nabanga pikinini teacher guide

RESOURCESFOR

TEACHERS

BOOK 1NABAN GA

P I K I N I N I

peace corps

vanuatu

COMPILED BY

PC G28

Modified: Parrot and Flying Fox

1

“The Old Woman and the Sea”

HOOK

OBJECTIVES

KEY POINTS

VOCABULARY

COMPREHENSION QUESTIONS

AULUA, MALAKULA • PAGES 1 - 2

Ask students what they already know about high tide and low tide (or about how the ocean behaves at different times). How are they different? What do the tides have in common?

• Students will be able to identify the differences between high and low tide. • Students will be able to relate a story to a personal experience. • Students will be able to identify cause and effect events in the story.

• The old woman lived high up on a mountain.• She had no water to drink.• She went to the sea with bamboo and filled it up.• She went back up to the mountain, but was sad.• When she put the water back, she was happy.• The old woman created high tide and low tide.

high tide • low tide • beautiful

After reading the first two paragraphs on page one, ask the following questions: 1. Where did the old woman live?

The old woman lived high on a mountain.2. How did the old woman get water when she was thirsty?

The old woman got her water from the sea.3. Why do you think the old woman felt sad when she looked at the sea?

Every time she filled up her bamboo with water, she took all of the water out of the sea, and she did not like to see it empty.

After finishing the story, ask the following questions: 4. When the old woman emptied all the water back into the sea, what did she do?

She created high tide and low tide.5. Why do you think the woman is happy at the end of the story?

She was happy to see all of the water back in the sea.

“THE OLD WOMAN AND THE SEA” • ACTIVITIES

2

ACTIVITY ONE

ACTIVITY TWO

Explain to students what cause and effect is in a story.

The cause is what makes something happen or the “why” and the effect is what happens as a result. Events, emotions or actions can affect the next events of a story. (Example: I was hungry, so I ate some taro. The cause is that I was hungry and the effect is that I ate some taro.)

Have students match the following causes to their effects.

*Modification: Print out individual copies for students. Students can also work in pairs.

C A U S E

The old woman wanted to drink some water.

The woman took all of the water out of the sea.

The old woman emptied all of the water back into the sea.

E F F E C T

The old woman created high and low tides.

The old woman felt sad when she looked at the sun.

The old woman walked to the

sea and filled the bamboo with sea water.

Have a short discussion with your students about why the old woman felt sad but then fixed her problem to make things right again. Have students brainstorm about a time they regretted or felt sorry for doing something. Some questions might include: How did you feel? Who could you tell? What did you do to make things better?(Example: told a lie, made fun of someone, broke something, etc.)

Give students time to write a paragraph about this experience. Have students share with the class.

“THE OLD WOMAN AND THE SEA” • ACTIVITIES

1

2

“The Old Woman and the Sea”

An old woman lived on a hill.

She wanted water, but had none.

She went down the hill.

She took all of the water from the sea.

The old woman was sad.

She put the water back into the sea.

She was happy.

She made high and low tide.

“THE OLD WOMAN AND THE SEA” • MODIFIED

4

“Lazy Tok”

HOOK

OBJECTIVES

KEY POINTS

VOCABULARY


UNUA, MALAKULA • PAGES 3 - 6

Have you ever been lazy? Have you ever seen someone you know being lazy? Do you like being around lazy people? What are some consequences of being a lazy person?

• Students will be able to show comprehension by creating their own ending to the story.• Students will be able to extend comprehension of a story by relating to their own lives.

• Tok was very lazy, and she made everyone and everything else do work for her.• One man found the basket one day and filled it up every day.• Every day he would sleep on the way home and the basket disappeared.• Every day the basket would carry food to Tok.• The man grew angry and finally decided to put all things that sting into the basket.• After trying to eat what was in the basket, Tok ran away.

lazy • cross • sting

1. After reading the first few paragraphs, ask students to identify some examples of Tok being lazy. Students could give many answers, including: she wanted to eat without working; she had the basket make itself; she made the basket carry itself to the road.

2. How did Tok get a basket? The branch fell off the tree and wove itself into a basket.

3. Name some of the food that the man put into his basket. He put yams, taro, coconut, breadfruit, pawpaw, and bananas into his basket.

After reading the fourth paragraph, ask students the following questions: 4. Why did the man need to rest every day on his walk home?

He had worked hard throughout the day gathering food.5. Why do you think the man got very cross at Tok?

Every day, the man filled up his basket with food and it ran away to give the food to Tok. He was mad because he had worked hard to get the food.

“LAZY TOK” • ACTIVITIES

5

COMPREHENSION QUESTIONS (CONT.)6. What are some things the man filled the basked with the next day?

He filled his basket with things that sting: spiders, ants, mosquitoes, flies, lizards, snakes, and rats.

7. Do you think Tok got what she deserved? Why or why not? Students could provide many answers: yes, because she did something mean and got something mean in return; no, because she didn’t deserve to get hurt; etc.

“LAZY TOK” • ACTIVITIES

ACTIVITY ONEAsk students if they can think of a different way the story could have ended. The following questions can be used as prompts:

• Could the man fill up the basket with something other than the snakes, lizards, mosquitos, etc.?

• How else could the man let Tok know that he was upset with her? • Could the man use the basket more to his own advantage? • Give students time to write 4-6 sentences describing an alternative or different

ending to the story. Have students share. You could also have them vote on their favorite alternative ending.

1

ACTIVITY TWOHave students imagine what things they would use to fill a basket every day if they could fill it with anything they want. Have students draw a picture of their basket. For every item students draw, have them write one sentence explaining why they chose that item. Display baskets in the classroom when finished.

2

6

“The Legend of the Carnivorous Stone”

HOOK

OBJECTIVES

KEY POINTS

VOCABULARY


AMBRYM • PAGES 7 - 10

Who knows what a monster is? What does a monster eat? What does a monster look like? Let’s draw one together!

• Students will be able to create a monster similar to the one described in the story.• Students will be able to show comprehension by create their own ending to the story.

• Pouviaserole was a scary monster who lived on the island of Ambrym.• He ate only children and he was magical.• Pouviaserole pulled the children under the sea before he ate them.• The chief’s son was the last straw for the chief.• Pouviaserole died, but first turned himself into a stone.

ugly • sly

1. Who is Pouviaserole? He is a huge, ugly, sly sea monster.

2. What type of people did he eat? Pouviaserole ate children.

3. The first time Pouviaserole changed into what? The first time he turned into a log.

4. Why was the chief upset? The chief was upset because Pouviaserole kept eating children and ate his son.

5. How did the villagers kill Pouviaserole? The villagers killed him with arrows.

6. What did Pouviaserole turn into before he died? He turned into a large rock.

“THE LEGEND OF THE CARNIVOROUS STONE” • ACTIVITIES

7“THE LEGEND OF THE CARNIVOROUS STONE” • ACTIVITIES

ACTIVITY ONECreate your own ending to the story of how you think the Pouviaserole should have died. Your ending should be at least eight sentences long and include the vocabulary words. Use your imagination and share your ending with the class!

1

ACTIVITY TWODraw your own version of Pouviaserole using the following descriptive words from the story:

Huge • Ugly • Sly • Hungry

2

8

“Parrot and Flying Fox”

HOOK

OBJECTIVES

KEY POINTS

VOCABULARY


TAHAL NESA, PAAMA • PAGES 11 - 12

Ask students about animals they see at their own homes. What are some of their characteristics? Then ask them about animals they see in their village. How are these animals different or alike? Ask them about animals in the sea. What are some characteristics of these kinds of animals?

• Students will be able to identify and compare characteristics of familiar animals in Vanuatu. • Students will be able to create a story about an animal of their choice and how this animal

obtained one of its unique characteristics.

