Haitian/Haitian American Curriculum - Eighth Grade Language Arts Lesson Plan Owl A Haitian Folk Tale from The Magic Orange Tree Content/Theme: Grade Level: Textbook Connection: Haitian Folktales Eighth Grade Prentice Hall Literature Timeless Voices, Timeless Themes - Silver Level, Brer Possum s Dilemma pg. 917 Primary Benchmarks: L.A.8.1.7.7:- The student will compare and contrast elements in multiple texts. LA.8.2.1.2: - The student will locate and analyze elements of characterization, setting and plot, including rising action, conflict, resolution, theme, and other literary elements as appropriate in a variety of fiction. LA.8.5.2.1- The student will demonstrate effective skills and behaviors for a variety of purposes, and demonstrate understanding by paraphrasing and/or summarizing. LA 8.3.2.2- The student will draft writing by establishing a logical organizational pattern with supporting details that are substantial, specific, and relevant. LA 8.3.5.3- The student will share the writing with the intended audience Strand: Reading Process Literary Analysis Communication Writing Process Time: 1 Class Period Objectives: The student will identify parts of Haitian culture through folktales. The student will compare and contrast a Haitian folktale with an African folktale. The students will create his or her own folktale. Teacher Preparation/Materials: Multicultural Content Information on Haiti Owl This story is located in the book, The Magic Orange Tree. This book should be located in each Palm Beach County School s media center, or Palm Beach County teachers may borrow the book from the department of Multicultural Education. Please call the Multicultural Professional Library at 561-434-7305. Student Handouts/Teacher Transparencies Student Quiz
Activities: 1. After reading Brer Possum s Dilemma, or another folktale from the Prentice Hall Reading Series, tell students you are going to read a different folktale, from Haiti. 2. Tell students you d like them to learn something about Haiti and Haitian folktales first and show the transparency on Haitian Folktales. Key points: Most all Folktales in any culture contain these elements: They teach lessons or morals They are presented orally Have been passed down from generation to generation Many times animals are the speakers or characters They teach lessons through humor and trickery In Haiti, folktales are especially common even today. At least once a week, the elders in a family or a community everyone together for story time. It is a time for community and family togetherness and learning. Elders and children participate in the story by singing along, or acting out certain parts. Storytellers are respected for their talents and abilities. It is a custom in Haiti when the storyteller is ready to tell a story; he/she shouts Cric? This is his/her way of asking if there is anyone out there ready to listen. If there are, they shout Crac! Then the storyteller will begin. There are two common characters that are special to many Haitian folktales: their names are Bouki and Malice. Malice is the trickster of the tale and often is found teasing his friend, Bouki. Bouki is usually teased by Malice. He is not as quick-thinking as his friend. 3. Distribute Owl and use it as a read aloud. Discuss: Who are the main characters in the folktale? Owl, Rooster, Girl How did Owl make a mistake? He wore a hat to the dance; he ran away. What is the lesson in this tale? to have confidence in yourself What is another lesson this tale may teach? Answers vary Has anyone ever felt like someone didn t like them, when really they did? Answers vary Compare and Contrast Activity: 1. Remind students of the lessons learned in Brer Possum s Dilemma. 2. Use the Venn diagram to compare and contrast the two stories. Model this as a class, in small groups, or as individual projects. 3. Optional: have students write a compare/contrast paragraph. Performance/Skit: 1. Split students into three groups. Each group will be given part 1 2 or 3 of the story and choose representatives to retell the story in their own words. 2. Each group is to write a script, choose props and characters, and perform their part for the class. (The rest of the class should chant the chorus while parts two and three act it out).
3. Have students assess each group based on a rubric that the class creates. Sample rubric: 25 pts acting performance loudness and clarity 25 pts script 25 pts props 25 pts plot and meaning Quiz: 1. Have students complete the quiz on Owl. Answers: 1. b; 2. d; 3. a; 4. b; 5. a; 6. Answers vary Multicultural Information: (See transparency on Haitian Folktales) ESOL Strategies: Read Aloud, Modeling, Cooperative Learning Assessment: Participation, compare/contrast activity, performance, quiz Resources: http://haiti.uhhp.com/ http://www.h-net.org/reviews/showrev.cgi?path=110821013617301 HAITI AND FOLKTALES Most all Folktales in any culture contain these elements: o They teach lessons or morals o They are presented orally o Have been passed down from generation to generation o Many times animals are the speakers or characters o They teach lessons through humor and trickery In Haiti, folktales are especially common even today. At least once a week, the elders in a family or a community everyone together for story time. It is a time for community and family togetherness and learning. Elders and children participate in the story by singing along, or acting out certain parts. Storytellers are respected for their talents and abilities. It is a custom in Haiti when the storyteller is ready to tell a story; he/she shouts Cric? This is his/her way of asking if there is anyone out there ready to listen. If there are, they shout Crac! Then the storyteller will begin. There are two common characters that are special to many Haitian folktales: their names are Bouki and Malice. Malice is the trickster of the tale and often is found teasing his friend, Bouki. Bouki is usually teased by Malice. He is not as quick-thinking as his friend.
