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Haitian/Haitian American Curriculum Fourth Grade Language Arts Lesson Plan

Please, Malese!

By Amy MacDonald

Content/Theme: Folktales

Grade Level: Fourth Grade

Textbook Connection: Macmillan/McGraw-Hill Florida Treasures:

Grade 4, Unit 3, Roadrunners Dance by Rudolfo Anaya, pgs. 281-296

or

Scott Foresman,Reading For Florida Unit 4, Half-Chicken by Alma Flor Ada 379-

393, 393a-393b (off adoption).

Primary Benchmarks:

LA.4.1.7.3- The student will determine explicit ideas and information in grade-

level text, including but not limited to main idea, relevant supporting details,implied message, inferences, chronological order of events, summarizing andparaphrasing.

LA.4. 4.1.1- The student will write narratives based on real or imagined ideas,events, or observations that include characters, setting, plot, sensory details, a

logical sequence of events, and a context to enable the reader to imagine theworld of the event or experience.

Strand: Reading Process

Writing Application

Time: 1-2 Class Periods

Objectives:

Students will read a Haitian folktale.

Students will learn main characters in Haitian folktales.

Students will learn multicultural information about Haiti.

Students will clarify understanding by retelling a sentence (paraphrasing) apassage in their own words.

Students will organize information in chronological order for a specific purpose.

Teacher Preparation Materials:

Book, Please, Malese! By Amy MacDonaldAvailable to Palm Beach Countyteachers through loan from the Department of Multicultural Education. Please

call the Multicultural Professional Library at 561-434-7305.

Included transparencies and/or class sets of handouts

9 Note Cards Per Student

Colored Markers

Map


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Activities:

1. After reading Roadrunners Dance or Half-Chicken, tell students they

will read another folktale from Haiti. Remind students of the definition of a

folktale (use transparency). Tell students they will have to learn a little bitabout Haitian culture before reading the story. Ask students what they already

know about Haiti; chart comments on the board. Show Haitis location on theincluded map.

2. Introduce the Haitian folktale by introducing the familiar characters, Bouki and

Malice to students. Show the Teacher Transparency of Bouki and Malice. Ask

students the following questions to give them food for thought: What types of

characters would be seen in numerous folktales? Why would thesecharacters be seen repeatedly? Chart students responses on the chalkboard

or chart paper. Refer to theMulticultural Information Contentand explainwhom the characters Bouki and Malice are in Haitian folktales. Also explain

that Malese is another spelling of Malice

3. Distribute the Multicultural Content Information Student Handout to the

students. Use pair and share strategy and have students read. As they are

reading, tell student pairs to write down words that are new to them on a piece

of paper, and also write down 3 things that they learned from the information.

4. Use the Vocabulary transparency and ask students if they chose the same words.

Review all words with students.

elders - one who is older, one who has authority by virtue of age andexperience.

moral conforming to a standard of correct behavior

rituals social custom, a customarily repeated often formal act or series of acts Krick* asks if one wants to hear a story

Krack answers, yes one wants to hear a story

trickster one who tricks, a deceptive character appearing in various formsof folklore in many cultures such as the Haitian culture

mischievous irresponsibly playful

hustler one who engages in underhanded activity or lures those less skillfulinto doing something

wheedler one who influences others by the use of flattery

mark a victim

slow-witted- not to quick to catch on to something

antics an attention getting, often wildly playful or funny act or action manipulators one who controls or plays upon others

*Krick/Krack can also be spelled Cric/Crac

5. Ask pairs of students to report three things they learned. Use the Facts

transparency to review.

Elders tell stories.

Stories pass from one generation to the next.


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Haitian children learn lessons, warnings, and moral instruction fromfolktales.

A storyteller shouts Krick? if he or she is ready to tell a story and wants toknow if anyone wants to hear a story.

Those wanting to hear a story respond with Krack! This tells the

storyteller it is all right to begin the story. Malice is sometimes a trickster, crook, hustler, and wheedler that is

sometimes evil and sometimes mischievous. In Haitian Folk literature, he isthe bad boy.

Malice loves to tease and get the better of his friend Bouki.

Bouki always falls for Malices tricks and in the end knows he should haveknown better.

Haitian folktales use Bouki and Malice to get listeners and readers to acceptthat we, ourselves, may not appear to others as being very smart and that we,

ourselves, are the manipulators.