• Animals in Vanuatu have different characteristics. • Parrot and Flying Fox were friends. • One day, they were playing in the trees. They both hung upside down. • Parrot used his beak to pull himself up. Since Flying Fox doesn’t have a beak, he couldn’t. • Now, Flying Fox always hangs upside down.

worry (worried) • copy (copied) • laugh (laughed)

1. Before reading, ask your students to identify the main characters based on the illustrations. Parrot and Flying Fox.

2. Ask students what they already know about a parrot and a flying fox. List students’ comments on the board if available. Student’s answers will vary.

3. Read the first three paragraphs out loud to your students. After reading, “But his funny wings were always in the way.” Ask: “How are a parrot’s wings different from a flying fox’s wings?” A parrot has feathers, a flying fix does not. A flying fox has small hooks and a parrot’s does not.

4. How are the wings of a parrot and a flying fox similar? Both of their wings help them to fly.

“PARROT AND FLYING FOX” • ACTIVITIES

9

COMPREHENSION QUESTIONS (CONT.)After reading, “But Flying Fox does not have a beak and could not pull himself up with his little mouth,” ask students to turn and talk to a partner about the following: 5. Why do you think a parrot has a beak and a flying fox does not?

Parrots and flying foxes eat different food so they require different mouths. A beak helps the parrot eats seeds, but a flying fox eats fruit.

After finishing the story, ask the following questions: 6. Was Flying Fox worried that he could not pull himself up?

No, but the parrot was.7. What did the Parrot have to help pull himself up that the Flying Fox did not have?

Parrot had a beak to grab onto the branch with.

“PARROT AND FLYING FOX” • ACTIVITIES

ACTIVITY ONE • Find Venn Diagram template in the Appendix (page #)

Introduce students to the Venn Diagram by drawing one on the board or a flip chart paper. Explain to students how we can group the characteristics of a parrot inside one of the circles where there is no overlap, and characteristics of the flying fox in the other. *IMPORTANT: Be sure to only put characteristics unique to the parrot and/or the flying fox (for example: parrot has a beak, flying fox hangs upside down).

In the section where the two circles overlap, write characteristics that both the parrot and the flying fox have in common. (For example: both animals have wings and fly.)

Have students create their own Venn Diagrams comparing two animals of their own choosing. Students should then present their diagrams with a brief discussion abut similarities and differences of their animals.

1

ACTIVITY TWOFor students who can write, prompt them to imagine how one animal of their choice could have obtained some characteristic. Compare this to the story of Parrot and Flying Fox, and how the story gave the tale behind why the flying fox only hangs upside down. Have students write a short story or tale about animals of their choosing.

*If a student is having difficulty, have them first make a list of the characteristics their animal has.

Allow time for students to share stories when completed.

2

10“PARROT AND FLYING FOX” • ACTIVITIES

MODIFICATION: CLASS 1-3• Have students brainstorm about some of their favorite animals that are found in

Vanuatu and what they know about these animals. Record student thoughts on the board to act as a resource throughout the activity. Modification: You can also provide your students with a list of animals if necessary.

• Tell students to choose two animals to draw. Make it clear that students should include as many characteristics of the animals in their drawings as possible.

• Students will identify two characteristics of the animals that are similar and two characteristics that are different.

• Class 1 and 2 can do this verbally as a short presentation or with one or two sentences.

• Class 3 should practice writing this in two to five sentences.

• Post students’ work on classroom walls and allow time to share and have a short discussion about what the students created.

GENERAL MODIFICATIONS• If students struggle to work independently, or if there is a lack of resources, students

can work in small groups and discuss the story. They can then make a small skit to tell their story and present it to the rest of the class.

• If you’d like to focus on vocabulary, have students draw and label either a picture of a parrot or a flying fox. Label the following: wings, beak/mouth, eyes, feet, wing hooks, etc.

“Parrot and Flying Fox”

Parrot and Flying Fox were good friends.

One day Parrot and Flying Fox were playing in the trees.

Parrot and Flying Fox hung upside down from a branch.

Parrot pulled himself up. Flying Fox could not.

This is why Flying Fox always hangs upside down.

“PARROT AND FLYING FOX” • MODIFIED

12

• There once lived two, old magic women: Leikele and Kurunaenae.• Leikele was an old ugly witch who ate everyone living on Mele Island.• Leikele crosses the sea to Mele Island by hitting a stick to the ground three times, creating

the low tide, and again to create the high tide. • Kurunaenae changes into other objects once Leikele arrives to avoid being eaten.• When Leikele finally does get her hands on Kurunaenae, she turns into a little fish and hid in

the coral.• While Leikele searched for Kurunaenae, she did not notice a large shark that came and

swallowed Leikele.• People of Mele still call a little spotted fish Kurunaenae because it is so clever.

“Leikele and Kurunaenae”

HOOK

OBJECTIVES

KEY POINTS

VOCABULARY


MELE, EFATE • PAGES 13 - 16

Ask students if they have ever been bullied or know of someone who has. Then ask students what happens when we don’t treat others with kindness. What kind of conflicts does bullying create? What can you do to resolve or help the conflict end?

• Students will be able to write a poem in a style of their choice related to one element found in the story Leikele and Kurunaenae.

• Students will be able to identify story elements such as characters, setting, conflict, etc.

wise • wide • tightly • clever

1. Before reading, ask if any of the students know what Kurunaenae is. If some know that it is a small, brown, spotted fish, ask students what this might tell us about the story you are about to read.

After reading the first two paragraphs on page 13, ask students the following questions: 2. What are the names of the two magic women?

Their names are Leikele and Kurunaenae.3. Where did the ugly old witch live?

She lived at a big rock at Bakura.

“LEIKELE AND KURUNAENAE” • ACTIVITIES

13

COMPREHENSION QUESTIONS (CONT.)4. On what island did the ugly old witch eat everyone?

The witch ate everyone on Mele Island. After reading the first two paragraphs on page 14, after “‘I will come back tomorrow!’ she shouted,” ask students: 5. Why is Kurunaenae trying to hide from Leikele?

Kurunaenae is trying to hide from Likely because she was afraid of Leikele trying to eat her.6. What two objects does Kurunaenae turn herself into first?

She turned herself into a stone and a wooden log first.7. Before reading “SPLASH…” on page 15, ask students: Why do you think that

Kurunaenae tells Leikele to eat her after she gets all of the sand off of her? Kurunaenae tells her this because she knows if she has just a little more time, she could use her magic to get away.

8. After you finish the story, ask: Why do you think the author describes the Kurunaenae fish as clever? The author describes the fish as clever because Kurunaenae was very smart and quick to turn herself into the small fish that could hide from the shark in the coral.

9. Do you think Leikele got what she deserved? Students’ responses may vary; examples include: yes, she was a bad woman who ate everyone so she deserved to be eaten; no, no one deserves to be eaten by a shark no matter how bad they might be.

“LEIKELE AND KURUNAENAE” • ACTIVITIES

ACTIVITY ONE I. WRITE & DISCUSSSplit the students into small groups (3 to 4 students in each group). In these groups, have the students write as many details about the story that they an recall. Have them focus on the following elements:

Characters • Setting • Conflict • Conflict resolution/Conclusion

After allowing students 10-15 minutes to record their thoughts, come together as a class for a short discussion on these elements and how they are used to paint a picture in our minds for the story.

II. POETRYHave students write a poem based on one story element they have written down of Leikele and Kurunaenae. Have students write the poem on a piece of large paper to display. Students should add small illustrations or decorations. Allow students to share.

