5 2 3 the gift TG

5.2.3 The Gift SUMMARY In The Gift, a young girl experiences the joy of both giving and receiving familyoriented gifts LESSON VOCABULARY astonished benefactor gratitude recommend traditions behavior distribution procession sacred INTRODUCE THE BOOK INTRODUCE THE TITLE AND AUTHOR Discuss with students the title and the author of The Gift Based on the title, ask students what they think the story may be about When students hear the words “the gift,” what kind of images come into their minds? Discuss how the cover illustration of the woman holding out a large pastry might relate to the story BUILD BACKGROUND Ask students if they have ever made, or would like to make, gifts for members of their families Discuss meaningful types of gifts that family members could make for each other Let them know that in The Gift they will be learning about how family traditions affect the types of gifts the family members give each other PREVIEW/USE ILLUSTRATIONS Before reading, invite students to look at the illustrations in The Gift Have them use the illustrations to predict where the story will take place and who the characters are Lead them to see a predominant theme in the pictures (people are eating or making food) How might those pictures relate to the story? COMPARE AND CONTRAST PREDICT READ THE BOOK SET PURPOSE Have students set a purpose for reading The Gift As they read, suggest they think about the kinds of gifts members of their family give each other Encourage them to compare their own families’ gifts to the gifts in the story STRATEGY SUPPORT: PREDICT Help students determine the meaning of predict (to tell what you think might happen next in a story or article based on what has already happened) Read the first page aloud and then ask students to predict whether or not Lupe is going to enjoy herself in Mexico Have students give reasons for their predictions Ask: What clues on this page helped you make your prediction? Tell students that they should make predictions based on story clues about what will happen next Let them know that as they read, they may find clues that make them revise, or change, their predictions COMPREHENSION QUESTIONS PAGE Why does Lupe decide to make a recipe book for her grandmother? (She wants to show how thankful she is for the good times spent cooking with her grandmother.) PAGE How you predict Lupe will react to her grandmother’s gifts? Why? (Answers will vary but should be supported by text.) PAGE Why does Lupe enjoy being in Mexico for the celebration of the Three Kings? (In Mexico there are many others who share the celebration Back in Phoenix, not many others celebrate that tradition.) PAGE 16 Why does Lupe like hearing stories about the women in her family making Rosca de Reyes? (It makes her feel like an important part of a family tradition.) 40 The Gift 16917_LRD_TG_040-041 40 1/11/06 2:11:40 PM REVISIT THE BOOK READER RESPONSE Possible responses: Abuela’s: all sorts of family information; Lupe’s: recipes; Both: show family traditions Answers will vary Possible responses: benefit, beneficial, benevolent; bene- means “good.” Answers will vary EXTEND UNDERSTANDING Review that setting is where and when a story takes place Ask students where most of this story takes place (Mexico) Ask: How does the Mexican setting affect Lupe’s Christmas experience? (Possible response: It makes the experience special because she gets to speak Spanish, see the Three Kings Procession, spend time with family, and experience different kinds of foods.) RESPONSE OPTIONS WRITING Have students think of favorite foods that their family eats Invite them to make a list of the dishes they would like to learn how to cook Ask them whether certain dishes are special within their familes; if so, suggest they write a paragraph describing why Have students complete the writing activity above Ask them to describe or draw the foods so that you can help them translate the ingredients of the foods into English SOCIAL STUDIES CONNECTION Review with students that celebrating the Three Kings is an important tradition in Lupe’s family Ask students to research and report on an important tradition that their own families celebrate Skill Work TEACH/REVIEW VOCABULARY Challenge students to use vocabulary words in sentences that relate to food Example: Since I knew Sally hated to cook, I was astonished at how delicious her soup was TARGET SKILL AND STRATEGY COMPARE AND CONTRAST Review with students that to compare and contrast, means to look at how things are alike and how they are different As students read, invite them to take notes on how Lupe’s and her grandmother’s gifts are similar and how they are different PREDICT Remind students that to predict means to tell what might happen in a story based on what has already been read In The Gift, understanding how Lupe feels about the different ways Christmas is celebrated in Mexico and America will help students predict how Lupe will react to becoming an important part of her family’s traditions Invite students to chose places as they read to stop and write their predictions of what might happen next and how Lupe will feel about what happens After students have finished the book, discuss the predictions and whether they were correct ADDITIONAL SKILL INSTRUCTION THEME Review that the theme is the “big idea” of a story It is the underlying meaning that the reader determines from the story’s events and characters Sometimes the author states what the theme is, but usually the reader has to use clues from the story to piece the theme together Let students know that a story can have more than one theme As students read The Gift, suggest they use the illustrations as well as the words to help them figure out what the theme or themes might be Afterwards, discuss the theme or themes and what information the students used to determine them The Gift 16917_LRD_TG_040-041 41 41 12/28/05 1:15:08 PM Name The Gift Compare and Contrast • To compare is to tell how two or more things are alike or different • To contrast is to tell only how two or more things are different Directions Use The Gift to help you answer the following questions Contrast the language Lupe speaks in America with the one she speaks in Mexico Why does Lupe feel sad when she thinks about the Three Kings and her friends at home? Lupe’s mother tells Lupe that her mother taught her to make Rosca de Reyes How is that different from Lupe’s experience? Did using the reading skill of compare and contrast help you to understand this story better? Why or why not? © Pearson Education What are some things that are typical of the Christmas celebrations at Abuela’s house? 42 16917_LRD_TG_042_043 42 3/20/06 8:55:37 AM The Gift Name Vocabulary Directions In each of the following sentences, the vocabulary words are italicized Underline the sentences in which the vocabulary words are used correctly Do nothing with the sentences in which the vocabulary words are used incorrectly Check the Words You Know astonished distribution recommend behavior gratitude sacred benefactor procession traditions Abuela’s ability to bake a great pastry is astonished Lupe wanted to help, so she was on her best behavior Helping each other cook was very benefactor for the family The pieces of pastry were distribution equally among the people at the table Lupe was filled with gratitude at the chance to be part of a family tradition They watched the procession of the Three Kings wind through the streets The recommend is to use three cups of flour in the recipe The recipes were sacred to Lupe’s family Traditions, the Lupe’s family eats a special pastry to celebrate Christmas Directions Select three vocabulary words and use each in a sentence © Pearson Education 10 11 12 43 16917_LRD_TG_042_043 43 3/20/06 8:55:46 AM ... as the words to help them figure out what the theme or themes might be Afterwards, discuss the theme or themes and what information the students used to determine them The Gift 16917_LRD _TG_ 040-041... usually the reader has to use clues from the story to piece the theme together Let students know that a story can have more than one theme As students read The Gift, suggest they use the illustrations... INSTRUCTION THEME Review that the theme is the “big idea” of a story It is the underlying meaning that the reader determines from the story’s events and characters Sometimes the author states what the theme