The Caribbean. Introduction to the region additional information. Introduction to the region activities. Trinidad. Grenada.

Transcription

1 The Caribbean Introduction to the region additional information Grenada Grenada, also known as the Spice Island, is the most southerly of the Windward Islands in the Caribbean. It is very small: just 34km long and 18km wide. It has a tropical climate: two seasons with an even temperature throughout the year. In 2004, the island was devastated by Hurricane Ivan. Grenada s capital city is St George s. Mount St Catherine, a volcanic mountain at its centre, is 850m high. Dense forest covers the interior and the lower slopes of the mountain. On the summit the forest thins and is often covered in cloud. Like other tropical islands, cacao, sugar cane, bananas, market garden produce and citrus fruits are grown, often on small farms or plots of land amongst the forest clearings. The most important crops in Grenada are spices, primarily nutmeg. Grenada gained independence from the British on 7 February The official language is English. French Patois is also spoken. Grenada has become a popular holiday destination. Aware of the associated risks of pollution and overdevelopment, the government is monitoring tourism and has recently become a world leader in eco-tourism, with 15% of the land preserved in the form of parks and wildlife sanctuaries. Jamaica The island of Jamica is 235 km long, and 82 km at its widest. It has a tropical climate: two seasons with an even temperature throughout the year. The capital city is Kingston. The main language is English. Jamaican Patois is also widely spoken. The island s natural resources include bauxite (a chief source of aluminium), gypsum (a mineral from which plaster of Paris is made) and limestone. The island s main crops are sugar cane and coffee. Jamaica gained independence from the British on 6 August Jamaica is well known for reggae music, having its own bobsleigh team, beautiful beaches and coral reefs. Tourism is very important to the island. Trinidad Trinidad and Tobago are the furthest south of all the Caribbean islands. The area of the Island is 3000 sq km. 46% of the land is covered in tropical rainforest. There are 3 low mountain ranges with large plains in between, where sugar cane is grown. There are more than 600 species of butterflies and over 260 species of birds, many of which migrate from North and South America. There is an enormous variety of trees, orchids, shrubs, insects and other wildlife. The island s natural resources include oil and gas. The island s main crops are sugar, cacoa, coffee and bananas. The capital city is Port-of-Spain. Trinidad gained independence from the British on 31 August Trinidad is well known for its carnival, calypso and steel bands. Though tourism is growing in importance, there are still relatively few tourist resorts. Introduction to the region activities Use the geographical information from the video as a basis for selecting a topic to write an information book. For example, on wetlands, rainforests, or wildlife. Pupils could choose one of the animals/birds from the clip to compile a class book of Caribbean animal fact files. Discuss reasons why people may choose the Caribbean as a holiday destination emphasizing weather as a factor. Pupils could draw a large suitcase into which they could cut out and stick essential items for their holiday. Using maps, atlases and holiday guides, pupils could plan their own Caribbean holiday showing an awareness of the two seasons. Write postcards home from a Caribbean holiday focusing on weather conditions. Keep a holiday journal where pupils pretend to be caught up in a hurricane. Think about how the Caribbean landscape and climate affect the ways that people live. In particular, consider how transport, buildings and leisure activities might differ from those in the UK. 4

2 Label the Caribbean islands on a map of the region. Mark on physical features such as seas and rivers. Mark on human features such as major towns and ports. Ask pupils to use the points of the compass to describe the position of different features to a partner. Investigate how volcanoes are formed and their effects on the landscape and people who live nearby. Plot the location of significant volcanoes on a map of the world and discuss what these show us about the tectonic plates. Watch the clips from The Islands and wildlife; Spices in the Caribbean and Tropical rainfall. Use the information to make a Caribbean food web you may need to use the Internet for some further research. Compare Caribbean crops with those commonly found in the UK and introduce the idea of import/export and international links. Pupils could investigate the UK Farming Year with particular emphasis on crops grown in their locality. Use a variety of world map types to find out more about life in this region and to make comparisons with another place. For example, you could use maps to show: - human population density - land elevation - July temperature - January temperature - vegetation types. Research the following areas and make a PowerPoint presentation to show others your findings: - climate and weather patterns - landscapes and landforms - plants and animals - how people live. Texts This title contains three poems and three prose pieces from the Caribbean. It also offers contextualisation and a number of additional activities. Use the activity sheets on pages 7 11 to support the notepad activities. The assessment foci linked to each Writer s room activity will be useful when assessing a range of pupils work for the purposes of APP. Text Poem 1: Sun is Laughing by Grace Nichols (Jamaica) Poem 2: The River by Valerie Bloom (Jamaica) Poem 3: Hurricane by Dionne Brand (Trinidad) Prose 1: The Nutmeg Princess by Richardo Keens- Douglas (Grenada) Prose 2: The Pot of Common Sense by Vic Parker traditional (Caribbean) Notepad and Writer s room activities to find pairs of verbs with the same meaning to write an imaginary poem about the moon to be able to suggest rhyming words for a poem to write a poem that uses the five senses to understand the importance of verse order in a poem to write a poem that uses repetition to choose the adjective which best describes a noun to explore how adjectives are used to describe characters to show what a character is like through a written description to consider the vocabulary choices authors must make to investigate how words and phrases can show when things happened in a story Assessment focus AF2, AF7 AF2, AF7 AF2, AF7 AF1, AF2, AF7 to write an alternative sequel to a story using the same characters and setting AF3, AF5, AF6 Prose 3: The Mouth-organ Boys by James Berry (Jamaica) to find parts of a text that show how a character is feeling to know the difference between first- and thirdperson writing and think how this affects the reader to write about how a character has behaved in a difficult situation AF2, AF3, AF4 5