For example, they could write a poem about any of the following:

1

• Kurunaenae (witch or fish) • Leikele • The high or low tide

• Mele Island (or any island they would like) • How we treat each other matters

14“LEIKELE AND KURUNAENAE” • ACTIVITIES

GENERAL MODIFICATIONS• If “story elements” is a new concept for your students, you may want to take a class

period to introduce the new vocabulary and what it means to have a conflict and conflict resolution in a story.

• If students are unclear on the concept of being clever, take time to review with students what “clever” means. Have a short discussion about why the Kurunaenae fish is described as clever if it is named after the wise magic lady.

• If students do not know how to write any kind of poetry, provide them with a form poem to write. For example, assign students to write haikus. Alternatively, you can wait to conduct the poetry activity until the students have been given time to learn about poetry in a separate unit.

ACTIVITY TWOSplit your class into four separate groups. Have one group responsible for characters, one for setting, one for conflict and one for conflict resolution and conclusion. Review with students how they can identify each of these in the story.

Each group should create a poster for their story element assigned to their group. Posters should be nicely organized to be displayed in the classroom. Their posters should each have the following:

1. Title (i.e. “Characters” or “Setting”)2. A few sentences describing their story element in Leikele and Kurunaenae. 3. Illustrations

2

15

• Every month on the island Malo the men gathered at Nangarai to cook, tell stories, and await the New Moon.

• When the New Moon came it slipped slowly into the sea and then would return silently and slowly back into the sky.

• One bad man was determined to catch the New Moon next time it arrived, and when it did he caught it with his dirty hands.

• However, the New Moon was quick and slipped back into the sky never to return to the sea again, but remaining with two hand prints still visible today.

“The Legend of New Moon”

HOOK

OBJECTIVES

KEY POINTS

VOCABULARY


MALO • PAGES 17 - 20

Do you know anything about the New Moon? How often does it come? Does your family have any beliefs about the phases of the moon? Does your family to do anything to observe the different phases of the moon? (For example, does your family eat outside when there is a full moon?)

• Students will be able to read and answer comprehension questions about the story. • Students will be able to write about things that they appreciate in their lives.

brightly • boasted • fetched

1. Where is Nangarai located? Nangarai is where the river and sea met on Malo Island.

2. How often do the men get together to watch the New Moon? The men get together once a month to watch the New Moon.

3. Why do you think the bad man wanted to catch the New Moon? Students’ answers may vary (For example, He wanted to catch the New Moon because he was selfish and wanted the moon to himself to hold).

4. List three things the men would do when they went to Nangarai. When they went to Nangarai, the men would collect yams and taro to cook, fetch wood for the fire, and sing and laugh.

5. Why does the moon now look like it has two dirty handprints? The moon looks like it has two dirty handprints because the bad man tried to catch it with his dirty hands but the moon slipped away.

“THE LEGEND OF THE NEW MOON” • ACTIVITIES

16“THE LEGEND OF THE NEW MOON” • ACTIVITIES

ACTIVITY ONE Each student will create a new moon of their own to be displayed in the classroom. Use construction paper, if available (otherwise, have students draw a moon and cut it out of their notebook).

Discuss with students things that you appreciate in your life. They, ask students to share a few things they are thankful for (like how the men in the story appreciate the New Moon).

Challenge students to write as many sentences as they can about the things they are thankful for.

Modifications: Have students who struggle to write make a list or draw things on their moon. You can also provide sample sentences for them, such as “I am thankful for ______________” and “I appreciate ____________” with a bank of words.

Display moons around the classroom.

1

GENERAL MODIFICATIONS• If students cannot read or write independently, the teacher can read the story out

loud to the class.

• Students can draw pictures in lieu of writing for given activities.

• For more advanced students, challenge them to write their own story about a ritual or tradition from their family or community.

ACTIVITY TWOTalk with students about the fact that when the men did every month to celebrate the sight of the New Moon could be described as a ritual or tradition. Discuss common rituals or traditions that the students may have in their school, village, church or family. Students should write about or draw a ritual or tradition in which they participate. Once students are done, allow them to share.

2

tied

Students will be able to determine the relationship between causes and effects from the story.Students will be able to show comprehension of a story by illustrating one of the elements from the story.

The small girl asked to dig for land crabs…

The girl dug up a crab underneath the nabanga tree…

The crab told her mother and girl that he would help them…

The snake was angry at being awoken…

The snake followed the girl to her house…

Under the plant, the mother and girl found a yam…

…so she woke up the large snake.

… so the plant is called a snake yam.

…so the girl was very scared.

… so a plant grew.

…so her mother warned her not to dig underneath the nabanga tree.

…so they untied them.

…so he told her he would follow her everywhere.

The mother and girl buried the snake in a deep hole and watered it…

In a story, determining causes and effects can help students to comprehend why things happen. Cause is the reason that something happens in a story, and the effect is the thing that happens. Have students go through and match the following causes and ef-fects based on the events in the story.

The story is about Owl and all the birds.

Why did the owl only fly at night?

Students will be able to show comprehension of a story by sequencing events.

Using the timeline template in the Appendix (page 68), have students sequence the events that take place during the two days of the story. Have students also describe how Owl is feeling at the different points during the story under each event they include.

MoModification: give students a slip of paper with an event from the story written on it. Have students place themselves in order based on the sequence of events from the story. Once each student has found his or her place in the sequence, have them read the events aloud. After this happens, have students talk about how Owl is feeling during the event they’ve read.

Give students a template of Owl’s body with feathers to cut out. On each feather, have students write a possible solution to Owl’s problem in the story of losing his colorful feathers (for example, he could stand downwind of the fire, he could ask someone else to cook, etc.). Have students attach feathers to the Owl’s body and color them.

Modification: if students have a hard time generating ideas, have them come up with ideas as a class.

“The Story of the Birds”

Hawk was chief.Hawk asked Owl to cook.

Owl cooked.The birds ate.

All birds liked Owl.The next day Owl was different.

All birds were scared of Owl.Owl was lonely.

He flew at night, but he could not see.The moon shone for Owl

That’s why Owl only flies at night and the moon shines to help him find food.

“THE STORY OF THE BIRDS” • MODIFIED

.

..

..

23“THE LEGEND OF THE NAMARAE OF PENTECOST” • ACTIVITIES

ACTIVITY ONE Summarize the story in order. Use key sequencing words (such as first, next, after, at last, etc.). Use between five and ten sentences to summarize.

1

ACTIVITY TWOHave students draw a profile for one character in the story (could look like a Facebook profile or just include a picture with information). Have students include a drawing based on the character’s description in the story, and write out key elements of the character’s actions and personality.

2

COMPREHENSION QUESTIONS (CONT.)7. Where did the Namarae take the nakamal?

The namarae took the nakamal to the river.8. What happened to the nakamal?

The nakamal turned into a huge rock.9. What happens to the men?

The men turned into little stones.10. What can you find in the village of Lehoah today?

No grass grows in the gardens where the namarae slithered and you can see the the water tumbling over the large nakamal rock and the little stone men in the river.

The father went to fish to make his wife happy.

25“THE FISHERMAN AND HIS FIVE CHILDREN” • ACTIVITIES

ACTIVITY ONE

1. Create the missing part of the story. What do you think happened to the boys? Why did they turn into fi sh? Write fi ve sentences.

2. Now, design your own book pages. Draw pictures to go with your story. * Book folding instructions can be found below.

3. Read your new story aloud in a group of 4 or 5 students. Discuss the differences and similarities in the stories.

The fi ve sons walked to the river

to go fi shing.? ?

1

COMPREHENSION QUESTIONS (CONT.)6. Why did the boys want their father to stay home?

The boys wanted their father to stay home because: it was muddy and dangerous, father might fall, their father is old.

