Mango, Abuela, and Me

Why did we choose this story?

Mango, Abuela, and

Me addresses themes of understanding, compassion, and patience when it

comes to getting to know someone. It combines two languages, English and Spanish, in a way
that allows children to follow along with ease.
The illustrations captured the emotions of the characters in a way that cannot be put into words,
whether it be English or Spanish. The colors used in the illustrations are muted throughout
much of the story except for the parrot, which is a main focal point in the story.
The story is about a bilingual family, and the obstacles that can come along with that. This story
would be an excellent choice for a teacher in an ESL classroom. The story also features
extended family members moving into a household, which could be a relevant topic for
students.
This story can be seen as a resource for ESL students, students in a Spanish class, or more
simply a resource for children in showing the importance of patience and compassion when
getting to know someone who is different.
Mango,

Abuela, and Me is a story about a spanish-speaking grandmother that comes to stay

with Mia and her family. There is a language barrier that takes place between Mia and her
grandmother throughout the story. There is a theme of patience throughout this story. The story
also discusses the importance of compassion and understanding those around you.
Key Understandings and Questions
We have all experienced a time when communication has been difficult, Abuela and I cant
understand each other (Medina 2015).

There are obstacles in life that we have no choice but to learn to overcome.
What is the value of family?
What is the value of communication between people?

1. Warm-up
Grouping: Whole group
Strategy: Transformation (toilet paper roll)
Administration: toilet paper roll
Focus: To prepare for the drama world
Teacher: Before we begin our drama, we are going to prepare our imaginations. I have a toilet
paper roll here and, because I am using my imagination, I can make it anything I want it to be.

For the purpose of this activity, we will be transforming this toilet paper roll into something to
communicate with. I will start, and pass it to my left. T
eacher acts out carrier pigeon
2. Visual Art
Grouping: Whole group
Strategy: Alternate art medium
Administration: Illustration from story
Focus: To get students thinking about what might happen in the story
Teacher: Now that we are warmed up, lets take a look at an illustration from the story Mango,
Abuela, and Me. Tell me what you see. Focus on the emotion of the characters as well as any
items that you may think could be of significance.
Depending student responses, ask how they know or what in the picture leads them to that
conclusion.
What can you infer by looking at this illustration?
What might they be talking about?
What is the feeling or mood in the picture?
What do you notice about the people in the picture?
Who are the people in the picture?
What is their relationship?

3. Dramatic/ Role Play

Grouping: Groups of three (two guessing, one acting)
Strategy: Drama transformation activity
Administration: Slips of paper containing the scenario
Focus: To show students how hard it can be to communicate without using a common
language
After reading, With our mouths as empty as our bread baskets, we walk back home and watch
TV, teacher opens up a discussion about communication.
Teacher: Questions for Discussion
Who might you have problems communicating with?
What might those problems be?
Why might you have issues communicating?
Why bother trying to learn to communicate with someone that is different than you?
Teacher: Now, that we have read some of our story we will be splitting up into groups of 3. In
these groups, we will be experiencing what it is like to communicate without using our common
language by playing a form of charades. I will be giving each group a scenario that one person
will have to act out while the other two group members try to guess what their group member is
saying.
Teacher: Please split yourselves up into groups of 3. That means we should have 8 groups of 3
people each. Decide in your group who will be person A, person B, and person C. Person A,
can you raise your hand so that I can hand you the first scenario? Person A will be acting out
the situation I provide while Person B and C are trying to guess. If time permits, we will have
Person B and C each take a turn charading a situation while the other two group members
guess.
4. Reflection
Grouping: Individuals
Strategy: Tapping in/voices in the head
Administration: Teacher and students
Focus: To reflect in role
Teacher: Either Abuela or Mia, think about the obstacle you have overcome. In a moment, when
I come around and tap your shoulder, we will hear your thoughts. Teacher moves around and
asks two questions: Who are you? and What are you thinking? After everyone has shared,
ask a few students to elaborate on what they shared.

Charades scenarios:

1. Where is the bathroom?

2. What is for dinner?

3. I am the very best in art.

4. I can run faster than the boys.

5. I am not feeling well.

6. Its chilly today.

7. Can I get you some cookies and lemonade?

8. Has the mailman come?