Nabanga Pikinini Teacher Guide

COMPILED
BY
PC G28
NABANGA
BOOK 1
PIKININI
RESOURCES
FOR
T E AC H E R S
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The Old Woman and the Sea

AULUA, MALAKULA PAGES 1 - 2
HOOK
Ask students what they already know about high tide and low tide (or about how the ocean
behaves at different times). How are they different? What do the tides have in common?
OB JE CTIVES
Students will be able to identify the differences between high and low tide.
Students will be able to relate a story to a personal experience.
Students will be able to identify cause and effect events in the story.
KE Y POIN TS

The old woman lived high up on a mountain.

She had no water to drink.
She went to the sea with bamboo and filled it up.
She went back up to the mountain, but was sad.
When she put the water back, she was happy.
The old woman created high tide and low tide.
VO CA BULARY
high tide low tide beautiful
COMPR EHENSION Q U E S TI O NS
After reading the first two paragraphs on page one, ask the following questions:
1. Where did the old woman live?
The old woman lived high on a mountain.
2. How did the old woman get water when she was thirsty?
The old woman got her water from the sea.
3. Why do you think the old woman felt sad when she looked at the sea?
Every time she filled up her bamboo with water, she took all of the water out of the sea,
and she did not like to see it empty.
After finishing the story, ask the following questions:
4. When the old woman emptied all the water back into the sea, what did she do?
She created high tide and low tide.
5. Why do you think the woman is happy at the end of the story?
She was happy to see all of the water back in the sea.
THE OLD WOMAN AND THE SEA ACTIVITIES
ACTI V IT Y ON E
Explain to students what cause and effect is in a story.
The cause is what makes something happen or the why and the effect is what
happens as a result. Events, emotions or actions can affect the next events of a story.
(Example: I was hungry, so I ate some taro. The cause is that I was hungry and the effect
is that I ate some taro.)
Have students match the following causes to their effects.
*Modification: Print out individual copies for students. Students can also work in pairs.
CAUSE
EFFECT
The old woman wanted to drink

some water.
The old woman created high and

low tides.
The woman took all of the water

out of the sea.
The old woman felt sad when she

looked at the sun.
The old woman emptied all of

the water back into the sea.
The old woman walked to the

sea and filled the bamboo with
sea water.
ACTI V IT Y T WO
Have a short discussion with your students about why the old woman felt sad but then
fixed her problem to make things right again. Have students brainstorm about a time
they regretted or felt sorry for doing something. Some questions might include: How
did you feel? Who could you tell? What did you do to make things better?
(Example: told a lie, made fun of someone, broke something, etc.)
Give students time to write a paragraph about this experience. Have students share with
the class.
THE OLD WOMAN AND THE SEA ACTIVITIES
The Old Woman and the Sea

An old woman lived on a hill.
She wanted water, but had none.
She went down the hill.
She took all of the water from the sea.
The old woman was sad.
She put the water back into the sea.
She was happy.
She made high and low tide.
THE OLD WOMAN AND THE SEA MODIFIED
Lazy Tok
UNUA, MALAKULA PAGES 3 - 6
HOOK
Have you ever been lazy? Have you ever seen someone you know being lazy?
Do you like being around lazy people? What are some consequences of being a lazy person?
OB JE CTIVES
Students will be able to show comprehension by creating their own ending to the story.
Students will be able to extend comprehension of a story by relating to their own lives.
KE Y POIN TS

Tok was very lazy, and she made everyone and everything else do work for her.
One man found the basket one day and filled it up every day.
Every day he would sleep on the way home and the basket disappeared.
Every day the basket would carry food to Tok.
The man grew angry and finally decided to put all things that sting into the basket.
After trying to eat what was in the basket, Tok ran away.
VO CA BULARY
lazy cross sting
1. After reading the first few paragraphs, ask students to identify some examples of Tok
being lazy.
Students could give many answers, including: she wanted to eat without working; she had
the basket make itself; she made the basket carry itself to the road.
2. How did Tok get a basket?
The branch fell off the tree and wove itself into a basket.
3. Name some of the food that the man put into his basket.
He put yams, taro, coconut, breadfruit, pawpaw, and bananas into his basket.
After reading the fourth paragraph, ask students the following questions:
4. Why did the man need to rest every day on his walk home?
He had worked hard throughout the day gathering food.
5. Why do you think the man got very cross at Tok?
Every day, the man filled up his basket with food and it ran away to give the food to Tok.
He was mad because he had worked hard to get the food.
LAZY TOK ACTIVITIES
COMPR EHENSION Q U E S TI O NS (CO NT. )

