Lesson Plan

LESSON 11: OD POR ODELIA

Grade Level:
High School: Ninth Grade through Twelfth Grade
Subject:
Literacy and Language Arts,Social Studies
Lesson Duration:
60 Minutes
Common Core Standards:
9-10.RH.4, 11-12.RH.4, 8.RL.4, 9-10.RL.4, 11-12.RL.4
State Standards:
Louisiana - History Standards - C1
Additional Standards:
National Council for the Social Studies: Ia, Ib, Ic
Thinking Skills:
Remembering: Recalling or recognizing information ideas, and principles. Analyzing: Break down a concept or idea into parts and show the relationships among the parts.

Essential Question

What is the value of preserving endangered languages?
What can I as an individual do to help preserve an endangered language?

Objective

STUDENTS WILL
Hear an additional Zydeco song.
Learn additional Kréyol phrases.

Background

Od Por Odelia was written by LeRoy Etienne as an ode to his mother who told him this story. In the tale an old man sells her rotten bananas. But dishonest conduct brings bad luck, and the old man dies soon thereafter.

Preparation

MATERIALS NEEDED:
Text Le Kér Creole.
Ability to project document on computer or as hard copy.
 

Materials

Handout for students that provides them with the lyrics only in Kréyol.

Download HANDOUT- OD POR ODELIA- Lyrics in Kréyol

Lyrics sheet that has the words they should recognize in bold print.

Download TEACHER KEY- Od Por Odelia

This is a list of Kréyol phrases from songs that do not have their own specific lesson plan. The SONG GLOSSARY KEY includes these phrases.

Download STUDENT GLOSSARY OF ADDITIONAL SONGS

List of Kréyol words with English translation from the lyrics.

Download OD POR ODELIA- Lyrics Kay

Lesson Hook/Preview

REACTIVATION OF PRIOR KNOWLEDGE:

5-10 minutes. 

  1. Ask students to give any Kréyol language phrases they remember. 
  2. Project some Kréyol phrases and ask students to translate. 
  3. Ask them what they remember about the songs they have heard. 
    • HEY NOM- Story of a man getting his friend up in the morning to run errands- work and shopping. 
    • SAN MALO- The story of maroon leader San Maló, who led a society of escaped slaves in the bayou and swamp country. 
    • SHANGO and DANSÉ CODAN- Songs heavily influenced by African themes. Shango called to an African ancestor spirit. Dansé Codan was a funny song about a monkey playing a violin and the cooking of a spicy fish dish. 
    • NONC BELOUTE- A song about an uncle who owned a big black car. 

Procedure

1. OD POR ODELIA- INITIAL LISTENING, TRANSLATION, AND DISCUSSION.

15-20 MINUTES. 
  1. Project or hand out the Kréyol language lyrics. Students DO NOT yet see translated lyrics. 
  2. Play the song. Ask students to mark words they recognize. (A separate teacher handout will provide you with lyrics that have the words they should recognize in bold print.) Do not yet allow use of their glossaries. 
  3. After listening to the song at least once, have students get together with others for a short time (5 to 10 minutes) to compare. 
  4. Then, ask them what they think the UNDERLINED words might mean. Those words are Pasé (passed), Maman (mother), Banan (banana). If they cannot identify the words, give them the three words to see if they can match them. 
  5. You may then have a whole class discussion of what students think various words mean. 
  6. Allow students to use the glossaries. Have them discover how close their initial answers were. 

2. USE OF TRANSLATED LYRICS

15-20 minutes. 

  1. Have students turn to page 68 in the text. 
  2. Working alone or with partners or groups, students should complete their glossaries. 
  3. You might decide to use the 5/5/5 method. 

EXTRA TIME 

  1. With any time that remains, have students do one of the extra activities under SUPPLEMENTAL ACTIVITIES.
  2. You could also distribute the sheet of STUDENT GLOSSARY OF ADDITONAL SONGS and have students use the text to further expand their vocabulary. 

Alternatively, you could have students prepare for an activity on a subsequent day. If so, do the following. This will require a document projector. THIS COULD ALSO BE A HOMEWORK ASSIGNMENT. 

  • Distribute note cards to the students. 
  • On one side, students draw a picture representing a word. 
  • On the back they write the word in English and in Kréyol. 
  • On the next day divide the class into teams. 
  • Show each picture. 
  • To earn a point, the student must say the word properly in Kréyol. 

