by Marjuan Canady illustrated by Nabeeh Bilal Study Guide developed by Wendy Toribio Callaloo and Marjuan Canady Official Teacher’s Guide Get more info at www.callaloothebook.com or email [email protected]

Teacher’s Guide

and ask children to predict where vocabulary words in both English they think the characters are on and Spanish as a reference for their journey. children. During repeat readings children can use the pictures, Before reading: Create a chart of words and sounds where indicated the elements children recognized in the story for a fun and interactive The following is thematic informa- diverse cultures and customs in during the picture walk and those reading. tion for teachers to understand and outside of the classroom. that sparked their curiosity. Review cultural and historical concepts in the chart together and have chil- After reading: Use the bold Callaloo: The Legend of the Golden ***ACTIVITY*** Read Aloud dren predict how they believe these vocabulary words throughout the Coquí as well as developmentally components will come together classroom and school day in order appropriate activities intended to Connection: Discuss with children in the story. Review and compare to encourage fluency and recogni- promote higher-order thinking skills what they know about their home your predictions to the story once tion. You can even use the coquí through fun and hands-on activities culture, customs and holidays. you’ve finished enjoying the book. sound, “ko-kee, ko-kee” to indicate for student readers. a classroom transition. Picture walk: Guide children As you read: Make it a point to Theme: Children celebrate the through a picture walk and ask stop on the bold vocabulary words culture and folklore of their na- what they think they’ll learn from and have pictures ready to dem- tive, . It’s important the book. Analyze the forefront and onstrate their meanings. Display to encourage the celebration of background of certain illustrations the picture and accompanying

Callaloo | callaloothebook.com | [email protected] Section 1: Social Studies

Taíno Indians, a subgroup of the 1513: African slaves are brought Arawakan Indians (a group of to the island to labor Interesting Fact: American Indians in northeastern 1736: Coffee arrives on island The original Taino name of Puerto South America), inhabited the 1776: Coffee and sugarcane Rico was Borikén, which means Greater Antilles (comprising , become major exports “Land of the Valiant Lord”. The Jamaica, and the Dominican 1786: The first history of Puerto terms boricua and borincano derive Republic, and Puerto Rico) in the Rico is published in Spain from Borikén and Borinquen re- Caribbean Sea. 1800: Slave population rises to the , South America, spectively, and are commonly used 13,300 Europe, Asia and . to identify someone of Puerto Rican When the Spanish settlers first 1830: Puerto Rico becomes a heritage. came in 1508 it is estimated that plantation economy Among the first to there were between 20,000-50,000 1898: The Spanish-American War immigrate to City were It’s believed that Taíno settlements Tainos on the island of Puerto Rico. ends, the U.S. wins Cuba, Puerto men and women were exiled by ranged from single families to By 1515 it diminished to 4,000; in Rico and the Phillipines the Spanish Crown for their political groups of 3,000 people. 1544 a bishop counted only 60. 1900: Free trade is established beliefs and struggles for the cause Disease and violence were the between Puerto Rico and the U.S. of Puerto Rican independence in cause of death. 1917: Puerto Rico is declared a the 1860’s. The “Great Migration” ***ACTIVITY*** U.S. territory of Puerto Ricans to Historical Fact: Yuíza- was one 1945: Post WWII wave of Puerto occurred in the 1950’s. Connection: Have children of only 2 female Taíno Rican immigration to the U.S. discuss how their own homes and (chiefs) in the Caribbean. The town begins ***Spanish : also known neighborhoods look. Reiterate the of Loíza is named after Yuíza. Leg- 1952: Puerto Rico becomes a as El Barrio ​or East Harlem is a variety among the classroom home end has it that she was the lover Commonwealth. neighborhood in , NY, environments. of a mulatto conquistador and was 1953: The largest migration of comprised of mostly Puerto Ricans. subsequently killed because of this. Puerto Ricans to U.S. occurs. Neighborhood Cartographers: Loíza is still known today as the 70,000 people move to New York, *** is a linguistic blend- Go on a neighborhood walk, take town where Afro-Puerto Ricans live. New Jersey and Florida. ing of words, “New York” and pictures and draw a map of your Every year in El Barrio 1974: Puerto Rican New Yorkers, “Puerto Rican” and refers to the neighborhood. Encourage children hold a Loíza Festival in August to found the Nuyorican Poets Café in members or culture of the Puerto to do the same with their home commemorate their African, Taíno NYC Rican diaspora located in the NYC neighborhoods. Be creative and and Spanish history. 1991: Puerto Rico declares metropolitan area. developmentally appropriate when Spanish the official language of the deciding which map type to make: ***The Capital of Puerto Rico is island Fun Facts: topographic map, a physical map, a San Juan. 1998: Mayor Rudolph Giuliani Today, more than one million climate map, etc. declares June 7-14th Puerto Rican Puerto Ricans live in New York Taino words / Present: Week in NYC City alone, more than in San Juan, Vocabulary: urban, suburban, ru- Huracan / Hurricane 2000: Sila M. Calderón is elected Puerto Rico’s capital. ral, transportation, highways, roads, Hamaca / Hammock as Puerto Rico’s first woman rivers, mountains, etc. Iguana / Iguana governor Puerto Rico is also popularly known Barbacoa / Bar-B-Que in Spanish as la isla del encanto, Canoa / Canoe Caribbean Diaspora: Puerto meaning “the island of enchant- Ricans in New York City ment”. Historical Timeline: 1000 AD: Tainos inhabit Puerto The Caribbean Diaspora is defined Arturo Alfonso Schomburg, con- Rico as the dispersal of people with sidered by many as the “Father of 1493: Christopher Columbus origins from the Caribbean islands Black History” immigrated to New claims Puerto Rico for Spain throughout the world including York in 1871 from Puerto Rico.