7. What happened after the boys did not come home? Their father went looking for them, but could not fi nd them, so mother and father were sad.

8. What did the old man do after many days? He wanted to make his wife happy again, so he went fi shing.

9. How were the boys disguised? They were magically charged into fi sh.

Students will be able to show comprehension of a story by explaining how Rat got his tail.

Octopus whipped his tentacle at Rat, and now Rat has a tail that looks like Octopus.

27“RAT AND OCTOPUS” • ACTIVITIES

ACTIVITY ONE Design a boat for Rat. What materials would you use? Draw a picture.

Modifi cation: Make a list of materials as ideas for students.Challenge: Go outside and fi nd materials to build your boat for a rat.

1

ACTIVITY TWO Using a modifi ed Venn Diagram with three circles, compare the characteristics of a rat, octopus, and bird. *Full page Venn Diagram printable in Appendix (page 66).

Modifi cation: Give the students characteristics of a rat, and an octopus, a bird and of all three creatures on strips of paper so that they must sort them into the four areas.

2

COMPREHENSION QUESTIONS (CONT.)5. Hypothesize what would have happened if Rat hadn’t laughed at Octopus.

Students’ answers will vary. An example can be: “If Rat hadn’t laugh at Octopus, he would not have whipped Rat and Rat would not have a tail that looks like Octopus’s tentacle.”

6. Consider a time you were ungrateful like Rat was. Describe your experience in fi ve to ten sentences. What did you learn from the experience? What would you do different next time?Students’ responses will vary greatly. An example can be: “Once I was eating dinner at home with my family. My mother was not feeling well that day, but I was having a bad day too so I left the table without saying thank you to my mother for cooking and without doing my dishes. Later, I saw my mother overburdened with dishes and chores because I didn’t help. I felt very ashamed and sorry for making her do my chores,

OCTOPUS

RATBIRD

“Rat and Octopus”

One day the birds built a boat with a big leaf.Rat asked, “Can I go too?”

OH NO! The boat sank.The birds flew away.

“Help!” Squeaked Rat.Here comes Octopus.

Look at Octopus swim. Octopus swims funny.Rat laughed, “Haha!”

Octopus is mad.Octopus whipped a tentacle at Rat and there the tentacle stuck.

Now Rat has a silly tail.

“RAT AND OCTOPUS” • MODIFIED

31

• The man who found the namarae and the village people are the main characters.• In the village below Tabwemasana, the highest mountain on Santo, a man realizes the log

across the stream is not a log, but a namarae.• All the village people fight over whether to kill the namarae to eat or not.• The village people kill the namarae and make a laplap, but the laplap does not cook when

they put it in the oven.• A Kingfisher comes and warns the man who found the namarae that something bad will

happen, so he does not to eat the laplap.• The village people take the laplap out of the oven, but it is still not cooked. They eat it

anyways because they are hungry.• All the village people, except for the man who found the namarae, eat the laplap and then

their legs turn into namarae tails.• The man who found the namarae runs high up into the mountain with his family. • All the village people turn into namarae and a big wave covers the village.• That’s why the namarae and water below Tabwemasana is now taboo.

“The Legend of the Namarae from Santo”

HOOK

KEY POINTS

VOCABULARY


SANTO • PAGES 41 - 43

Who knows what a namarae is? What does it look like? Has anyone ever been to Santo?

• Students will be able to understand cause and effect within the story.• Students will be able to identify and accurately match cause and effect.• Students will be able to hypothesize and compose their own stories.• Students will be able to define and use new vocabulary words.• Students will be able to design and illustrate their own Namarae tail.

namarae • kingfisher • laplap • tabwemasana

1. Who warned the man who found the namarae not to eat it? What did the man do after hearing the warning? The Kingfisher warned the man not to eat the namarae. The man did not eat the namarae after the Kingfisher warned him.

“THE LEGEND OF THE NAMARAE FROM SANTO” • ACTIVITIES

OBJECTIVES

32“THE LEGEND OF THE NAMARAE FROM SANTO” • ACTIVITIES

ACTIVITY ONE If no one in the village killed the namarae, what do you think would have happened? Would you have killed the namarae? Why or why not?

Please write a paragraph response and include at least 3-4 vocabulary words in your response.

Modification: Ask students these questions verbally and have them respond as a group or break students up into groups and have them formulate responses together.

1

COMPREHENSION QUESTIONS (CONT.)2. Summarize why everyone in the village turned into namarae.

The villagers turned into namarae because they ate the namarae that was taboo.3. Explain why the water is now taboo.

The water is taboo because all the villagers who turned into namarae now live in the waters.

4. Hypothesize what you think would happen if someone killed a namarae in the water below Tabwemasana now. Student can make any response, but an example can be: “I think that if someone killed a namarae in the water below Tabwemasana now, the person would turn into a namarae like the village people who killed and ate the namarae.”

5. Restate why the village people should not have killed the namarae. The village people should not have killed the namarae because it was taboo, as warned by the Kingfisher.

6. Analyze and present what you think the moral of this story is. Student can make up any moral they’d like. An example is: “I think the moral of the story is to not kill or eat things that are taboo.”

7. Give an example of a time when someone warned you not to do something, but you did it anyways. Do you regret not listening to the warning? Students can give any anecdote they’d like from their personal lives. An example can be: “One time my sister warned me not to stone a small dog, but I did it anyways. After the small dog grew up, it didn’t like me since I had stoned it so then it always tried to bite me. Since then, I’ve regretted not listening to my sister before.”)


ACTIVITY TWO Match each cause to the appropriate effect.

Modifi cations: (1) Do the matching as a group on the board. (2) Draw the scenes instead of having students read the statements.

2

CAUSES

The village people put the laplap in the oven...

The village people killed the namarae...

The fi rst man ate the laplap...

A little kingfi sher warned the man who found the namarae...

Everyone in the village ate the laplap...

The fi rst man who ate the laplap didn’t want people to see his tail...

EFFECTS

...so he covered his tail with leaves.

...so the people in the village cooked the namarae into laplap.

...so the man who found the namarae did not eat the laplap.

…so everyone turned into namarae.

...so the man felt sick after eating.

…so the laplap didn’t cook in the oven.


ACTIVITY THREEImagine you were a villager of Tabwemasana and turned into a namarae. What would you want your tail to look like? Design your own namarae tail below!

3

35

• Vatimato and Vatmah are the main characters.• Vatimato meets Vatmah when he catches him scaring his pigs and stealing their food.• Vatmah’s mother is “Namele” but he has no father.• Vatimato becomes Vatmah’s father after he promises to Vatmah that he will never cut the

leaves of a Namele tree.• After many years of living happily together, Vatimato forgets his promise to Vatmah and

picks a leaf off a Namele Tree to dance at a celebration.• Vatmah leaves and never comes back and Vatimato goes home, sad and alone.

“The Namele’s Child”

HOOK

KEY POINTS

VOCABULARY


PAAMA • PAGES 44 - 46

Who knows what a namele tree is? Who has seen one or knows what it looks like? Have you ever picked a leaf off a namele tree?

• Students will be able to understand the cultural and moral value of promises.• Students will be able to construct their own dialogue between characters.• Students will be able to develop a timeline and sequence the events in the story.• Students will be able to hypothesize a new ending to the story and then creatively express

their new alternative ending.

namele tree • promise • leaves • canoe

1. Identify the main characters within the story. What are their names? Write a short one-sentence description about each one. The main characters are Vatimato and Vatmah. Vatimato is an older man who lived alone. Vatmah is a young boy who lived inside a namele tree.