6. What are some things the man filled the basked with the next day?
He filled his basket with things that sting: spiders, ants, mosquitoes, flies, lizards, snakes,
and rats.
7. Do you think Tok got what she deserved? Why or why not?
Students could provide many answers: yes, because she did something mean and got
something mean in return; no, because she didnt deserve to get hurt; etc.
1 ACTI VIT Y ON E
Ask students if they can think of a different way the story could have ended.
The following questions can be used as prompts:
Could the man fill up the basket with something other than the snakes, lizards,
mosquitos, etc.?
How else could the man let Tok know that he was upset with her?
Could the man use the basket more to his own advantage?
Give students time to write 4-6 sentences describing an alternative or different
ending to the story. Have students share. You could also have them vote on their
favorite alternative ending.
2 ACTI VIT Y TWO

Have students imagine what things they would use to fill a basket every day if they could
fill it with anything they want. Have students draw a picture of their basket. For every
item students draw, have them write one sentence explaining why they chose that item.
Display baskets in the classroom when finished.
LAZY TOK ACTIVITIES
The Legend of the Carnivorous Stone

AMBRYM PAGES 7 - 10
HOOK
Who knows what a monster is? What does a monster eat? What does a monster look like?
Lets draw one together!
OB JE CTIVES
Students will be able to create a monster similar to the one described in the story.
Students will be able to show comprehension by create their own ending to the story.
KE Y POIN TS

Pouviaserole was a scary monster who lived on the island of Ambrym.

He ate only children and he was magical.
Pouviaserole pulled the children under the sea before he ate them.
The chiefs son was the last straw for the chief.
Pouviaserole died, but first turned himself into a stone.
VO CA BULARY
ugly sly
1. Who is Pouviaserole?
He is a huge, ugly, sly sea monster.
2. What type of people did he eat?
Pouviaserole ate children.
3. The first time Pouviaserole changed into what?
The first time he turned into a log.
4. Why was the chief upset?
The chief was upset because Pouviaserole kept eating children and ate his son.
5. How did the villagers kill Pouviaserole?
The villagers killed him with arrows.
6. What did Pouviaserole turn into before he died?
He turned into a large rock.
THE LEGEND OF THE CARNIVOROUS STONE ACTIVITIES
1 ACTI VIT Y ON E
Create your own ending to the story of how you think the Pouviaserole should have
died. Your ending should be at least eight sentences long and include the vocabulary
words. Use your imagination and share your ending with the class!
2 ACTI VIT Y TWO

Draw your own version of Pouviaserole using the following descriptive words
from the story:
Huge Ugly Sly Hungry
THE LEGEND OF THE CARNIVOROUS STONE ACTIVITIES
Parrot and Flying Fox

TAHAL NESA, PAAMA PAGES 11 - 12
HOOK
Ask students about animals they see at their own homes. What are some of their
characteristics? Then ask them about animals they see in their village. How are these animals
different or alike? Ask them about animals in the sea. What are some characteristics of these
kinds of animals?
OB JE CTIVES
Students will be able to identify and compare characteristics of familiar animals in Vanuatu.
Students will be able to create a story about an animal of their choice and how this animal
obtained one of its unique characteristics.
KE Y POIN TS

Animals in Vanuatu have different characteristics.

