Study Guide

How To Use This Study Guide

Literacy & Theatre Alignment by Gail Sehlhorst. Activities by Katie McKellar, Natasha Ransom, and Gail Sehlhorst. Design by Shannon Erickson. Special thanks to the Study Guide Review Committee Anela Deisler, Leticia Lopez, and Enrique Olguin.

A Day’s Work by Eve Bunting and Ronald Himler. Text copyright © 1994 by Eve Bunting. Illustrations copyright © 1994 by Ronald Himler. Used by permission of Houghton Mifflin Harcourt Publishing Company. All rights reserved. Study Guide © 2013 Book-It Repertory Theatre. No parts of this guide may be reproduced without express permission.

Written byEve Bunting

Illustrated byRonald Himler

Adapted and Directed byLeticia Lopez

A Day’s Work

Book-It Repertory Theatre’s Arts and Education Program closely aligns its performances and learning materials with research-based reading instruction. The purpose of this study guide is to engage students in literacy objectives and hands-on activities that support the comprehension of A Day’s Work.

First, read the book! As part of Book-It’s touring package, your school has received a copy of the story that serves as a permanent resource for your library.

second, select one or all of the activities and adjust them to fit your classroom needs. Some activities are designed for teachers to lead students through an interactive process; directions and support materials are included for successful facilitation. Others are handouts for independent student work or to be used for whole class instruction; these pages do not have directions for the teacher.

Third, extend the joy of reading with the “Book-It Book List”—stories with similar themes for readers grades K-6.

Standards for the Study Guide and Performance: Common Core State Standards in English Language Arts: R.CCR.2, R.CCR.6, RI.CCR.3, L.CCR.4Washington EARLs in Theatre: 1.1, 1.4, 3.1, 4.3

Literacy Objectives

Activating Prior KnowledgeMaking Connections

Building Background KnowledgeReflecting & Evaluating

themes and concepts

HonestyIdentity

Immigrant ExperiencesIntegrity

page 2

Book-It’s Arts and Education Program is dedicated to inspiring people of all ages to read. We tour a diverse range of stories to schools, libraries, and community venues throughout Washington state, conduct long-term residencies in schools, offer teacher professional development for school staff, and present low-cost student matinées of our mainstage shows. What you will see and hear at a Book-It performance is literature spoken by the characters as if it were dialogue in a play—actors speak both the narration and the dialogue. Book-It takes the written word back to its roots—storytelling!

introduction to book-it Repertory Theatre’s Arts & Education Program

A Day’s Work tells the story of Francisco, a young boy whose abuelo (Spanish for grandfather) moves to California to help support the family. Together they set out to secure work for Abuelo as a day laborer. Abuelo does not speak English, so Francisco translates for him when they meet Ben, who is in need of a gardener for a day’s work. Francisco says that his abuelo is a great gardener when, in fact, he is a carpenter who has lived his whole life in the city. As the story unfolds, Abuelo teaches Francisco powerful lessons about integrity, the importance of being honest, and what it means to own one’s mistakes. This production will be performed bilingually in Spanish and English.

Table of ContentsInformation on Book-It, the Story, and the Author Page 2Stand Up If... Activating Prior Knowledge Activity Page 3Helping Others Making Connections Worksheet Page 4 In Between Right & Wrong Making Connections Worksheet Page 5Mexican & Latino Culture Building Background Knowledge Page 6-9The Play & You Reflecting & Evaluating Worksheet Page 10Book-It Book List & Book-It Mainstage Show Discounts Page 11-12

the story: A Day’s WOrk

Eve Bunting, an award winning author of over 250 fiction and non-fiction books, was born in a small town in Ireland. In 1958, Bunting moved to America where she developed a passion for sharing the stories of her heritage. The Two Giants, Bunting’s first book, was published in 1971 and told a folklore tale from her childhood. Over the years, Bunting has written about cultural and social issues such as prejudice, death, troubled families, poverty, and war. She is known for her descriptive writing that brings hope to challenging situations. In One Green Apple, she tells the story of a young Arab girl immigrating to the United States and in The Wall, she explores the impact of war when a boy and his father visit the Vietnam Veterans Memorial in search of his grandfather’s name. Awards and honors for Bunting include the Golden Kite Award from the Society of Children’s Book Writers, the PEN Los Angeles Center Literary Award for Special Achievement in Children’s Literature, and the Edgar, given by the Mystery Writers of America. She has also been listed as one of the Educational Paperback Association’s top 100 authors. Bunting currently lives in Pasadena, California where she writes, plays golf, and lives with her husband, Edward. Sources: www.scholastic.com/teachers/contributor/eve-buntingwww.readingrockets.org/books/interviews/buntingwww.wikipedia.org/wiki/Eve_Bunting

