John C. Warner
Objective One
The first, and perhaps most elementary objective of the unit is to increase students’ vocabulary. In public schools, students are taught Castillian Spanish which is quite different from the Spanish spoken in Puerto Rico. Many of the myths and legends read, therefore, will expose students to a different vocabulary than one they would normally encounter. A strategy for presenting such new vocabulary would be to present it in a new way. Instead of introducing new vocabulary in a traditional list, it could be learned VISUALLY.
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A. Have students cut pictures out of magazines illustrating actions, events or ideas expressed in one of the myths being studied. Place each of these images on a piece of poster board or a large index card. Then have students attribute a specific action, event or idea to each image. Use the cards as flash cards, at first, having the class give the desired response for each card. After the cards have become familiar to the students, use them as a drill for individual students in the class.
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B. Using the same cards, divide the class into two equal teams. Have one student from each team go to the board. Showing the same card to each of the two students only, have them draw a representation of the action, event or idea on the board. The first member of the class to identify the representation wins a point for his team.
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C. Another activity to test vocabulary comprehension would be to play charades. For this activity, if your classroom contains mobil desks, arrange them in a circle so that each student has an equally clear view of the action taking place. Pick one student at a time to be the “bobo” (“clown”), and give him an activity to act out. The other students will guess the charade, win individual points, and then get a chance to either perform the next charade, or to choose the next “bobo”. If an open and “free” classroom atmosphere has been established through the previous games and activities, students should not be reluctant to perform in order to demonstrate what they have learned.
Structured games and student involved/organized activities provide a great stimulus for learning. Students tend to learn without realizing that such extensive learning is taking place, and more important is that retention is very high.
Objective Two
The second major objective of the unit is to have students understand several facets of Puerto Rican life through mythology with particular interest paid to religious values, family customs and traditions.
After students have become more familiar with the vocabulary used in some of the legends, they will be better prepared to delve deeper into the legend to explore its meaning, and to discover how the tale relates to Puerto Rican philosophy.
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A. Begin by reading some legends in English with the students.
Once in Puerto Rico
by Pura Belpre (included in the bibliography) contains three charming tales of Old San Juan which can be used to introduce students to Puerto Rican folk literature. These tales (three among a collection of sixteen) have a religious significance (The Cistern of San Cristobal, The Chapel on Cristo Street, The Rogativa), and can help students understand the importance of religious values for the Puerto Rican people, as the religious values of these legends transcend three entirely different life situations. The first tale deals with the building of a church on the site where a horse racer was miraculously saved from death; the second is the story of a drought caused by moving a statue of San Cristobal; and the third is the story of how a religious procession through the city of San Juan ended the English siege of Puerto Rico in 1797. These stories, translated into English, are easily read and understood by students.
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B. After reading the tales, draw up a set of questions for each, and some questions about religious values in general. Use these as GROUP DISCUSSION QUESTIONS getting as many studnets as possible involved in the discussion. Have students pay particular attention to the points raised during the discussion. It may even be helpful to have a student act as secretary for the activity and list important points on the board.
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C. After the questions have been answered completely, and the discussion has finished, a good follow-up activity would be to have students compare the three tales (or any tales with similar themes) in writing as either a short or long term outside writing assignment.
In the first lesson plan included in this unit, an example of this discussion/writing method of analysis of a folktale dealing with either family life, customs or traditions will illustrate the strategies and activities proposed in this objective more clearly.
Objective Three
The third objective of the unit is to explore the ritual of mythology. Although the word “ritual” has religious connotations, the ritual of mythology connotes much more than religious values. Many festivals both religious and secular, are based on ancient myths. Myths are meant to explain or justify the occurrence of phenomena which, in ancient times, had seemingly no logical explanation. These myths became themes for different festivals. The festival of the harvest in Puerto Rico is a prime example of how a myth evolved into a ritual. The evolution is relatively simple. The myth is based on an invocation to a muse (or a supernatural power) during planting time to ask for a bountiful crop—plenty of rain, sun, and good seed. Then, during the harvest, the people celebrate their good fortune with dances and songs in thanks for the bountiful harvest and the protection of the muse.
A ritual is a repeated event that has a specific significance for the people participating in the ritual. A mythological ritual is, therefore, the repetition of an event that has a mythological basis.
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A. In order to explore the ritual of mythology, have students compare several of the legends they are reading according to the STRUCTURE of the tale. Do most myths begin in a similar fashion? (ie: Once upon a time, Long long ago.) Are the characters portrayed similarly? (Are they believable, or rather super-human?) Do the folktales have similar themes? Do they end in a similar fashion? (Many folktales end with a moral.)
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Looking at these questions and others, students will begin to see that there is indeed a pattern to the myth. Seeing this pattern will help them later when they create original tales patterned after what they have read.
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B. There are many theatrical groups throughout the community that stage celebrations of festivals. The Comprehensive Arts Program of New Haven sends artists of all kinds into the public schools to work directly with the students. As another activity, bring students to a festival or organize a school assembly to expose students to folk and ethnic dances or theatrical productions. The Bowen Peters Dance Company of New Haven is an excellent source. This will not only give language students an opportunity to understand folk literature, it also allows the entire studentbody to become involved in a cultural event.
Objective Four
The fourth and final objective of the unit is to have students use the information which they have gained through their exploration of Puerto Rican mythology in a productive and entertaining way in the classroom.
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A. Students will participate in the creation of original folktales patterned after things they have read or heard about. These tales can be written either in English, in the beginning level courses, or in Spanish in the advanced level courses.
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B. Students’ original folktales can then be presented as skits as a part of a foreign language festival. Students would create sets and costumes for the skits based on historical events or on mythological creatures with which they are familiar.
The second lesson plan included in the unit will clearly illustrate how to create an original tale, and how to transform it into a visual presentation. Teachers will find that this idea is very popular and works well because student interest is high. Such student involvement helps develop student potential in both language and creativity. They gain a personal sense of accomplishment in seeing the fruits of their labor come to life.
