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?