Parrot and Flying Fox were friends.
One day, they were playing in the trees. They both hung upside down.
Parrot used his beak to pull himself up. Since Flying Fox doesnt have a beak, he couldnt.
Now, Flying Fox always hangs upside down.
VO CA BULARY
worry (worried) copy (copied) laugh (laughed)
1. Before reading, ask your students to identify the main characters based on the
illustrations.
Parrot and Flying Fox.
2. Ask students what they already know about a parrot and a flying fox. List students
comments on the board if available.
Students answers will vary.
3. Read the first three paragraphs out loud to your students. After reading, But his funny
wings were always in the way. Ask: How are a parrots wings different from a flying
foxs wings?
A parrot has feathers, a flying fix does not. A flying fox has small hooks and a parrots
does not.
4. How are the wings of a parrot and a flying fox similar?
Both of their wings help them to fly.
PARROT AND FLYING FOX ACTIVITIES

After reading, But Flying Fox does not have a beak and could not pull himself up with his little
mouth, ask students to turn and talk to a partner about the following:
5. Why do you think a parrot has a beak and a flying fox does not?
Parrots and flying foxes eat different food so they require different mouths. A beak helps
the parrot eats seeds, but a flying fox eats fruit.
After finishing the story, ask the following questions:
6. Was Flying Fox worried that he could not pull himself up?
No, but the parrot was.
7. What did the Parrot have to help pull himself up that the Flying Fox did not have?
Parrot had a beak to grab onto the branch with.
1 ACTI VIT Y ON E Find Venn Diagram template in the Appendix (page #)

Introduce students to the Venn Diagram by drawing one on the board or a flip chart
paper. Explain to students how we can group the characteristics of a parrot inside one of
the circles where there is no overlap, and characteristics of the flying fox in the other.
*IMPORTANT: Be sure to only put characteristics unique to the parrot and/or the flying
fox (for example: parrot has a beak, flying fox hangs upside down).
In the section where the two circles overlap, write characteristics that both the parrot
and the flying fox have in common. (For example: both animals have wings and fly.)
Have students create their own Venn Diagrams comparing two animals of their own
choosing. Students should then present their diagrams with a brief discussion abut
similarities and differences of their animals.
2 ACTI VIT Y TWO

For students who can write, prompt them to imagine how one animal of their choice
could have obtained some characteristic. Compare this to the story of Parrot and Flying
Fox, and how the story gave the tale behind why the flying fox only hangs upside down.
Have students write a short story or tale about animals of their choosing.
*If a student is having difficulty, have them first make a list of the characteristics their
animal has.
Allow time for students to share stories when completed.
MODI FIC ATION : C L AS S 1 - 3

Have students brainstorm about some of their favorite animals that are found in
Vanuatu and what they know about these animals. Record student thoughts on the
board to act as a resource throughout the activity.
Modification: You can also provide your students with a list of animals if necessary.
Tell students to choose two animals to draw. Make it clear that students should
include as many characteristics of the animals in their drawings as possible.
Students will identify two characteristics of the animals that are similar and two
characteristics that are different.
Class 1 and 2 can do this verbally as a short presentation or with one or two
sentences.
Class 3 should practice writing this in two to five sentences.
Post students work on classroom walls and allow time to share and have a short
discussion about what the students created.
GE NE RAL MOD IFIC ATI O NS

If students struggle to work independently, or if there is a lack of resources, students
can work in small groups and discuss the story. They can then make a small skit to tell
their story and present it to the rest of the class.
If youd like to focus on vocabulary, have students draw and label either a picture
of a parrot or a flying fox. Label the following: wings, beak/mouth, eyes, feet, wing
hooks, etc.
10
Parrot and Flying Fox

Parrot and Flying Fox were good friends.
One day Parrot and Flying Fox were playing in the trees.
Parrot and Flying Fox hung upside down from a branch.
Parrot pulled himself up. Flying Fox could not.
This is why Flying Fox always hangs upside down.
PARROT AND FLYING FOX MODIFIED
Leikele and Kurunaenae