the author: Eve Bunting

Author Eve Bunting; photo by Sloan Bunting.

To provide an interactive relationship between youth and literature through diverse theatrical productions and educational programs that promote the joy of reading, enhance student and teacher learning, and inspire the imagination.

our mission

Time: 10 minutes

PurposeTo activate prior knowledge of the characters, events, and concepts in the story, specifically: family, working hard, honesty, adjusting to new situations, and doing the right thing.

PreparationRead through the directions and dialogue before leading the activity. Pre-select, adjust and/or create statements that are appropriate for the level, age, and background of students.

DirectionsStudents sit at their desks. Tell students they will activate prior knowledge on themes in the story to prepare for the performance. Tell students they will hear a series of statements and if the statement applies to them, they should stand, scan the room, then sit for the next statement. Begin with simple statements to get everyone moving and then transition to statements related to the content that gradually get more sensitive as the activity progresses. After the activity, engage in reflection on how the statements relate to the story and students’ lives.

DialogueJust like good readers think about what they already know before reading, we’re going to think about our own experiences before seeing A Day’s Work in an activity called Stand Up If...

I will say a series of statements starting with “Stand up if this statement is true for you...” and if the statement is true you will stand, look around the room to see who else is standing, then sit down and listen for the next statement. You can choose not to stand, even if the statement is true for you—that’s okay. No one comments or is allowed to say whether something is or isn’t true for another person—this is a silent activity. Let’s begin.

Stand up if this statement is true for you…

page 3

Stand Up If...

Activating Prior Knowledgepre-show

How are you like the characters in the story?

“Look! We love the Lakers, too. And my grandfather is a fine gardener, though he doesn’t know English yet.The gardens are the same, right? Mexican and American?” —Francisco

- I like chocolate.- I have a favorite sport.- I have seen a play before.- I have read (say the name of a book your students have read in class).

(Transition into content statements)

- I speak more than one language.- I speak more than two languages (three, four, five...)- I know someone who is new to this country.- I was born somewhere other than the United States.- I have never gardened before.

- I know the names of plants in my garden.- I have seen people standing on a corner, in a parking lot, or outside a building waiting for day work.- I know what it’s like to work hard all day like an adult.- I have told a lie before.- Sometimes it’s hard to tell the truth.- I have made a mistake that was harmful to others.- Sometimes I feel like an adult, even though I’m a kid.- I have something or someone very special to me that I would do anything for.- I feel proud when I help other people.

Helping Others

making connections“I’m going to help my abuelo get work.” —Francisco

What would you give up to help someone else?

pre-show

page 4

In A Day’s Work, Francisco’s abuelo (grandfather in Spanish) makes a huge sacrifice. A sacrifice is when you give up something you love for the good of something or someone else. Abuelo makes a sacrifice by leaving his home in Mexico, his job, and his friends to help his family in California.

Think about the important people in your life. Who is someone you would give something up for and why? What would you give up?

who?

what?

CCSS in ELA: R.CCR.6

Draw a picture of this person.

In between right and wrong

making connections“We do not lie for work.” —Abuelo

pre/postshow

sometimes it’s difficult to know what’s right.In the story, Francisco, a young boy, and Abuelo, Francisco’s grandfather, need a paying job for the day to help support the family. Francisco translates for Abuelo to get a gardening job. He tells a small lie to get the work, which they need.

Read the situation below and think about what you might do.

You receive a sweater from someone. You don’t like how the sweater looks, but they made it by hand and it took them a really long time to make it for you. What do you tell the person who made the sweater for you?

