Guiding Comprehension

Point of View • Inferential

From whose point of view has this story been told?

Pablo's point of view.

Author's Purpose • Critical

Question the Author Why do you think the author decided to share the recipe at the end?

Possible response: She thought readers might be interested in making jalapeño bagels after reading the story.

Summarize • Critical

Text to World Summarize what this story has taught you about how families from different cultures work.

Summaries should include an explanation of how Pablo and his parents make their lives together happy.

Summarize When students finish reading the selection, provide this prompt: Imagine that you want to tell a friend about Jalapeño Bagels. In four or five sentences, explain what Pablo learns about his parents when he works with them at the bakery.

STRATEGY SELF-CHECK

Summarize

Have students make a list of
conclusions they have drawn about Pablo's family throughout the story. Students should then use these conclusions to write a summary about how a family formed from different cultures can make their life together happy. Use Practice Book 3.2, p. 87.

SELF-CHECK

Students can ask themselves these questions to assess ability to use the skill and strategy.

Was I able to draw conclusions about Pablo's family?
Does my summary include some of these conclusions?

then… use the Reteach lesson on
p. 243b.

If… students have difficulty drawing conclusions and writing a summary,

Draw Conclusions

Practice Book 3.2 p. 87

with | without Answers

"Jalapeño Bagels"
by Natasha Wing

Student Edition
Unit 5, pp. 224–237

Realistic fiction tells about events that could happen in real life. Does anything in this Selection Snapshot remind you of an event from your own life?

Pablo's school is having an International Day on Monday, and all the children are bringing something from their culture. Mama tells Pablo he can bring a treat from the family's bakery. He can come to the bakery on Sunday and help Mama and Papa bake. Then he can choose a treat for International Day. Pablo thinks this is a good idea.
Early Sunday morning, the family walks to the bakery. First, Pablo and Mama make pan dulce. Mama makes the best Mexican sweet bread. After all the ingredients are mixed, Mama and Pablo knead the sweet bread dough. Then they form rolls and loaves and put them in the oven. Pablo thinks about taking pan dulce to school for International Day.
Then Mama and Pablo make pumpkin turnovers, another Mexican treat. People come to the bakery just to buy Mama's delicious turnovers. Pablo thinks of taking them to school. Pablo helps Mama make chango bars. He puts extra chocolate chips into the dough so the batch of chango bars will be extra special. He thinks about taking chango bars to school.
Then Pablo helps Papa. He is making challa, using Bubbe's recipe. Bubbe is the Yiddish word for Grandmother, and challa is a Jewish braided bread. Pablo thinks about taking the braided bread to school.
Then Papa begins to make bagels. He rolls the dough into a long rope. He cuts it into pieces and connects the ends of the pieces so they look like doughnuts. The dough is allowed to rise. Papa boils the bagels, sprinkles them with toppings, and puts them in the oven. Pablo likes to eat them with cream cheese and jam. Papa likes to eat lox with them, but Pablo does not like fish with his bagels. Pablo thinks about taking bagels to school for International Day.
Mama and Papa work together to make one kind of treat—jalapeño bagels. Mama cuts the jalapeño peppers. She puts them and bits of dried red peppers into the dough Papa makes. Then they form and cook the bagels.
Mama tells Pablo that he must decide what treat to take to school. They need to set it aside so no one buys it. Pablo looks at the wonderful Mexican treats. He looks at the delicious challa and bagels. It's a hard decision. Then he makes up his mind.
"I will take jalapeño bagels to school for International Day. They are a mixture of two great cultures, just like me!"



	Close
	Build Background Point out the following unfamiliar words in the bagel recipe on p. 237 and define them for students: lukewarm—barely warm; yeast—a substance used to make bread dough rise; knead—to press and squeeze with the hands; malt—a cereal grain, usually barley, used as a substitute for sugar; gluten—a protein substance made from wheat or rye and used to make bread. PRACTICE LESSON VOCABULARY Have students provide oral responses to each question. 1. If you heat water at a high temperature, would you say it spoils or boils? (It boils.) 2. If you combine many ingredients, do you have a batch or a mixture? (You have a mixture.) 3. If you work dough to make it soft, do you whip it or knead it? (You knead it.) BUILD CONCEPT VOCABULARY Review previous concept words with students. Ask if students have met any words today in their reading or elsewhere that they would like to add to the Concept Web.

"Jalapeño Bagels"by Natasha Wing

"Jalapeño Bagels"
by Natasha Wing