CELEBRA EL AÑO NUEVO CHINO
LESSON PLAN FOR GRADES 3–6
Book/Text Set:
Celebra el Año Nuevo Chino con la familia Fong / ¿Qué
es el Año Nuevo Chino?
By F. Isabel Campoy and Alma Flor Ada
Content Overview In the fiction story, the Fongs, a Chinese-American family, invite
their friends the Sánchez, a Latino family, to celebrate Chinese New Year with them.
This is a new and exciting experience for the Sanchez family as they shop, help prepare
a feast, have dinner, and attend a parade with the Fong family. The non-fiction section
introduces the Chinese New Year calendar, tells about the symbolism in this
celebration, describes a parade, and mentions New Year’s celebrations in other cultures.
Materials and Preparation
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chart paper and markers
writing paper and white paper for drawing
assorted picture books about Chinese New Year
Standards Covered
NCSS Social Studies Strands
I. Culture: a, b, c, d, e
II. Time, Continuity, and Change: c, e
III. People, Places, and Environments: a, b
IV. Individual Development and Identity: c, e, h
V. Individuals, Groups, and Institutions: b
IX. Global Connections: a, b
NCTE/IRA English Language Arts Standards: 1, 2, 3, 4, 5, 9, 10, 11, 12
Vocabulary
F:
emocionados/emocionado / descubrir / significa/ representan / felicidad
cartel / visitas / antepasados/ desfile/ dragón
NF: calendario / tradiciones/ cultura/ éxito/ simbolizan / abundancia / prosperidad
fuegos artificiales / espectaculares / disfraz
Pacing Guide 3 days; 30-45 minute sessions, plus optional extensions
Reading and Activities
DAY 1
Explore the Topic: El Año Nuevo y el Año Nuevo Chino
Activate prior knowledge by discussing New Year’s Day. In the center of a piece of
chart paper, write “Año Nuevo” and circle the phrase. Ask students what they know
about New Year’s Day and New Year’s Eve (“la Víspera de Año Nuevo”) and how they
celebrate these days in their homes. As students give responses, show them how to
draw a line from the circle and write their responses at the end of each line to make an
information web. Let students write their own responses. When all responses have been
written, review the responses by reading aloud to and with the students. Compare and
contrast the ways different students in the classroom celebrate the New Year. Leave the
chart on display.
Vocabulary Introduction
On another piece of chart paper, begin a thematic vocabulary list. Write “Año Nuevo
Chino” at the top, and then write the vocabulary words from the fiction section in a
column. Read the words aloud to students, have them repeat each word, and ask if
anyone knows the meanings of any of the words. As students respond, add to their
responses as appropriate and necessary to give a quick, accurate definition of each
word. Tell students they will learn more about these words during the reading. Leave
the list up where students can see it.
Fiction Read-Aloud and Discussion
Tell students you are going to read them a story about how people in the Chinese
culture celebrate the New Year. On a third piece of chart paper, write “Año Nuevo
Chino” in the center with a red marker and draw a circle around the words. Ask
students what they know about Chinese New Year. As students give responses, have
them draw a line from the circle and write their responses at the end of each line to
make an information web. When all responses have been written, review the responses
by reading aloud with the students. Leave the chart on display next to the first chart.
In this session you will read aloud only the fiction story, Celebra el Año Nuevo Chino con
la familia Fong. Before beginning to read the story, show the title and cover to students.
Have them predict what they think the story might be about. As you read aloud, be
sure to make note of the visual richness: the variety of foods and items in the
marketplace, the bright colors, the various New Year’s symbols, and especially Nico’s
colorful shoes, which will provide visual clues to the story plot. Also, stop and have
students help you use the context to define any unknown words.
When the story is finished, ask students to tell you about it. Ask the following
questions, using the illustrations in the book whenever necessary or appropriate to help
students with their responses:
Celebra el Año Nuevo Chino / Lesson Plan for Grades 3-6
© Santillana USA Publishing Company, Inc.
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Beginning
Intermediate
Advanced
1. ¿Dónde está Nico, y qué está haciendo?
2. Nombra algunas de las comidas de la cena especial.
3. ¿Cómo puedes encontrar a Nico en el desfile?
1. ¿De qué forma celebran el Año Nuevo Chino las dos familias?
2. ¿Cuáles son algunas de las comidas tradicionales del Año Nuevo
Chino?
3. Nombra algunos de los sonidos que podrías escuchar en el desfile.
1. ¿De qué forma celebran el Año Nuevo Chino las dos familias?
2. ¿Por qué Nico se desaparece tanto en el desfile? ¿Cómo lo puedes
encontrar?
3. ¿Cómo sabes que los Sánchez y los Fong son amigos?
Information Web: After student discussion and responses to the questions, ask them
what they have learned about Chinese New Year from the story. Have students add
these responses to the web. Review and reread all the responses.
DAY 2
Vocabulary Activity
Review the words on the thematic vocabulary list by having students reread, define,
and use them in sentences. Then add the vocabulary words from the non-fiction section
to the list. Read the words aloud with students and ask for volunteers to define or use
them in sentences. Add to student responses as necessary to define each word. Tell
students they will hear these words in the next story.
Non-Fiction Read-Aloud and Discussion
Before reading, revisit the Chinese New Year web chart and review the information
with students. Tell students they will be learning more about Chinese New Year in
today’s reading. Open the book to pages 16–17 and have students read the section title
aloud.
