outcome overview materials - august house · 2017-09-22 · children’s books. many people told...

ABOUT THE BOOK

GUIDED READING: H

LEXILE LEVEL: 610L

CHARACTER TRAITS: Resourcefulness Responsibility Trustworthiness

REGION: Latin America

ISBN: 978-0-874838-83-1

Second Grade

Lesson Plans and Teacher GuidesLesson Type: Differentiated Learning

Juan Bobo Sends the Pig to MassWritten by Ari Acevedo

Outcome

Students will demonstrate an understanding of the story through discussion, reading, predicting, writing, drawing, and sequencing.

Overview

Students will read and explore a folktale from Puerto Rico while utilizing interdisciplinary connections in language arts, social studies, math, art, dramatic arts, and cooking.

Materials

General• Book, Juan Bobo Sends the Pig to Mass

• World map or globe

• Crayons or markers

• Lined paper

• Pencils

• Blackboard or Whiteboard

• Unlined paper

Cooking Activities• Large deep frying pan

• Large spoon

• Stove

COMMON CORE

STANDARDS

NOTE: Find correlating Common Core Standards at the head of each activity section.

Juan Bobo Sends the Pig to Mass

of 26Story Cove | Lesson Plans

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



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



Second Grade

Introducing the Story

Materials:• World map or globe

• “Flag of Puerto Rico” worksheet

• Red, white, and blue markers or crayons

Directions: • Asks students to share what they know about Puerto

Rico.

• 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.

COMMON CORE

STANDARDS

CCSS.ELA-LITERACY.SL.2.1: Collaborative conversations CCSS.ELA-LITERACY.SL.2.6: Complete sentences

Introduction



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).



Second Grade

Students Read the Story

Materials:• Book, Juan Bobo Sends the Pig to Mass

Directions: • Informs students that they will be reading a folktale from

Puerto Rico about Juan Bobo, a well-known character in Puerto Rican literature. Juan Bobo, means “Foolish John” or “Simple Juan” in Spanish. Juan Bobo is a boy who tries hard, but never seems to get things right.

• Distributes the books to students and asks for volunteers to read.

COMMON CORE

STANDARDS

CCSS.ELA-LITERACY.RL.2.2: Recount story’s central message CCSS.ELA-LITERACY.RF.2.4.B: Oral fluency



Second Grade

For Assessing Comprehension

• Who is this story about?

• What is this story about?

• Where does this story take place?

• Where in Puerto Rico did they live?

• Describe Juan.

• What was Juan called? Why?

• 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?

COMMON CORE

STANDARDS

CCSS.ELA-LITERACY.RL.2.1: Key detailsCCSS.ELA-LITERACY.RL.2.3 : Character response

Discussion Questions



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?



Second Grade

Story Summary (Differentiated Learning)

Materials:• “Story Summary” Worksheet A

• “Story Summary” Worksheet B

• Lined paper

• Pencils

Directions: • Explains that a story summary tells what happens at the

beginning, the middle, and the end of a story.

• Divides the class into three groups.

Group A: • Complete “Story Summary” Worksheet A.

• 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.

COMMON CORE

STANDARDS

CCSS.ELA-LITERACY.RL.2.5: Story structureCCSS.ELA-LITERACY.W2.3: Write narrativeCCSS.ELA-LITERACY.L.2.1.F: Complete sentences CCSS.ELA-LITERACY.W.2.3: Narrative

Language Arts



Second Grade

Constructing 5-, 6-, and 7- Word Sentences

Materials:• Blackboard or Whiteboard

Directions: • Writes the following story words on the board: Puerto

Rico, problem, directions, pig, hot, favor, worry, mud, meet, crying, scolding, and lesson.

• Asks students to create a 5-word sentence containing a story word on the board.

• Asks students to create a 6-word sentence and then a 7-word sentence containing the same story word.

• Repeats activity with several of the story words.

Point of View

Materials:• Lined paper

• Pencils

Directions: • Informs students that a story is influenced by who is

telling the story. Each person or character who tells a story, does so from their own point of view.

• Uses a book that the class has recently read as an example to illustrate this point.

• Intructs students to write a diary entry from the point of view of Juan Bobo, Juan Bobo’s mother, or the pig.

• Asks students to share their diary entries with the class.

• And students analyze how the diary entries differed depending on which character was telling the story.

