Los Baker Van a Perú Teacher Guide and BreakoutEDU

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Los Baker Van A Perú BreakoutEDU and Teacher Guide

Created by: Tamina Hartman and Sandra Mejia

Title of novel:  Los Baker Van a Perú

Author of novel:  Carol Gaab and Kristy Placido

Level: 2

Brief summary of the novel:  The Baker family gets lucky at the Price is Right and wins a trip to Peru!  While they are there, they run into some adventures…and some misfortune!

Topics:   Peru, numbers.

Cultural Contexts:  Popular locations in Peru, shrunken heads, Machu Picchu, guinea pigs and other foods, currency of Peru

Pre-reading activities:    -Embedded reading on shrunken heads in Peru

Enrichment activities while reading:

  1. Play El Precio Es Correcto–practice numbers and use Soles (show about exchange rate and currencies)
  2. Take a virtual tour of the museum.  Here is the link to the website to view other things.
  3. Teach students how to dance the salsa like the kids at the discoteca.
  4. Te de coca, foods (cuy)
  5. After Reading Chapters 1 and 2, play Sunken Treasure using these questions found on TPT.

Post-reading activities:  La maldición de la cabeza reducida (sequel)

BreakoutEDU Game

BreakoutEDU: link to Google doc for more information

Oh no!  While they are exploring the city of Lima, they (Haley and Jason) lose the shrunken head and have to find it!  The students stop and have lunch in a restaurant and lose the head. They must follow the clues and find it before this treasure is lost forever.  

Pobre Ana

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Created by:  Mariah DaMoude

Title of novel: Pobre Ana

Author of novel: Blaine Ray

Level: Novice: Level 1

Brief summary of the novel: Ana is a teenage girl from the United States who thinks her life is terrible because her friends families can afford expensive clothes, and Ana thinks her parents yell at her a lot. One day in class, she learns of an opportunity to study in Mexico. She goes to Mexico and returns with a new perspective.

Topics: family, age, friends, likes and dislikes, daily routines

Cultural Contexts: family relationships, teen activities, daily life in Mexico

Themes: friendship, appreciation via travel, gratefulness

Pre-reading activities: Teacher shows a PowerPoint of student submitted photos of families (can be actual pictures or just funny fake families they come up with). Teacher will PQA the PowerPoint and highlight relationship, age, profession, physical characteristics, and interests.

Enrichment activities while reading: 4 corners activity with le gusta, le gusta mucho, no le gusta, and no le gusta nada on each paper put around the room. Ask different questions from the previous PQA activity with student families as well as questions about Ana from the novel.

Pick a student in the room and do a Venn Diagram between Ana and the student.

Example: los dos son estudiantes, Ana tiene pelo castaño pero _______ tiene el pelo _______.

Post-reading activities: Play the “Table Race” Game.

Directions: Students are divided into 2 teams and there are 2 tables side by side at one end of the classroom. Each table contains the same amount of notecards with the same words written on them. (For example: Ana, México, castaño, ojos nuevos, etc.). Two students from each team sit in chairs side by side a distance from the tables. The teacher explains in the target language the word on the notecard that she/he wants the students to run and grab. (“Ana no tiene veinte años, tiene _____ años.) The pair of students on each team are able to agree on what note card they are going to look for quietly so the other team pair does not hear them. The teacher then counts a la una, dos, tres. On 3 the students stand up and race to their designated table to look for the correct note card. The first team to place the correct note card in the basket the teacher is holding in his/her hand wins the point. Two new students from each team then go up in the chairs and take a turn.

Breakout EDU Game:

BEFORE YOU BEGIN:

This BreakoutEDU game was created to follow the novel “Pobre Ana” by Blaine Ray. Before solving this game, your students will need to read the novel so the clues make sense.

This game is designed for Level 1 students.

 

SUPPLIES, LOCKS & COMBINATIONS –

BreakoutEDU Kits can be purchased at www.breakoutedu.com. Virtual Breakouts can be created using the BreakoutEdu app.

Large BreakoutEDU Box:

  • Hasp
  • 5 letter lock – __ __ __ __ __
  • 4 letter lock – __ __ __ __
  • 4 digit number lock – __ __ __ __
  • Directional lock – __ __ __ __ __ __
  • Key lock

Small Breakout Box

  • Locked with 3 digit number lock __ __ __
  • Key inside
  • UV light inside
  • Puzzle pieces

UV pen and blacklight flashlights

HINTS:

Students work in groups of 5 – 6. Each group works on the clues and writes down their solutions on the Group Ticket. The first group to open the box is the winner!  But if they have an incorrect solution, they cannot just randomly try combinations. They must re-check their work. Close up all the locks so the next group can try.

