CELEBRA EL CUATRO DE JULIO LESSON PLAN FOR GRADES 3 6 Book/Text Set: Celebra el Cuatro de Julio con Campeón, el glotón / Qué es el Cuatro de Julio? by Alma Flor Ada and F. Isabel Campoy Content Overview: In the fiction story, a family goes on a picnic on the Fourth of July. The family dog hides in the food basket and has his own picnic with other dogs while the family goes for a walk. All the other dogs owners save the day by sharing foods from their respective different cultures. The non-fiction section includes information about the creation of the United States, images of the founding fathers and the Declaration of Independence, a map of the U.S. showing the first thirteen colonies, and an overview of the many activities Americans do to celebrate Independence Day. Materials and Preparation large, prepared Venn Diagram writing paper dictionaries in a variety of reading levels Standards Covered NCSS Social Studies Strands I. Culture: a, e II. Time, Continuity, and Change: b, c, d, e III. People, Places, and Environments: a, b IV. Individual Development and Identity: e, h V. Individuals, Groups, and Institutions: b, d, e VI. Power, Authority, and Governance: a, f, h VII. Production, Distribution, and Consumption VIII. Science, Technology, and Society IX. Global Connections: b X. Civic Ideals and Practices: a, b, d, h, j NCTE/IRA English Language Arts Standards: 1, 3, 4, 5, 6, 7, 9, 10, 11, 12 Vocabulary F: picnic / aclara / escapa / canasta / pesada/pesa (pesar) / queja (quejarse) extraño (extrañar) / propone / comidas / glotón NF: unidos / formó / decidieron / independencia / importante / parientes / antiguos Pacing Guide 3 days; 45 60 minute sessions, plus optional extensions
Reading and Activities DAY 1 Explore the Topic: Fourth of July On a large sheet of white butcher paper, draw a Venn Diagram. Title the chart Celebraciones de cumpleaños and label the two circles Nosotros and EE. UU. Tell students that just like they have birthdays, our country has a birthday too, on July 4th. Tell students that EE. UU. is the abbreviation for Estados Unidos. Ask students to tell some things they do on their birthdays and on the Fourth of July, and have them write their responses in either the Nosotros or EE. UU. side, or in the center if it is something done on both occasions. Vocabulary Introduction Tell students you are going to read them a story about a family that celebrates the Fourth of July by going on a picnic. On the top of a piece of chart paper, write Cuatro de Julio. Point to the uppercase in Julio, and explain that even though names of months in Spanish are written with lowercase, in this case Julio is part of a proper name. Then write the vocabulary words for the fiction section, written alternately with red and blue marker. Introduce the words by reading them aloud, having students repeat them, and asking if anyone knows any of the meanings or can use any of the words in sentences. Explain the difference between the verb pesar, the noun pesa and the adjective pesada. Tell students they will hear these words in the story. Fiction Read-Aloud & Discussion In this session you will read aloud only the fiction story, Celebra el Cuatro de Julio con Campeón, el glotón. Before reading the story, show students the cover and title page and read the title aloud. Have students describe the pictures, especially details about the characters. As you read, make special note of the dialogue during preparations for the picnic and what happens at the park. At the end of the story, discuss the multicultural makeup of the families who have come together because of their dogs, and the different dishes they share. Have students brainstorm to identify the ethnicity of each family. Emphasize the fact that this story shows how the American society is made up of people from many different cultural backgrounds. When the story is finished, ask students to retell the story, then ask the following questions. Show the illustrations to help students with their responses: Beginning 1. Adónde va la familia? 2. Qué hace Campeón cuando la familia va a dar un paseo por el parque? 3. Qué comidas traen las otras familias al picnic? p.2/6
Intermediate Advanced 1. Qué quieren llevar los niños al picnic? 2. Por qué a Julián le pesa tanto la canasta? Qué hace Campeón en el parque? 3. Habla sobre las familias y las comidas que comparten. 1. Describe lo que hace la familia al comienzo del cuento. De qué se queja Julián? 2. Explica lo que sucede cuando la familia va a dar un paseo por el parque. 3. Describe las familias y las comidas que traen. Di cómo se sienten todos al final del cuento. After discussing the story, revisit the Venn Diagram and add new information. DAY 2 Vocabulary Activity Review the words on the vocabulary list by having students reread and define them, and by using them in sentences. Add the words Estados Unidos and then the vocabulary words for the non-fiction section. Read the words aloud, have students repeat them, and talk about the definitions. Ask students to give a list of words that belong to the same family of independencia. Tell students they will hear these words in the next story. Show the cover of Celebra el Cuatro de Julio con Campeón, el glotón and ask students to recall events from the story, including the reason the family went on a picnic, the problem and solution, and how the story ended. Be sure they include references to the different families who came together to celebrate. Explain that you are going to now read a story that tells about the birth of our nation, and how Americans celebrate the Fourth of July. Non-Fiction Read-Aloud & Discussion Before reading, review the Venn Diagram with students. Open the book to pages 16 17 and have a volunteer read the section title. Ask students how they would answer the question posed in the title, and allow for a few responses. Read the story, Qué es el Cuatro de Julio? As you read, point out the writing of the Declaration of Independence depicted in the painting on page 20 and the photo of the Declaration itself. Use the map to discuss the size and location of the original thirteen colonies, noting that even some of those states are larger now than they were in 1776. Elicit other changes in the sizes and shapes of the original thirteen states. As you come to vocabulary and other unfamiliar words, have students help use context to define them. When the read-aloud is finished, have students discuss the information by answering the following questions: p.3/6