6. Hold up Please Malese so students can see the front cover. Say the title of thebook aloud for the students. Ask students what they think the story will beabout by looking at the cover.

7. Distribute Vocabulary - Please Malese and/or use as a transparency. Pronounceeach word for the students. Instruct students for homework they are to write

each word on one side of a 3x5 note card. On the opposite side, they are to

write the words definition. Tell students that you are going to define rum cake

now for them and they should write the definition in their own words. (Studentsshould have 9 completed note cards when they complete the assignment.) Rum

Cake This cake is flavored with rum. Rum is liquor but when liquor is

cooked, it looses the alcohol content and only the flavor remains.

8. Tell the students that the names used in the story other than Malese and Bouki are

all Creole names. Explain that Creole is a language that is used in Haiti. Itformed from the French and West African languages. The names in the story are

those of animals. Write the following Creole names on the chalkboard or on chart

paper. Define the names: Makak monkey, Cabrit goat, Zwazo - bird

9. Read the story Please, Malese! to the students.

10. Discuss the story. Pair up students and have them retell the story in their own

words to each other. Circulate and correct any misinformation or include anyinformation the students may leave out. Remind students that when they retell

something in their own words or paraphrase something it may help clarify themeaning.

11. Review with students chronological order. Give an example of usingchronological order and explain to the students that the example will show what


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happens first, second, third and so on. Have pairs of students check each otherto see that their paraphrased story was told in chronological order.

12. Tell students they are going to practice individually paraphrasing a quote fromthe book. Use the Quote transparency. Instruct students that all important

information must be included in their paraphrasing but they can not copy theparagraph word for word. Tell students to use chronological order.Possible paraphrasing might be (there may be others):

Malese was hungry on market day. His stomach needed rum cake.

Just the thought of the icing on the rum cake made his mouth water.

He was broke and had no money to buy a rum cake. This did not

worry him. He took a bottle half-filled with water to the marketplace

and walked until he found Bouki.

On market day Maleses stomach was suffering because he was so

hungry. He needed a rum cake. He had no money for a rum cake but

this did not bother him. He decided to walk through the market placeand find his neighbor, Bouki. Malese carried a bottle half filled with

water while he looked for him.

13. Ask volunteers to read their paraphrasing. Praise the volunteers for readingtheir paraphrasing. Instruct the class to listen carefully to see if the volunteers

included all of the information presented in the original quote and if they

presented the information in chronological order. Tell the class to listen if thevolunteer included information that was not in the original quote. As volunteers

list the information in the paraphrasing list it on the chalkboard or on chartpaper.

14. Distribute the Student Quiz to students. Tell students to follow the directionscarefully and to read each question carefully. ANSWERS TO QUIZ: 1. b 2.

c 3. a 4. b 5. a 6. c 7. b 8. a 9. d 10. b Paragraph Writing will be

per teacher evaluation and answers will vary

ESOL Strategies: Read Aloud, Vocabulary, Listening Activities, Writing Activities,

Assessment:

Student Participation

Vocabulary Note Cards

Student Quiz Paraphrasing/Chronological Order Quote Assignment

Resources:

Wolkstein, D. (1997).Horse and toad. The magic orange tree and other Haitian

folktales. Knopf, New York 144-150


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Please, Malese!By Amy MacDonald

Storytelling is an important part of Haitian life. The elders in

a family or in a community often tell stories that have been passed

from one generation to the next. It is very common for Haitian children to learn life

lessons and moral instruction through folktales. Folktales are as much for adults as

children. Haitian tales have their rituals and often a warning can be found deep in the tale,

if one listens carefully. As night falls in Haitian homes, one will frequently hear a loud

Krick? and soon a loud Krack! Krick? is shouted by an elder ready to tell a story.

This is a storytellers method of finding out if anyone is interested in hearing a story.

Those interested in hearing a story respond eagerly and loudly with Krack! This tells the

storyteller to begin his or her story.

In Haitian folktales, the trickster is known as Malice. Sometimes he is evil and

sometimes he is mischievous. He is a trickster, crook, hustler, and wheedler. Malice is the

bad boy of Haitian folk literature. Bouki is his favorite mark. He spends his days getting

the better of people like his slow-witted friend Bouki. Bouki is older than Malice, a simple

person, and not as smart as Malice. Repeatedly, Bouki falls for Malices tricks and in the

end, he should have known better. Bouki and Malice grow out of hardships and bad luck in

the world of human experiences. Haitian folklore uses these two characters so that people


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can laugh at their antics and perhaps to accept that we, ourselves, may often not appear as

smart as we truly are or are in fact clever manipulators.