Callaloo | callaloothebook.com | [email protected] Section 2: Geography

Puerto Rico is located in the Carib- bean, between the Caribbean Sea and the North Atlantic Ocean, in the Greater Antilles.

Geographic Coordinates: Lati- tude: 18° 15” N Longitude: 66° 30” W

Total Area: 9,104 sq km (3,508 sq mi)

The Greater Antilles is a group- ing of the larger in the Caribbean Sea; consisting of Cuba, Haiti, the Dominican Republic, Puerto Rico, Jamaica and the Cayman Islands.

The Lesser Antilles is a chain of islands to the east and south in the Caribbean Sea; consisting of Trinidad and Tobago, Barbados, Grenada, Antigua, Barbuda, St. Vincent and St. Lucia. Fun Facts: Puerto Rico is 1,000 miles south- east of Miami, Florida. Interesting Historical Fact: Puerto Rico is the third largest Puerto Rico is close to the deepest island in the United States and the submarine depression in the North 82nd largest island in the world. Atlantic Ocean. The Puerto Rico Trench is about 1,090 miles and ***ACTIVITY*** 60 miles wide. The origin of the trench can be traced back to the Connection: Have children view a beginning of the Tertiary period. map of the Caribbean and identify The Puerto Rico Trench appears the islands and if they are in the to be part of a complex system Greater Antilles and the Lesser of sinistral strike-slip faults in the Antilles. north Caribbean; the trench seems to have been opened continuously for about 70 million years.

Callaloo | callaloothebook.com | [email protected] Section 3: Science

Coquí is a small frog easily identi- 7. El Yunque National Forest fied by the sounds of its call, from 6. La Parguera Nature Re- which it gets its name. The coquí serve in Lajas is one of the most common frogs 5. Gilligan’s Island off the coast in Puerto Rico with more than 16 of Guánica different species found within its 4. Mosquito Bioluminescent territory, including 13 in the Carib- Bay on Vieques bean National Forest. Most co- 3. San Cristóbal Canyon quí species (13 of 17) live in the El 2. Beach on Yunque National Forest. Because Culebra of deforestation, coquís are endan- 1. Rio Camuy Caves in Arecibo gered. ***ACTIVITY*** Fun Facts: tional Forest System. El Yunque as of 1998. The coquí is the National Symbol National Rainforest is located on Connection: Discuss the vast va- of Puerto Rico. the slopes of the Sierra de Luquillo El Yunque is home to more than riety of life found in the rainforest. mountains, encompassing 28,000 240 plants, 26 of which are en- Prompt children to think about how Coquís belong to the Eleutherodac- acres of land, making it the largest demic to the island. It is also home these life forms all work together. tylus genus which in Greek means block of public land in Puerto Rico. to 50 bird species, including the free toes. El Yunque is also renowned for its critically endangered Puerto Rican Coquí Frog Life Cycle: Explore unique Taíno petroglyphs. amazon. the unique changes that occur Puerto Ricans love their coquís throughout the life cycle of a Coquí, and have written poems, stories, El Toro, the highest mountain peak 10 Natural wonders of Puerto which unlike other frogs, do not and art work about them. in the forest rises 1,065 metres Rico: have a tadpole stage! (3,494 ft) above sea level. 10. Las Cabezas de San Juan El Yunque National Forest is a for- Nature Reserve in Fajardo est located in northeastern Puerto Species endemic to Puerto Rico, 9. Cueva Ventana (Window Rico. It is the only tropical rain number 239 plants, 16 birds and Cave) in Arecibo forest in the United States Na- 39 amphibians/reptiles, recognized 8. Guánica Dry Forest