MELE, EFATE PAGES 13 - 16
HOOK
Ask students if they have ever been bullied or know of someone who has. Then ask students
what happens when we dont treat others with kindness. What kind of conflicts does bullying
create? What can you do to resolve or help the conflict end?
OB JE CTIVES
Students will be able to write a poem in a style of their choice related to one element found
in the story Leikele and Kurunaenae.
Students will be able to identify story elements such as characters, setting, conflict, etc.
KE Y POIN TS
There once lived two, old magic women: Leikele and Kurunaenae.
Leikele was an old ugly witch who ate everyone living on Mele Island.
Leikele crosses the sea to Mele Island by hitting a stick to the ground three times, creating
the low tide, and again to create the high tide.
Kurunaenae changes into other objects once Leikele arrives to avoid being eaten.
When Leikele finally does get her hands on Kurunaenae, she turns into a little fish and hid in
the coral.
While Leikele searched for Kurunaenae, she did not notice a large shark that came and
swallowed Leikele.
People of Mele still call a little spotted fish Kurunaenae because it is so clever.
VO CA BULARY
wise wide tightly clever
1. Before reading, ask if any of the students know what Kurunaenae is. If some know that
it is a small, brown, spotted fish, ask students what this might tell us about the story
you are about to read.
After reading the first two paragraphs on page 13, ask students the following questions:
2. What are the names of the two magic women?
Their names are Leikele and Kurunaenae.
3. Where did the ugly old witch live?
She lived at a big rock at Bakura.
LEIKELE AND KURUNAENAE ACTIVITIES
12

4. On what island did the ugly old witch eat everyone?
The witch ate everyone on Mele Island.
After reading the first two paragraphs on page 14, after I will come back tomorrow! she
shouted, ask students:
5. Why is Kurunaenae trying to hide from Leikele?
Kurunaenae is trying to hide from Likely because she was afraid of Leikele trying to eat her.
6. What two objects does Kurunaenae turn herself into first?
She turned herself into a stone and a wooden log first.
7. Before reading SPLASH on page 15, ask students: Why do you think that
Kurunaenae tells Leikele to eat her after she gets all of the sand off of her?
Kurunaenae tells her this because she knows if she has just a little more time, she could use
her magic to get away.
8. After you finish the story, ask: Why do you think the author describes the Kurunaenae
fish as clever?
The author describes the fish as clever because Kurunaenae was very smart and quick to
turn herself into the small fish that could hide from the shark in the coral.
9. Do you think Leikele got what she deserved?
Students responses may vary; examples include: yes, she was a bad woman who ate
everyone so she deserved to be eaten; no, no one deserves to be eaten by a shark no
matter how bad they might be.
1 ACTI VIT Y ON E
I. WRITE & DISCUSS
Split the students into small groups (3 to 4 students in each group). In these groups,
have the students write as many details about the story that they an recall. Have them
focus on the following elements:
Characters Setting Conflict Conflict resolution/Conclusion
After allowing students 10-15 minutes to record their thoughts, come together as a class
for a short discussion on these elements and how they are used to paint a picture in our
minds for the story.
II. POETRY
Have students write a poem based on one story element they have written down of
Leikele and Kurunaenae. Have students write the poem on a piece of large paper to
display. Students should add small illustrations or decorations. Allow students to share.
For example, they could write a poem about any of the following:
Kurunaenae (witch or fish)
Leikele
The high or low tide
Mele Island
(or any island they would like)
How we treat each other matters
13
2 ACTI VIT Y TWO

Split your class into four separate groups. Have one group responsible for characters,
one for setting, one for conflict and one for conflict resolution and conclusion. Review
with students how they can identify each of these in the story.
Each group should create a poster for their story element assigned to their group.
Posters should be nicely organized to be displayed in the classroom. Their posters
should each have the following:
1. Title (i.e. Characters or Setting)
2. A few sentences describing their story element in Leikele and Kurunaenae.
3. Illustrations

If story elements is a new concept for your students, you may want to take a class
period to introduce the new vocabulary and what it means to have a conflict and
conflict resolution in a story.
If students are unclear on the concept of being clever, take time to review with
students what clever means. Have a short discussion about why the Kurunaenae
fish is described as clever if it is named after the wise magic lady.
If students do not know how to write any kind of poetry, provide them with a form
poem to write. For example, assign students to write haikus. Alternatively, you can
wait to conduct the poetry activity until the students have been given time to learn
about poetry in a separate unit.
14
The Legend of New Moon

