Haitian Culture Curriculum Guide

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Grade: 2 A HAITIAN FOLKTALE Topic: Haitian Folktale: “Uncle Bouki Gets WOW-EE” Objective(s): To define oral tradition and relate it to personal experiences. Time Frame: 2 Periods Area of Infusion: Language Arts Goal 3/Core Competencies Sunshine State Standards 3.1 Information Managers 3.2 Effective Communicators 3.4 Creative and Critical Thinkers 3.10 Multiculturally Sensitive Citizens 30 LA.A.1.1 LA.A.2.1 LA.B.2.1 LA.C.1.1 Benchmark: LA.A.1.1.4 Corresponding Grade Level Expectation: The student uses a variety of strategies to comprehend text (for example, self-monitoring, predicting, retelling, discussing, restating ideas). Benchmark: LA.A.2.1.1 Corresponding Grade Level Expectations: The student knows the main idea or theme and supporting details of a story or informational piece. The student uses specific details and information from a text to answer literal questions. The student makes inferences based on text and prior knowledge (for example, regarding traits, feelings, and actions of characters). Benchmark: LA.B.2.1.1 Corresponding Grade Level Expectation: The student extends previously learned writing knowledge of the first grade with increasingly complex texts and assignments and tasks. Benchmark: LA.C.1.1.4 Corresponding Grade Level Expectation: The student listens for specific details and information (including but not limited to logical sequence and flow of events, story elements, concluding events). Student Resources: • Colored pencils/markers • Drawing paper
Teacher Resources: • Oral Tradition – in Background section of Haitian Culture Curriculum Guide Grades K-5 • “Uncle Bouki Gets WOW-EE” - in Supplementary Materials section of Haitian Culture Curriculum Guide Grades K-5 • Chart paper Procedures/Activities: 1. The class sits in a circle. Tell students that today the class will explore a story from Haitian culture called “Uncle Bouki Gets WOW-EE” about the unexpected. Explain that the story, which you will tell today, is from Haitian oral tradition. Use the Oral Tradition (in Background section of Haitian Culture Curriculum Guide Grades K-5) to inform your discussion. Point out that the story you will tell students today is a folktale. Review the definition of a folktale. Talk with students about folktales told in American culture. Give examples. 2. Review unfamiliar vocabulary from “Uncle Bouki Gets WOW-EE” (tremendously, politely, delicious). 3. Orient students to the traditional opening of a Haitian story: “Krik?” “Krak!” Use the Oral Tradition background to inform your explanation. Tell the folktale “Uncle Bouki Gets WOW-EE” to students, using the Krik? Krak! opening, which is traditional in Haitian culture. (Folktale is in Supplementary Materials section Haitian Culture Curriculum Guide Grades K-5.) 4. Ask volunteers to retell the story in their own words. 5. In pairs, students write a four-sentence summary of the folktale. Inform students that you will ask volunteers to share their writing. Write along with your students. 6. Volunteer pairs share their summaries. Use the summaries to find gaps in students’ comprehension of the folktale. Then, engage in class discussion of “Uncle Bouki Gets WOW-EE.” 7. As a class, write a paragraph summary of “Uncle Bouki Gets WOW-EE” on chart paper; display the summary at the front of the classroom. Assessment: • Answers to discussion questions on “Uncle Bouki Gets WOW-EE” • Students’ retelling of story in their own words • Student illustrations of folktale Follow-up Activity: Students draw pictures to illustrate a particular part of “Uncle Bouki Gets WOW-EE.” Pictures could be collected and bound into a picture book, which could be reread throughout the year. 31
Page 2 and 3: The School Board of Broward County,
Page 4 and 5: ACKNOWLEDGMENT Our sincere apprecia
Page 6 and 7: Resources & Bibliographies • Bibl
Page 8 and 9: INTRODUCTION Over the last thirty y
Page 10 and 11: By 1625 there were no more indigeno
Page 12 and 13: extermination of all those involved
Page 14 and 15: whites and three mulattos. Their mi
Page 16 and 17: CONTEMPORARY HAITI The Occupation J
Page 18 and 19: ecame the two official languages of
Page 20 and 21: The schools that these children att
Page 22 and 23: Regardless of the source of inspira
Page 24 and 25: Grade: Kindergarten HAITIAN FOLKLOR
Page 26 and 27: Assessment: • Answers to discussi
Page 28 and 29: Background: Folktales are beloved a
Page 30 and 31: Grade: 1 COUNTING Topic: Counting i
Page 32 and 33: Grade: 1 TRANSPORTATION Topic: Bus
Page 34 and 35: 6. Students could complete one or m
Page 36 and 37: Teacher Resources: • Slides - Pai
Page 40 and 41: Grade: 3 CHILDREN’S LIVES Topic:
Page 42 and 43: Grade: 3 HAITIAN PROVERBS Topic: Pr
Page 44 and 45: Grade: 4/5 HAITIAN COOKING Topic: H
Page 46 and 47: Grade: 4/5 HAITIAN ART Topic: Inter
Page 48 and 49: 9. Students present their self-crea
Page 50 and 51: Teacher Resources: • Map of the A
Page 52 and 53: This park has a wide selection of e
Page 54: Haitian Creole 1. Onè 7. Mwen menm
Page 57 and 58: QUESTION: The Indian word “Haiti
Page 59 and 60: HAITI BOARD GAME CARDS QUESTION: In
Page 61 and 62: HAITI BOARD GAME ANSWER KEY 1. The
Page 63 and 64: Fauriol, Georges A. (Editor). Haiti
Page 65 and 66: Stein, Robert. Leger Felicite Sonth
Page 67 and 68: WEB SITES Amendments 11-27 to the C
Page 69 and 70: “Haitian Lemonade” Lime and lem
Page 71 and 72: BIOGRAPHIES Michael Brudent was bor
Page 73 and 74: Marie Claire Heureuse was born a sl
Page 75 and 76: • INDEPENDENCE DAY - January 1
Page 77 and 78: INDEPENDENCE DAY AND CELEBRATIONS I
Page 79 and 80: COAT OF ARMS ON HAITIAN FLAG 71
Page 81 and 82: CREATE A FORTRESS What is a fortres
Page 83 and 84: • Clothes line or plastic color c
Page 85 and 86: • Display books about Haiti. •
Page 87 and 88: HANDOUT FOR KINDERGARTEN LESSON: HA
Page 89:
HANDOUT FOR FIRST GRADE LESSON: HAI
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Haitian Culture Curriculum Guide

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