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KSU SLIS Workshop: Serving Latino and

Spanish-Speaking Children and Families
Storytime Plan Template
Name: Teresa Mitchell

Targeted Age: X Babies X Toddlers X Preschoolers ☓ Family

Program Theme: Dia de Los Muertos

Component 1: X Other

Description: It's very important to me to know each child by name, so that they
feel valuable as individuals. Therefor, I would begin each storytime by greeting
each child as they come in, introducing myself, and having them write their
name on a name tag.

I would include the adults present in the introductions, and ask them to feel
free to ask questions after the storytime is over. Generally, though, I like to
leave it up to them as to whether or not they do a nametag.

I would have my own nametag in a larger format, hung around my neck, to
both remind the children what my name is, and to engage their attention.

After the children had their nametags done and were seated, I would sing the
following song with them:

Opening Song:

“Hello Song”, https://www.lds.org/music/library/childrens-songbook/hello-song?lang=eng

This site is very comprehensive, and allows the user to hear the song sung,
play the music separately from the words, play it in a different key, play it with
a different tempo, play the separate parts, play only the melody, and has a
automatic scrolling option which highlights the words that go with the music
being played. All of these components can be downloaded, or the user can
print the words in .pdf In the past, I have brought my laptop and little
speakers and have sung along to songs with the laptop as accompianment.

Hello Song
Hello! (¡Hola!) Hello! (¡Hola!)

We welcome you today. (¡Hola!)

Hello! (¡Hola!) Hello! (¡Hola!)
We're glad you came our way

To share with us our storytime* day

And be our friend in a very special way.

Hello! (¡Hola!) Hello! (¡Hola!)

We welcome you today.

*Note that I have substituted the word “storytime” for the original word
“Primary”.

* Note also that this is a great repeat song – that is, the children echo the word
“hello” when it is in italics. I would sing the melody, and have the group
as a whole echo “¡Hola!” instead of “hello”.

* https://www.lds.org/legal/terms?lang=eng Copyright, rights, and use information. I
am using this song under the “noncommercial use” policy.

I include the Spanish version of the song on the next page; again, I would
substitute the words “Hora del Cuentos” for the original “Primaria”.

Component 2: X Other

Attention-getting activity involving “El Dia de Los Muertos” flannel-
board figures

Description: Using large versions of el Dia de los Muertos symbols – a
skeleton, a fancifully decorated skull, a photo of a marigold, a photo of a
Dia de los Muertos altar, and a photo of a family decorating their loved
one's gravesite in a traditional Mexican fashion – I would grab the
children's attention by putting the symbols into a bag, or decorated box,
and choosing a child to pick one out. After all of them had been picked
out and briefly discussed, we would talk about what these symbols
represented – el Dia de los Muertes. The children could then place them
on the flannel board, dry erase board, or other wall surface.

Component 3: X Book X Storytelling

Just in Case: A Trickster Tale and Spanish Alphabet Book

Description: This is a wonderful book that uses Dia de los Muertos figures
(specifically the skeleton) to teach children their alphabet in Spanish.

Morales, Yuyi. (2008). Just in Case: A Trickster Tale and Spanish Alphabet Book. New York,
NY: Roaring Book Press.

Component 4: X Song X Other

Description: Los esqueletos, The Skeletons

https://www.youtube.com/watch?v=CYyRibaMQoA&feature=youtu.be (youtube video)

Cuando el reloj marca la una, When the clock strikes one,
un esqueleto sale de su tumba. one skeleton comes out of his grave.
Cuando el reloj marca las dos, When the clock strikes two,
dos esqueletos comen arroz. two skeletons eat rice.

tumba, tumba, tumbaba
tumba, tumba, tumbaba

Cuando el reloj marca las tres, When the clock strikes three,
tres esqueletos se vuelven al revés. three skeletons turn upside down.
Cuando el reloj marca las cuatro, When the clock strikes four,
cuatro esqueletos van al teatro. four skeletons go to the theater.

tumba, tumba, tumbaba
tumba, tumba, tumbaba
Cuando el reloj marca las cinco, When the clock strikes five,
cinco esqueletos se pegan un brinco. five skeletons jump.
Cuando el reloj marca las seis, When the clock strikes six,
seis esqueletos se ponen un jersey. six skeletons put on their sweaters.

tumba, tumba, tumbaba
tumba, tumba, tumbaba

Cuando el reloj marca las siete, When the clock strikes seven,
siete esqueletos se montan en cohete. seven skeletons ride on a rocket.
Cuando el reloj marca las ocho, When the clock strikes eight,
ocho esqueletos comen bizcocho. eight skeletons eat cake.

tumba, tumba, tumbaba
tumba, tumba, tumbaba

Cuando el reloj marca las nueve, When the clock strikes nine,
nueve esqueletos juntos se mueven. nice skeletons move together.
Cuando el reloj marca las diez, When the clock strikes ten,
esqueletos bailan a la vez. ten skeletons dance at once.
tumba, tumba, tumbaba
tumba, tumba, tumbaba

Cuando el reloj marca las once, When the clock strikes eleven,
once esqueletos corren veloces. eleven skeletons run fast.
Cuando el reloj marca las doce, When the clock strikes twelve,
Doce esqueletos descansan por la noche. twelve skeletons rest at night.