Clues are identified by the BreakoutEDU logo.

Once locks are opened, have students place them in the “Parking Lot” (a special location specifically for the locks) or hand them to the teacher to avoid accidental resets of the combos.

THE STORY: Every good game needs a story. (review the novel, change the ending, parallel story)

Step 1: Read aloud to students to lead into activity.

¿Después de leer “Pobre Ana” tienes la información necesaria para completar esta actividad? Vamos a ver. En sus grupos van a demostrar su habilidad por buscar claves y, por fin, abrir la caja. Hay un premio dentro de la caja. ¿Listos? Buena suerte.

GAME FLOW TEMPLATE:

How will students find the codes to open the keys that open the lockbox?

 

. Puzzle 1:

5 letter lock which is the last name Perez.  It is Ricardo’s last name.  Post the following paragraph as a clue card.  
Un día en México Ana va a un gimnasio donde ella conoce a un muchacho quien se llama Ricardo.  El apellido de Ricardo es Perez. Su apellido es muy importante.

 Puzzle 2:

4 letter lock which is the word casa.  Post the following paragraph as a clue card
En los Estados Unidos Ana vive en una casas normal.  Ella piensa que es una casas pequeña pero comparado a las casa en México, es una casas muy grande.  En México muchas casa son menos grandes que las casa en los Estados Unidos. Muchas personas en los Estados Unidos quieren una casas.  ¿Cuál es el error en este párrafo?

 Puzzle 3:

4 digit lock which is 1522 (15 being the age of Ana and 2-the number of friends she has in the United States being Ana and Elsa and the other 2 being the number of good friends in Mexico which are Ricardo and Patricia)
Ana vive en el estado de California.  Ella es una estudiante típica. Ella piensa que tiene muchos problemas.  Tiene una mamá, un papá, un hermano y una hermana. Ana tiene quince anos. Tiene 2 buenas amigas.  Ana piensa que sus amigas no tienen problemas. Ellas llevan ropa que cuesta mucho. Ana compra su ropa a Wal-Mart.  En México, Ana realiza que tiene mucho. Ella tiene dos buenos amigos en México. Se llaman Ricardo y Patricia. Ana baila una noche con Ricardo.  Sus dos amigos son importantes.
Puzzle 4:

5 letter lock which is the letters LYAIE
Post the following 5 sentences in this order which provide  a backwards summary with secret highlights on one letter from each sentence.
Ana sonríe porque la vida es perfecta. (highlight the letter “l” in the word “la” from the above sentence.
Ana va a la escuela y ve todo de una manera diferente. (highlight the letter “y”)
A Patricia le gustan las hamburguesas. (highlight an “a”)
Juana y Susana invitan a Ana al centro.  (highlight the letter “i”)
Ana asiste a una escuela que se llama West Torrance High.  (highlight the letter “e”)

 Puzzle 5:

3 digit number which is 600 being the time that Ana left Mexico for the United States which is stated on the first page of Chapter 7.  
Post the following statement:
Abre tu libro a Capítulo 7. ¿A qué hora sale Ana de México para regresar a los Estados Unidos?

 Puzzle 6: Puzzle 7:

 

 

SETUP INSTRUCTIONS: Describe the steps needed to help the teacher set up the game.

 

Steps
1 Set all the locks according to the 5 codes listed above. Place candy or a prize in the box they are going to unlock to get the prize.
2 Create the clues to be posted on the walls. Maybe have several sets depending on the size of your classroom/class.
3 Decide how you will divide the teams.
4 Establish the rules that need to be shared with the student ahead of time and post them on the board/SmartBoard.
5 Have novels accessible for one of the clues.
6 Have a copy of the first statement you will read that leads into the breakout activity.
7 Perhaps review some vocabulary before beginning with gestures, etc.
8
9
10

 

El Escape

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IMG_4861

 

Created by: Kim Mestl

Title of novel:  El Escape

Author of novel: A.C. Quintero

Level: Level 3 +

Brief summary of the novel:  A group of 3 teenage boys have bonded together due to similar bad family experiences.  They frequently go to the park to skateboard, watch youtube videos. They use an old bookstore as their “Hideout” one day they stumble upon an incident.