Read the story, ¿Qué es el Año Nuevo Chino? Again, be sure to point out the visual
richness in the photographs, having students name and talk about the items and
activities pictured. Using the map on pages 20–21, take time to discuss how far the
United States is from China, referring to the names of the two continents and the
oceans. Also identify the two countries on a classroom globe. Be sure to stop to define
unfamiliar words.
When the read-aloud is finished, have students discuss the information learned by
answering the following questions:
Beginning
1. Señala a Estados Unidos y a China en el mapa.
2. ¿Cómo se celebra el Año Nuevo Chino?
3. ¿Dónde están el león y el dragón en el desfile?
Celebra el Año Nuevo Chino / Lesson Plan for Grades 3-6
© Santillana USA Publishing Company, Inc.
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Intermediate
Advanced
1. ¿En dónde quedan Estados Unidos y China?
2. ¿Qué cosas especiales hace la gente para celebrar el Año Nuevo
Chino?
3. ¿Qué cosas se pueden ver en un desfile del Año Nuevo Chino?
1. ¿En qué continentes están China y Estados Unidos?
2. ¿Qué símbolos usa la gente para celebrar el Año Nuevo Chino?
3. Nombra alimentos y decoraciones típicos del Año Nuevo Chino.
Information Web: After student discussion and responses to the questions, ask them
what new things they have learned about Chinese New Year. Elicit information on
activities, symbols, and foods. Have students add these responses to the web. Then
review and reread all the responses. Leave the charts and vocabulary list on display.
DAY 3
Vocabulary Review
Have students work with partners to complete the Crucigrama del Año Nuevo Chino
worksheet. When students have completed the crossword puzzles, set aside time for
them to browse or read additional books about Chinese New Year. Afterwards, they
may want to revisit the Chinese New Year web to check it for accuracy and
completeness.
Writing Activity
Explain to students that they will be writing about how their families celebrate New
Year’s Eve and New Year’s Day, and comparing their traditions to those of the Chinese
New Year celebrations.
On the board, write the words alimentos, decoraciones, and actividades. Explain to
students that they will think about these three areas when they list what they do to
celebrate the New Year.
Review the Chinese New Year information web with students to review the traditional
foods, decorations, and activities relating to Chinese New Year.
Have students reread and review the vocabulary words. Encourage them to use any
appropriate vocabulary words in their writing, and ask students to tell you any
additional words they might need. Add those words to the list too.
Hand out unlined paper. Direct students to position the paper horizontally, divide it
with lines into three columns, and label the columns with the words alimentos,
decoraciones, and actividades. You may want to draw the sheet on the board to show
students how to do this. Then, ask them to list in the appropriate columns all the things
their families do to celebrate the New Year.
Help students get started by asking for some examples of things they do with their
families to celebrate the New Year. As students respond, clarify the categories using the
Celebra el Año Nuevo Chino / Lesson Plan for Grades 3-6
© Santillana USA Publishing Company, Inc.
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illustrated model on the board, and also point out any similarities with traditional
Chinese New Year activities. To help students visualize, have them close their eyes and
tell you what they see when they hear the words “¡Feliz Año Nuevo!”
Explain to students that when they are finished with their lists, they should note any
similarities to Chinese New Year celebrations. Depending on their proficiency level, you
may ask students to write a brief essay about how their ways of celebrating the New
Year compare to the Chinese New Year celebration.
When students have finished their writing, have volunteers share with the class. Note
similarities among different families’ traditions.
Extensions
Writing
Write a resolution for the New Year which is realistic and
authentic, and list some steps and strategies you can take to
realize the goal. Keep this writing in a folder or binder you
use for class and revisit it periodically to evaluate your
progress.
Art
Make a dragon to use in a parade through or around the
school, or to display on the wall. Each student can design
and color or paint a different section of the dragon on a sheet
of large white construction paper or butcher paper. To
parade through the school, the sections can be attached with
yarn and then held over students’ heads in an inverted U.
Music
Learn about Chinese music at
http://spanish.china.org.cn/culture/archive/musical_instr
ument/node_2173463.htm.
Learn about some traditional Chinese dances at
http://spanish.china.org.cn/culture/archive/dance/node_
2152943.htm
Social Studies
Research China to learn more about the country and the
Chinese culture. Create a “travel guide” that shows what
you have learned.
Science/Health/Math
Evaluate the healthy aspects of traditional Chinese New
Year foods. Categorize the foods into food groups, make a
chart, and determine the prevalence of healthy foods. Create
a graph that shows the foods in categories, such as fresh
fruits, dried fruits, sweets, grains, proteins, etc.
Safety
Generate a discussion on the safe and legal use of fireworks.
This may also expand to include a lesson on general fire
safety.
Celebra el Año Nuevo Chino / Lesson Plan for Grades 3-6
© Santillana USA Publishing Company, Inc.
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Technology
Find thousands of pictures about Chinese New Year through a Google image search
http://images.google.com
Learn about and look at pictures of Chinese dragons
http://www.linkmesh.com/Dragons/dr5.php
Follow these directions to make a Chinese lantern with the picture of a dragon
http://www.primeraescuela.com/actividades/arte/linterna-de-papel.htm
Read more about the Chinese New Year at:
http://www.gio.gov.tw/taiwan-website/5-gp/newyear/culture35es.htm
Pages for coloring dragons
http://www.primeraescuela.com/themesp/colorear/dragon.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 self-assessment 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.
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