2. Explain what happened to Vatimato’s pigs. Why did Vatimato hide and watch his pigs after he fed them? Vatimato’s pigs used to be very fat because he fed them well, but then Vatimato started to notice that his pigs were getting thinner and thinner. Vatimato hid and watched his pigs after he fed them because he wanted to see why his pigs weren’t eating the food.

3. Summarize what happened after Vatimato hid and waited. After Vatimato hid and waited, a namele tree came up from the ground and grew fatter

“THE NAMELE’S CHILD” • ACTIVITIES

OBJECTIVES

36“THE NAMELE’S CHILD” • ACTIVITIES

ACTIVITY ONE Create an alternative ending to the story during the big feast. Compose 5-6 lines of dialogue between characters and then act out the scene to the class.

Modification: Divide students into groups and have them reenact the events that happened at the big feast at the end of the story without composing their own ending.

1

COMPREHENSION QUESTIONS (CONT.)and fatter. A young skinny boy with black hair came out from namele tree and scared his pigs away and took their food.

4. Reenact the scene and dialogue when Vatimato and Vatmah meet for the first time and when Vatimato makes his promise to Vatmah. Each student should pair up with a partner and reenact the scene in the story.

5. Assess the story and state what you think the moral or lesson of the story is. Students should state and justify what they believe to be the moral of the story. An example can be: “I think the moral of the story is that you should never break promises because breaking promises will make you lose important things you once had.”

6. Evaluate the terms of Vatmah’s promise. Do you think it was a hard promise to keep? Students should state and justify their opinion. An example can be: “I think that the conditions of Vatmah’s promise were fair and that it was not a hard promise for Vatimato to keep. If Vatimato hadn’t forgetten his promise, he would not have lost Vatmah.”

7. Assess Vatimato’s actions and then defend or criticize his actions. Do you think you would have done the same as Vatimato or would you have kept the promise? Student should give an opinion on Vatimato’s actions and explain whether they would or would not have done differently. An example can be: “I think that Vatimato’s actions were unfortunate and avoidable. Vatimato should have been more careful in remembering his promise to Vatmah. I think I would not have ever forgotten my promise to Vatmah.”

8. Give an example of when you broke a promise or when someone broke their promise to you. How did you feel? Students should write about a personal experience of theirs and explain how they felt. An example can be: “I once broke a promise to my mother that I would wash the dishes every Sunday. One day, I had forgotten my promise to her because I was busy playing with my friends and then my grandma had to do the dishes. I felt very bad and ashamed because my grandma, who is old and weak, had to do the dishes for me.”

37“THE NAMELE’S CHILD” • ACTIVITIES

ACTIVITY TWO Construct a timetable of all the events in the story and label 8 to 10 events on your timeline.

Modifi cation: Students can draw out the scenes of the story like a comic book strip instead of constructing the time line.

2

Full page timeline printable can be found in the Appendix (page 68).

Full page comic strip printable can be found in the Appendix (page 69).

“The Namele’s Child”

There was once a man who lived alone.

He found a boy who emerged from a Namele Tree.

The boy told the man that he could be his father only if he promised never to cut the leaves of a Namele Tree.

They lived happily for many years until the man broke his promise during a big feast.

The boy left and never came back and the man went home sad and alone.

“THE NAMELE’S CHILD” • MODIFIED

..

.

.

..

.

Identify why the young brother chose to hide his seeds in a Nanggalat Bush.

40

1

“HOW AMBRYM VOLCANO WAS FORMED” • ACTIVITIES

COMPREHENSION QUESTIONS (CONT.)no one else would have found them and hidden them on top of the highest Ambyrm mountain. If no one had hid them at the top of the mountain, then the seeds would have ever started the fire that cause the Ambrym volcano to form.”

4. Give an example of a time when you found something and then hid it. Did anyone find it? Did you move it in case someone did? Students should give a personal example and also answer the corresponding questions. An example is: “Once I found some nice seashells on the sand beach. I hid it in my room but then my little brother found them and broke them. I wish I had moved them before he found them!”

5. Draw a map of Ambrym island and label the hiding spots in the correct order (beach, forest, mountain).

Modification: (low level) Number the hiding spots on the map below in the correct order that the young brother found and hid his Wowowop Seeds. *Full page map printable can be found in the Appendix (page 70).

6. Summarize to your neighbor why the Ambrym Volcano is named “Marum Liglar.” Students should summarize the story verbally to their neighbor. An example is: “The Ambrym Volcano is named ‘Marum Liglar,’ the Nanggalat Volcano, because according to the story, it was formed when the young brother hid his wowowop seeds in a Nanggalat bush at the top of the highest mountain on Ambym.

ACTIVITY ONEDraw or write an advertisement for tourist to come to visit Marum Liglar. Be sure to incorporate elements of the story in your advertisement.

Modification: (High Level) Group students together and have them act out a commercial, write a song or jingle for a commercial, create a radio short or make a poster advertising the volcano, with 2-3 elements of the story incorporated.

41“HOW AMBRYM VOLCANO WAS FORMED” • ACTIVITIES

ACTIVITY TWOSequence the the scenes of the story in the order that they occurred.

Modifi cation: (Low Level) Group students in groups of 3-4 and have them verbally order and summarize the story or cut out scenes and have students put them in the proper order.

1. ___ 2. ___ 3. ___ 4. ___ 5. ___ 6. ___

wh i s t l e w h i s t l e

Awh i s t l e ! w h i s t l e !

B

. . . zz z - z z z - z zz . . .

w h i s t l e ! ! !

w h i s t l e !w h i s t l e ! !

D

F

C

E

42

• Yasur was a volcano and needed a new home. • He couldn’t find anywhere to live in the sea, but decided he liked Tanna. • He changed himself into a man so he wouldn’t scare the villagers. • He went to several villages but they did not take him in because they didn’t know him. • He stopped in Namtrain and stayed but he did not like the way the sea tickled his feet. • He went to Siwi and stayed with two old women. They took him in and lit his pipe and fed

him laplap from two ovens. • He was happy and decided to stay, so he shook and trembled. • The old women were swallowed by a crack in the earth, and the town was covered by lava. • Today, the volcano still stands and there are two small hills at the bottom that are the laplap

ovens covered with lava.

“Yasur the Volcano Man”

HOOK

KEY POINTS

VOCABULARY


TANNA • PAGES 49 - 51

What do you know about volcanoes? Have you ever seen one? If so, what was it like?

• Students will be able to determine pros and cons of an outcome. • Students will be able to show comprehension of a story by creating and describing an

illustration.

tickle • rumbled • trembled • shaking • swallowed

1. Explain why Yasur changed into a man. Yasur changed into a man because he thought people would be afraid of him as a volcano.

2. Why does Yasur choose Siwi as his final place to stay? Yasur was invited into a hut where two old women lit his pipe and let him sit by the fire. He was warm and happy.

3. What happened to the two women from Siwi? What happened to the laplap ovens? The two women got swallowed by cracks in the earth. The laplap ovens were covered by lava.

4. What is the same about Yasur the man and Yasur the volcano? Are there any differences? Students can address any similarities/differences they think of. Examples might include:

“YASUR THE VOLCANO MAN” • ACTIVITIES

OBJECTIVES

Have students write a paragraph about why they think their village would or would not be a good place for a volcano looking for a home to live. Have students include at least 4 reasons to support their argument.

Challenge: Have students choose a place they think would be a good place for a volcano to live and provide 2-3 reasons why this place might be a better one for a volcano.

Modification: Provide a map with the places already labeled and a bank of reasons.

“Yasur the Volcano Man”

Yasur needed a home.

He went to Tanna.

He made himself a man so the people would not be scared.

No one wanted Yasur to stay.

He walked and walked.

Yasur was tired.

He saw a house at Siwi. Two old women were making laplap.

