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 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, 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

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Table of Contents

Introduction • 4 Discussion Questions • 7 Language Arts • 9 Math • 15 Dramatic Arts • 16 Art • 17 Cooking • 18 Extension Activity • 19

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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 . It is a commonwealth, which means that the people of Puerto Rico have their own local government, headed by a governor. 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.

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• 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).

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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.

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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?

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• 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?

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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.

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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. CCSS.ELA-LITERACY. • When she was a child, there were not many SL.2.1: children’s books. Many people told stories for Collaborative entertainment. conversations CCSS.ELA-LITERACY. • Often children fell asleep listening to folktales and SL.2.6: stories made up by parents, grandparents, and Complete sentences friends. CCSS.ELA- • The author still remembers special stories she heard LITERACY.W.2.8: when she was five years old. Paco, a worker who Recall information helped on her small family farm, would tell many CCSS.ELA- stories including Juan Bobo stories. She would laugh LITERACY.W.2.3: until she was exhausted. Narratives • Juan Bobo is a well-known and much beloved CCSS.ELA- character known by most Puerto Ricans. He is a

LITERACY.W.2.5: noodlehead character who mixes things up and Focus on a topic makes mistakes. He acts like he has noodles in his head instead of a brain. Juan Bobo means “Foolish John” or “Simple John” in Spanish.

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• These stories are not told in the spirit of making fun of others. They help us to laugh at ourselves and realize that we all act like a noodlehead sometimes. Noodlehead stories show the silliness in all of us that comes out at awkward moments. • Shares a personal noodlehead experience (such as locking keys in a car, leaving a cup of coffee on top of the car and driving off, etc.) with students. • Asks students to share their own noodlehead experiences. • Asks students to interview teachers and students in other classes and to share their noodlehead experiences. • Informs students that they will create descriptions of Juan Bobo. (Example: Juan Bobo is so silly, he locked himself out of his house; Juan Bobo is so silly, when I told him to face the music, he drew faces on the musical notes.) (See Idioms activity in First Grade lesson plan for ideas, if needed.) • Begins the sentence, “Juan Bobo is so silly, he…” and asks students to finish the sentence. • Asks students to work with a partner to write another Juan Bobo story. • Encourages students to read their stories to the class.

COMMON CORE Sequencing and Organizing STANDARDS Materials: CCSS.ELA- • Blackboard or Whiteboard LITERACY.W.2.3: • Lined paper Narratives • Pencils CCSS.ELA- LITERACY.W.2.8: Recall in formation Page 12 of 26 Story Cove | Lesson Plans Juan Bobo Sends the Pig to Mass Second Grade

Directions: • Asks students if they have ever had a hard time remembering instructions to do something. Asks students to think of strategies they could and do use to remember things (make a list, repeat the directions several times, etc.). Asks students what Juan Bobo could have done to remember his mother’s instructions. • Instructs students to think of a task that would require explicit directions and list the topics on the board (how to make your favorite sandwich or meal, how to walk to your friend’s house, how to drive to your school, etc.). • And students choose a topic and create a list of instructions together on the board. • Asks students to choose a new topic from the board and write the instructions in sequence for someone to successfully complete the task.

Word Search COMMON CORE Materials: STANDARDS • “Word Search” worksheet CCSS.ELA-LITERACY. • Pencils RF.2.3: Phonics and word Directions: recognition • Teacher and students read the words in the word bank. Students find and circle the words which are listed horizontally, vertically, and diagonally in the word search puzzle.

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Math

Time COMMON CORE Materials: STANDARDS • “What Time Is It?” worksheet CCSS.MATH. • Pencils CONTENT.2.MD.C.7: Telling Time Directions: • Students read each sentence. • Students write the correct time on the digital clock and draw the hands on the clock face.

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Dramatic Arts

Pantomime COMMON CORE Directions: STANDARDS • Teacher asks students what pantomime is (acting CCSS.ELA-LITERACY. something out using actions, facial expressions, and RL.2.7: body language, but not using words). Illustrations • Teacher asks students to form groups of three students CCSS.ELA-LITERACY. each. RL.2.3 : • Students portray either Juan Bobo, Juan Bobo’s mother, Character response or the pig. CCSS.ELA-LITERACY. SL.2.1 : • Students practice their story pantomime. Collaborative • Each group presents its pantomime to the class. conversations • Students discuss what was easy and what was difficult CCSS.ELA-LITERACY. to convey with just facial expressions and body

SL.2.6: language. Complete sentences

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Art

Predict and Illustrate COMMON CORE Materials: STANDARDS • Unlined paper CCSS.ELA-LITERACY. • Crayons or markers SL.2.4: Facts and relevant details Directions: CCSS.ELA-LITERACY. Teacher Asks Students To: SL.2.6 : • Predict what Juan Bobo will do the next time his Complete sentences mother goes to town. • Illustrate their prediction. • Show their pictures to the class and describe them.

Place Yourself in the Story

Materials: • Unlined paper • Crayons or markers

Directions: • Teacher asks students to draw a picture of what they would do if they were in the story.

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Cooking

Puerto Rican Rice and Beans COMMON CORE Yields 24 small servings STANDARDS Materials: CCSS.MATH. • Large deep frying pan CONTENT.2.MD.A.3: Estimate lengths • Large spoon • Stove • 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

Directions: • Sauté onion, green pepper, and potato in oil. • When vegetables are soft, add garlic and sauté for 1 minute. • Rinse beans and add to mixture. • Add tomato sauce and cook on medium-low heat for about 45 minutes. • Serve mixture over white rice.

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Extension Activity

Little Piggy Rap COMMON CORE Materials: STANDARDS • Book, Storytime Stretchers CCSS.ELA-LITERACY. RL.2.4 : Directions: Rhythm and meaning • Teacher and students chant the “Little Piggy Rap” found on pages 30-32 of Storytime Stretchers by Naomi Baltuck. • This is a fun, modern rap version of the “The Three Little Pigs” story, complete with grunting pigs providing the rhythm and beat.

Technology Connection

Materials: • Computer with Internet access

Directions: • Teacher helps students access www.storycove.com. • Students view the animation for Juan Bobo Sends the Pig to Mass narrated by the author’s daughter, Denise Arribas. • Students explore the animations and activities for other stories on www.storycove.com.

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Listen to the Story in Spanish COMMON CORE Materials: STANDARDS • Computer with Internet access CCSS.ELA-LITERACY. RL.2.7: Directions: Illustrations • Teacher helps students access www.storycove.com. • Students view the animation for Juan Bobo Sends the Pig to Mass narrated in Spanish by the author’s daughter, Denise Arribas. • Teacher asks students if they were able to still follow the story even if they couldn’t understand the language.

Read Other Noodlehead Tales COMMON CORE Materials: STANDARDS • Book, Noodlehead Stories CCSS.ELA-LITERACY. RL.2.9: Directions: Compare and contrast • Teacher reads Noodlehead Stories by Martha Hamilton and Mitch Weiss. This book contains noodlehead stories from around the world including a Juan Bobo story. • Students compare and contrast these noodlehead stories with Juan Bobo Sends the Pig to Mass.

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Read Other Books with Spanish Words

Materials: • Book, Spicy Hot Colors • Book, Cool Cats Counting

Directions: • Teacher reads Spicy Hot Colors by Sherry Shahan. • Students learn colors in Spanish. • Teacher reads Cool Cats Counting by Sherry Shahan. • Students learn to count as well as the names of animals in Spanish.

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