Component 5: X Book X Storytelling

Just a Minute! A Trickster Tale and Counting Book
Description:
This charming tale features the skeleton again, who this time, is
trying to get his grandmother to go to a surprise birthday party
with him. However, grandmother keeps finding excuses not to
leave, finally revealing that she would rather spend the day with
her grandchildren. The counting and time features tie in with the
song above.

Morales, Yuyi. (2003). Just a Minute! A Trickster Tale and Counting Book. San Francisco,
CA: Chronicle Books, LLC.

Closing Song:

The More We Get Together
The more we get together, together, together.
The more we get together, the happier we’ll be.
‘Cause your friends are my friends and my friends are your friends.
The more we get together, the happier we’ll be!

Mientras más estemos juntos, juntos, juntos
mientras más estemos juntos, más felices seremos.
Tus amigos son los míos, Y los míos son los tuyos.
Mientras más estemos juntos, ¡Más felices seremos!
Idaho Commision for Libraries “Read to Me” Program, http://libraries.idaho.gov/files/Storytime-
Bilingual.pdf

Craft: A bilingual, free printable coloring book put out by
Spanglishbaby.com that describes the history and traditions of El Dia de
los Muertos. This is for the younger children; the older children could
use the highly educational booklet (again, a free printable) entitled “Day
of the Dead Educational Activity Guide”, which was put out by the Mexic-
Arte Museum in Texas. This booklet includes information about el Dia de
los Muertos, along with a simple crossword, advanced color-and-cut skull
mask template, a personalized guide for children to write their family
traditions down, detailed directions for making an Ofrenda (altar),
recipes, and directions for making papel picado. Obviously not all of this
could be accomplished during storytime, so I would have lots of copies
for families to take home.

http://spanglishbaby.com/finds/free-dia-de-los-muertos-coloring-story-book-
printable/
http://www.mexic-
artemuseum.org/images/uploads/education/Day_of_Dead_Guide.pdf

Since my Spanish is quite rusty, I would have a brief bilingual poster
made, in Spanish and English, describing the activity. I would also be
available to answer what questions that I could, and to demonstrate the
activity.
I think it is important that as the families leave, they are handed a flyer
summarizing the storytime content and advertising the next storytime. I
would do this personally to begin building the individual networking that
is culturally necessary.
List 3 additional items (books, CDs, etc.) for display:

Any other children's books that the library had about Dia de los Muertos – including but not
limited to the following titles:

Rosita y Conchita, by Eric Gonzalez and Erich Haeger

Day of the Dead Crafts, by Jerry Vigil, Kerry Arquette, and Andrea
Zocchi
Day of the Dead, by Tony Johnston and Jeannette Winter

Calavera Abecedario by Jeanette Winter

The Day of the Dead/El Dia de los Muertos, by Bob Barner (bilingual)

Uncle Monarch And the Day of the Dead by Judy Goldman

Day of the Dead by Linda Lowery

Clatter Bash by Richard Keep

Day of the Dead: A Celebration of Life and Death is part of the First
Facts: Holidays and Culture book

I Remember Abuelito: A Day of the Dead Tale, by Janice Levy

Day of the Dead, by Tony Johnston

Clatter Bash! A Day of the Dead Celebration, by Richard Keep

Pablo Remembers, by George Ancona

The Spirit of Tio Fernando: A Day of the Dead Story, by Janice Levy

Un Regalo para Abuelita: En Celebracion del Dia de los Muertos, by
Nancy Leunn

Skulls to the Living, Bread to the Dead: The Day of the Dead in Mexico
and Beyond, by Stanley Brandes

El Corazon de la Muerte: Altars and Offerings for Days of the Dead, by
Oakland Museum of California

The Latino Holiday Book: From Cinco de Mayo to Dia de Los Muertos,
by Valerie Menard
If possible, small sugar skull candies to hand out as a treat at the end of storytime.

A large map of the North America, South America, and Central America, so that the children
could point out where they were born. If I had a volunteer, I would ask that person to
put a pin in the map where each child was born, and then we could display the map in
the library.
Describe how this bilingual storytime includes and positively portrays Latino
cultures:

It focusses on a traditional Latino holiday called el Dia de los Muertos.
This storytime is family-centered, allowing parents and children of all
ages to participate.
The display portrays Latino authors and musicians, and gives the
families the opportunity to indivdualize their library experience by
marking where they were born on a map.
This program is held in Spanish and English, validating the children's
native language (Spanish). The books and music presented are
bilingual.