Unit/Topic:Tai: el pequeño tayno Lesson # 2: La comida del taíno

Unit/Topic:Tai: el pequeño tayno
Lesson # 2: La comida del taíno
Grade Level: High School
Proficiency Level: Novice – Mid
Standards: NJ World Languages Standards- 7.1
7.1.NM.A.1 Recognize familiar spoken or written words and phrases contained in culturally
authentic materials using electronic information sources related to targeted themes.
7.1.NM.A.2 Demonstrate comprehension of simple, oral and written directions, commands, and
requests through appropriate physical response.
7.1.NM.A.3 Recognize a few common gestures and cultural practices associated with the target
culture(s).
7.1.NM.A.4 Identify familiar people, places, and objects based on simple oral and/or written
descriptions.
7.1.NM.A.5 Demonstrate comprehension of brief oral and written messages using age- and levelappropriate, culturally authentic materials on familiar topics.
7.1.NM.B.1 Use digital tools to exchange basic information at the word and memorized-phrase
level related to self and targeted themes.
7.1.NM.B.2 Give and follow simple oral and written directions, commands, and requests when
participating in age-appropriate classroom and cultural activities.
7.1.NM.B.3 Imitate appropriate gestures and intonation of the target culture(s)/language during
greetings, leave-takings, and daily interactions.
7.1.NM.B.4 Ask and respond to simple questions, make requests, and express preferences using
memorized words and phrases.
7.1.NM.B.5 Exchange information using words, phrases, and short sentences practiced in class
on familiar topics or on topics studied in other content areas.
7.1.NM.C.3 Copy/write words, phrases, or simple guided texts on familiar topics.
7.1.NM.C.4 Present information from age- and level-appropriate, culturally authentic materials
orally or in writing.
7.1.NM.C.5 Name and label tangible cultural products and imitate cultural practices from the
target culture(s).
ACTFL-
Communication - Interpretive/Interpersonal/Presentational
Standard 1.1Students engage in conversation, provide and obtain information, express feelings
and emotions, and exchange opinions.
Standard 1.2 Students understand and interpret written and spoken language on a variety of
topics.
Standard 1.3 Students present information, concepts, and ideas to an audience of listeners or
readers on a variety of topics.
Cultures
Standard 2.1 Students demonstrate an understanding of the relationship between the practices
and perspectives of the culture studied.
Standard 2.2 Students demonstrate an understanding of the relationship between the products and
perspectives of the culture studied.
Connections- Social Studies, Language Art, Art, Science, Health, Technology
Standard 3.1 Students reinforce and further their knowledge of other disciplines through the
foreign language.
Standard 3.2 Students acquire information and recognize the distinctive viewpoints that are only
available through the foreign language and its cultures.
Comparisons
Standard 4.1 Students demonstrate understanding of the nature of language through comparisons
of the language studied and their own.
Standard 4.2 Students demonstrate understanding of the concept of culture through comparisons
of the culture studied and their own.
Communities
Standard 5.1: Students use the language both within and beyond the school setting.
Standard 5.2: Students show evidence of becoming life-long learners by using the language for
personal enjoyment and enrichment.
Objectives:
Student will be able to….
1. Express similarities and differences between the taínos and today’s society.
2. Recognize familiar words and phrases in authentic electronic resources.
3. Exchange basic information.
4. Interpret an authentic reading.
5. Summarize a passage.
6. Use cognates to interpret readings and questions.
7. Identify the taíno food.
8. Use adjectives to describe nouns.
9. Explain how the casabe is made.
New Vocabulary:
la guayaba
el río
el jobo
el caimito
la guanábana
el mamey
*Recycle vocabulary from previous lesson:
el yucayeque
el bohio
el caney
cacique
los nitaynos
el bohique
yuca
el casabe
los artesanos
macanas
las hachas
el batey
el areyto
el arco
el canuco
el batá
la flechas
el
la
las
Materials/Resources:
Activity sheets
Teaser of the movie, Tai: el pequeño tayno
Computer
LCD Projector
Pictures of the book
Single pages of the book
Picture of the food (real ones if available)
Procedure
Warm-up
To introduce the topic we can start with a short discussion about the similarities and differences
between the taínos and today’s society.
The students will receive a set of questions [Activity 5]. They need to be discussed before hand
to assure their understanding. Then, the teacher will play the teaser of the movie Tai: el pequeño
tayno. Because it is only a teaser and it is short, the teacher may need to play it more than one
time. The students will answer the following questions:
1.
2.
3.
4.
5.
¿Cuál es el título de la película?
¿Quién es el personaje principal?
