages 10–15 Focus Attention As students read this section, have them predict which toy would be easiest to make and which would be most difficult to play with. Discuss with students why they think the way they do.
Vocabulary tradición
pages 16–19 Focus Attention Review with students the procedures they’ve read so far. Discuss with them why reading the materials list first is so important. Are the materials in the next two activities items they could easily find in their home or school classroom?
Vocabulary textiles, artesano
GUIDE THE READING
• Repasa las instrucciones para jugar con cada juguete. ¿Con cuál juguete crees que se jugaría más seguido? Synthesize
• Vuelve a leer los Pasos 2 y 3 para hacer un jaegi. Si hicieras estos pasos en orden invertido, ¿tendrías el mismo producto final? Identify Steps in a Process/Procedure
• ¿Qué pasaría si hicieras tu cometa de papel en lugar de plástico? ¿Qué pasaría si usaras solamente una varilla en lugar de dos? Make Inferences
FOCUS ON NONFICTION FEATURES
• ¿Cómo te ayudaría el diagrama de la página 10 a hacer correctamente tu jaegi? • Point out the series of photographs on pages 12–15. Have students use the photographs to summarize in their own words the steps in making a kite.
GUIDE THE READING
• La autora te da instrucciones e ilustraciones para mostrarte cómo crear patrones al teñir. ¿Crees que estos son los únicos patrones que puedes hacer? Synthesize
• ¿Por qué el texto de la página 16 dice que busques la ayuda de un adulto para los Pasos 2 y 4 para teñir una camiseta? Make Inferences
• Explica en tus propias palabras cómo se juega mancala y cómo se determina al ganador. Summarize
FOCUS ON NONFICTION FEATURES
• ¿De qué manera incluir fotografías pequeñas de algunos de los materiales necesarios te ayuda a prepararte para seguir un procedimiento?
• Point out the headings on pages 18–19. ¿Por qué estos títulos son de diferentes tamaños? ¿Cómo te ayudan a entender sobre lo que tratará el texto?
pages 20–25 Focus Attention The projects in this section come from three very different cultures. Ask students to make inferences about what the craft and the other information tells them about the culture or the climate of each place.
GUIDE THE READING
• ¿Por qué necesitas dos colores diferentes de papel para hacer el molino de viento de papel? Make Inferences
• ¿Qué podría pasar si te comieras la pasta de azúcar al hacer el iglú de cubitos de azúcar? Identify Cause and Effect
• Ask students to reread the two recipes on pages 24–25. ¿En qué se parecen estas dos comidas? ¿En qué se diferencian? Compare and Contrast
FOCUS ON NONFICTION FEATURES
• Point out the sidebar on page 21. ¿Por qué la autora incluye información acerca de los molinos de viento holandeses en un libro de artesanías?
• ¿Por qué sería útil tener fotografías de cómo se ven la salsa y el guacamole una vez que están hechos?
pages 26–32 Focus Attention As students read this last section, have them compare and contrast the musical instruments being made.
Vocabulary barnizar
GUIDE THE READING
• ¿Qué características tienen en común estos cuatro instrumentos? ¿Qué características son únicas de cada instrumento? Compare and Contrast
• Cuando haces un berra-boi, ¿sellas la gravilla dentro de la caja o pintas la caja primero? ¿Por qué harías los pasos en ese orden? Identify Steps in a Process/Procedure
• ¿Cuáles de las sugerencias de las páginas 30–31 te enseñaron algo nuevo? Menciona otra destreza o concepto de una de las artesanías que podría ser una Sugerencia Útil. Critique
FOCUS ON NONFICTION FEATURES
• Turn to pages 30–31, and point out the heading and subheadings on these pages. ¿Qué aprendes en esta sección? ¿Cómo se relacionan estos cuatro procedimientos?
• Mira el índice en la página 32. ¿En qué páginas debo buscar para aprender cómo hacer juegos? ¿En qué páginas debo buscar instrucciones para hacer comidas?
