Unit/Topic:Tai: el pequeño tayno Lesson # 3: Las ocupaciones de

Unit/Topic:Tai: el pequeño tayno
Lesson # 3: Las ocupaciones de los taínos
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.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.2 Imitate, recite, and/or dramatize simple poetry, rhymes, songs, and skits.
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, Science, Technology, History, Geography
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. Interpret an authentic video.
2. Identify places in the yucayeque.
3. Use the verb “haber”, “poder” & “necesitar” within a context.
4. Use prepositional phrases.
5. Use adjectives to describe nouns.
6. Put in order a sequence of events.
7. Represent with a drawing an action.
8. Name vocabulary related to each taíno occupation.
9. Use cognates to infer the meaning of statements and questions
New Vocabulary:
(in the target language)
hay
narrar
barro
madera
proteger
*Recycle vocabulary from previous lessons.
Materials/Resources:
Activity Sheets
descargar
hacer
traer
Computer
LCD Projector
Samples of products: ceramic, art, etc.
Video of the Museo Taíno
Procedure
Warm-up
Students will receive a picture of a taíno town, yucayeque [Activity 9]. They will have to identify
every area of the town. Then, they will take a virtual visit to the “Museo Taíno” [Activity 10]:
http://www.youtube.com/watch?v=xR6shJFC5c0&feature=related
They will answer some comprehension questions while they watch the video
1. ¿ Qué hay afuera del Museo Taíno?
2. ¿Qué hay en la entrada del Museo?
3. ¿Qué hay a la derecha en el primer piso?
4. ¿Qué hay en el resto del primer piso?
5. ¿Qué hay en el segundo piso?
6. ¿Qué más tú puedes incluir en este museo?
Introduction of New Material
The teacher will proceed to read the book again but this time it will be in the form of a Power
Point. While she is presenting the Power Point, the vocabulary can be pointed at the screen with
the laser.
We will review the vocabulary related to each one of the occupations represented in the story
using the same pictures of the book. Also, we will practice the verbs poder, hacer and traer in a
hypothetical situation. Tai is bored and wants to do something. Every person of the yucayeque
asks him to bring something [Activity 11]. They will practice the structure:
“Poder” + verb in the infinitive form + information.
MODELO:
Estudiante A: Mamá, ¿qué puedo hacer?
Estudiante B: Puedes buscar más frutas para el desayuno.
Practice
The students will receive a sheet of paper with sentences summarizing the events in the book.
The events will be out of order. They will have to cut the sentences and glue them in order on
construction paper [Activity 12]. But, before they can glue them, they will have to verify with
the teacher if their order is correct [Appendix 2]. Finally, the students will have to draw a
representation of each one of the sentences.
Assessment
Ongoing and informal: The teacher will verify that the students arranged the events in order.
Closure
We will be practicing the occupations represented on the story. First, the students will indicate
who is more likely to make the statement. Each character of the story will have a statement. Are
the taínos’ occupations similar or different to today’s occupations? Then, they will assume the
role of each one of the characters [Activity 13]. They will practice the structure:
“Necesitar” + verb in the infinitive form + information.
The students will ask each other:
MODELO:
Estudiante A: (Músico), ¿Qué necesitas hacer?
Estudiante B: Necesito ________.
Nombre_________________________________Apellido_________________________
Fecha___________________________________Periódo_________________________
El pueblo taíno
Picture taken from the book: Los taínos de Boriquén
Identify each area by writing the number in the squares above. Use the help of the definitions.
1.
2.
3.
4.
5.
6.
El yacayeque: pueblo taíno
El bohío: la casa de los taínos, es circular
El caney: la casa del cacique, es rectángular
El batey: área en el centro del yucayeque donde jugaban la pelota
El río: agua donde navegaban los taínos con sus canoas
El conuco: área para plantar el maíz, la yuca, etc…
Nombre_________________________________Apellido________________________
Fecha___________________________________Periódo_________________________
Video: El Museo Taíno en formato tridimensional
Watch the video about the “Museo taíno” and answer the following questions.
1. ¿ Qué hay afuera del Museo Taíno?
a. (un bohío)
b. (un mini parque ceremonial)
2. ¿Qué hay en la entrada del Museo?
a. (una introducción)
3. ¿Qué hay a la derecha en el primer piso?
a. (piezas variadas- artesanía)
4. ¿Qué hay en el resto del primer piso?
a. (cemíes)
b. (fotos de celebraciones recreadas)
5. ¿Qué hay en el segundo piso?
a. (vasijas)
6. ¿Qué más tú puedes incluir en este museo?
Nombre_________________________________Apellido________________________
Fecha___________________________________Periódo_________________________
¿Qué puedo hacer?
Tai is bored and want to help. He will go around the town asking everybody what he can do.
Pretend to be the people of the yucayeque and tell him what he can bring. Substitute the part that
is underlined for the one on you speech bubble. Take turns with you partner.
MODELO
Estudiante A: Mamá, ¿qué puedo hacer?
Estudiante B: Puedes buscar más frutas para el desayuno.
Estudiante A
Estudiante B
1. Mamá…
…más frutas para el desayuno.
2. Cocineras…
…yuca del conuco para el casabe.
3. Artesano de armas…
…más madera.
4. Artesano de cerámica…
…más barro.
5. Pescador…
…el pescado.
6. Deportista…
…la pelota.
7. Músico…
…el tambor.
8. Bohique…
…las plantas medicinales.
Pon en orden los eventos
____A.Se duerme con la música del areyto.
____B. Se levanta.
____C. Reparte el casabe a los que montan la
guardia, al cacique y a los nitaynos.
____D. Se recrea en el río, juega al batá y
escucha música.
____E. Come frutas y pescado en el desayuno.
____F. Ayuda a los pescadores.
____G. Ayuda a preparar el casabe.
____H. Escucha la historia del pueblo taíno.
____I. Reparte el casabe en el taller de canoas,
cerámicas y armas.
____J. Se baña.
Nombre_________________________________Apellido________________________
Fecha___________________________________Periódo_________________________
Los personajes
Part I. Read each statement. Then, indicate who is more likely to make that statement. Choose a
person from the word bank.
Banco de palabras
el músico
el cacique
el nitayno
el artesano de canoas
el artesano de cerámicas
el artesano de armas
Tai
el pescador
el bohique
la mamá
______________________________ 1. Necesito narrar la historia de mi pueblo.
______________________________2. Necesito proteger el yucayeque.
______________________________3. Necesito preparar el casabe.
______________________________4. Necesito descargar el canoa.
______________________________5. Necesito tocar el tambor.
______________________________6. Necesito repartir el casabe.
______________________________7. Necesito hacer los platos, vasos y ollas.
______________________________8. Necesito preparar las armas.
______________________________9. Necesito construír una canoa.
______________________________10. Necesito curar al enfermo.
Part II. These sentences follow the structure:
“Necesitar” + verb in the infinitive form + information.
Ask your partner what he/she needs to do. Your partner is going to pretend to be each one of the
characters on the book Tai: el pequeño tayno. Take turns. Follow the model.
MODELO:
Estudiante A: Músico, ¿qué necesitas hacer?
Estudiante B (pretending to be “músico”): Necesito tocar el tambor.