NEW VOCABULARY Haitian Folktales

elders - one who is older, one who has authorityby virtue of age and experience.

moral conforming to a standard of correctbehavior

rituals social custom, a customarily repeatedoften formal act or series of acts

Krick* asks if one wants to hear a story

Krack answers, yes one wants to hear astory

trickster one who tricks, a deceptive characterappearing in various forms of folklore in

many cultures such as the Haitian culture

mischievous irresponsibly playful

hustler one who engages in underhandedactivity or lures those less skillful into

doing something

wheedler one who influences others by the useof flattery

mark a victim

slow-witted- not to quick to catch on to something


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antics an attention getting, often wildly playfulor funny act or action

manipulators one who controls or plays upon

others*Krick/Krack can also be spelled Cric/Crac

Facts about Haitian Folktales

Elders tell stories.

Stories pass from one generation to the next.

Haitian children learn lessons, warnings, andmoral instruction from folktales.

A storyteller shouts Krick? if he or she isready to tell a story and wants to know if

anyone wants to hear a story.

Those wanting to hear a story respondwith Krack! This tells the

storyteller it is all right to begin

the story.

Malice is sometimes a trickster,crook, hustler, and wheedler that is

sometimes evil and sometimes mischievous.

In Haitian Folk literature, he is the bad boy.

Malice loves to tease and get the better of hisfriend Bouki.

Bouki always falls for Malices tricks and inthe end knows he should have known better.


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Haitian folktales use Bouki and Malice to getlisteners and readers to accept that we,

ourselves, may not appear to others as being

very smart and that we, ourselves, are themanipulators.

FOLKTALE

A characteristically anonymous, timeless,

and placeless story, often teaching a lesson or

moral, and commonly presented orally.


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MALICE

A Character in Haitian folktales that is a

trickster and often is found teasing his friend,

Bouki.

BOUKI


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A character in Haitian Folktales that is

teased by Malice. He is not as quick-thinking

as Malice.

VOCABULARY

Please Malese

merchant

toiling

splendor

outwitted

fragrant

mending

bitter

downpour

rum cake


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Paraphrase Practice: QUOTE

Next day was market day, and Malese was hungry. My

stomach is suffering, he declared. It needs rum cake, thats

what it needs. And his mouth watered as he thought of his

favorite cake: sweet, fragrant, and covered with white icing.

But Malese had no rum for a cake, and no money to buy rum.

Still, he did not despair. Instead he took an empty bottle and

filled it half up with water. Then he walked through the

marketplace until he saw his neighbor Bouki.


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NAME__________________________________DATE_______________PERIOD____

Please, Malese!

QUIZ

DIRECTIONS: Read each question carefully. Circle the best answer.

1. In Haitian folktales, who or what is Bouki?a. an elder who tells stories to childrenb. a friend of Malices that is not so smartc. a place where children go to hear storiesd. a book written by Malice

2. In Haitian folktales, who or what is Malice?

a. an elder who tells children stories c. a city in Haitib. a trickster d. a book written by Bouki

3. In Haiti, when one hears Krick? one knows that

a. an elder wants to tell a storyb. a child wants to tell his mother a storyc. a wall is falling down and one must get out of the wayd. a pig is crossing the street

4. In Haiti, when one says Krack one is saying

a. Watch out! A wall is falling.b. One wants to hear a story.c. One does not want to hear a story.d. A frog just jumped out of a pond.

5. Is this story told in chronological order?a. yes b. no

6. Where is Malese when he notices he needs new shoes?a. in his closet c. in a hammock

b. at the beach d. at a baseball game

7. How many shoemakers does Malese go to?


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a. 5 c. 7b. 2 d. 1

8. How many pairs of shoes did he end up getting?a. 1 c. 12

b. 5 d. 4

9. What was Maleses mouth watering for?

a. pizza c. candy

b. ice cream d. rum cake

10. Who is Bouki?

a. Maleses teacher c. Maleses brother

b. Maleses neighbor d. Maleses shoemaker

DIRECTIONS: Read the question carefully and answer the question in a wellwritten paragraph. Make sure your paragraph has a topic sentence,

supporting sentences, and a concluding sentence. Proofread and

edit your work.

Retell the story of Please, Malese! using your own words and using chronological order.

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Map of Haiti


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