3 Cross-curricular activities Sun is Laughing by Grace Nichols /Maths Use atlases/internet to research and compare the number of hours of sunshine in the Caribbean, India and Northern and Western Europe. Display the information in a graph or table. Art Make a large sun mosaic using pictures torn from magazines. Arrange the pupils own sun poems around it for a class display. Use the Internet to investigate artists who have used the sun as a theme for their work. Science Use the poem as a context for plotting the movement of the sun during the day and write an explanation of this process. PSHE Mime the sun s possible different moods, for example angry, kind. Draw representations of these emotions using repeating lines or patterns. The River by Valerie Bloom Name different parts of a river, linking this to each verse in the poem. Music Experiment with different percussion instruments to create river music. Research river paintings and use as inspiration for illustrating the poem. Science Link with work on the water cycle. Write an explanation of the water cycle. Write some instructions for keeping safe next to rivers. Physical education/dance Create a hurricane dance using percussion to accompany the movements. The Nutmeg Princess by Richardo Keens-Douglas Art Research and find photos of the less familiar fruits talked about in the extract. Make a papier-mâchè model of Petite Mama s stall labelling the different fruits. Use the description of Petite Mama or the Nutmeg Princess to make models or puppets of the characters to use in retelling the story. Science Make a selection of seeds from island fruits found in the supermarket and investigate their dispersal methods. Display the findings on a chart. The Pot of Common Sense by Vic Parker Investigate ways in which stories travel. Research the origins of the Anansi stories using books and the Internet. Discuss how these stories have travelled to the Caribbean. Pupils could plot the routes on a map. Make a large wall web on which pupils can display their own versions of the Anansi stories. The Mouth-organ Boys by James Berry PSHE Discuss pupils personal experiences of wanting a particular object how did they feel? Talk about the symbolic power of objects within friendship groups. Music Ask pupils to bring in their own combs and use tissue paper to make mouth-organs. Groups could perform their own tunes, like the Mouth-organ Boys. Hurricane by Dionne Brand Science/ Investigate how, why and where hurricanes occur. Plot their locations on a world map. Use the Hurricanes in the Caribbean video to write a news report of the hurricane with quotes. Use pictures from the resource palette to accompany the report. 6

4 The Caribbean: Activity sheet 1 Sun is Laughing by Grace Nichols Put each of these adverbs into a sentence about the sun. Think carefully about whether the adverb will be more effective before or after the verb. gently angrily softly sadly joyfully gloriously powerfully blindingly BBC Active World Writing 7

5 The Caribbean: Activity sheet 2 The River by Valerie Bloom Write calligrams for different words in this poem that describe a river. A calligram is a way of presenting the poem in the form of a picture that helps to describe it. Below is an example of a calligram for the word winder. The River s a wanderer, A nomad, a tramp, He doesn t choose one place To set up his camp. The River s a winder, Through valley and hill He twists and he turns, He just cannot be still. The River s a hoarder, And he buries down deep Those little treasures That he wants to keep. The River s a baby, He gurgles and hums, And sounds like he s happily Sucking his thumbs. The River s a singer, As he dances along, The countryside echoes The notes of his song. The River s a monster Hungry and vexed, He s gobbled up trees And he ll swallow you next. 8 BBC Active World Writing

