Lesson Plans - Juan Bobo sends Pig to Mass - 1st Grade Bobo Ta… · Juan Bobo Sends the Pig to...

ABOUT THE BOOK

GUIDED READING: H

LEXILE LEVEL: 610L

CHARACTER TRAITS: Resourcefulness Responsibility Trustworthiness

REGION: Latin America

ISBN: 978-0-874838-83-1

First 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, writing, predicting, and role-playing.

Overview

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

Materials

General• Book, Juan Bobo Sends the Pig to Mass

• Unlined paper

• Crayons or markers

• Scissors

• Sentence strips

• Glue sticks

• Lined paper

• Pencils

• Blackboard or Whiteboard

COMMON CORE

STANDARDS

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

Juan Bobo Sends the Pig to Mass

of 28Story Cove | Lesson Plans

First Grade

Cooking Activities• Large sauce pan

• Stove

• Large spoon

• Paper plates or bowls

• Napkins

• 2 Cups Pineapple Chunks, fresh or canned

• 2 Cups Orange Segments, halved

• 2 Small Bananas, sliced

• 1 Cup Shredded Coconut

• ½ Cup Butter

• 1 ½ Cups Confectioner’s Sugar

• 2 TBL Cornstarch

• 6 TBL Lemon Juice

• 4 TBL Grated Orange Rind

• ¾ Cup Orange Juice

• Optional: Vanilla Ice Cream

Optional: Extension Activities• Computer with Internet access

• Hamilton, Martha and Mitch Weiss. Noodlehead Stories. Little Rock: August House, 2000.

• Shahan, Sherry. Cool Cats Counting. Little Rock: August House, 2005.

• Shahan, Sherry. Spicy Hot Colors. Little Rock: August House, 2004.



First Grade

Assessment Tools

• “Sentence Match-Up” worksheet

• “Piggy Bank Words” worksheet

• “Long /ī/, Short /ĭ/” worksheet

• “Time” worksheet

Table of Contents

Introduction • 4

Discussion Questions • 6

Language Arts • 8

Phonics • 17

Math • 18

Dramatic Arts • 19

Art • 20

Cooking • 21

Extension Activity • 23



First Grade

Introducing the Story

Materials:• Unlined paper


Directions: • Informs students that they are going to be reading a

noodlehead story. Teacher asks students if they know what a “noodlehead” story is.

• Tells students:

• A noodlehead is a person who does not use his or her brain, and thus it is said to be filled with noodles.

• These stories are not told in the spirit of making fun of others, but in the spirit of making fun of the noodlehead in all of us.

• Noodlehead stories show silliness in all of us that comes out at awkward moments. These stories help us to laugh at ourselves.

• Shares with students about a noodlehead thing that he or she may have done (such as getting locked out of a house, making a cake and adding the same ingredient more than once, etc.).

• Asks students to share their personal noodlehead experiences.

• Asks students to name books with noodlehead characters.

• Asks students to create and draw their own noodlehead character.

• Encourages students to show their pictures to the class and describe their noodlehead characters.

COMMON CORE

STANDARDS

CCSS.ELA-LITERACY.RL.1.5: Text typesCCSS.ELA-LITERACY.SL.1.4/ CCSS.ELA-LITERACY.SL.1.5/ CCSS.ELA-LITERACY.SL.1.6: Relevant details, additional details, complete sentences

Introduction



First Grade

Teacher Reads the Story

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

Directions: • Informs students that they will be reading a noodlehead

folktale from Puerto Rico. The noodlehead character is named Juan Bobo, which means “Foolish John” or “Simple John” in Spanish. Juan is a boy who tries hard, but never seems to get things right.

• Distributes copies of the book and asks students to volunteer to read a page aloud or follow along as the teacher reads aloud.

COMMON CORE

STANDARDS

CCSS.ELA-LITERACY.RL.1.10: Text complexity CCSS.ELA-LITERACY.RF.1.4.B: Fluency



First Grade

For Assessing Comprehension

• Who are the characters in this story?

• What is this story about?

• What is the setting of the story?

• 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?

• What would you have done if you were out in the hot sun?

• 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 rolling in the mud, dressed in her best clothes and jewelry?

COMMON CORE

STANDARDS

CCSS.ELA-LITERACY.RL.1.1: Key details CCSS.ELA-LITERACY.RL.1.3: Characters, settings, events

Discussion Questions



First Grade

• Did Juan Bobo not follow his mother’s instructions on purpose?

