Objectives  Understanding change, social, and economic challenges; compare and

Teaching Guide
contrast hypothetical situations; identify problems and solutions; the importance of family
and teamwork En tiempos difíciles
Materials  notepads and pencils

30 minutes, Days 1–3

Build Background
Activate Prior Knowledge  Tell children: A veces las personas necesitan
ayuda para hacer ciertas cosas. Probablemente hayan necesitado ayuda para atar los
cordones de los zapatos cuando eran más chiquitos. ¿Alguna vez han tenido que pedirle
ayuda a alguien? ¿Para qué? ¿A quién le pidieron ayuda? ¿Qué hicieron para ayudarlos?
Encourage children to discuss their experiences as a class.

Introduce the Focus Skill: Identify Problems and Solutions   

Explain that a problem is something that you need to figure out. A solution
is the answer to the problem. State an example of a problem to the class: Yo
tengo un problema. Mi cuarto está desordenado porque tengo demasiados juguetes. Los voy
a regalar a los niños que no tienen juguetes. Regalar mis juguetes es la solución. Mi cuarto
ya no estará desordenado. Ask children to think of a problem they’ve had and
how they solved it. Have them write it down and share it with the class.

Acquire New Vocabulary  Introduce the 10 key words in the book: difíciles, ahorrar, suficiente, barrio, actividades,
comunidad, improvisar, útiles, compartir, and colaborar. Read each word aloud and use it in a sentence, emphasizing each
syllable in the key word. For example, say: Cuando corren tiempos difíciles, hace falta trabajar todos juntos. Podemos improvisar las soluciones a
los problemas. Ask children to look up key words that they don’t understand in a dictionary and write their definitions. Review definitions,
proper pronunciation, and spelling as a class.

Read and Respond  Display the book. Read the title and author name aloud as you track the print. After reading the book
with the class, point out to children that each problem in the book is introduced on the left page, and the solution is given on the right
page. For example, on p. 4, the problem is that the family needs to save energy. The solution on p. 5 is that the family will read good
books and make up new games. Ask the class to come up with alternative solutions for the problems that are presented in the book. For
instance, an alternative solution to the problem posed on p. 4 could be to play board games. Discuss these alternatives as a class.

60 minutes, Days 4–5

˛ Curricular Enrichment: Social Studies  Explain to children that they will work individually to come up with
ways to help their families at home. Then distribute notepads and pencils to the class. First, ask the children to list the things
SOCIAL
STUDIES
that family members may need help with. Encourage children to include cost- and energy-saving ideas. Some cost-saving ideas
may include bringing lunch to school instead of buying it, or having a picnic in the park instead of going to a restaurant. Some
energy-saving ideas could be turning the lights off when leaving a room or washing the dishes by hand. A third option is reusing
(i.e.: using disposable silverware and containers more than once, using both sides of the paper) and recycling (separating paper,
plastic, and glass items to be recycled). Then ask children to apply one of the three options at home. Encourage children to come
up with three ways to carry out the idea they chose. For instance, a child who chooses to help his/her family save energy could
take shorter showers, turn the computer off when he/she is done using it, and walk to a friend’s house instead of asking a parent
for a ride. Tell children to be prepared to talk about what they did to help out at home during tomorrow’s class. On the following
day, discuss how children helped at home. Have each child tell the class which option they chose and why. Encourage children to
give details about what they did to help at home.
NATIONAL STANDARDS

Home Connection  (Teacher, you may want to photocopy
this activity for children to complete with a family member.)
Talk with your child about what he/she did to help you
out during the past couple of days. Discuss how the family
benefited from the extra help. Talk about how your child has
been helpful and how he/she could help out more. Encourage
your child to use he words problema and solución when
brainstorming new ideas.
Language Arts: K-12.1—K-12.9, K-12.11, K-12.12
Mathematics: Numbers PK-2.1—PK-2.3; Algebra PK-2.1, PK-2.3, PK-2.4; Geometry PK-2.1—
PK-2.4; Measurement PK-2.1, PK-2.2; Data & Analysis PK-2.1—PK-2.3; Problem Solving
PK-12.2, PK-12.3; Connections PK-12.3; Representations PK-12.3
Science: K-4.1, K-4.2, K-4.3, K-4.5, K-4.6
Social Studies: Economics: K-4.1—K-4.11, K-4.13—K.4.16, K.4.19; Geography: K-12.2, K-12.4,
K-12.5; U.S. History: K-4.1, K-4.2
Health: K-4.1—K-4.7
Physical Education: K-12.3—K-12.7
Visual Arts: K-4.1, K-4.2, K-4.3, K-4.5, K-4.6
Technology: K-12.1—K-12.6
Dance: K-4.1—K-4.7
Theater: K-4.1—K-4.8

For more books and teaching guides • www.BrickHouseEducation.com