Southwest Children's Literature

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Delicious Hullabaloo/Pachanga deliciosa

In the classroom/library:

Introduction
GRADE LEVEL: 1
SUBJECT: Reading (Comprehension) and Writing
OVERVIEW: In this lesson, the students will respond to a read-aloud. They will use the story to practice comprehension skills and to prompt their own writing.
PURPOSE: The purpose of this lesson is to practice reading comprehension skills, literature response, and writing skills.

Outcomes
Students will:
1. Practice making predications
2. Practice observing details and recalling information
3. Relate prior knowledge to compare and contrast their own experiences with those of the characters in the book.

Standards
Reading Standards
Concept 6 Comprehension Strategies
PO 1. Predict what might happen next in a reading selection.
PO2. Relate information and events in a reading selection to life experiences and life experiences to the text.
Concept 2: Historical and Cultural Aspects of Literature
PO 1. Compare events, characters and conflicts in literary selections from a variety of cultures to their experiences.

Writing Standards
Concept 1: Prewriting
PO 1. Generate ideas through prewriting activities (e.g., brainstorming, webbing, drawing, writer's notebook, group discussion).

Concept 1: Ideas and Content
o Writing is clear and focused, holding the reader's attention throughout. Main ideas stand out and are developed by strong support and rich details. Purpose is accomplished. (1-W2-C1)
PO 1. Write stand-alone text that expresses a clear message.
Concept 5: Literary Response
o Literary response is the writer's reaction to a literary selection. The response includes the writer's interpretation, analysis, opinion, and/or feelings about the piece of literature and selected elements within it. (1-W3-C5)
PO 2. Participate in a group response to a given piece of literature that connects:
a. text to self (personal connection) (See 1-R2-C1)

ELL Standards
Reading I
Comprehending Text
The student will analyze text for expression, enjoyment, and response to other related content areas.

ELL Writing Standards
Writing II
The student will express in writing his or her own thinking and ideas.

Resources
Delicious Hullabaloo by Pat Mora, illustrated by Francisco X. Mora

Materials
Paper for response activity, felt board with story pieces, hullabaloo mixture, bowls, and napkins.

Process
1. Introductory Set
Everyone look at the cover of this book. What do you think this book is about? Does anyone know what hullabaloo is? Has anyone been to a party? How did you know to go to the party? What happened at the party?

2. Objectives/Purpose
Students will:
1. Make a prediction about the story
2. Make observation of details and recall the information to retell the story
3. Relate prior knowledge to compare and contrast with the story
As we read the story we will briefly discuss the pictures. We will then retell the story as a class. In order to show comprehension we will discuss parties and what they eat that are similar and what is different.

3. Input
Read the story Delicious Hullabaloo by Pat Mora. We will stop on each page and briefly discuss what is happening. We will make personal connections with our own parties.

Using a felt board we will retell the story as we remember it, and discuss how our parties are similar and different from the party in the story.

4. Modeling
I will use a paper and write the sentence from the board onto my paper and then complete the sentence using one of the words from our list or word wall. Lastly I will draw a simple picture.
Students will then discuss some ideas to complete their sentence: At my party we will eat… (Pizza, tamales, cake, ice cream, etc…). These will be written on the board for spelling reference. Students will copy my portion of the sentence from the board to their paper and then complete the sentence with their choice of word(s). After their sentences are complete they may draw a picture of their party in the space provided.

5. Check for Understanding
I will ask the students: What are we writing about? Do I draw the picture first or copy the sentence? Should I draw my picture or should I pick one of the words on the board to complete my sentence.

6. Guided Practice
Circulate around the classroom. Check for understanding of activity.

7. Independent Practice
For homework they are to make their own party invitations to a pretend party they would like to have.

8. Closure
Discuss the process of making predictions and retelling the story, and why they are important. Discuss our parties with our own hullabaloo.

Assessment
The students will show their comprehension by completing the guided practice.

Extensions/Modifications
This lesson could be made into a lesson family, holiday gatherings or recipes. This lesson could also extend into making their own recipes or hullabaloos.

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