Vocabulary

  • ODE: a lyric poem usually marked by exaltation of feeling and style, varying length of line, and complexity of stanza forms

Assessment Materials

FINAL UNIT ASSESSMENT.

This is the final assessment for the entire unit.

FINAL ASSESSMENT STUDY GUIDE

This unit was meant to be fun, but it was also supposed to teach you something. Therefore, we must have an assessment. It is 26 questions.
If you know this, you will be fine.

SAN MALO

  • WHO?
  • WHAT?
  • HIS IMPORTANCE.
  • HIS STORY
  • THE HEANING OF HIS NAME

CREOLIZATION

  • WHAT IS IT?
  • ITS CHARACTERITICS
  • GROUPS INVOLVED

PATERRE

  • WHAT IS IT?
  • MELANGE
  • SAINT MARTIN DE PORRES.

KNOW THESE IN KRÉYOL

  • Got to go
  • How is it going?
  • Where you at? (Where are you?)
  • Work
  • I want to talk to you.
  • You are hiding 
  • Man
  • It’s time
  • Get up

FINAL ASSESSMENT

SAN MALO

1. Who was SAN MALO?
A) The chief of the Houma Indian tribe.
B) The governor of the French colony of Louisiana.
C) An escaped slave who led a society of free people in the swamps.
D) An African chief captured in Africa and enslaved in America.

2. What does the word MALO mean in the Mali language of Bambara?
A) The charismatic leader who defies the social order, whose special powers and means to act may
have beneficial consequences for all his people when social conventions paralyze others.
B) Priest or Holy Man who binds the people together as one
C) The Evil Man who brings misery upon the people and breaks the bonds of community.
D) The King who binds the people together as a loving but strict father.

3. What did San Malo establish?
A) The French colony of Louisiana.
B) A community of maroons, runaway slaves, who wreaked havoc on the local plantations
surrounding New Orleans between 1773 and 1784.
C) A new religion.
D) The first successful peace treaty between Native Americans and Europeans.

4. What example did San Malo and his people establish?
A) Escape from slavery was impossible
B) Native Americans and Europeans could cooperate to maintain control of an area.
C) They had successfully taken control of their own existence back from the slave owners.
D) Slavery could be economically profitable.

5. How did San Malo die?
A) Put to death by hanging.
B) He died in battle.
C) He returned to Spain and died of old age as a rich man.
D) He died in the great plague of 1788.

CREOLIZATION

6. Creole culture has what characteristics?
A) Openness, multilingualism, explosion of cultures.
B) Defiance, violence, slavery.
C) Closed to outside influences, resistant to change.

7. What group became a part of creolization due to being enslaved?
A) Spanish
B) English
C) Africans
D) French

8. What group, who later became known as “Cajuns” became a part of creolization because of
being defeated by the British and exiled from their lands?
A) French Canadians
B) Spanish from Cadiz.
C) Spanish Mexicans from Colima.
D) Native Americans from the Aztec empire.

9. What European nation controlled Louisiana at the time of the first mixing of the groups that
resulted in the creation of creolization?
A) Britain
B) Portugal
C) Spain
D) France.

10. Which list most correctly gives the groups that mixed under creolization?
A) SPANISH, FRENCH, AFRICAN
B) SPANISH, ENGLISH, FRENCH
C) FRENCH, NATIVE AMERICAN, ENGLISH
D) FRENCH, SPANISH, NATIVE AMERICAN
PATERRE

11. WHAT IS A PATERRE?
A) A father figure such as a priest
B) A plantation
C) A voodoo gathering or an altar
D) A hiding place for escaped slaves

12. What does a mélange bring together?
A) Different cultural ways of knowing,
B) Different foods.
C) People from various plantations.
D) Only people of one ethnicity

13. Why was SAINT MARTIN DE PORRES often used in a parterre altar?
A) He was the only black saint.
B) He was a blind saint
C) He was a slave
D) He was a slave owner.