• Did Juan Bobo understand what he did wrong?

• How would you have explained it to him?

• How was Juan Bobo a noodlehead?

• 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 do something and you cannot remember what to do?



First Grade

Retell the Story / Point of View

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

Directions: • Tells 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.

• Retells the story from the point of view of Juan Bobo’s mother.

• Divides students into pairs.

• Asks students to pretend to be either Juan Bobo or the pig and retell the story to their partners from the point of view of that character.

• And students discuss how the story differed based on who was retelling the story.

Sentence Match-Up (Differentiated Learning)

Materials:• “Sentence Match-Up” worksheet

• Scissors

• Sentence strips

• Markers

• Unlined paper

• Glue sticks

COMMON CORE

STANDARDS

CCSS.ELA-LITERACY.SL.1.1/ CCSS.ELA-LITERACY.SL.1.6: Collaborative conversations, complete sentencesCCSS.ELA-LITERACY.RL.1.2: Retell stories, key details CCSS.ELA-LITERACY.RL.1.6: Narrator/ point of view

Language Arts

COMMON CORE

STANDARDS

CCSS.ELA-LITERACY.L.1.1.J: Complete sentencesCCSS.ELA-LITERACY.L.1.2: Conventions of standard English CCSS.ELA-LITERACY.SL.1.1: Collaborative conversations



First Grade

Directions: • Teacher divides class into three groups.

Group A: • Complete “Sentence Match-Up” with the teacher.

• Cut out the phrase strips and the word strips.

• Match the words with the phrases to make complete sentences.

• When all of the phrases and words match up, glue them on a paper to show the complete sentences.

Group B: • Complete “Sentence Match-Up” worksheet

individually as per directions for Group A.

Group C: • Individually, write three sentences about the story on

sentence strips.

• Cut off the last word for each sentence to create sentence match-up puzzles.

• Trade puzzles with a partner and match the partner’s puzzles to create sensible complete sentences.

Story Circle

Directions: • Tells students there are many stories about Juan Bobo.

• Informs students that they will all work together to create a new Juan Bobo story.

COMMON CORE

STANDARDS

CCSS.ELA-LITERACY.SL.1.1/ CCSS.ELA-LITERACY.SL.1.4/ CCSS.ELA-LITERACY.RL.1.6: Collaborative conversations, relevant details, complete sentences



First Grade

• Tells students that he or she will start a story and the person to his or her right will add a few sentences. The story will continue to progress as each person adds to the story. When the story reaches the last person to have a turn, he or she will end the story.

• May chose from the following ideas or use his or her own idea to start the story:

• One day, Juan Bobo’s mother was going into town and she asked him to feed the pig.

• One day, Juan Bobo’s mother was going into town and she told him that she was filling a large bucket with water. When the bucket was full, he should turn off the water.

• One day, Juan Bobo’s mother was going into town. She asked him to collect eggs from the chickens.

Character Interviews

Directions: • Assigns each student a partner.

• Tells students they will take turns interviewing a character from the story.

• Asks students what questions they would like to ask the story characters. (e.g.: Ask Juan Bobo why he dressed the pig in his mother’s clothing. Ask the pig why she rolled in the mud.)

• Asks students to decide which character they would like to pretend to be.

• Asks each pair of students to practice interviewing each other. One student acts as the interviewer and the other acts as the chosen story character. Students then switch roles.

COMMON CORE

STANDARDS

CCSS.ELA-LITERACY.SL.1.1/ CCSS.ELA-LITERACY.SL.1.2/ CCSS.ELA-LITERACY.SL.1.4/ CCSS.ELA-LITERACY.RL.1.6: Collaborative conversations, key details, additional information, complete sentences



First Grade

Rhyming Words

Directions:• Reminds students that rhyming words have the same

word endings.

• Reads the following word pairs.

