Classroom Guide for
The Birthday Swap

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1. How old will you be on your next birthday? When is it? Does the time of year when your birthday occurs make a difference in what you do to celebrate?
2. With whom do you usually spend your birthday? With family? Friends? Classmates?
3. What kinds of birthday celebrations have you shared? Does everyone you know celebrate in the same way?
4. What things do you think about when you are selecting a gift for someone? What do you think is the most important thing about giving a gift? Why?
5. Whom among your friends or family would you most like to surprise with a special celebration? If you were planning a surprise for that person, what would it be?

Teacher Tip Use The Birthday Swap as part of your observation of Hispanic Heritage Month (September 15-October 15). Through its text and illustrations, the book offers warm scenes of Mexican American family life, a traditional market, foods, and celebration. The book is also available in Spanish as ¡Qué Sorpresa De Cumpleaños!

celebrate	gift	cookout	baker
birthday	ice cream	reunion	cake
decorations	party	ribbons	sugary
piñata	band	bow	surprise
candles	dancing	older	food

Teacher Tip You will want to be sensitive to the fact that for religious and other reasons, not all children celebrate birthdays. Also, some children may be unfamiliar with the kind of large, extended family described in the book.

1. Where is the town in which Lori and her family live?
2. When is her birthday?
3. Why does Lori want to get Cookie a gift this year?
4. What are some of her ideas for gifts? Why aren’t they good choices?
5. What kind of work does Tia Sabina do? Why does Lori’s mom stop there?
6. What is the Mercado like? How is it different from where your family shops?
7. Why aren’t the toys and trinkets in the curio shop right for Cookie?
8. Is a piñata a good gift for Cookie? Why or why not? Why does Lori’s mom talk to the piñata maker?
9. Why does Lori’s mother make her a new dress?
10. Why do Lori’s brothers leave church early?
11. What is the birthday swap?
12. What other surprises does Lori have?

• The Questioner might use questions similar to those in the Discussion Question or Reader’s Response sections to help group members explore the book.
• The Passage Locator might look for events early in the story that are tied to the ending.
• The Illustrator might draw other gifts they imagine Lori gets from friends and family members at the party.
• The Connector might find out about other things people sometimes do at family reunions.
• The Summarizer might provide a brief summary of the group’s reading and discussion points for each meeting.
• The Investigator might learn more about and report on the tradition of piñatas.

1. What does this story tell you about Lori’s family?
2. How many different examples of giving did you notice in the book? What were they?
3. How do the illustrations help you understand the story?
4. Have you ever been in a curio store like the one Lori was in? Why do people like to take home souvenirs?
5. How did you feel about the story ending? Was it a surprise to you? Why?
6. With whom would you want to swap a birthday? Why?

1. In the story, Lori never does find a gift for her sister. Describe a gift that you think Lori could give to Cookie when she celebrates her birthday in December.
2. Write and design an invitation to the party for Lori. Be sure to mention that it’s a surprise.
3. Write a compare-and-contrast paragraph about a Mercado in Mexico and a supermarket in the United States.
4. Suppose you are Lori. Write a letter to Cookie to thank her for the birthday swap.

1. Partner Spanish speakers with strong English language students. Direct them to the glossary in the front of the book. Have the Spanish speakers teach their partners how to say these words correctly. Then have the English speakers pick five words from the book and teach them to their partners.
2. Have students write or dictate questions about the book. Set aside time to help students explore these queries.
3. Model how to use the illustrations to enhance understanding of the text. Read aloud and comment on how an illustration provides clues to the words. (See also the Art activity in the Interdisciplinary Activities section below.)

Teacher Tip You may wish to pair Spanish speakers with strong English speakers to work with both the English and Spanish versions of the book, translating from one language to the other.

1. Provide a map showing the United States-Mexican border. Have students locate the places listed below and talk about how many people who live in border towns cross back and forth on a regular basis to see family or go to work.
   
   

   Texas	Rio Grande	Juárez
   Mexico	El Paso

   
   
2. Ask students to do research to learn more about Mexico. Questions they might seek answers to include:
   • What is Mexico’s capital? In which Mexican state is it located?
   • What bodies of water border Mexico?
   • What language do its people mainly speak?
   • What are some special holidays and customs in Mexico?
   • What are some things Mexico is famous for?

• What are some things Lori’s family has for breakfast?
• What kinds of cakes does Tia Sabina make?
• What might be in the barrels in the Mercado?
• What other kinds of piñatas does the store sell?
• What is in the box Lori’s brother is holding? Why does Cookie have a finger to her lips?
• What is the weather like the day of the party?
• What food is served at the party?

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