KRÉYOL PHRASING

Translate these phrases into English. See an answer bank below

13) Tu kaché
14) Nom
15) Gen por kouri
16) Louvraj
17) Se tan
18) Levé
19) Allon
20) Plu mal
21) Bon majik
22) Komon sa va
23) Ou twa ye?
24) Ma ka koze ak ou
25) Dan mo ta man

ANSWER BANK

1) got to go
2) How is it going
3) Where you at? (Where are you?)
4) Work
5) I want to talk to you.
6) You are hiding (and possibly) You hid
7) Man
8) It’s time
9) Get up
10) Good magic
11) Let’s go.
12) Very bad
13) Give me your hand

This is the final assessment for creole language

Download Assessment

Rubric/Answer Key

FINAL ASSESSMENT
SAN MALO

1. Who was SAN MALO?
A) The chief of the Houma Indian tribe.
B) The governor of the French colony of Louisiana.
C) An escaped slave who led a society of free people in the swamps.
D) An African chief captured in Africa and enslaved in America.

2. What does the word MALO mean in the Mali language of Bambara?
A) The charismatic leader who defies the social order, whose special powers and means to act
may have beneficial consequences for all his people when social conventions paralyze others.
B) Priest or Holy Man who binds the people together as one
C) The Evil Man who brings misery upon the people and breaks the bonds of community.
D) The King who binds the people together as a loving but strict father.

3. What did San Malo establish?
A) The French colony of Louisiana.
B) A community of maroons, runaway slaves, who wreaked havoc on the local plantations
surrounding New Orleans between 1773 and 1784.
C) A new religion.
D) The first successful peace treaty between Native Americans and Europeans.

4. What example did San Malo and his people establish?
A) Escape from slavery was impossible
B) Native Americans and Europeans could cooperate to maintain control of an area.
C) They had successfully taken control of their own existence back from the slave owners.
D) Slavery could be economically profitable.

5. How did San Malo die?
A) Put to death by hanging.
B) He died in battle.
C) He returned to Spain and died of old age as a rich man.
D) He died in the great plague of 1788.

CREOLIZATION

6. Creole culture has what characteristics?
A) Openness, multilingualism, explosion of cultures.
B) Defiance, violence, slavery.
C) Closed to outside influences, resistant to change.

7. What group became a part of creolization due to being enslaved?
A) Spanish
B) English
C) Africans
D) French

8. What group, who later became known as “Cajuns” became a part of creolization because of being defeated by the British and exiled from their lands?
A) French Canadians
B) Spanish from Cadiz.
C) Spanish Mexicans from Colima.
D) Native Americans from the Aztec empire.

9. What European nation controlled Louisiana at the time of the first mixing of the groups that
resulted in the creation of creolization?
A) Britain
B) Portugal
C) Spain
D) France.

10. Which list most correctly gives the groups that mixed under creolization?
A) SPANISH, FRENCH, AFRICAN
B) SPANISH, ENGLISH, FRENCH
C) FRENCH, NATIVE AMERICAN, ENGLISH
D) FRENCH, SPANISH, NATIVE AMERICAN
PATERRE

11. WHAT IS A PATERRE?
A) A father figure such as a priest
B) A plantation
C) A voodoo gathering or an altar
D) A hiding place for escaped slaves

12. What does a mélange bring together?
A) Different cultural ways of knowing.
B) Different foods.
C) People from various plantations.
D) Only people of one ethnicity

13. Why was SAINT MARTIN DE PORRES often used in a parterre altar?
A) He was the only black saint.
B) He was a blind saint
C) He was a slave
D) He was a slave owner.

KRÉYOL PHRASING

Translate these phrases into English. See an answer bank below
13) Tu kaché---------------------------------------------You are hiding (and possibly) You hid
14) Nom------------------------------------------------Man
15) Gen por kouri------------------------------------ got to go
16) Louvraj---------------------------------------------Work

17) Se tan--------------------------------------------- It’s time
18) Levé----------------------------------------------- Get up
19) Allon--------------------------- Let’s go.
20) Plu mal---------------------------------------------- Very bad
21) Bon majik----------------------------------------- Good magic
22) Komon sa va----------------- How is it going?
23) Ou twa ye?------------------ Where you at? (Where are you?)
24) Ma ka koze ak ou----- I want to talk to you.
25) Dan mo ta man------ Give me your hand

FINAL ASSESSMENT ANSWER KEY FOR CREOLE LANGUAGE UNIT

Download Rubric/Answer Key

Supports for Struggling Learners

Struggling learners should be allowed to work with others.
You could also provide them with a copy of the SONG GLOSSARY KEY.

Contact Information

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Tags: creole kréyol louisiana ode

Last updated: August 19, 2019