• Juan / John

• Toy / boy

• His / has

• Mile / pile

• Town / down

• Nice / nest

• Dress / toss

• Best / rest

• All / call

• Set / get

• Long / song

• Mass / pass

• Smart / bet

• Legs / arms

• Day / say

• Yard / hard

• Door / more

• Walk / bake

• Need / feed

• Gone / bin

• Check / cheek

• Hot / got

COMMON CORE

STANDARDS

CCSS.ELA-LITERACY.SL.1.1: Collaborative conversations



First Grade

• Get / bet

• Same / came

• Way / stay

• Pig / bag

• Mixed / fixed

• Forgot / forget

• Grunt / hunt

• Sad / mad

• Asks students to put their thumbs up if the words in the pair rhyme or put their their thumbs down if the words in the pair do not rhyme.

Animal Sounds

Materials:• Lined paper

• Pencils

• Blackboard or Whiteboard

Directions: • Divides students into four groups or teams.

• Asks students what sounds a pig makes (grunt or squeal).

• Tells students they will have a contest to see how many animal and insect sounds they know. Each team will get one point for each correct answer.

COMMON CORE

STANDARDS

CCSS.ELA-LITERACY.SL.1.1: Collaborative conversations CCSS.ELA-LITERACY.SL.1.2: Key details



First Grade

• Asks students to listen carefully because if one team makes a mistake, the other teams will have a chance to answer correctly and earn a point. Teacher tallies points on the board.

• Teacher names animals and insects, and asks one team at a time, what sound that animal makes and to demonstrate the sound.

• Horse (neigh, whinny)

• Lion (roar)

• Bees (hum, buzz)

• Bear (growl)

• Chicken (peep, cackle)

• Donkey (bray)

• Goat (bleat)

• Snake (hiss)

• Hen (cluck)

• Rooster (crow)

• Cow (moo)

• Dog (bark, woof, growl)

• Cat (purr, meow, mew)

• Dolphins (click)

• Doves (coo)

• Ducks (quack)

• Elephants (trumpet)

• Flies (buzz)

• Fox (bark, yelp)

• Wolf (howl)

• Crow (caw)



First Grade

• Frog (croak, ribbit)

• Geese (cackle, hiss, honk)

• Giraffe (bleat, grunt)

• Guinea pig (squeak, whistle)

• Hippo (bray)

• Mouse (squeak, squeal)

• Monkey (chatter, gibber)

• Owl (screech, hoot)

• Pigeons (coo)

• Rhino (snort)

• Hyenas (laugh)

• Turkey (gobble)

Piggy Bank Words

Materials:• Blackboard or Whiteboard

• “Piggy Bank Words” worksheet

• Pencils

• Lined paper

Directions: • Teacher and students work together to name words

associated with the story (pig, Juan, mother, mud, hot, favor, dress, necklace, bracelet, walk, grunt, house, scolding, lesson, etc.). Teacher writes these words on the board.

• Students choose at least five words (from the list on the board) and write them inside the pig on the “Piggy Bank Words” worksheet.

COMMON CORE

STANDARDS

CCSS.ELA-LITERACY.L.1.1.J: Complete sentencesCCSS.ELA-LITERACY.L.1.1.K: Appropriate spacingCCSS.ELA-LITERACY.L.1.2: Conventions of standard English



First Grade

• Teacher tells students that they are depositing these words in their piggy bank.

• Students write one sentence on lined paper for each new word to gain practice using the new words in their piggy bank.

• Teacher asks students to keep those words in mind and to try to use their new words throughout the day.

Juan Bobo Idioms Sentence Completion

Directions: • Teacher reads the beginning of the sentence, and

students complete the sentence. (There are many ways to complete each sentence.) Teacher discusses the idioms and explains them if necessary.

• Examples: When I told Juan Bobo to face the music, he drew faces on the musical notes. When I told Juan Bobo to put his best foot forward, he hopped all the way to school.

• When I told Juan Bobo it was raining cats and dogs, he____.

• When I told Juan Bobo it was freezing outside, he____.

• When I told Juan Bobo to eat his words, he____.

• When I told Juan Bobo that I had butterflies in my stomach, he____.

• When I told Juan Bobo not to hold his breath, he____.

• When I told Juan Bobo he had a nose for news, he____.

COMMON CORE

STANDARDS

CCSS.ELA-LITERACY.RL.1.4.A: Context cluesCCSS.ELA-LITERACY.L.1.5.C: Real-life connectionsCCSS.ELA-LITERACY.L.1.6: Use of words and phrases



First Grade

• When I told Juan Bobo my hands are tied, he____.

• When I told Juan Bobo to give the teacher a hand, he____.

• When I told Juan Bobo that I caught him red-handed, he____.