MALO PAGES 17 - 20
HOOK
Do you know anything about the New Moon? How often does it come? Does your family have
any beliefs about the phases of the moon? Does your family to do anything to observe the
different phases of the moon? (For example, does your family eat outside when there is a full
moon?)
OB JE CTIVES
Students will be able to read and answer comprehension questions about the story.
Students will be able to write about things that they appreciate in their lives.
KE Y POIN TS
Every month on the island Malo the men gathered at Nangarai to cook, tell stories, and
await the New Moon.
When the New Moon came it slipped slowly into the sea and then would return silently and
slowly back into the sky.
One bad man was determined to catch the New Moon next time it arrived, and when it did
he caught it with his dirty hands.
However, the New Moon was quick and slipped back into the sky never to return to the sea
again, but remaining with two hand prints still visible today.
VO CA BULARY
brightly boasted fetched
1. Where is Nangarai located?
Nangarai is where the river and sea met on Malo Island.
2. How often do the men get together to watch the New Moon?
The men get together once a month to watch the New Moon.
3. Why do you think the bad man wanted to catch the New Moon?
Students answers may vary (For example, He wanted to catch the New Moon because he
was selfish and wanted the moon to himself to hold).
4. List three things the men would do when they went to Nangarai.
When they went to Nangarai, the men would collect yams and taro to cook, fetch wood for
the fire, and sing and laugh.
5. Why does the moon now look like it has two dirty handprints?
The moon looks like it has two dirty handprints because the bad man tried to catch it with
his dirty hands but the moon slipped away.
THE LEGEND OF THE NEW MOON ACTIVITIES
15
1 ACTI VIT Y ON E
Each student will create a new moon of their own to be displayed in the classroom. Use
construction paper, if available (otherwise, have students draw a moon and cut it out of
their notebook).
Discuss with students things that you appreciate in your life. They, ask students to share
a few things they are thankful for (like how the men in the story appreciate the New
Moon).
Challenge students to write as many sentences as they can about the things they are
thankful for.
Modifications: Have students who struggle to write make a list or draw things on their
moon. You can also provide sample sentences for them, such as I am thankful for
______________ and I appreciate ____________ with a bank of words.
Display moons around the classroom.
2 ACTI VIT Y TWO

Talk with students about the fact that when the men did every month to celebrate the
sight of the New Moon could be described as a ritual or tradition. Discuss common
rituals or traditions that the students may have in their school, village, church or family.
Students should write about or draw a ritual or tradition in which they participate.
Once students are done, allow them to share.

If students cannot read or write independently, the teacher can read the story out
loud to the class.
Students can draw pictures in lieu of writing for given activities.
For more advanced students, challenge them to write their own story about a ritual
or tradition from their family or community.
THE LEGEND OF THE NEW MOON ACTIVITIES
16
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ngi
deas
,hav
et
hem c
omeupwi
t
h
i
deasasac
l
as
s
.
The Story of the Birds

Hawk was chief.
Hawk asked Owl to cook.
Owl cooked.
The birds ate.
All birds liked Owl.
The next day Owl was different.
All birds were scared of Owl.
Owl was lonely.
He flew at night, but he could not see.
The moon shone for Owl
Thats why Owl only flies at night and the moon
shines to help him find food.
THE STORY OF THE BIRDS MODIFIED
.
.
.
.
.

7. Where did the Namarae take the nakamal?
The namarae took the nakamal to the river.
8. What happened to the nakamal?
The nakamal turned into a huge rock.
9. What happens to the men?
The men turned into little stones.
10. What can you find in the village of Lehoah today?
No grass grows in the gardens where the namarae slithered and you can see the the
water tumbling over the large nakamal rock and the little stone men in the river.
1 ACTI VIT Y ON E
Summarize the story in order. Use key sequencing words (such as first, next, after, at last,
etc.). Use between five and ten sentences to summarize.
2 ACTI VIT Y TWO

Have students draw a profile for one character in the story (could look like a Facebook
profile or just include a picture with information). Have students include a drawing based
on the characters description in the story, and write out key elements of the characters
actions and personality.
THE LEGEND OF THE NAMARAE OF PENTECOST ACTIVITIES
23
Thef
at
herwentt
of
i
s
ht
omak
ehi
swi
f
ehappy
.