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Frog Comparison Chart: Using the coquí as a reference, compare and contrast other frog types that may interest children. Perhaps you can compare different rainforest frogs or compare frogs that live in various environments. Here’s a chart that you can modify to serve your needs:

vocabulary words: condensation, evaporation, precipitation, etc. 1 inch on top of the gravel and Vocabulary: As children observe Materials: A large clear container charcoal their rainforest terrarium use these (i.e. fish tank), some small gravel, 3. Dampen the soil vocabulary words to discuss the some charcoal (similar to charcoal Plant the plants around the project: condensation, evaporation, used for orchids), plenty of very aquarium precipitation, water vapor, ground rich potting soil or compost, a few 4. Spray water from spritzer bottle water, emergent, canopy, under- tropical plants, tap water, a large into the aquarium story, forest floor piece of glass to cover the top of 5. Put the glass over the top, seal the aquarium completely Rainforest Terrarium: Children with clear tape Consider: Have children consider can better understand the environ- 6. Put your new terrarium in a where the coquí and other animals ment of a rainforest if they help cre- Steps: warm, well-lit spot live, sleep and eat in the rainforest 1. Put the gravel and charcoal in ate their own rainforest terrarium, 7. Watch what happens–keep the bottom of the aquarium which they can monitor. This is a a notebook. 2. Now put the potting soil (or great opportunity to learn some compost) in a layer of at least

Callaloo | callaloothebook.com | [email protected] Section 4: Food

Puerto Rican cooking is a unique onions, garlic, cilantrillo (cilan- tasty blend of Spanish, African, tro), oregano, basil, sugarcane, cit- Taíno, and American influences. rusfruit, eggplant, ham, lard, chick- en, beef, pork, and cheese. Main dishes include: mofon- go, arroz con gandules, pasteles, African Influences: and pig roast. Coconuts, coffee (brought by the Arabs and Corsos Interesting Fact: Plantains are an to Yauco from Kafa, Ethio- important crop in many agricultural pia), okra, yams, sesame sectors of the island. However, seeds, gandules (pigeon peas in demand is so high that many English) sweet bananas, plantains, plantains are also imported, usually other root vegetables and Guinea from the Dominican Republic and hen, all come to Puerto Rico Costa Rica. from Africa.

Plantains:​ Tostones may also be made with plantains. In fact, the ***ACTIVITY*** plantains seems to be the single most popular side dish served on Puerto Rican Farmers: Learning the island. Plantains are a variety about different foods is of banana that cannot be eaten great, but eating them is even raw. They are much coarser in tex- as piragüeros. Ajicito or cachucha pepper, a slight- better! Create a small garden ture that ordinary bananas and are ly hot habanero pepper, recao/ (indoor or outdoor) where children harvested while green, then baked, Fun Fact: Locals in Puerto Rico culantro (spiny leaf), achiote (an- can learn to grow some Puerto fried, or boiled. call their cuisine cocina ​​ natto), peppers, ají caballero (the Rican staple foods. Chart the which means “Creole” Cooking. hottest pepper native to Puerto germination of the different seeds Piraguas: A shaved ice cone Rico), peanuts, guavas, pine- using pictures and covered with syrup of fruity flavors Taino Food Influences: apples, checklists. Make a tropical such as: rasberry, pineapple, Tropical roots and tubers salad from your Puerto Rican farm! coconut, guava or tamarind, among like yautía (taro) and especial- Spanish / European influence others. Those who ly Yuca (cassava), from which thin Wheat, chickpeas (garbanzos), ca- sells “piraguas” are known cracker-like casabe bread is made. pers, olives, olive oil, black pepper,

Callaloo | callaloothebook.com | [email protected] Section 5: Art

The Ancient Art of Puerto Rico were Taíno petroglyphs, which was the Taíno written language in the form of carving symbols on rocks.

