The stories in this unit are tales of tranformation and change. They come from Colombian folklore or deal with Colombian themes. In "Ramon recuerda", the main character is a young immigrant boy thinks about the changes in his life as he compares his childhood in Colombia to his new life in the United States. In  "Sueños de la tierra", a dolphin changes into a man to spend a day on land. In "El Comelotodo", the main character shares his favorite Colombian recipies. The main themes that might be explored in a curriculum unit linked to these tales are: change and adaptation, physical transformations, food and cooking, and Colombia (geography, peoples, food, etc.).
 

• Click on the vocabulary words and print out each slide: 

• alegrarse: ponerse contento, feliz
• bravo/a: enjoado
• broma (la/una): un chiste, algo cómico
• de repente: ocurre inmediatamente
• enamorado/a: siente mucho amor
• El Día de los Enamorados: el 14 de febrero
• entristecerse: ponerse triste
• falta (la/una): necesitar algo que no tienes
• finca (la/una): donde siembran y recoltan plantas
• frambuesa (la/una): fruta pequeña, color rojo-morado
• huerta (la/una): una finca con árboles de frutas
• lulo (el/un): fruta tropical, color verde con sabor agridulce
• maracuyá: fruta tropical, (parcha, chinola en el Caibe)
• mora (la/una): fruta pequeñita y redonda, color azul-negro
• regalar: dar como un regalo
• robar: coger algo que no es tuyo
• sabroso/a: delicioso, rico
• traje de baño (el/un): ropa para nadar
• vergüenza (la/una): cuando uno se siente mal o con pena

 
• Pre-teach the vocabulary by using each slide in a magic box.
• Have students read the introduction and discuss the origin of the story: http://www.columbia.edu/~ljl17/ramon.html
• Have students read the story:  http://www.columbia.edu/~ljl17/ramon1.html
• Check for understanding by asking comprehension questions. 
• Discuss the story with students by asking their opinions about the events.
• To read the story of another immigrant to this country, have students visit: http://www.germantownacademy.org/Academics/US/ModLang/Spanish/asi/perE/Lehr/first.htm

 

• Click on the vocabulary words and print out each slide: 

• alargar: hacer más largo
• aleta (la/una): parte de un pez que ayuda a navegar
• cacique (el/un): jefe, líder
• compartir: distribuir entre varias personas
• conceder: dar
• profecía (la/una): una predicción
• puesta del sol (la/una): cuando baja el sol por la tarde
• rato (el/un): un tiempo corto
• revelar: hacer algo visible
• silbar: hacer ruido con los labios
• soñar: tener ilusiones de algo, desear algo


• Pre-teach the vocabulary by using the slides as flash cards.
• Have students read the introduction and discuss the origin of the story: http://www.columbia.edu/~ljl17/suenos.html
• Have students read the story: http://www.columbia.edu/~ljl17/suenos1.html
• Check for understanding by asking comprehension questions. 
• Discuss the story with students by asking their opinions about the events.
• For more information about the pink river dolphin, have students visit: http://www.isptr-pard.org/dolphin.html

El Comelotodo

• Click on the vocabulary words and print out each slide: 

• amasar: formar
• aplastar: aplanar algo
• asar: cocinar comida en un fuego
• bolsillo (el/un): hueco donde se puede guardar algo
• casuela (la/una): una olla, un pote para cocinar
• cocinar: preparar comida en el horno o estufa
• cucharada (la/una): una cuchara llena
• echar: meter, poner
• hervir: cocinar algo en agua muy caliente
• lento: despacio, no rápido
• mezclar: combinar dos o más cosas
• picar: cortar en pedazos pequeños
• receta (la/una): instruciones para hacer una comida
• revolver: mezclar en forma circular

• Pre-teach the vocabulary by asking students to predict each word based on the accompanying illustrations. 
• Have students read the introduction and discuss the origin of the story: http://www.columbia.edu/~ljl17/comelotodo.html
• Have students read the story: http://www.columbia.edu/~ljl17/comelotodo1.html
• Check for understanding by asking comprehension questions. 
• Discuss the story with students by asking their opinions about the events. 
• To see a menu from a Colombian restaurant, have students visit: http://www.nativesrestaurant.com

Culminating activity suggestions:

• Have students create their own stories about change.
• Ask students to find stories that address the topic of change from their own culture or on the internet. 
• Encourage students to share their stories with the class, other classes or members of the community. They might create a picturebook, record the story on audio or videotape, write and perform a play or paint a mural.