ESL/ELL Strategy The crafts, foods, and games described in Artesanías y juegos alrededor del mundo involve a variety of common household and classroom materials. Review or teach the names of these objects. You might also review sequence signal words such as before, while, first, next, then, after, and finally. Then initiate a discussion about crafts or recipes students know. Assist students with words and pronunciations as needed.
Reread the Book • After students reread the text, assign one activity from the book to each small group of students. Have them use the graphic organizer on the back cover to summarize the steps and write them in a clear sequence.
• Then discuss the organization used for each procedure. ¿Cómo están organizados la información y los pasos? ¿Cómo ayudan las fotografías? ¿Qué otras características mejorarían o ayudarían a explicar cada proyecto
• Ask students which of these crafts or recipes they would like to make. Talk about the different aspects of culture and climate reflected in each project.
Answers to Student Book Questions 1. Las secciones están divididas en Materiales y Procedimientos. La sección de Procedimientos aparece en pasos, y cada paso está ilustrado para que se pueda seguir fácilmente. 2. Las respuestas variarán pero pueden incluir: Los licuados de fruta y las salsas mexicanas, y los instrumentos musicales cubanos y brasileños.
3. Las respuestas variarán pero pueden incluir: Plumas con escarcha, motas, piel o tela y botones. 4. Las bombas de vapor y las eléctricas pueden ser fuentes de energía más confiables para extraer agua en lugar de los molinos de viento, los cuales dependen de la fuerza del viento. 5. Las respuestas variarán.
3 Learn Through the Text SOCIAL STUDIES: Crafts and Foods Reflect Culture Use Artesanías y juegos alrededor del mundo to reinforce your teaching about world cultures and communities.
• Discuss the various crafts, recipes, and games described in the book. Allow students to tell which ones they have tried or would like to try and why.
• Explain that crafts and foods often tell something about the culture they are from, or they have an interesting history related to that culture. Have students refer to the introductions and sidebars in Artesanías y juegos alrededor del mundo to recall some of these connections.
• Divide the class into small groups, and give students time to discuss a craft, game, or food they enjoy and what it tells about the culture they live in.
• If time allows, you might have an international craft and food day, when students share other crafts and foods they know about from different cultures.
COMPREHENSION: Identify Steps in a Process/Procedure • Tell students that when reading procedural texts, it is important to follow the steps in order. Sometimes, as in Artesanías y juegos alrededor del mundo, the author numbers the steps so that they are easy to follow. Other times, authors use signal words such as antes, primero, después, luego, and por último to guide the reader through the steps in a process.
• Many procedural texts will include illustrations of the materials, the steps, or the final product. The reader should pay close attention to illustrations while trying a procedure to make sure he or she is following the steps correctly.
• Have groups of students practice identifying steps in a procedure by following one of the procedures in the book. As they work, have students ask themselves questions such as ¿Está claramente relacionado con el paso anterior? ¿Estoy listo para avanzar al siguiente paso?
WRITING Write a Procedure Have students use what they have learned about procedural text to write an explanation about how to do an activity or play a game.
• Have students brainstorm a list of simple activities or games that they enjoy and that can be explained in fewer than ten steps. Then ask them to focus on one activity.
• Have students think about the activity and even act it out to come up with a clear list of steps. Encourage students to use a graphic organizer such as the sequence chart on the back cover to organize the steps.
• Encourage students to include background information about the activity in their introductions. Then have them write the appropriate materials lists and procedures, numbering the steps.
• After students have written a first draft, encourage them to revise their writing, checking to make sure that all steps have been included and each is complete.
• Remind students to add illustrations or sidebars to help explain their procedure and make it more interesting. Collect and bind student procedures into a classroom how-to book.
Artesanías y juegos alrededor del mundo Organizador gráfico Nombre Escribe en orden los pasos que seguirías para completar la actividad que se te asignó.
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