He liked Siwi and made himself into a volcano to live there.

“YASUR THE VOLCANO MAN” • MODIFIED

45

• All the villagers had left Epi to visit friends except one old woman and her granddaughter.• All around the house, the old woman had bananas. • The woman and her granddaughter heard some loud singing but couldn’t find who was

singing. • After the singing started again, the girl saw the banana leaves moving. • The old woman also saw the leaves moving and became very cross. She started to hit the

banana tree with a stick. • She hit all the trees so hard they broke. That is why a banana tree is not as tall as a

coconut tree. • “Just So” stories tell us why something happened or why something is true (i.e. why a

leopard got its spots).

“The Old Woman and the Bananas”

HOOK

KEY POINTS

VOCABULARY


MABFILAU, EPI • PAGE 52

What would you think if a person started to sing? What would you think if a tree started to sing? If they are different reactions, why are they different?

• Students will be able to show comprehension though a dramatic retelling of the story. • Students will be able to use characteristics of “Just So” stories to generate stories of

their own.

visit • louder

1. Why were the old woman and her granddaughter alone? All the villagers had gone to visit their friends far away.

2. Who discovered the source of the singing? The little girl found out where the singing was coming from.

3. Make a prediction about who/what is singing. Students’ answers will vary, but could include: an animal, the tree, another person.

4. Where did the singing come from? The singing is coming from the banana tree.

5. Why did the old woman hit the banana tree? She thinks there is something bad/evil inside the tree.

6. Why is the banana tree shorter than the coconut tree? Because the woman hit and broke all of the banana trees.

“THE OLD WOMAN AND THE BANANAS” • ACTIVITIES

OBJECTIVES

Have the students divide into groups and act out the story. They should use the following characters as a part of their script: narrator, old woman, grandmother, banana tree.

47

• There are lots of little devils in Vanuatu. The devil from Ifira island is called Mutuama. • He watched the people in the village planting gardens, collecting seafood, dancing, talking

in the nakamal and cooking. • He thought the food smelled good, and he made a plan to go steal the food. • The next day, he snuck into the village and ate everything. • When the people came home, they saw their food was stolen and wondered who did it. • After many days, the villagers prepared a great feast. • When the sun was high and the villagers went to get more food, Mutuama went down and

ate all the food. • He ate too much, and was too full to make it back up the hill. When he heard the villagers

come back, he claimed a papaya tree. • The villagers found him. An old man sang a song that made Mutuama shrivel up and fall out

of the tree. When he did, the children shot him. • Now, there is no more little devil on Ifira and the people are happy.

“The Mutuama of Ifira”

HOOK

KEY POINTS

VOCABULARY


IFIRA • PAGE 53 - 56

What do you know about the Lisepsep?

• Students will be able to create an image and description of events in the story. • Students will be able to compare and contrast elements from the story by applying prior

knowledge.

upside down • collecting • sniffed • creep • feast • fetch • tumbled • shrivel

1. What do some of the little devils of Vanuatu look like? Some have long hair, long ears, long breasts, claws for feet, or hang upside down.

2. What kind of food did the Mutuama see down in the village? Mutuama saw yams, taro, sweet potatoes, bananas and seafood.

3. When does Mutuama plan to go down to the village? Why does he choose this time? He planned to go down to the village when the sun was high because he knew everyone would be busy.

“THE MUTUAMA OF IFIRA” • ACTIVITIES

OBJECTIVES

W A N T E D

Venn diagram template printable in Appendix (page 71).

Mutuama Lisepsep

49

• Wenagon, whose name means “joker,” lived with his two daughters. He liked to play mean tricks.

• One day, he told his daughters he was sick and would like to eat shrimp. He told them how to catch shrimp.

• When the girls left, Wenagon left and went a shorter way. Then, he hid behind a rock. • The girls caught shrimp, but saw something move. • It was Wenagon’s hand from his hiding place, but they thought it was an eel. • After a few more times, the girls were scared and ran home without the basket. • Wenagon took the basket of shrimp and went back the shorter way. • He laid back down in bed. • When the girls came home, he asked them to cook his shrimp. They told him

what happened. • When they started cooking the shrimp, they realized they had not brought them

and that their father had played a trick. • They were mad and left to live far away. He promised to never play any more tricks,

but they left.

“Wenagon and His Two Daughters”

HOOK

KEY POINTS

VOCABULARY


LOSOLAVA, GAUA • PAGE 57 - 58

Have you ever played a trick or a joke on someone? What was it? Were there any consequences?

• Students will be able to create an argument based on details from the story. • Students will be able to design a future event using details from the story.

joker • shivered • emptied • screamed • trembled • frightened • begged

1. How did you first know Wenagon was going to play a trick? Students can give multiple answers, such as: when it said he liked to play mean tricks on people, when he pretended to be sick, when he went a shorter way to the pool, etc.

2. What was Wenagon’s trick? He pretended to be an eel in the pool where his daughter’s were catching shrimp.

3. Why were the girls afraid? They thought they saw a monster.

“WENAGON AND HIS TWO DAUGHTERS” • ACTIVITIES

OBJECTIVES

Students will be able to write a short story about a time they broke a rule.

In a story, determining causes and effects can help students to comprehend why things happen. Cause is the reason that something happens in a story, and the effect is the thing that happens. Have students go through and match the following causes and effects based on the events in the story.

The man was thirsty...

Water started to bubble from the tree and rushed out…

The water tasted strange...

The boy wanted to know how his father made the laplap…

The boy told his friends about the laplap…

They enjoyed eating his father’s laplap…

His father saw the boy in the forest…

… so the man decided to take some home with him.

…so he followed his father into the forest.

…so almost the whole world was covered with water.

… so he drank some water from a breadfruit tree.

…so they asked how his father had made it.

…so he asked for some more.

… so he told him to go home.

53

• This story starts on Hiu Island. • The main characters are Maraptit and his brothers.• While surfing, the brothers ate all the namambe, so Maraptit was mad. • The next day, while all the brothers were surfing, Maraptit sang his magic song, and the

waves grew bigger and bigger. • They floated to another strange island. • The brothers found a breadfruit tree and picked the largest fruit.• Maraptit found a small fruit and let it grow enormous and strong. • When Maraptit sang his magic song pigeon, parrot, and flying fox came to help but they

were too small.• The Kingfisher bird came to help carry the enormous breadfruit and the boys home to Hiu.

“Maraptit the Traveller”

HOOK

KEY POINTS

VOCABULARY


NANENIMEN, HIU • PAGE 61 - 64

What is a magical song from your village? What happens when you sing the song?

• Students will be able to identify the characters. • Students will be able to understand and use the vocabulary words in a sentence. • Students will be able to organize the parts of the story in the correct order.

magic • surfing • scared • enormous • corrected • quickly • cried • flew

1. Where does this story take place? The story takes place on the island of Hiu.

2. How many brothers are in the story? There are nine brothers in the story.

3. Why was Maraptit angry with his brothers? He was angry because his brothers ate all the namambe.

4. Why did the waves grow bigger and bigger? The waves grew because Maraptit sang a magic song.

5. Name the fruit the brothers ate on Hiu Island. The brothers ate breadfruit on Hiu Island.

6. What happened to Maraptit’s small breadfruit?

“MARAPTIT THE TRAVELLER” • ACTIVITIES

OBJECTIVES

54“MARAPTIT THE TRAVELLER” • ACTIVITIES

COMPREHENSION QUESTIONS (CONT.)Maraptit’s small breadfruit grew enormous and strong.

7. What was Maraptit’s plan to get home? His plan was to have the brothers pick the enormous breadfruit and get inside, then have a bird fly them home.