6 The Caribbean: Activity sheet 3 Hurricane by Dionne Brand Read these words slowly. Can you hear the wind as you say them out loud? blast tickle puff gust caress tangle flatten ruffle swish rustle bluster blow Have you noticed that they are all verbs? Some of them are gentle words, and some are strong. Can you sort them out into the table below? Gentle words Strong words Now use these words to write some poetic lines about a winter or a summer wind. Make sure your readers can feel the wind, as well as hear it! BBC Active World Writing 9

7 The Caribbean: Activity sheet 4 The Nutmeg Princess by Richardo Keens-Douglas The villagers were nervous of Petite Mama so never ventured up the mountain to her garden. Imagine that you go up the mountain to Petite Mama s garden and describe your feelings about what you find there. Feelings What you find excited amazed frightened astonished spellbound flowers perfumed fruits luscious trees gnarled 10 BBC Active World Writing

8 The Caribbean: Activity sheet 5 The Mouth-organ Boys by James Berry Write Delroy s diary entry for the evening after he has seen the Mouth-organ Boys playing in the square. Use your thesaurus to find words to describe Delroy s feelings as he watches the happy players. BBC Active World Writing 11

9 Glossary Alliteration Character sketch Colonialism Complex sentence Couplets Dark Ages Epic poem First-person pronouns Folk tale Metaphor Myth Onomatopoeic Prophecy Refrain Reporting clause Rhyme scheme Simile Simple sentence Stereotype Subordinate clause Superstitious belief Time connectives words beginning with the same sound a short piece of writing that shows the personality of a character by describing their appearance and the kind of things they do or say a forced change in which one culture, society or nation dominates another a sentence containing more than one clause a pair of lines in a poem that share the same rhythm or rhyme period from around 500 to 1000 AD when European culture is traditionally represented as having regressed from the ideals of the Roman era tells the adventures of a heroic or legendary figure these are used if a text is written from the author s point of view. Some examples are: I/me/my/we/us/our a story that is passed along orally from generation to generation a subject is described as though it were really something else. An extended metaphor continues through more than one part of a poem. an ancient traditional story of gods or heroes which seeks to explain the world view of a people words that sound like their meaning e.g. crash, hiss a story which predicts a future event parts of a poem that are repeated, rather like the chorus in a song describe who is speaking and in what manner a pattern that describes where the rhyming words can be found in poems comparison of two different things often using the words like or as. An example is: The snow was as thick as a blanket a sentence with only one clause the belief that all members of a particular group are the same part of a sentence that cannot stand alone as a complete sentence a belief that is not based on reason or evidence words and phrases that show when things happen 12

10 Curriculum grid Page title Learning National Curriculum Primary National Strategy Settings and stories To find out about the Caribbean En1 Speaking and Listening 9b: recordings 3a: to identify and describe what places are like 3b: the location of places and environments they study and other significant places and environments 3c: to describe where places are Y3, S2 The islands and their wildlife To find out about the Caribbean En1 Speaking and Listening 9b: recordings 3a: to identify and describe what places are like 3b: the location of places and environments they study and other significant places and environments 3c: to describe where places are Y3, S2 Y3, S3: Use the language of possibility to investigate and reflect on feelings, behaviour or relationships Y4, S1: Respond appropriately to the contributions of others in the light of differing viewpoints Y4, S2: Compare the different contributions of music, words and images in short extracts from TV programmes Sun is Laughing by Grace Nichols To find and change adjectives in a poem 4a: recognise the choice, use and effect of figurative language, vocabulary and Art and design 3a: compare methods and approaches in their own and others work and say what they think and feel about them 1b: collect and record evidence Sc4 Physical processes 4b: how the position of the Sun appears to change during the day, and how shadows change as this happens Y3, S7: Identify and make notes of the main points of section(s) of text Y3, S7: Infer characters feelings in fiction and consequences in logical explanations Y3, S7: Identify how different texts are organised, include reference texts, magazines and leaflets, on paper and on screen Y3, S8: Share and compare reasons for reading preferences, extending the range of books read Y3, S8: Identify features that writers use to provoke readers reactions Y4, S7: Use knowledge of word structures and origins to develop their understanding of word meanings Y4, S7: Explain how writers use figurative and expressive language to create images and atmosphere Y4, S8 Y5, S6: Group and classify words according to their spelling patterns and their meanings Verb activity To find pairs of verbs with the same meaning 4a: recognise the choice, use and effect of figurative language, vocabulary and Y3, S7: Use syntax, context and word structure to build their store of vocabulary as they read for meaning Y6, S7: Explore how word meanings change when used in different contexts 13

