Objectives:
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1. Students will read with comprehension.
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2. Students will develop pre-writing strategies.
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3. Students will compare and contrast.
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4. Students will expand their vocabulary in Spanish.
Foreign Language Standards:
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1.2 Students will share personal reactions to authentic literary texts.
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2.0 Students will gain knowledge and understanding of other cultures.
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4.0 Students will make comparisons among cultures to develop insight.
Anticipated time: This activity will take 2-3 days.
Scope and sequence
: This activity will take place after the introduction to the Taíno and before the map exercises.
Activities:
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1. Teacher will ask the students to define a myth in their own words.
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2. Teacher will ask students to glimpse at the reading and jot down the words they think are Taíno words. (example:
huracán
,
maboya
)
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3. Teacher will ask students if they are familiar with the myth of Atabei and Yocayú. One student writes on the board:
Lo que sabemos de Atabei y Yocayú
.
Lo que sabemos de la religión de los Taínos
.
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4. Teacher asks class to read the myth silently.
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5. After reading, the class is given a worksheet to write the names of the characters and the sequence of events.
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6. Teacher asks comprehension questions.
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7. Teacher asks students to retell the myth to the class.
Follow-through or homework:
Each day for homework the students will be assigned different creation myths from the Aztecs, Mayans, etc. The students will write a synopsis of each myth and their reaction to each myth, in their journals,to share in class.
Expansion:
At the end of the week, the students select any two myths to compare in a brief writing assignment.
Culminating
:
The students will write their original myth, whether a creation myth, or a myth to explain a natural phenomenon, such as the sun, moon, fire, etc. .