8. What bird carried the brothers home? A Kingfisher carried the brothers home.

ACTIVITY ONE Create a picture of other ways the nine brothers could have gotten home. (Give all children a piece of paper and pencil OR have them draw with a stick in the sand, banana leaves with markers.)

1

ACTIVITY TWO Have the students write a sentence with each vocabulary word.

Modification: If some students finish early, they can draw pictures to go with the sentence.

2


ACTIVITY THREEMake copies of the storyboard template (one storyboard for each group of 4 students). Cut the pictures and mix them up. Ask students to work together in groups of 4 to organize pictures into the right order of the story.

3


ACTIVITY THREE (CONT.)Make copies of the storyboard template (one storyboard for each group of 4 students). Cut the pictures and mix them up. Ask students to work together in groups of 4 to organize pictures into the right order of the story.

3

57

• This story is about a red fowl and crocodile.• The red fowl wanted to get to Tanna, but he couldn’t swim. • Red fowl had a clever plan by counting the crocodiles.• The red fowl tricked the crocodiles.• The last crocodile was fast and pulled out red fowl’s feathers. • The crocodiles were angry, so they swam away to Vanua Lava.

“The Red Fowl and the Sea Crocodiles”

HOOK

KEY POINTS

VOCABULARY


ANIWA • PAGE 65 - 68

Have you ever seen a crocodile? What do they look like? What kind of animals are they?

• Students will be able to count numbers one through ten. • Students will understand the vocabulary. • Students will be able to describe the animals in the story.• Students will be able to summarize parts of the story.

smoking • clever • lined up • jumped • thought • count • tricked • beautiful

1. Who are the characters in the story? The characters in the story are red fowl and many crocodiles.

2. Why did red fowl want to go to Tanna? It had tall green palm trees and a smoking volcano.

3. What was red fowl’s plan? Red fowl planned to cross by jumping on the crocodiles and counting them as he jumped.

4. Name the animal in the story that could not count. The crocodiles could not count.

5. When red fowl was on the last crocodile’s back, what did he say? Red fowl said, “I tricked you, I only wanted to visit Tanna, I will call you when I am ready to go home to Aniwa.”

6. What did the last crocodile do to red fowl? The last crocodile snapped red fowl and pulled all his red feathers out.

7. Describe red fowl at the beginning of the story and at the end of the story. At the beginning, red fowl was beautiful, but not at the end his feathers were pulled out.

“THE RED FOWL AND THE SEA CROCODILES” • ACTIVITIES

OBJECTIVES

58“THE RED FOWL AND THE SEA CROCODILES” • ACTIVITIES

COMPREHENSION QUESTIONS (CONT.)8. Where did the crocodiles go, and why?

The crocodiles went to Vanua Lava because they were mad.

ACTIVITY ONE Based on what you know from the story, draw a before and after picture of Red Fowl.

1

ACTIVITY TWO Find Aniwa and Vanua Lava on the map. Choose the crocodiles’ fastest route.

2

ACTIVITY THREERed Fowl’s journey:• Find a larger area to play this activity. • Designate two places: One area is Aniwa, the starting line. Tanna is the finishing line.

You can draw the lines with chalk. • Make 10 copies of the crocodile. • Write on the board: ____ Crocodiles• When you start the activity, give the crocodiles to the students. • Write a number 1-10 on the board. Example: 5 Crocodiles• The students should place the correct crocodiles down.• Have one student count the crocodiles as they cross to Tanna.• Repeat the game a few times.

Modification: You can also make it a race between teams— you will need more copies!

3

59“THE RED FOWL AND THE SEA CROCODILES” • ACTIVITIES

ACTIVITY THREE (CONT.)3

“The Red Fowl and the Crocodiles”Red Fowl wanted to go to Tanna.

Red Fowl was clever.Red Fowl told the crocodiles he would count them.

One crocodile.Two crocodiles.

Three crocodiles.Four crocodiles.Five crocodiles.

But on the last crocodile, Red Fowl told the crocodiles, “I tricked you!”

The crocodiles got mad and...

SNAP!

The last crocodile pulled out Red Fowl’s tail feathers.The crocodiles swam away to Vanua Lava.

“THE RED FOWL AND THE CROCODILES” • MODIFIED

61

GLOSSARYAngry: adjective • EMOTIONALHaving a strong feeling against someone who has behaved badly, making you want to shout at them or hurt them.

Ask(ed): verb • QUESTIONTo put a question to someone, or to request an answer from someone.

Beautiful: adjective Very attractive.

Beg(ged): verbTo make a very strong and urgent request.

Birth: noun The time when a baby or young animal comes out of its mother’s body.

Boast(ed): verb • SPEAK PROUDLYTo speak too proudly or happily about what you have done or what you own.

Brightly: adverb In a way that provides much light; in a way that is strong and easy to see; in a hopeful or happy way.

Bubble (Bubbling): verb To produce bubbles.

Bury: verbTo put a dead body into the ground; to put something into a hole in the ground and cover it; to cover something or someone completely with a large quantity of something; to put something in a place where it is difficult or impossible to find or see; to intentionally forget an unpleasant experience; If someone says they buried someone, usually a close relation, they mean that the person died.

Canoe: nounA small, light, narrow boat, pointed at both ends and moved using a paddle (= a short pole with a flat blade).

Catch (Caught): verb • TAKE HOLDTo take hold of something, especially something that is moving through the air.

Change(d): verbTo become different from before;Someone whose behaviour and character has become different, especially improved.

Clever: adjectiveHaving or showing the ability to learn and understand things quickly and easily.

Collect(ing): verb • AS A HOBBYTo get and keep things of one type such as stamps or coins as a hobby.

Copy (Copied): verb • PRODUCETo produce something so that it is the same as an original piece of work.

Correct(ed): adjectiveIn agreement with the true facts or with what is generally accepted.

Count: verb • NUMBERTo say numbers one after the other in order, or to calculate the number of people or things in a group.

Cover(ed): verb • PLACE OVERTo put or spread something over something, or to lie on the surface of something.

Crash: verb • HAVE AN ACCIDENT(of moving vehicles, objects, etc.) To collide, especially violently and noisily.

Creep (Crept): verbTo move slowly, quietly, and carefully, usually in order to avoid being noticed.

Cry (Cried): verb • PRODUCE TEARSTo produce tears as the result of a strong emotion, such as unhappiness or pain.

APPENDIX • GLOSSARY A - C

62

GLOSSARYCross: adjective • EMOTIONAL To be annoyed or angry.

Dangerous: adjectiveFull of danger or risk; able or likely to cause physical injury

Empty (Emptied): adjective • NOTHING INContaining nothing; not containing any things or people.

Enormous: adjectiveExtremely large.

Feast: noun • FOODA special meal with very good food or a large meal for many people.

Feather(s): noun One of the many soft, light things that cover a bird’s body, consisting of a long, thin, central part with material like hairs along each side.

Fetch(ed): verb • GETTo go to another place to get something or someone and bring it, him, or her back.

Fight (Fought): verbTo use physical force to try to defeat another person or group of people.

Fire: noun • FLAMES( Material that is in) the state of burning that produces flames that send out heat and light, and might produce smoke.

Fly (Flew): verb • TRAVELWhen a bird, insect, or aircraft flies, it moves through the air.

Follow: verb • GOTo move behind someone or something and go where he, she, or it goes.

Frighten(ed): adjective • EMOTIONAL Feeling fear or worry.

High Tide: noun • SEA/RIVER(Also high water) the time when the sea or a river reaches its highest level and comes furthest up the beach or the bank.

Hoofprints/Footprints: noun • FOOTThe mark made by a person’s or animal’s foot.

Hungry (Hungrier): adjective • NEEDING FOODWanting or needing food.