Santos, meaning “Saints” is a form metal screening are sometimes wooden cooking spoons and of of Puerto Rican folk art, depict used as well. course crayons, markers and stick- figures of saints and other religious ers to decorate your creations! icons. Families continue to pass ***ACTIVITY*** this centuries-old craft down from y Attire: You’ll generation to generation. The Connection: Prompt children to surely want traditional Puerto artisans, called santeros, create discuss their favorite book illustra- Rican clothing to accompany your Santos from native wood, clay, and tions and art work homemade instruments! You can stone. Traditionally, Santos were make long white “skirts” using seen as messengers between the Puerto Rican Instruments: white shawls or by cutting white earth and Heaven. Use household items to create bed sheets or pillowcases. Children your own Puerto Rican musical can use their homemade skirts to Caretas are masks worn dur- Fun Facts: instruments. There are so many dance to their favorite Bomba y During the time of the Taíno Indi- ing carnivals. Similar masks ways to create your Puerto Rican Plena songs! ans trillions of coquís serenaded signifying evil spirits were used in instruments- just allow children to Puerto Rico. Many Taíno Indian both Spain and Africa, though for be creative. Here are some great Taíno Petroglyph: Using “leather- myths surround the coquí and are different purposes. Puerto Rican materials to use to start: hard” molding clay, or clay left found in many Ancient pictographs caretas always bear at least sev- Paper towel and toilet rolls, paper out for a few hours, have children and pottery eral horns and fangs, true to their plates, yarn, dried beans, dried carve their Taíno symbols or Taíno- historic origins. rice, dried seeds, jingle bells, inspired symbols and masks Caretas are constructed of papier- tape, hole punchers, forks, rubber mâché, coconut shells and fine bands, different sized cereal boxes,

Callaloo | callaloothebook.com | [email protected] Section 6: Music

The music of Puerto Rico has FUN FACTS: evolved as creolized dynamic Plena first appeared in Puerto product of diverse cultures includ- Rico about 100 years ago, when ing Spain, West Africa, Indigenous performing the plena became a Taíno and the U.S. hallmark of Spanish tradition.

Puerto Rican Musical Instruments: In Bomba y Plena the drummer and the dancer have a musical Güiro: a notched hollowed-out dialogue where, unlike other forms gourd, which was adapted from of dance, the drummer is actually pre-Taino Columbian times. following the lead of the dancer and not the other way around. Cuatro: a guitar-like instrument with 10 strings. The first great salsa musician was Tito Puente Tambours: hollowed tree trunks covered with stretched-out animal Bomba is regarded as an Afro- skin. Puerto Rican creation.

Maracas: gourds filled with peb- ***ACTIVITY*** bles or dried beans and mounted on handles. Connection: Have children demonstrate sounds, movements, Conga Drums: a variety of drums instruments, music and other items whose original designs were from their own culture and folklore. brought from Africa by the island’s slaves. Puerto Rican ensemble: Use household items to create your Bomba y Plena own Puerto Rican musical instru- Bomba y Plena are two different ments. Here are some instruments including music that the Taíno may have played music. Other types of music that are coupled to create: tribes may have used during their instruments include maracas, bon- with dance. Bomba pure African, ceremonies. Instruments used in gos, timbales, conga drums, and was brought over by black slaves Güiro: a güiro is an open-ended, plena include the güiro, cuatro, a claves-and, to add the jíbaro (hill- who worked on the island’s sugar hollowed-out gourd with parallel 10 stringed guitar and the pande- billy) touch, a clanging cowbell. plantations in the 17th century. lines along the outside. A scraper is ros, a tambourine. This form of music is produced used on the outside to make long INTERESTING FACT: by one large drum plus a smaller and short scratching sounds Salsa is a combination of fast Latin Salsa originally developed within drum called a subidor. The drums music that embraces the rumba, the Puerto Rican community of are accompanied by the rhythmical Maracas: are hollowed-out gourds mambo, cha-cha, guanguanco, and New York. It draws heavily from the beating of sticks and maracas to filled with seeds or dried beans, merengue. Salsa bands require ac- musical roots of the Cuban and the create a swelling tide of drumbeats. mounted on wooden handles cess to a huge array of percussion African-Caribbean experience. Plena blends elements from Puerto instruments, including güiros, the Ricans’ wide cultural backgrounds, Pandereta: tambourine gourds on which the Taíno people