11 Page title Learning National Curriculum Primary National Strategy The River by Valerie Bloom To be able to suggest rhyming words for a poem To find words with a similar meaning and compare how they sound in a poem 4a: recognise choice, use and effect of figurative language, vocabulary and 4e: evaluate ideas and themes that broaden perspectives and extend thinking 4f: consider poetic forms and their effects 4g: express preferences and support their views by references to texts 4h: respond imaginatively, drawing on the whole text and other reading 8c: a range of good-quality modern poetry 2a: to use appropriate geographical vocabulary Sc3 Materials and their properties 2e: the part played by evaporation and condensation in the water cycle Y3, S7: Identify and make notes of the main points of section(s) of text Y3, S7: Infer characters feelings in fiction and consequences in logical explanations Y3, S7: Identify how different texts are organised, include reference texts, magazines and leaflets, on paper and on screen Y3, S8: Share and compare reasons for reading preferences, extending the range of books read Y3, S8: Identify features that writers use to provoke readers reactions Y4, S7: Use knowledge of word structures and origins to develop their understanding of word meanings Y4, S7: Explain how writers use figurative and expressive language to create images and atmosphere Y4, S8 Y5, S7: Make notes on and use evidence from across a text to explain events or ideas Thesaurus activity To use a thesaurus and find words with a similar meaning and compare how they sound in a poem 4a: recognise the choice, use and effect of figurative language, vocabulary and Y4, S9: Choose and combine words, images and other features for particular effects Y6, S9: Select words and language drawing on their knowledge of literary features and formal and informal writing Valerie Bloom: Reading aloud To explore how and why authors write To encourage other people to enjoy your favourite poems 4i: read stories, poems and plays aloud Y4, S8: Explore why and how writers write, including through face-to-face and online contact with authors Y6, S8: Compare how writers from different times and places present experiences and use language Valerie Bloom: Patois and poetry techniques To learn about different poetry techniques En1 Speaking and Listening 1a: use vocabulary and syntax that enables them to communicate more complex meanings 3a: make contributions relevant to the topic and take turns in discussion 8a: reading aloud 6: to read texts with greater accuracy and understanding, pupils should be taught to identify and comment on features of English at word, sentence and text level, using appropriate terminology Y3, S1: Choose and prepare poems or stories for performance, identifying appropriate expression, tone, volume and use of voices and other sounds 14

12 Page title Learning National Curriculum Primary National Strategy Hurricane by Dionne Brand To explore the tone of a poem 4a: recognise choice, use and effect of figurative language, vocabulary and 4e: evaluate ideas and themes that broaden perspectives and extend thinking 4f: consider poetic forms and their effects 4g: express preferences and support their views by references to texts 4h: respond imaginatively, drawing on the whole text and other reading 8c: a range of good-quality modern poetry Physical education 6b: respond to a range of stimuli and accompaniment Y3, S7: Identify and make notes of the main points of section(s) of text Y3, S7: Infer characters feelings in fiction and consequences in logical explanations Y3, S7: Identify how different texts are organised, include reference texts, magazines and leaflets, on paper and on screen Y3, S8: Share and compare reasons for reading preferences, extending the range of books read Y3, S8: Identify features that writers use to provoke readers reactions Y4, S7: Use knowledge of word structures and origins to develop their understanding of word meanings Y4, S7: Explain how writers use figurative and expressive language to create images and atmosphere Y4, S8 Hurricanes in the Caribbean To use what you have learnt seen and heard to write a hurricane poem of your own En3 Writing 1a: choose form and content to suit a particular purpose 3a: to identify and describe what places are like Y4, S9: Summarise and shape material and ideas from different sources to write convincing and informative non-narrative texts Verse order To understand the importance of verse order in a poem 2c: make connections between different parts of a text Y3, S7: Identify how different texts are organised, include reference texts, magazines and leaflets, on paper and on screen Y5, S10: Experiment with the order of sections and paragraphs to achieve different effects Writer s room To write an imaginary poem about the Moon To write a poem that uses the five senses To write a poem that uses repetition En3 Writing 1a: choose form and content to suit a particular purpose 1b: broaden their vocabulary and use it in inventive ways Y4, S9: Show imagination through the language used to create emphasis, humour, atmosphere or suspense Richardo Keens-Douglas To explore how and why authors write PSHE 4b: to think about the lives of people living in other places and times, and people with different values and customs Y4, S8: Explore why and how writers write, including through face-to-face and online contact with authors 15