¿Qué actividades hace el niño? (4 activities)
Escribe dos lugares en la red cibernética donde puedes buscar más información.
Escribe dos direcciones donde puedes contactar a una persona vía correo electrónico.
*The students are going to be encouraged to contact the people via email and to look up for more
information in preparation for their final project. As an extension activity, the students can write
to the author and/or the editorial, in Spanish, to express their opinion of the book.
Introduction of New Material
The teacher will proceed to read the book, Tai: el pequeño tayno. She will use the pictures taken
from the book to help with the comprehension of it.
After the reading, each student will receive a copy of one of the pages of the book. Their task
will be to summarize the page in one simple sentence. They can use the words and/or the
illustrations. The idea will be to include at least a verb and some information. (For example: Tai
come el desayuno. Tai se baña.etc…). They can work on the activity with a partner if needed.
Practice
Based on their summary, we will proceed to complete a semantic map about the book [Activity
6]. Each student needs to understand his/her page so he/she can comment on that page.
Everybody has to complete the semantic map.
Assessment
Teacher will collect the semantic map to make sure that everybody completed one. Appendix 1
has an example of what it should look like.
Closure
The students will work in two short activities related to the taíno food. If there is not enough
time for both activities, one can be assigned as homework. On the first activity, El casabe, the
students will read a paragraph that was broken down into individual sentences explaining the
casabe. They will have to match the letters on the picture with the sentence that represents its
explanation [Activity 7]. Volunteers can summarize how to make casabe. They can even
dramatize how to make the casabe. It will be a good idea to present the video of people in the
21st century that still make the casabe:
http://www.youtube.com/watch?v=JZmH7XsV8w0&feature=related
On the second activity, the students will read the descriptions of the food and will match them to
the pictures [Activity 8]. They will have the opportunity to express if they have tasted the food
and/or if they would like to taste it.
Nombre_________________________________Apellido______________________________
Fecha___________________________________Hora_________________________________
Corto de la película
Answer the following questions based on the following link:
http:///www.youtube.com/watch?v=FccguAEKIVw&feature=related
1. ¿Dónde duerme el niño?
2. ¿Cuál es el nombre de la película?
3. ¿Quién es el personaje principal?
4. ¿Qué actividades hace el niño?
a.
b.
c.
d.
5. ¿Qué instrumentos tocan los taínos?
a.
b.
c.
6. ¿Qué quiere decir “Busca tu copia ya”?
7. Escribe dos lugares en la internet donde puedes buscar más información.
a.
b.
8. Escribe el nombre de la Casa Editora.
Nombre_________________________________Apellido________________________
Fecha___________________________________Periódo_________________________
Mapa semántico de Tai: el pequeño tayno
Comida
Recreación
Estructura
socio-política
Yucayeque
Ocupaciones
Nombre______________________________Apellido_________________
Fecha________________________________Periódo_________________
El casabe
Read the explanation of how the taínos made the casabe. Each one of
these sentences is represented in the picture by a letter. Match the
sentences with the letters.
_____1. La yuca era la comida más importante de los taínos.
_____ 2. Con la yuca preparaban un pan llamado casabe.
_____ 3. Las mujeres se ocupaban de hacer el casabe.
_____ 4. Rayaban la yuca en un guayo.
_____ 5. La masa de yuca la echaban en un saco llamado cibucán y lo colgaban de
un árbol para que se secara y eliminara su lquido tóxico.
_____ 6. Luego la moldeaban en panes redondos o tortas.
_____ 7. Tostaban los panes al fuego sobre una plancha de barro llamada
burén.
A
.
B
.
D
.
C
.
E.
G
.
F.
Nombre_________________________________Apellido________________________
Fecha___________________________________Periódo_________________________
La comida
Part I. Match the pictures with the information below.
A.
E.
B.
C.
F.
D.
G.
H.
____ 1. La guayaba: fruta pequeña con semillas muy pequeñas blancas. Es anaranjada por
dentro. Puedes hacer jugo con ella.
____2. El pescado: tipo de proteína. Vive en el océano.
____3. El jobo: fruta más pequeña que la mano. Puede ser mediana. Es muy acídica.
____4. El caimito: tiene forma de estrella por dentro. Es color morada.
____5. El casabe: tipo de tortilla pero de yuca.
____6. El mamey: fruta muy simiar al melón.
____7. La guanábana: fruta grande, jugosa y ovalada. Es verde por afuera. Tiene pulpa blanca
con semillas negras.
____8. La yuca: Es color marrón y larga. La pulpa es blanca y de mucha fibra.
Part II. Answer the following questions.
1. Which ones have you tasted?
2. Which ones would you like to taste?