Callaloo | callaloothebook.com | [email protected] Section 6: Music

Panderos: set of 3 thin drums, from El Yunque similar to a tambourine without the jingles Movement: Adapt traditional Kids Yoga postures to life in Palitos: 8-10 inch wooden the Puerto Rican Rainforest sticks Connection: Remind children Tambora: a drum of their picture walk story predictions and invite them to ¡A bailar!: You can’t go use those elements in their wrong with a Bomba y Plena dramatic play. dance party! Allow children to volunteer to showcase their Puerto Rican Life: Introduce dance moves; remember in traditional Puerto Rican items Bomba the drummer follows in dramatic play areas: rice, the dancer’s lead! beans, plantains, cassava, hammocks, bananas, sofrito, Rainforest Yoga: There’s maracas, palm trees, mangos, so much life to imitate in the etc. Remember to awaken the rainforest using Yoga. different senses in order to have a well-rounded experi- Mindfulness: Perhaps you’d ence. like to guide children through a quiet imaginative journey with Winston and Marisol as you play some background sounds

Callaloo | callaloothebook.com | [email protected] Section G: Vocabulary

Connection: Have students review all the vocabulary in the glossary section of the book.

These are a few key vocab words:

El Barrio (el-bar-ree-o): a Latino neighborhood, also known as Spanish Harlem, in Manhattan, mostly made up of Puerto Ricans.

Nochebuena (no-che-buen-a): a traditional Christmas Eve celebra- tion practiced in Spain, Latin Ameri- ca and the Caribbean, that consists of a traditional family dinner.

Bomba y Plena (bom-ba e-play- na): are traditional musical styles from Puerto Rico that mix African, Spanish and Taino cultures.

Asopao (ah-so-pow): a rice and soup mix dish containing stewed meat and/or seafood.

Abuela (ah-bue-la): Grandmother (English Translation)

Callaloo (cal-a-loo): a Caribbean spinach dish originating from West Africa.

Coquí (ko-kee): a singing tree different words to name the same the diversity of language through- frog, native to Puerto Rico. ***ACTIVITY*** items (ie. ______) out the world and in time. Keep in mind that because of the history of Golden Coquí (gold-en-ko-kee): Connection: Remind children that Taíno Symbols: Using Taíno colonialization, much of what we a rare and possibly extinct frog there are many different ways to symbols (petroglyphs) around the know about the meanings of Taíno species native to Puerto Rico. use language; practice by using classroom promotes literacy and symbols is up to interpretation.

Callaloo | callaloothebook.com | [email protected] Section G: Vocabulary

Nevertheless, here are some im- Classroom labeling: Taíno portant symbols and their predicted symbols can be used to promote meanings: literacy by indicating the location of the classroom water fountain or Taíno symbols can be used in a pet turtle variety of ways in the classroom. Here are some suggestions, but Word prediction: based on what remember to have fun with the children know about Taíno culture, possibilities! they can predict and chart which words Taínos probably wrote (ie. Taíno petroglyph tracing: small river, cassava) and which words children can practice their writing they probably didn’t use (ie. snow, by tracing common symbols polar bear)

Taíno petroglyph bingo: playing Adapting the Taíno ways: chil- a fun game of bingo can prove to dren can create their own Taíno- El Alfabeto: The Spanish Alphabet ters found in the Spanish Alphabet be a great way to use matching inspired petroglyphs to symbolize is much like the English Alphabet, that aid in pronouncing Spanish skills their own everyday life however, there are a few more let- words. Here’s the Spanish Alpha-

Callaloo | callaloothebook.com | [email protected] Section G: Vocabulary

Have some fun with the Spanish Alphabet by introducing Spanish words that use the letters not used in the English Alphabet:

¿Qué?: There are words in Callaloo: Legend of the Golden Coquí that have different symbols, or accents above a vowel.

These accents are in place to indicate ______.

Callaloo | callaloothebook.com | [email protected] Resources

Here are additional resources that complement these activities and Callaloo: Legend of the Golden Coquí

El Museo del Barrio: http://www.elmuseo.org

Caribbean Cultural Center: www.cccadi.org

El Yunque National Forest: http://www.fs.usda.gov/elyunque http://www.corestandards.org/read-the-standards/ http://www.ctahr.hawaii.edu/coqui/life.asp https://www.nwf.org/Wildlife/Wildlife-Library/Amphibians-Reptiles-and-Fish/Puerto-Rican-Coqui.aspx http://www.kidsecologycorps.org/kid-power/activities/how-tall-is-your-favorite-tree

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