13 Page title Learning National Curriculum Primary National Strategy The Nutmeg Princess by Richardo Keens-Douglas To choose the adjective which best describes a noun 4a: recognise the choice, use and effect of figurative language, vocabulary and 4e: evaluate ideas and themes that broaden perspectives and extend thinking 4f: consider poetic forms and their effects 4g: express preferences and support their views by reference to texts 4h: respond imaginatively, drawing on the whole text and other reading 8c: a range of good-quality modern poetry Y3, S11: Compose sentences using adjectives, verbs and nouns for precision, clarity and impact Spices and the Caribbean To find out about the spice industry in the Caribbean En3 Writing 1b: broaden their vocabulary and use it in inventive ways Art and design 5a: exploring a range of starting points for practical work 3d: to explain why places are like they are Sc2 Life processes and living things 3d: about the parts of the flower and their role in the life cycle of flowering plants, including pollination, seed dispersal and germination Y3, S9: Select and use a range of technical and descriptive vocabulary Adjective activity To explore how adjectives are used to describe characters 4a: recognise the choice, use and effect of figurative language, vocabulary and Y3, S8: Identify features that writers use to provoke readers reactions Tropical rainfall To find out about the climate of the Caribbean 3d: to explain why places are like they are 16

14 Page title Learning National Curriculum Primary National Strategy The Pot of Common Sense by Vic Parker To find a meaning from a piece of prose 4a: recognise the choice, use and effect of figurative language, vocabulary and 4e: evaluate ideas and themes that broaden perspectives and extend thinking 4f: consider poetic forms and their effects 4g: express preferences and support their views by reference to texts 4h: respond imaginatively, drawing on the whole text and other reading 8c: a range of good-quality modern poetry Y3, S7: Identify and make notes of the main points of section(s) of text Y3, S7: Infer characters feelings in fiction and consequences in logical explanations Y3, S7: Identify how different texts are organised, include reference texts, magazines and leaflets, on paper and on screen Y3, S8: Share and compare reasons for reading preferences, extending the range of books read Y3, S8: Identify features that writers use to provoke readers reactions Y4, S7: Use knowledge of word structures and origins to develop their understanding of word meanings Y4, S7: Explain how writers use figurative and expressive language to create images and atmosphere Y4, S8 Y5, S7: Infer writers perspectives from what is written and from what is implied Summary sentences To spot the most important part of a paragraph To investigate how words and phrases can show when things happened in a story 3a: scan texts to find information Y3, S7: Identify and make notes of the main points of section(s) of text Y3, S10: Signal sequence, place and time to give coherence Y5, S6: Group and classify words according to their spelling patterns and their meanings 17

15 Page title Learning National Curriculum Primary National Strategy The Mouthorgan Boys by James Berry To explore biographical information in a piece of text 4a: recognise the choice, use and effect of figurative language, vocabulary and 4e: evaluate ideas and themes that broaden perspectives and extend thinking 4f: consider poetic forms and their effects 4g: express preferences and support their views by reference to texts 4h: respond imaginatively, drawing on the whole text and other reading 8c: a range of good-quality modern poetry PSHE 4b: to think about the lives of people living in other places and times, and people with different values and customs Y3, S7: Identify and make notes of the main points of section(s) of text Y3, S7: Infer characters feelings in fiction and consequences in logical explanations Y3, S7: Identify how different texts are organised, include reference texts, magazines and leaflets, on paper and on screen Y3, S8: Share and compare reasons for reading preferences, extending the range of books read Y3, S8: Identify features that writers use to provoke readers reactions Y4, S7: Use knowledge of word structures and origins to develop their understanding of word meanings Y4, S7: Explain how writers use figurative and expressive language to create images and atmosphere Y4, S8 Y6, S7: Explore how writers use language for comic and dramatic effects Viewpoints To find parts of a text that show how a character is feeling To know the difference between firstand third- person writing and think about how this affects the reader 4c: identify how character and setting are created, and how plot, narrative structure and themes are developed Y3, S8: Identify features that writers use to provoke readers reactions Y4, S7: Deduce characters reasons for behaviour from their actions and explain how ideas are developed in non-fiction texts Y6, S7: Explore how writers use language for comic and dramatic effects Writer s room To show what a character is like through a written description To write an alternative sequel to a story using the same characters and setting To write about how a character has behaved in a difficult situation 4h: respond imaginatively, drawing on the whole text and other reading En3 Writing 1d: use and adapt the features of a form of writing, drawing on their reading Y3, S8: Empathise with characters and debate moral dilemmas portrayed in texts Y3, S9: Use beginning, middle and end to write narratives in which events are sequenced logically and conflicts resolved Y4, S9: Use settings and characterisation to engage readers interest Y6, S9: Select words and language drawing on their knowledge of literary features and formal and informal writing 18