Join(ed): verb • CONNECTTo connect or fasten things together.

Joker: noun • CARDA special playing card that can be given any value and is used in some card games instead of any other card.

Jump(ed): verb • IN THE AIRTo push yourself suddenly off the ground and into the air using your legs.

Kingfisher: noun • BIRD A small brightly coloured bird with a long pointed beak, that lives near rivers and lakes and eats fish.

Laplap: noun • FOODA food/ pudding, made in various ways throughout the islands using taro, yam, banana baked with meat or fish, is well covered in banana leaves and cooked in a ground oven made of hot stones and covered with earth.

Laugh(ed): verb To smile while making sounds with your voice that show you think something is funny or you are happy.

Lava: nounHot liquid rock that comes out of the earth through a volcano, or the solid rock formed when it cools.

APPENDIX • GLOSSARY C - L

63

GLOSSARYLazy: adjectiveNot willing to work or use any effort.

Leaf/Leaves: noun • PLANTOne of the flat, usually green parts of a plant that are joined at one end to the stem or branch.

Lie: verb To be or remain in a position or state of inactivity, subjection, restraint, concealment

Lined up: verb To wait in a line of people, often to buy something.

Lonely: adjective Unhappy because you are not with other people.

Loud(er): adjective/adverbMaking a lot of noise.

Low Tide: noun • SEA/RIVERThe time when the sea has reached its lowest level.

Magic: noun • SPECIAL POWERThe use of special powers to make supernatural things happen.

Muddy: adjective • DIRTYCovered by or containing mud (wet, sticky earth or soil).

Namarae: noun • BISLAMAName of an eel in Bislama.

Namele Tree: noun • BISLAMAA cycad tree.

Nanggalat Bush: noun • BISLAMAName of a devil nettle or fever nettle in Bislama.

Ocean: nounA very large area of sea.

Picked Up: phrasal verb • IMPROVE/INCREASETo improve an activity or increase an amount.

Poor: adjective • NO MONEYHaving little money and/or few possessions.

Promise(d): verb • SAY CERTAINLYTo tell someone that you will certainly do something.

Quick(ly): adverbTo do something at a fast speed.

Rumble(d): verb • SOUNDTo make a continuous low sound.

Run/Running: verb • MOVE QUICKLYTo move along, faster than walking, by taking quick steps in which each foot is lifted before the next foot touches the ground.

Rush: verb • GO/DO QUICKLYTo ( cause to) go or do something very quickly.

Scared: adjective • EMOTIONAL Frightened or worried.

Scream(ed): verb • MAKE LOUD NOISETo cry or say something loudly and usually on a high note, especially because of strong emotions such as fear, excitement, or anger.

Shake/Shaking: verb • MOVETo move backwards and forwards or up and down in quick, short movements, or to make something or someone do this.

Shiver(ed): verbWhen people or animals shake slightly because they feel cold, ill, or frightened.

Shrivel: verbTo become dry, smaller, and covered with lines as if by crushing or folding, or to make something do this.

APPENDIX • GLOSSARY L - S

64

GLOSSARYSilly: adjectiveShowing little thought or judgment; embarrassed; afraid that people will laugh at you; not important, serious, or practical.

Slither: verbTo move easily and quickly across a surface while twisting or curving.

Sly: adjectiveDeceiving people in a clever way in order to get what you want.

Smoking: nounThe visible vapor and gases given off by a burning or smoldering substance; an act of smoking something, especially tobacco.

Sniff(ed): verbTo smell something by taking air in through your nose.

Speak (Spoke): verb • SAY WORDSTo say words, to use the voice, or to have a conversation with someone.

Squeak(ed): verb • SOUNDTo make a short, very high cry or sound.

Sting: verb • HURTTo prick or wound with a sharp-pointed instrument and produce a small but painful injury, usually with a poison.

Strange: adjective • UNUSUALUnusual and unexpected, or difficult to understand.

Strong: adjective • NOT WEAKPowerful; having or using great force or control.

Stuck: adjectiveUnable to move, or set in a particular position, place, or way of thinking.

Surfing: noun • WAVESThe sport of riding on a wave on a long board.

Swallow: verb • THROATTo take a substance (i.e., food, drink, etc.) into the stomach by drawing through the throat and esophagus with a voluntary muscular action.

Tentacle: nounOne of the long, thin parts like arms of some sea animals, used for feeling and holding things, catching food, or moving.

Thought: nounThe act of thinking about or considering something, an idea or opinion, or a set of ideas about a particular subject.

Tickle: verb • LIGHT TOUCHTo touch someone lightly with your fingers as to excite a tingling or itching sensation in, making them slightly uncomfortable and often making them laugh.

Tight(ly): adverbFirmly or closely.

Tremble(d): verb To shake slightly, usually because you are cold, frightened, or very emotional.

Trickle(d): verb • LIQUIDTo flow or fall by drops, or in a small, gentle stream; To come, go, or pass bit by bit, slowly, or irregularly.

Tumbled: verb To fall quickly and without control; to fall a lot in value in a short time; to move in an uncontrolled way, as if falling or likely to fall.

Ugly: adjective • NOT ATTRACTIVEUnpleasant to look at; not attractive.

Untie: verbTo unfasten a knot or something tied.

Upside Down: adverb/adjectiveHaving the part that is usually at the top turned to be at the bottom.

APPENDIX • GLOSSARY S - U

65

GLOSSARYVisit: verbTo go to a place in order to look at it, or to a person in order to spend time with them.

Volcano: noun A mountain with a large, circular hole at the top through which lava (= hot liquid rock) gases, steam, and dust are or have been forced out.

Weapons: nounAny object used in fighting or war, such as a gun, bomb, knife, etc.

Whip(ped): verb • DO QUICKLYTo bring or take something quickly; to ( cause something to) move quickly and forcefully.

Wide: adjective • DISTANCEHaving a larger distance from one side to the other than is usual or expected, especially in comparison with the length of something; not narrow.

Wise: adjectiveHaving or showing the ability to make good judgments, based on a deep understanding and experience of life.

Wake (Woke): verbTo ( cause someone to) become awake and conscious after sleeping.

Worried: adjective • EMOTIONALUnhappy because you are thinking about problems or unpleasant things that might happen.

Definitions for vocabulary words were taken from the following sources:

“Cambridge Dictionaries Online.” Cambridge University Press, 2016. Web. <http://dictionary.cambridge.org/>.

Dictionary.com Unabridged. Random House, Inc. 25 Mar. 2016. <http://www.dictionary.com/>.

Grindley, Pauline. Nabanga Pikinini. N.p.: Vanuatu National Cultural Council, 2010. Print.

APPENDIX • GLOSSARY V - W

66

VENN DIAGRAM TEMPLATE

APPENDIX • TEACHER RESOURCES

67

“THE LEGEND OF THE SUN AND MOON” • ACTIVITY ONE


Moo

n an

d Su

n us

ed

to b

e fr

iend

s.

It st

arte

d to

rain

, the

y

wen

t int

o a

hous

e.

Moo

n an

d Su

n fo

und

ya

ms

and

woo

d.

They

coo

ked

yam

s

on th

e fir

e.

Moo

n an

d Su

n w

ere

hung

ry, a

nd th

ey fo

ught

ab

out w

ho w

ould

eat

firs

t.

Sun

thre

w M

oon

into

th

e co

ld w

ater

.

Moo

n th

rew

Sun

into

th

e fir

e.

That

is w

hy M

oon

is c

old.

That

is w

hy S

un is

hot

.

68

TIM

ELIN

E


69

COM

IC S

TRIP


70

“HOW THE AMBRYM VOLCANO WAS FORMED”MAP ACTIVITY


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