COMMON CORE

STANDARDS

CCSS.ELA-LITERACY.L.2.1.F: Complete sentencesCCSS.ELA-LITERACY.W2.3: Write narrativeCCSS.ELA-LITERACY.L.2.2: Punctuation

COMMON CORE

STANDARDS

CCSS.ELA-LITERACY.RL.2.6: Point of viewCCSS.ELA-LITERACY.RL.2.9: Compare and contrastCCSS.ELA-LITERACY.SL.2.1: Collaborative conversations CCSS.ELA-LITERACY.L.2.6: Complete sentencesCCSS.ELA-LITERACY.W.2.3: Narrative



Second Grade

Author’s Insight

Directions: • Shares the following information with students as

appropriate:

• Arí Acevedo-Feliciano, the author of the book, grew up in Puerto Rico.

• When she was a child, there were not many children’s books. Many people told stories for entertainment.

• Often children fell asleep listening to folktales and stories made up by parents, grandparents, and friends.

• The author still remembers special stories she heard when she was five years old. Paco, a worker who helped on her small family farm, would tell many stories including Juan Bobo stories. She would laugh until she was exhausted.

• Juan Bobo is a well-known and much beloved character known by most Puerto Ricans. He is a noodlehead character who mixes things up and 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.

COMMON CORE

STANDARDS

CCSS.ELA-LITERACY.R.2.16: Purpose of text CCSS.ELA-LITERACY.SL.2.1: Collaborative conversations CCSS.ELA-LITERACY.SL.2.6: Complete sentencesCCSS.ELA-LITERACY.W.2.8: Recall information CCSS.ELA-LITERACY.W.2.3: Narratives CCSS.ELA-LITERACY.W.2.5: Focus on a topic



Second Grade

• 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.

Sequencing and Organizing

Materials:• Blackboard or Whiteboard

• Lined paper

• Pencils

COMMON CORE

STANDARDS

CCSS.ELA-LITERACY.W.2.3: Narratives CCSS.ELA-LITERACY.W.2.8: Recall in formation



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

Materials:• “Word Search” worksheet

• Pencils

Directions: • 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.

COMMON CORE

STANDARDS

CCSS.ELA-LITERACY.RF.2.3: Phonics and word recognition



Second Grade



Second Grade

Time

Materials:• “What Time Is It?” worksheet

• Pencils

Directions: • Students read each sentence.

• Students write the correct time on the digital clock and draw the hands on the clock face.

COMMON CORE

STANDARDS

CCSS.MATH.CONTENT.2.MD.C.7: Telling Time

Math



Second Grade

Pantomime

Directions: • Teacher asks students what pantomime is (acting

something out using actions, facial expressions, and body language, but not using words).

• Teacher asks students to form groups of three students each.

• Students portray either Juan Bobo, Juan Bobo’s mother, or the pig.

• Students practice their story pantomime.

• Each group presents its pantomime to the class.

• Students discuss what was easy and what was difficult to convey with just facial expressions and body language.

COMMON CORE

STANDARDS

CCSS.ELA-LITERACY.RL.2.7: IllustrationsCCSS.ELA-LITERACY.RL.2.3 : Character responseCCSS.ELA-LITERACY.SL.2.1 : Collaborative conversations CCSS.ELA-LITERACY.SL.2.6: Complete sentences

Dramatic Arts



Second Grade

Predict and Illustrate

Materials:• Unlined paper


Directions: Teacher Asks Students To:

• Predict what Juan Bobo will do the next time his mother goes to town.

• Illustrate their prediction.

• Show their pictures to the class and describe them.

Place Yourself in the Story

Materials:• Unlined paper


Directions: • Teacher asks students to draw a picture of what they

would do if they were in the story.

COMMON CORE

STANDARDS

CCSS.ELA-LITERACY.SL.2.4: Facts and relevant details CCSS.ELA-LITERACY.SL.2.6 : Complete sentences

Art



Second Grade

Puerto Rican Rice and Beans

Yields 24 small servings

Materials:• Large deep frying pan

• 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.

COMMON CORE

STANDARDS

CCSS.MATH.CONTENT.2.MD.A.3: Estimate lengths

Cooking



Second Grade

Little Piggy Rap

Materials:• Book, Storytime Stretchers

Directions: • 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.

COMMON CORE

STANDARDS

CCSS.ELA-LITERACY.RL.2.4 : Rhythm and meaning

Extension Activity



Second Grade

Listen to the Story in Spanish

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 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

Materials:• Book, Noodlehead Stories

Directions: • 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.

COMMON CORE

STANDARDS

CCSS.ELA-LITERACY.RL.2.7: Illustrations

COMMON CORE

STANDARDS

CCSS.ELA-LITERACY.RL.2.9: Compare and contrast



Second Grade

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.

Second GradeJuan Bobo Sends the Pig to Mass

outcome overview materials - august house · 2017-09-22 · children’s books. many people told...

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