Topics: sports, friendship

Themes: family

Pre-reading activities:  

  1. Three pictures or objects about things that are in the book, put students in groups and have them come up with how these objects are connected and what role do they play in the book.  
  2. Pick a sentence from the book, give it to a group and they must form sentences using 3 words from the original sentence.  
  3. The teacher picks 15-20 new vocabulary words from the chapter(s), the students take a strip of paper numbered 1-5 and put 1 of the words in that number space.  Then while reading as they hear a word they tear off that word, you can only tear off the word if it is on the edge. (ex. If their #3 word is the 1st they hear they cannot tear it off)

Enrichment activities while reading:

  1. Have students read a chapter on their own, pick 2 scenes out of the chapter and make a drawing to represent this. Then as a class the teacher reads the chapter and as their scene takes place the students put their drawings in order of the events taking place.  
  2. Show realia from the culture (country) that your book takes place in.

 

Post-reading activities:

  1. Have kids write a summary of chapter or book with an exact number of words they have to use in the target language.
  2. ¿Quién soy?  Similar to the dating game, assign “main characters to 3-5 students, the other students must ask questions to solve the mystery character.

 

 

 

La Llorona de Mazatlán

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Created by: Rosa Zimmerman

Title of novel: La Llorona de MazatlánLlorona-Novel-Cover

Author of novel: Katie A. Baker

Level: Level 3

Brief summary of the novel : A seventeen-year-old girl wants to go to a soccer camp in Mazatlan, Mexico. She applies for the camp but has not asked for permission to go. She is accepted into the camp.

Topics: Soccer, traveling by yourself,

Themes: Dealing with a different culture,

Pre-reading activities: Show a map of México and where Mazatlan is.

Pre-teach vocabulary.

Three pictures or objects that go with the book and make a connection of all three things and what role they have in the book.

Soccer rules and talk about World Cup.

Play song of La Llorona

Pick a sentence from the book and have students create their own sentence using some of the words from the given sentence.

Word bingo using a strip of paper.

Enrichment activities while reading:

Word bingo using a strip of paper.

Show realia from the culture you are reading about the things students are reading in the book.

Create a timeline of a chapter. Assign a chapter for students to read and have students illustrate their favorite part or scenes with action. The next day the teacher reads the chapter and students put up their illustration in the order it is read.

Post-reading activities:

Summarize the chapter or book in exactly a # of words (according to a rolled diced) in the target language.

Quién soy (similar to the dating game) students have to ask questions about the mystery character to see who they are.

Chain game – After reading a chapter, ask students to get in a circle and recall a detail of the book, the next student mentions the detail of the previous student and adds another detail and it goes like that until all students have mentioned the detail.

Making their own test. Give students the text and they write their own comprehension question.

 

 

 

El silbón de Venezuela

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Created by: Mr. Struckman

El silbon de Venezuela Book Cover

Title of novel: El silbón de Venezuela

Author of novel: Craig Klein Dexemple

Level: I (written in present tense)

Brief summary of the novel: El silbón is about Henry, a small-town boy from Minnesota. Henry wants to be a cowboy. His friend is from Venezuela and one day Henry visits Venezuela to become a real cowboy. In the Venezuelan prairie, Henry meets el silbón, the most feared ghost in Venezuelan folklore…

Topics: Venezuelan culture and American culture.

Cultural Contexts: Venezuela, Venezuelan cowboys, El silbón

Themes: Friendship, Travel, Self-discovery

Pre-reading activities: Venezuela map, Picture talk of capibaras, el silbón, piranas,      the Venezuelan prairie. (look for these images on Google Images).

Enrichment activities while reading: Costumes, student/character read.

Post-reading activities: Student group conversation/Build a sequel to novel using student input.

 

El Ekeko

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Created by: Loree Cain

Title of novel: “El Ekeko”

Author of novel: Katie Baker

Screen Shot 2018-09-19 at 1.32.45 PM

Level: Novice

Brief summary of the novel (3-4 sentences):  Paco, a young 13-year-old boy in Bolivia lives with his family in a poor region of La Paz, Bolivia.  He works as a shoe shiner to make money for his family, though he would rather go to school. He has three younger sisters and is struggling to take on the role of “a man” in his household.  He finds a mysterious statue in his closet that seems to have mysterious powers and bring him good fortune.