General Information Haiti is located in the Caribbean Sea about 600 miles southeast of Florida. It is a mountainous and a coastal country. Haitians have a rich history and cultural life. Although it is a very poor country and jobs are scarce, families and neighbors care for one another. Haiti is a democratic country and elects its leaders, but this has not prevented the leaders from being unfair dictators. Life is quite unruly and sometimes violent in Haiti because of conflicts between political parties. The citizens of Haiti want a better life for themselves and for their families. Because of this, Haitians often flee to the United States in search for a better and safer life. Part I Owl as retold by Diane Wolkstein in The Magic Orange Tree OWL thought he was very ugly. But one evening he met a girl and talked with her and she liked him. If it had been day, Owl thought, and she had seen my face, she never would have liked me. But still she had liked him. So Owl went to her house the next night. And the next. And the night after that. Every evening he would arrive at the girl s house at seven, and they would sit outside on the porch steps, talking together politely. Then one evening after Owl had left, the girl s mother said to her, Why doesn t you fiancé come and visit you during the day? But Mama, he s explained that to me. He works during the day. Then he must go home and change and he cannot get there before seven. Still, I would like to see his face before the marriage, the mother said. Let s invite him to our house for a dance this Sunday afternoon. Surely he doesn t work on Sunday. Owl was very pleased with the invitation: a dance in his honor. But he was also very frightened. He told his cousin, Rooster, about the girl and asked him to accompany him to the dance. But that Sunday afternoon, as Owl and Rooster were riding on their horses to the dance, Owl glanced over at Rooster. Rooster held
himself with such assurance, he was so elegantly and fashionably dressed, that Owl imagined the girl seeing the two of them and was filled with shame. I can t go on, he choked. You go and tell them I ve had an accident and will be there later. Rooster rode to the dance. Tsk, tsk, poor Owl, he explained. He has had an accident, and he has asked me to let you know that he will be here later. When it was quite dark, Owl tied his horse a good distance from the dance and stumbled up to the porch steps. Pssst, he whispered to a young man sitting on the steps. Is Rooster here? Well now, I don t know, Go and look. Tell him a friend is waiting for him by the mapou* tree. Rooster came out. OWL! Shhhhh Owl! Shh Owl, what are you wearing over your head I mean your face? It s a hat. Haven t you ever seen a hat before? Look, tell them anything. Tell them I scratched my eyes on a branch as I was riding here and the light even the light from a lamp hurts them. And you must be certain to watch for the day for me, and to crow as soon as you see the light, so we can leave. Yes, yes, Rooster said. Come in and I shall introduce you to the girl s relatives. Rooster introduced Owl to everyone, explaining Owl s predicament. Owl went around shaking hand, his hat hung down almost completely covering his face. Owl then tried to retreat into a corner, but the girl came over. Come into the yard and let s dance, she said. Part II Owl danced. And Owl could dance well. The girl was proud of Owl. Even if he wore his hat strangely and had sensitive eyes, he could dance. Rooster was dancing too. When Owl noticed that Rooster was dancing, instead of watching for the day, Owl was afraid that Rooster would forget to warn
him, and he excused himself to the girl. He ran out of the yard, past the houses to a clearing where he could see the horizon. No, it was still night. Owl came back. Owl motioned to Rooster, but Rooster was lost in the dance. Owl excused himself again to the girl, ran to the clearing; no, it was still night. Owl returned. Owl tried to excuse himself again, but the girl held on to him. Yes, stay with me, she said. And they danced and danced and danced. Part III The sun moved up in the sky, higher and higher, until it filled the house and the yard with light. Now let us see your fiancé s face! the mother said. Kokioko! ** Rooster crowed. And before Owl could hide, she reached out and pulled the hat from his face. MY EYES! Owl cried, and covering his face with his hands, he ran for his horse. Wait, Owl! the girl called. Kokioko! Rooster crowed. Wait, Owl, wait. And as Owl put his hands down to untie his horse, the girl saw his face. It was striking and fierce, and the girl thought it was the most handsome face she had ever seen. Owl But Owl was already on his horse, riding away, farther and farther away. Owl never came back. The girl waited. Then she married Rooster. She was happy, except sometimes in the morning when Rooster would crow kokioko-o-o. Then she would think about Owl and wonder where he was.
* the mapou (pronounced ma-pu) tree is believed in Haiti to be inhabited by evil spirits. ** kokioko (ko-kee-o-ko) is Creole for cock-a-doodle-doo. Reprinted with permission of Diane Wolkstein
NAME DATE Owl QUIZ Directions: Choose the best answer to the following questions: 1. What is characteristic of Haitian folktales? a. They always have animals as characters. b. They are told by a storyteller who starts by asking Cric? c. They are used in schools to teach reading. d. They are sad or scary. 2. What is the conflict with Owl in the story? a. Owl is trying to find someone to like him. b. Owl is trying to escape the island. c. Owl has lost all of his friends. d. Owl believes he is too ugly to be liked. 3. Why does Owl wear a hat to the dance in his honor? a. He does not want to be seen by the girl who likes him. b. He is trying to fight off the sun. c. His eyes have been injured in a horsing accident. d. He thinks it is a formal affair. 4. What is the result of Owls actions? a. He is banished from the town/community. b. He never found out that the girl thought he was handsome. c. He marries the girl. d. Rooster is banished from the town/community. 5. What lesson does Owl teach the reader? a. To have confidence in your looks and personality. b. To love your neighbor and treat them like you would like to be treated. c. To get married to someone you love. d. To have a friend help you when you need it. 6. How may this same situation have happened to you? Tell a story about how you were wrong about how someone saw you or felt about you.
Venn Diagram