ConstruccioÌ n_hotel..

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
Vocabulary
• 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.
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
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 Vocabulary
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
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
Focus Attention
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.
Vocabulary
lugar
pages 8–15
Focus Attention
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.
Vocabulary
moléculas, compactada,
cristales, arcos
pages 16–21
Focus Attention
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.
Vocabulary
exposición, artefactos
GUIDE THE READING
• ¿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
FOCUS ON NONFICTION FEATURES
• ¿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?
GUIDE THE READING
• ¿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
FOCUS ON NONFICTION FEATURES
• 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?
GUIDE THE READING
• 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
FOCUS ON NONFICTION FEATURES
• 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
Focus Attention
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.
GUIDE THE READING
• ¿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
FOCUS ON NONFICTION FEATURES
• 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
Focus Attention
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.
GUIDE THE READING
• ¿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
FOCUS ON NONFICTION FEATURES
• 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.
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.
• 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.
• 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.
• 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 Construcción de un hotel de hielo
• 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.
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
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