Topics:  coming of age, dealing with bullies, cultural legends, struggling with poverty

Cultural Contexts:  witches, stories of talismans, legends

Themes: struggling with poverty, becoming a man, maturity

Pre-reading activities: How do people of Bolivia live? Legends / Talismans / Markets

  • Use three pictures or objects about things in the book.  Put students in small groups and have them make a connection about how these are connected and what role will they play in this book?
  • Show a video, pictures of Bolivia to build background.
  • Pick a few sentences from the book.  Give partners a sentence. They have to speak in the target language and have a rule of only using three words to talk about that sentence.
  • Word Bingo – using a strip of paper, students will select five words from a choice of 20 or so words from the chapter.  As we read the chapter, they can tear off a word “ONLY” if their chosen word is on one of the ends of their paper strip.

Enrichment activities while reading:

  • TIMELINE Illustrations – After reading a chapter with a fair amount of action, have students illustrate two of their favorite scenes from the chapter.  As we re-read the chapter out loud, students will bring their drawings to the center of the room and create a “timeline” of their illustrations. As a follow up activity, students could retell the story out loud using the illustrations.
  • Show realia from the culture using pictures / video
  • Word Bingo – using a strip of paper

Post-reading activities:

  • When done with a chapter – Using dice (four is best) have a student roll a number.  That is the number of words they MUST write in their summary of that chapter in the target language. Then have them share with the class.
  • ¿Quién Soy? – Similar to “the dating game,” students have to ask questions to the mystery characters (choose the main characters in the book) in the target language and guess which character those students are.
  • Chain game – students sit in a circle.  First student says one thing about the book. Second student repeats what the first student said and adds something to it.  Third student repeats the first two things and adds something new, and so on, and so on.

 

 

La Guerra Sucia

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Created by: Kelly Garcia & Dominique Werner

Title of novel: La Guerra Sucia

Author of novel: Nathaniel Kirby

Level: Level 3

Brief summary of the novel (3-4 sentences): An American reporter gets a job opportunity of a lifetime reporting on an emerging story coming from South America. Leslie is tasked with solving the mysteries of missing Argentinian citizens. The more Leslie finds out, the deeper into trouble she becomes and eventually becomes a “desaparecida” herself.    

Topics: 1970’s Argentina political climate. Historical Fiction.

Cultural Contexts: Los Desaparecidos de Argentina, 1977.

Themes: Mystery

Pre-reading activities: Locate Argentina on the map, in particular Buenos Aires (GoogleEarth) Discuss the role of reporters and their responsibilities relating to human rights violations.

Discuss background historical setting in political and social climate in Argentina.

https://www.ifsw.org/argentina-and-los-desaparecidos/

 

Enrichment activities while reading: Using historical images, ie. newspaper clippings, photographs of important Argentinian political figures (Juan & Evita Peron), students will be asked to give a single word describing the images, en Español.

Post-reading activities: StoryBird https://storybird.com/

Little Bird Tales https://www.littlebirdtales.com/

Eva Peron Mini Bio https://www.youtube.com/watch?v=Zu0p04Z2yzQ

Chapter Illustrations

EdPuzzle

Word Clouds with http://www.Mentimeter.com

Key vocabulary with http://www.Quizlet.com

 

BreakoutEDU:

La Guerra Sucia – Breakout

 

El nuevo Houdini

jcoone13

Screen Shot 2018-09-12 at 6.42.01 PMEl nuevo Houdini by Carol Gaab

 

Level: Novice

Summary: Brandon finds a way to drive his father’s sports car while his parents are on vacation. After a series of mishaps involving the car, he thinks he’s escaped any consequences.

Topics: family, friends, likes and dislikes, schedules, telling time

Cultural Contexts: family relationships, teen activities

Themes: peer pressure, honesty, friendships

Pre-reading activities;

Teacher shows photos of cars, including photos of students’ cars (if they are willing to share). Teacher asks students to describe each car, and asks about student preferences.  Example questions: ¿Prefieres un carro nuevo o viejo? Grande o pequeño?

Use the video Pingu and Pinga at Home as a Movietalk activity.  Discuss family relationships, what happens when parents leave for a few hours.

 

Enrichment while reading:

Review the rules of Brandon’s parents. Discuss rules students’ parents have for them. Create a list of common rules.

Comparison List: Pros and cons of Brandon’s decision to drive his father’s car. Students list reasons why Brandon’s decision is bad. What might happen? On the other hand, why is it good?

Post-reading activities:

Mannequin challenge: In groups, students choose a scene from the book to freeze frame. Students or teacher then describe the scene.

 

BreakoutEDU:  

El escape final created by Carol Gaab – a Teachers Pay Teachers free download