Use the circles below to write or draw your different responses. There are lots of ways to work out this situation—sometimes there is no right or wrong way to solve a problem.

page 5

What could Francisco have done differently in the story?

CCSS in ELA: R.CCR.6—sharing perspectives

building background knowledgepre-show

In A Day’s Work, Abuelo (Spanish for grandfather) and Francisco’s family are from Mexico. Their story reflects what life is like for some Mexican-American immigrants.

Depending on where a Mexican immigrant is from, their ancestry, and how long ago their family immigrated to the United States, they might identify as any of the following:

mexican & Latino CulturePart 1: cultural identity

CCSS in ELA: RI.CCR.3

Think About...Think about your cultural identity. How do you identify? What do you want people to know about your culture?

If you are curious to learn about someone’s racial or ethnic background, what is a respectful way to ask?

page 6

latino

hispanic

chicano

mestizomexican

mexican-american

american

page 7

building background knowledgepre-show

Part 1: cultural identitymexican & Latino Culture

Think About... Hispanic Heritage Month focuses on “The Renewed Hope of America.” How do these statistics relate to this idea?

Part 2: national hispanic heritageSeptember 15 to October 15 is National Hispanic Heritage Month. This year’s focus is “Heritage, Diversity, Integrity, and Honor: The Renewed Hope of America.” Latinos are the fastest growing population in the United States. At 48 million, Hispanics constitute 16 percent of the U.S. population.

Here are some statistics to think about…

Los Angeles has the

second largest population of people with

Mexican ancestryin the world.

The majorityof Mexicans inAmerica live in

California, Texas, Arizona, and

Illinois.

27%of Mexicans in America live in

poverty.

The Census bureau projects that the U.S. Hispanic population will reach

102.6million

by 2050.

Mexicans make upapproximately 65% of

Hispanics in the United States. Most Mexicans are of mixed

racial heritage—a combination of Spanish (from Spain) and Indian (originally from the land we now

call Mexico, like the Aztecsand the Mayans).

65%of Mexicans in

America were born here.

66%of Mexicans in

America are proficient in English.

CCSS in ELA: RI.CCR.3

Think About... Is this difference in wages fair? What do you think?What would happen to the economy if people didn’t do this kind of labor?

page 8

building background knowledgepre-show

Day laborerA person who works for daily pay, rather than a long-term, continuous job. These jobs do not come with benefits like health insurance or vacations.

Organized Groups & Day Labor CentersSome day laborers are independent workers and others belong to organized groups. Organized groups help individuals get work. Some may also offer training in language and work opportunities, connect laborers with housing and healthcare, and provide counseling. Examples of organized groups are CASA Latina in Seattle, El Centro Humanitario in Denver, and the National Day Laborer Organizing Network in Los Angeles.

How do day laborers get work?If someone is an independent day laborer, it is likely that they will wait near a store that sells general home and construction equipment. Someone who needs a laborer will drive up, and whoever is fast enough will get into their car and get the job. If someone is connected to an organized group like CASA or El Centro Humanitario, they will be put on a list and a manager will select workers for each job as needed, or they will have a lottery to decide who gets the job.

Types of JobsDay laborers typically work as gardeners, landscapers, movers, construction workers, painters, roofers, house cleaners, and farmers.

mexican & Latino CulturePart 3: day laborers

$ estimated average of hourly income in washington state

Day laborer: $7 - $15 an hourMinimum wage: $9.19 an hourMiddleclass: $20 - $45 an hour

Sources www.pewhispanic.org/2009/05/28/whos-hispanicwww.chicano.umn.edu/assets/pdf/Ethnicidentifiers.pdfwww.latimesblogs.latimes.com/readers/2011/07/latino-preferred-over-hispanic-in-most-cases.htmlwww.merriam-webster.com/dictionary/chicano

www.merriam-webster.com/dictionary/hispanicwww.educationworld.com/a_lesson/lesson/lesson023.shtmlwww.pewhispanic.orgwww.washemploymentlaw.com/employee-rights/daylaborerswww.casa-latina.org/about-uswww.sscnet.ucla.edu/issr/csup/uploaded_files/Natl_DayLabor-On_the_Corner1.pdf

CCSS in ELA: RI.CCR.3

page 9

Part 3: day laborers

building background knowledgepre-show CCSS in ELA: L.CCR.4

At Book-It, we read closely for “purple words” in the stories we perform. Purple is the color of royalty, so purple words are “royal” words and phrases in a story. They highlight setting, emotion, actions, and descriptive details. They are juicy words that pop!

