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Lesson Plans and Teacher Guides Lesson Type: Differentiated Learning Lesson Plans and Teacher Guides Lesson Type: Differentiated Learning Second Grade Juan Bobo Sends the Pig to Mass Written by Ari Acevedo Outcome Students will demonstrate an understanding of the story ABOUT THE BOOK through discussion, reading, predicting, writing, drawing, and GUIDED READING: sequencing. H LEXILE LEVEL: Overview 610L CHARACTER Students will read and explore a folktale from Puerto Rico while TRAITS: utilizing interdisciplinary connections in language arts, social Resourcefulness studies, math, art, dramatic arts, and cooking. Responsibility Trustworthiness Materials REGION: Latin America General ISBN: • Book, Juan Bobo Sends the Pig to Mass 978-0-874838-83-1 • World map or globe • Crayons or markers • Lined paper • Pencils COMMON CORE • Blackboard or Whiteboard STANDARDS • Unlined paper NOTE: Find correlating Common Core Cooking Activities • Large deep frying pan Standards at the head of each activity • Large spoon section. • Stove Juan Bobo Sends the Pig to Mass Second Grade • Paper plates • Forks • Napkins • 2 TBL Canola Oil • 1 Large Onion, chopped • 1 Small Green Pepper, chopped • 1 White Potato, chopped • 3 Cloves Garlic, chopped • 1 (32-Ounce) can Dark Red Kidney Beans • 1 (28-Ounce) can Tomato Sauce • 6 Cups Cooked White Rice Optional: Extension Activities • Computer with Internet access • Hamilton, Martha and Mitch Weiss. Noodlehead Stories. Little Rock: August House, 2000. • Baltuck, Naomi. “Little Piggy Rap.” Storytime Stretchers. Atlanta: August House, 2007. 30-32. • Shahan, Sherry. Cool Cats Counting. Little Rock: August House, 2005. • Shahan, Sherry. Spicy Hot Colors. Little Rock: August House, 2004. Assessment Tools • “Flag of Puerto Rico” worksheet • “Story Summary” Worksheet A • “Story Summary” Worksheet B • “Word Search” worksheet • “What Time Is It?” worksheet Page 2 of 26 Story Cove | Lesson Plans Juan Bobo Sends the Pig to Mass Second Grade Table of Contents Introduction • 4 Discussion Questions • 7 Language Arts • 9 Math • 15 Dramatic Arts • 16 Art • 17 Cooking • 18 Extension Activity • 19 Page 3 of 26 Story Cove | Lesson Plans Juan Bobo Sends the Pig to Mass Second Grade Introduction Introducing the Story COMMON CORE Materials: STANDARDS • World map or globe CCSS.ELA-LITERACY. • “Flag of Puerto Rico” worksheet SL.2.1: • Red, white, and blue markers or crayons Collaborative conversations Directions: CCSS.ELA-LITERACY. • Asks students to share what they know about Puerto SL.2.6: Rico. Complete sentences • Helps students find Puerto Rico on world map or globe. • Shares the following information about Puerto Rico, as appropriate: • Puerto Rico is an island located in the Caribbean. It is about 1000 miles (1,600 kilometers) southeast of Florida. • The climate is tropical, with warm, sunny weather. The average temperatures along the coast range from 75˚ to 80˚. • Puerto Rico is part of the United States. It is a commonwealth, which means that the people of Puerto Rico have their own local government, headed by a governor. Puerto Ricans are United States citizens, but they can’t vote in presidential elections. • Spanish and English are the official languages of Puerto Rico. Spanish is considered the primary language. English is taught as a second language in schools. Many Puerto Ricans speak both Spanish and English. • The leading crops include sugarcane, mangos, pineapples, bananas, and plantains. Page 4 of 26 Story Cove | Lesson Plans Juan Bobo Sends the Pig to Mass Second Grade • Rice and beans is the most commonly eaten main meal. • Many festivals are celebrated in Puerto Rico. One festival that occurs during the week of June 23rd each year ends with a beach party picnic. At midnight, everyone walks backwards into the ocean three times to ensure “suerto” (good luck) for the coming year. • The Puerto Rican flag, featuring a star, a triangle, and horizontal stripes, is red, white, and blue. The star represents Puerto Rico and the triangle represents the three branches of government. The red stripes represent blood and the white stripes represent the rights of man and the peace after gaining independence. The blue inside the triangle represents the sky and water. • Distributes “Flag of Puerto Rico” worksheets and crayons to students. • Gives students the following instructions to make the flag of Puerto Rico: • Color the star white (or leave the star white if copied on white paper). • Color the triangle blue. • Color the top, middle, and bottom stripes red. • Color the remaining stripes white (or leave the stripes white if copied on white paper). Page 5 of 26 Story Cove | Lesson Plans Juan Bobo Sends the Pig to Mass Second Grade Students Read the Story COMMON CORE Materials: STANDARDS • Book, Juan Bobo Sends the Pig to Mass CCSS.ELA-LITERACY. RL.2.2: Directions: Recount story’s central • Informs students that they will be reading a folktale from message Puerto Rico about Juan Bobo, a well-known character CCSS.ELA-LITERACY. in Puerto Rican literature. Juan Bobo, means “Foolish RF.2.4.B: John” or “Simple Juan” in Spanish. Juan Bobo is a boy Oral fluency who tries hard, but never seems to get things right. • Distributes the books to students and asks for volunteers to read. Page 6 of 26 Story Cove | Lesson Plans Juan Bobo Sends the Pig to Mass Second Grade Discussion Questions For Assessing Comprehension COMMON CORE • Who is this story about? STANDARDS • What is this story about? CCSS.ELA-LITERACY. • Where does this story take place? RL.2.1: Key details • Where in Puerto Rico did they live? CCSS.ELA-LITERACY. • Describe Juan. RL.2.3 : • What was Juan called? Why? Character response • What was Juan Bobo’s problem? • Where was Juan Bobo’s mother going on Sunday? • What did Juan Bobo’s mother ask him to do while she was gone? • How did Juan Bobo’s mother dress for Mass? • What is Mass? (a church service) • How did Juan Bobo’s mother get to town to go to Mass? • How was the weather that day? • What did the pig do when it got hot? • Why did Juan Bobo think the pig was crying? • What did Juan Bobo do with the pig? • How did Juan Bobo dress the pig? • What did the pig do when Juan Bobo opened the door? • Why do you think the pig rolled in the mud? (Pigs roll in the mud to stay cool and to keep flies off of them.) • What did Juan Bobo’s mother think when she saw the pig, dressed in her best clothes and jewelry, rolling in the mud? • Did Juan Bobo mix up his mother’s instructions on purpose? Page 7 of 26 Story Cove | Lesson Plans Juan Bobo Sends the Pig to Mass Second Grade • Did Juan Bobo understand what he did wrong? • Have you ever forgotten what someone asked you to do? • Have you ever mixed-up directions you were given? What happened? • What should you do if someone asks you to something and you cannot remember what to do? Page 8 of 26 Story Cove | Lesson Plans Juan Bobo Sends the Pig to Mass Second Grade Language Arts Story Summary (Differentiated Learning) COMMON CORE Materials: STANDARDS • “Story Summary” Worksheet A CCSS.ELA-LITERACY. • “Story Summary” Worksheet B RL.2.5: • Lined paper Story structure CCSS.ELA-LITERACY. • Pencils W2.3: Write narrative Directions: CCSS.ELA- • Explains that a story summary tells what happens at the LITERACY.L.2.1.F: beginning, the middle, and the end of a story. Complete sentences • Divides the class into three groups. CCSS.ELA- Group A: LITERACY.W.2.3: • Complete “Story Summary” Worksheet A. Narrative • Students read each sentence and number the sentences in the order in which they occurred in the story. • On another sheet of paper, students copy the sentences in the correct order to create a summary of the story. Group B: • Complete “Story Summary” Worksheet B. • Students read the sentences below and add at least two more sentences to the beginning, middle, and end of the story, to complete the story summary. Page 9 of 26 Story Cove | Lesson Plans Juan Bobo Sends the Pig to Mass Second Grade Constructing 5-, 6-, and 7- Word Sentences COMMON CORE Materials: STANDARDS • Blackboard or Whiteboard CCSS.ELA- LITERACY.L.2.1.F: Directions: Complete sentences • Writes the following story words on the board: Puerto CCSS.ELA-LITERACY. Rico, problem, directions, pig, hot, favor, worry, mud, W2.3: meet, crying, scolding, and lesson. Write narrative • Asks students to create a 5-word sentence containing a CCSS.ELA- story word on the board. LITERACY.L.2.2: • Asks students to create a 6-word sentence and then a Punctuation 7-word sentence containing the same story word. • Repeats activity with several of the story words. Point of View COMMON CORE Materials: STANDARDS • Lined paper CCSS.ELA-LITERACY. • Pencils RL.2.6: Point of view Directions: CCSS.ELA-LITERACY. • Informs students that a story is influenced by who is RL.2.9: telling the story. Each person or character who tells a Compare and contrast story, does so from their own point of view. CCSS.ELA-LITERACY. • Uses a book that the class has recently read as an SL.2.1: example to illustrate this point. Collaborative conversations • Intructs students to write a diary entry from the point of CCSS.ELA- view of Juan Bobo, Juan Bobo’s mother, or the pig. LITERACY.L.2.6: • Asks students to share their diary entries with the class. Complete sentences • And students analyze how the diary entries differed CCSS.ELA- depending on which character was telling the story. LITERACY.W.2.3: Narrative Page 10 of 26 Story Cove | Lesson Plans Juan Bobo Sends the Pig to Mass Second Grade Author’s Insight COMMON CORE Directions: STANDARDS • Shares the following information with students as CCSS.ELA- appropriate: LITERACY.R.2.16: • Arí Acevedo-Feliciano, the author of the book, grew Purpose of text up in Puerto Rico.
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