Pancho Rabbit and the Coyote

Pancho Rabbit and the Coyote by Duncan Tonatiuh
Publisher: Abrams Books for Young Readers
Copyright: 2013

Citation: Tonatiuh, D. (2013). Pancho Rabbit and the Coyote: A Migrant's Tale. New York, NY: Abrams Books for Young Readers. 

Literary Awards, Honors, and/or Nominations

1. 2014 Tomás Rivera Mexican American Children’s Book for Younger Children: Winner
2. 2014 Pure Belpre Honor for Narrative: Honor

Reading Level:
Interest Grade Level: 1-4
Lexile: 680L
Flesch-Kincaid: 1.98-5.34
Fountas and Pinnell: I-P

-Original description of the book
Duncan Tonatiuh does a phenomenal job writing about immigration using a fable and folk tale feel. He shows the struggles that migrants face when leaving their home country and shows this in a child-friendly book. The illustrations in this book are incredibly unique and looks like what is similar to the art in Hispanic culture. He also integrates some Spanish words which is useful because he has created the illustrations to have these words in them, along with placing a glossary for the words in the back of the book.

-Corresponding Common Core State Standard
CCSS.ELA-LITERACY.RL.3.2: Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. (Activity that addresses the standard: After Reading Comprehension Activity)

-Suggested delivery
1) Read Aloud
2) Independent Read

-2 electronic resources
1) Duncan Tonatiuh blog
2) Audio reading of Pancho Rabbit and the coyote

-3 teaching suggestions for grades 4-6
1) This book is all about the Hispanic/Latino Culture. Teachers can find different lesson plans and activities where students can actively learn about this culture at this online resource that includes multiple elementary and middle school lessons and activities.

2) Pancho Rabbit and the Coyote can also be used as an introductory segue into learning about the history of the US and Mexico. Here are a few websites that have different links to learn about immigration, the Spanish-American War, the history of El Camino Real de Tierra Adentro, and facts about Mexico: Mr. Donn's American History, History of El Camino Real, and National Geographic Kids.

3) This book uses mostly English words but also integrates some Spanish language. Students can learn more about the Spanish language at Spanish4Teachers, Free Spanish Units, and Free Spanish lessons for kids.

-Key Vocabulary
1) Rancho: ranch
2) Fiesta: party
3) Aguamiel: a drink made from the sap of the maguey plant
4) Papel picado: perforated paper that is hung as a decoration
5) Mochila: backpack
6) Panchito: a word used on someone who you care for

-An inferential comprehension writing activity
If Pancho’s family does have to move to the U.S., what advice would you give him that would help him adapt to life in the U.S.? Imagine Pancho joins your class. How would you help him adjust? What things may be difficult for him to adapt to? What could you do to make the transition easier? What do you think Pancho would be feeling during his first week as a member of your class, in a new school, in a new country?

-Before Reading Comprehension Activity: Pique students’ interest, activate prior knowledge, and introduce the book through a picture walk. Show students the front and back cover of the book. Ask them to predict what they think the story will be about. Then, slowly flip through the pages of the book without reading any of the words. Ask students questions about each picture they see, guiding them to make inferences based upon what they see. Focus on who, what, when, where, why and how questions such as: “What is happening here?” “What will happen next?” “Who do you think this is?” “How does this character feel?” “How does this picture make you feel?” “Where does the story take place?” “How do you think the story will end?” Once students have read the book, return to their thoughts and predictions, comparing them to the actual events of the story.

-During Reading Comprehension Activity: As a class, students will engage in a whole class activity with guided reading questions. Have students answer and discuss the following questions as the book is being read aloud or read independently.
   -Why do the animals leave to go north? What do they hope they will be able to do? Make a personal connection: Have you ever known anyone who had to leave their home, city, or country to find work?
   -Where do you think the story is set? Use details from the story and illustrations to explain your answer.
   -What does the Spanish word fiesta mean? Encourage students to use context clues in surrounding sentences and illustrations to determine the meaning if they are unfamiliar with Spanish.
   -Do you think it’s a good idea for Pancho Rabbit to leave on his own? Why or why not? What could happen to Pancho Rabbit while he’s travelling alone?
   -Who agrees to help Pancho Rabbit get to El Norte to find his father? Make an inference: Do you think the coyote is trustworthy? Why or why not? Make a prediction on what may happen on their journey?
   -What is it like crossing the desert?
   -Think about what happened both to Pancho Rabbit and Papá Rabbit. Is it easy or safe to cross the desert to El Norte? What is the return trip like? What are the risks of these trips?

-After Reading Comprehension Activity: Differentiation- Highly able activity, Below level activity, Grade level activity

Teachers can use this book to explain and discuss what the meaning of allegory is. While Pancho Rabbit and the Coyote: A Migrant’s Tale is a fable, it is also an allegory. Review the definition of an allegory with students (Allegory: a story, poem or picture that can be interpreted to reveal a hidden meaning, typically the characters and events are symbols that stand for ideas about human life or for a political or historical situation). Reread the story looking for the elements of allegory. Students will answer the following questions and then create their own allegory on Storyboardthat:
   -What political and/or historical situation is represented in the story? What groups are represented by the different characters in the story? 
   -Why choose a coyote as the character to guide Pancho Rabbit to El Norte? Are coyotes generally good or bad characters in stories and cartoons? What is the double meaning of coyote?
   -Who do you think the snakes represent? Look at their caps. What do these remind you of? Why choose snakes as the guards of the border? Are snakes generally trustworthy characters in stories and cartoons?
   -Who do Papá Rabbit, Señor Rooster and Señor Ram represent? Pancho Rabbit? Use details from the story and illustrations to support and explain your answers. 
   -What is the hidden meaning or the moral of the allegory? What larger statement or message do you think the author is trying to make through the allegory?

Students can use this book to review what elements are in a fable, along with the moral this book has and how it compares to another fable.  Ask students:
   -What elements of Pancho Rabbit and the Coyote: A Migrant’s Tale make it a fable?
   -In what ways do the animals act like people?
   -What is the main problem in the story?
   -All fables have a moral or lesson to be learned. What do you think is the moral of Pancho Rabbit and the Coyote: A Migrant’s Tale? Explain your answer using details from the story.
   -Compare and contrast the story with other fables you’ve read. Choose one fable you remember. Create a Venn Diagram to chart your information. What does the other fable have in common with Pancho Rabbit and the Coyote: A Migrant’s Tale? How are the two fables different? Using your Venn Diagram, write a short essay comparing and contrasting the two fables. 

Teachers can have students retell the sequence of events and use their inferential comprehension to answer questions about Pancho and how he would feel if he moved to the U.S., how the students could help him, and how the media discusses immigration has impacted their opinions and thoughts about immigrants.
   -Describe the different parts of Pancho Rabbit’s trip to find his father. What different things must he do in order to get to El Norte? Is this a dangerous trip to take?
   -If Pancho’s family does have to move to the U.S., what advice would you give him that would help him adapt to life in the U.S.? Imagine Pancho joins your class. How would you help him adjust? What things may be difficult for him to adapt to? What could you do to make the transition easier? What do you think Pancho would be feeling during his first week as a member of your class, in a new school, in a new country?
   -Think about what you’ve read or seen in the media or heard friends or family say about immigrants. In what ways are immigrants presented in the media? In what ways does the story counter what is often presented in the media about immigration and migrants? What are the reasons given for why people immigrate to the United States?