In the story, Abuelo only speaks Spanish and Francisco speaks both Spanish and English. Here are some of the words they use in the story, what they mean, and how to say them. The parts of the word in bold show where to put the emphasis.

mexican & Latino CulturePart 4: palabras moradas—purple words

spanish word or phrase

abuelo

arbol

caliente

carpintero

chorizo

ciudad

frío

fuerte

joven

limpia

mentira

nieto

sonreír

tosco

trabajar

viejo

what it means

grandfather

tree

hot

carpenter

pork sausage

city

cold

strong

young

clean

lie

grandson

to smile

rough, coarse

to work

old

how it sounds

ah-bweh-low

arr-bowl

cal-ee-en-teh

car-peen-tehr-oh

chor-ee-zoh

see-oo-dahd

free-oh

fwehr-teh

hoh-venn

leem-pee-uh

men-teer-uh

nee-eh-toe

son-ray-ear

toss-coh

trah-bah-har

vee-eh-hoe

Think About... Can you find these words in the story?When do they use the word in Spanish, and when do they use it in English?

book-it book listA Day’s WorkThe Play & You

Reflecting & Evaluating

Pair-share...1. Pair-share your favorite part of the play.2. Pair-share the biggest lesson you learned from this story.3. Pair-share what you think will happen the next time Francisco and Abuelo are looking for work.4. Pair-share something you didn’t understand or have a question about.

My thoughts...In the circles below, write what you remember most about the play and support your idea with details from the story. This could be something you talked about with your partner, an event in the story, how the play was acted, the set, or the question and answer session. Write or draw your answers.

“I can always use a good man—for more than just a day’s work.The important things your grandfather knows already.” —Ben

postshow CCSS in ELA: R.CCR.2—themes and ideas

I learned...I Liked...

what

i thin

k will h

appen next...beca

use...

because...

because..

.

page 10

book-it book listA Day’s Work

I learned...

If you liked A Day’s Work, you might also like…

KindergartenMy Name is Yoon by Helen Recorvits

The Rainbow Tulip by Pat Mora

1st GradeThe Ugly Vegetables by Grace Lin

Migrant by Maxine Trottier

2nd GradeThe Matchbox Diary by Paul FleischmanTomás and the Library Lady by Pat Mora

3rd GradeGrandfather’s Journey by Allan SayThe Quiet Place by Sarah Stewart

La Mariposa by Francisco JiménezThe Hard-Times Jar by Ethel SmothersLittle Mama Forgets by Robin Cruise

4th GradeDrita, My Homegirl by Jenny Lombard

Inside Out and Back Again by Thanhha Lai

5th GradeEsperanza Rising by Pam Muñoz Ryan

Katerina’s Wish by Jeannie Mobley

6th GradeThe Arrival by Shaun Tan

Weedflower by Cynthia Kadohata

Book list prepared by Sara Lachman, Timberland Regional Library System

Just for adults!In addition to Book-It’s children’s touring stories, we offer a mainstage season of literature. Come see a show performed just for you!

She’s Come Undone by Wally LambSeptember 18 – October 13, 2013

Frankenstein; Or, The Modern Prometheusby Mary Wollstonecraft ShelleyFebruary 12 – March 9, 2014

Truth Like the Sunby Jim LynchApril 23 – May 18, 2014

The Amazing Adventures of Kavalier & Clayby Michael ChabonJune 7 – July 13, 2014

for the whole family!Family Fun DaysBring the whole family to enjoy a live theatre performance of a great children’s book, book-themed crafts, and an imaginative workshop where you jump into the world of the story. Crafts at 10:30 a.m., performance at 11:00 a.m, and workshop at noon.

A Day’s Workby Eve BuntingSeptember 28, 2013

Pink and Sayby Patricia PolaccoMarch 8, 2014

The Phantom Tollboothby Norton JusterMay 3, 2014

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