6. Why did the boys want their father to stay home?
The boys wanted their father to stay home because: it was muddy and dangerous,
father might fall, their father is old.
7. What happened after the boys did not come home?
Their father went looking for them, but could not find them, so mother and father
were sad.
8. What did the old man do after many days?
He wanted to make his wife happy again, so he went fishing.
9. How were the boys disguised?
They were magically charged into fish.
1 ACTI VIT Y ON E
The ve sons
walked to the river
to go shing.
1. Create the missing part of the story. What do you think happened to the boys? Why
did they turn into fish? Write five sentences.
2. Now, design your own book pages. Draw pictures to go with your story.
* Book folding instructions can be found below.
3. Read your new story aloud in a group of 4 or 5 students. Discuss the differences and
similarities in the stories.
THE FISHERMAN AND HIS FIVE CHILDREN ACTIVITIES
25
St
udent
swi
l
lbeabl
et
os
howc
ompr
ehens
i
onofas
t
or
ybyex
pl
ai
ni
nghowRatgothi
st
ai
l
.
Oc
t
opuswhi
ppedhi
st
ent
ac
l
eatRat
,andnowRathasat
ai
lt
hatl
ook
sl
i
k
eOc
t
opus
.

5. Hypothesize what would have happened if Rat hadnt laughed at Octopus.
Students answers will vary. An example can be: If Rat hadnt laugh at Octopus, he
would not have whipped Rat and Rat would not have a tail that looks like Octopuss
tentacle.
6. Consider a time you were ungrateful like Rat was. Describe your experience in five
to ten sentences. What did you learn from the experience? What would you do
different next time?
Students responses will vary greatly. An example can be: Once I was eating dinner
at home with my family. My mother was not feeling well that day, but I was having a
bad day too so I left the table without saying thank you to my mother for cooking and
without doing my dishes. Later, I saw my mother overburdened with dishes and chores
because I didnt help. I felt very ashamed and sorry for making her do my chores,
1 ACTI VIT Y ON E
Design a boat for Rat. What materials would you use? Draw a picture.
Modification: Make a list of materials as ideas for students.
Challenge: Go outside and find materials to build your boat for a rat.
2 ACTI VIT Y TWO

Using a modified Venn Diagram with three circles, compare the characteristics of a rat,
octopus, and bird.
*Full page Venn Diagram printable in Appendix (page 66).
Modification: Give the students characteristics of a rat, and an octopus, a bird and of
all three creatures on strips of paper so that they must sort them into the four areas.
OCTOPUS
BIRD
RAT
RAT AND OCTOPUS ACTIVITIES
27
Rat and Octopus

One day the birds built a boat with a big leaf.
Rat asked, Can I go too?
OH NO! The boat sank.
The birds flew away.
Help! Squeaked Rat.
Here comes Octopus.
Look at Octopus swim. Octopus swims funny.
Rat laughed, Haha!
Octopus is mad.
Octopus whipped a tentacle at Rat and there the tentacle stuck.
Now Rat has a silly tail.
RAT AND OCTOPUS MODIFIED
The Legend of the Namarae from Santo

SANTO PAGES 41 - 43
HOOK
Who knows what a namarae is? What does it look like? Has anyone ever been to Santo?
OB JE CTIVES

Students will be able to understand cause and effect within the story.
Students will be able to identify and accurately match cause and effect.
Students will be able to hypothesize and compose their own stories.
Students will be able to define and use new vocabulary words.
Students will be able to design and illustrate their own Namarae tail.
KE Y POIN TS
The man who found the namarae and the village people are the main characters.
In the village below Tabwemasana, the highest mountain on Santo, a man realizes the log
across the stream is not a log, but a namarae.
All the village people fight over whether to kill the namarae to eat or not.
The village people kill the namarae and make a laplap, but the laplap does not cook when
they put it in the oven.
A Kingfisher comes and warns the man who found the namarae that something bad will
happen, so he does not to eat the laplap.
The village people take the laplap out of the oven, but it is still not cooked. They eat it
anyways because they are hungry.
All the village people, except for the man who found the namarae, eat the laplap and then
their legs turn into namarae tails.
The man who found the namarae runs high up into the mountain with his family.
All the village people turn into namarae and a big wave covers the village.
Thats why the namarae and water below Tabwemasana is now taboo.
VO CA BULARY
namarae kingfisher laplap tabwemasana
1. Who warned the man who found the namarae not to eat it? What did the man do after
hearing the warning?
The Kingfisher warned the man not to eat the namarae. The man did not eat the namarae
after the Kingfisher warned him.
THE LEGEND OF THE NAMARAE FROM SANTO ACTIVITIES
31