Beginning 1. Qué día es el cumpleaños de Estados Unidos? 2. Busca en la mapa las 13 colonias. Qué nuevo país formaron? 3. Cómo celebran los estadounidenses el Cuatro de Julio? Intermediate 1. Por qué es importante el Cuatro de Julio? 2. Quién ganó la guerra entre las 13 colonias e Inglaterra? Qué sucedió después de la guerra? 3. De qué maneras celebran los estadounidenses el Cuatro de Julio? Advanced 1. Explica qué pasó el 4 de julio de 1776 y quiénes estuvieron involucrados. 2. Por qué hubo una guerra entre las 13 colonias e Inglaterra? Qué sucedió después de la guerra? 3 Describe algunas de las actividades que los estadounidenses disfrutan el Cuatro de Julio. Qué se hace en Washington, D.C. el Cuatro de Julio? Review the Venn Diagram, add new information, and leave the chart on display. DAY 3 Vocabulary Review Review the vocabulary by giving a definition orally and having students identify the corresponding word. Have students also say each word slowly, emphasizing each syllable, to help them identify the number of syllables in each word. After this review, distribute the Cuántas sílabas tienen? worksheet. Allow some time for students to browse and read additional books about Fourth of July, the American flag, important Revolutionary figures, and other related topics, and invite them to add any new information to the Venn Diagram. Writing Activity Explain to students that they will work in collaborative groups to read the first two paragraphs of the Declaration of Independence, find and define unfamiliar words and phrases, and rewrite the first paragraph in their own words. Distribute a copy of the text of the first two paragraphs of the Declaration to each group and read it aloud to students. Then, to make sure that students understand that these are only the first two paragraphs of the document, show them the complete text and a copy of the original document as shown on page 21 of the book. The complete text of the Declaration of Independence and a photograph of the original can be found at http://usinfo.state.gov/esp/home/topics/us_society_values/fundamental_documents/dec laration_of_indep.html Have students collaborate to highlight unfamiliar words and then find definitions using the context, the group members own knowledge, dictionaries, and any other available resources. p.4/6
When all students in a group have agreed on the definitions of the new words, they can then work together to rewrite the first paragraph in their own words. If time allows, older and more advanced students can also rewrite the second paragraph in their own words. If the language of the Declaration is too difficult for your class, use The Star Spangled Banner or the Pledge of Allegiance for this activity instead of the Declaration, following the same collaborative procedure. When all groups are finished, have them read their results to the class. Compare the different versions and post on the wall next to an image of the original for further reading, observation, and comparison. Extensions Writing Art Mathematics Science Choose a topic such as freedom or independence and write what they mean to you. Find out if your community has an essay contest in which you might enter your essay. Design a red, white, and blue banner to decorate your house on the Fourth of July using a variety of sizes of stripes and stars to create several sections. Put the design sections on different-shaped backgrounds such as triangles, rectangles, and rhombuses. Tie the sections together to create the banner. Store the sections in a large baggie until July 4th and then display the banner at your house. Use maps and other resources to compare the size and population of the original thirteen colonies with the size and populations of the same states today. Create a double bar graph to show the data. Discuss safe use of fireworks in relation to fire prevention and personal safety. Social Studies Read short biographies of Revolutionary figures. Learn more about John Trumbull's painting, The Declaration of Independence, pictured on page 20. Find out who the people are in the picture. Read biographies of some of these important people and write an illustrated short report. Information about the painting can be found at http://www.epdlp.com/pintor.php?id=3714 Technology Read more about the Fourth of July: http://bogota.usembassy.gov/wwwsjly4.shtml http://www.megalink.com/usemblapaz/notasactuales/notasarchivo/na439.pdf p.5/6
Read and listen to the Star-Spangled Banner includes several Spanish versions: http://bogota.usembassy.gov/wwwsanth.shtml#spanish Learn about the American symbols: http://usinfo.state.gov/esp/home/topics/us_society_values/national_symbols.html Learn more about the American flag includes the Pledge of Allegiance in English and Spanish: http://bogota.usembassy.gov/wwwsflag.shtml Read and learn the Preamble to the United States Constitution official translation: http://usinfo.state.gov/espanol/constes.htm Creative Reading Share this book with your students using Alma Flor Ada s Creative Reading methodology based on the principles of Transformative Education. Suggested questions to initiate the dialogue are provided for Beginning, Intermediate, and Advanced levels as well as selfassessment tools for teachers and students in English and Spanish. Santillana USA Publishing Company, Inc. Developed by Renee Goularte Renee Goularte started teaching in the late 1980s. She has taught students in all elementary grades, and has worked specifically with English language learners, at-risk students, and GATE students. Renee holds a Master s Degree in Elementary Education from San José State University. In addition to teaching, she also writes and presents workshops for teachers. Renee lives in Northern California. p.6/6