• When I told Juan Bobo to keep his ear to the ground, he____.

• When I told Juan Bobo that the answer was right under his nose, he____.

• When I told Juan Bobo that I was pulling his leg, he____.

• When I told Juan Bobo to quit horsing around, he____.

• When I told Juan Bobo that I lost my head, he____.

• When I told Juan Bobo to keep my secret under his hat, he____.

• When I told Juan Bobo that he needs to hold down a job, he____.

• When I told Juan Bobo that I would pull strings to help him, he____.

• When I told Juan Bobo that I had a frog in my throat, he____.

• When I told Juan Bobo to zip his lip, he____.

• When I told Juan Bobo that he needs to see the writing on the wall, he____.

• When I told Juan Bobo that I was so happy that I was walking on air, he____.

• When I told Juan Bobo that I smell a rat, he____.

• When I told Juan Bobo that my friend eats like a bird, he____.



First Grade

Long /ī/, Short /ĭ/

Materials:• “Long /ī/, Short /ĭ/” worksheet

• Pencils

Directions: • Students name each picture and circle the pictures that

contain the short /ĭ/ sound as in “pig.”

COMMON CORE

STANDARDS

CCSS.ELA-LITERACY.RF.1.2.A: Long/ short vowels

Phonics



First Grade

Time

Materials:• “Time” worksheet

• Pencils

Directions: • Juan Bobo’s mother knew he had a hard time

remembering things so she left him a note telling him what time to do his chores.

• Students read each sentence and draw the hour hand on the clock face to show the correct time for each chore.

COMMON CORE

STANDARDS

CCSS.MATH.CONTENT.2.MD.C.7: Write and tell time

Math



First Grade

Act it Out

Directions: • Divides the class into groups of three students each.

• Informs students that one person in each group will act as Juan Bobo, Juan Bobo’s mother, or the pig.

• Instructs students in each group to act out the story.

COMMON CORE

STANDARDS

CCSS.ELA-LITERACY.SL.1.1: Collaborative conversations CCSS.ELA-LITERACY.SL.1.6: Complete sentencesCCSS.ELA-LITERACY.RL.1.3: Characters, settings, events

Dramatic Arts



First Grade

Draw a Picture

Materials:• Unlined paper


Directions: • Teacher asks students to draw a picture of a time when

they were a noodlehead and did something silly or foolish.

• Students show their pictures to the class and share their noodlehead experiences.

COMMON CORE

STANDARDS

CCSS.ELA-LITERACY.RL.1.1/ CCSS.ELA-LITERACY.RL.1.5/ CCSS.ELA-LITERACY.RL.1.6: Collaborative conversations, additional details, complete sentences

Art



First Grade

Tropical Warm Fruit Salad

Yields 20 to 24 small servings

Materials:• 1 Large sauce pan

• Stove

• Large spoon

• Paper plates or bowls

• Napkins

• 2 Cups Pineapple Chunks, fresh or canned

• 2 Cups Orange Segments, halved

• 2 Small Bananas, sliced

• 1 Cup Shredded Coconut

• ½ Cup Butter

• 1 ½ Cup Confectioner’s Sugar

• 2 TBL Cornstarch

• 6 TBL Lemon Juice

• 4 TBL Grated Orange Rind

• ¾ Cup Orange Juice

• Optional: Vanilla Ice Cream

Directions: • Melt butter in sauce pan. Add lemon juice and orange

juice.

• Gradually add cornstarch, blending well.

• Add sugar and orange rind.

• Add fruit and cook briefly to heat through.

Cooking

COMMON CORE

STANDARDS

CCSS.MATH.CONTENT.1.MD.A.1: Compare objects



First Grade

• Serve on plates or bowls.

• Optional: Serve with vanilla ice cream.

• Teacher informs students that Puerto Rico is known for having wonderful tropicalfruits.



First Grade

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.

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.

COMMON CORE

STANDARDS

CCSS.ELA-LITERACY.RL.1.10: Text complexity

Extension Activity

COMMON CORE

STANDARDS

CCSS.ELA-LITERACY.RL.1.7: Illustrations and details



First Grade

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.

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 and say the names of animals in Spanish.

COMMON CORE

STANDARDS

CCSS.ELA-LITERACY.RL.1.9: Compare and contrast

First GradeJuan Bobo Sends the Pig to Mass

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