2. Summarize why everyone in the village turned into namarae.
The villagers turned into namarae because they ate the namarae that was taboo.
3. Explain why the water is now taboo.
The water is taboo because all the villagers who turned into namarae now live in the
waters.
4. Hypothesize what you think would happen if someone killed a namarae in the
water below Tabwemasana now.
Student can make any response, but an example can be: I think that if someone
killed a namarae in the water below Tabwemasana now, the person would turn into a
namarae like the village people who killed and ate the namarae.
5. Restate why the village people should not have killed the namarae.
The village people should not have killed the namarae because it was taboo, as warned
by the Kingfisher.
6. Analyze and present what you think the moral of this story is.
Student can make up any moral theyd like. An example is: I think the moral of the
story is to not kill or eat things that are taboo.
7. Give an example of a time when someone warned you not to do something, but
you did it anyways. Do you regret not listening to the warning?
Students can give any anecdote theyd like from their personal lives. An example can
be: One time my sister warned me not to stone a small dog, but I did it anyways.
After the small dog grew up, it didnt like me since I had stoned it so then it always
tried to bite me. Since then, Ive regretted not listening to my sister before.)
1 ACTI VIT Y ON E
If no one in the village killed the namarae, what do you think would have happened?
Would you have killed the namarae? Why or why not?
Please write a paragraph response and include at least 3-4 vocabulary words in your
response.
Modification: Ask students these questions verbally and have them respond as a group
or break students up into groups and have them formulate responses together.
32
2 ACTI VIT Y TWO

Match each cause to the appropriate effect.
Modifications: (1) Do the matching as a group on the board. (2) Draw the scenes
instead of having students read the statements.
CAUSES
EFFECTS
The village people put the laplap

in the oven...
...so he covered his tail with

leaves.
The village people killed

the namarae...
...so the people in the village

cooked the namarae into laplap.
The first man ate the laplap...
...so the man who found the

namarae did not eat the laplap.
A little kingfisher warned the man

who found the namarae...
so everyone turned into

namarae.
Everyone in the village ate the

laplap...
...so the man felt sick after eating.
The first man who ate the laplap

didnt want people to see his tail...
so the laplap didnt cook in the

oven.
33
3 ACTI VIT Y THREE

Imagine you were a villager of Tabwemasana and turned into a namarae.
What would you want your tail to look like? Design your own namarae tail below!
34
The Nameles Child

PAAMA PAGES 44 - 46
HOOK
Who knows what a namele tree is? Who has seen one or knows what it looks like? Have you
ever picked a leaf off a namele tree?
OB JE CTIVES

Students will be able to understand the cultural and moral value of promises.
Students will be able to construct their own dialogue between characters.
Students will be able to develop a timeline and sequence the events in the story.
Students will be able to hypothesize a new ending to the story and then creatively express
their new alternative ending.
KE Y POIN TS

Vatimato and Vatmah are the main characters.

Vatimato meets Vatmah when he catches him scaring his pigs and stealing their food.
Vatmahs mother is Namele but he has no father.
Vatimato becomes Vatmahs father after he promises to Vatmah that he will never cut the
leaves of a Namele tree.
After many years of living happily together, Vatimato forgets his promise to Vatmah and
picks a leaf off a Namele Tree to dance at a celebration.
Vatmah leaves and never comes back and Vatimato goes home, sad and alone.
VO CA BULARY
namele tree promise leaves canoe
1. Identify the main characters within the story. What are their names? Write a short onesentence description about each one.
The main characters are Vatimato and Vatmah. Vatimato is an older man who lived alone.
Vatmah is a young boy who lived inside a namele tree.
2. Explain what happened to Vatimatos pigs. Why did Vatimato hide and watch his pigs
after he fed them?
Vatimatos pigs used to be very fat because he fed them well, but then Vatimato started
to notice that his pigs were getting thinner and thinner. Vatimato hid and watched his pigs
after he fed them because he wanted to see why his pigs werent eating the food.
3. Summarize what happened after Vatimato hid and waited.
After Vatimato hid and waited, a namele tree came up from the ground and grew fatter
THE NAMELES CHILD ACTIVITIES
35

4.
5.
6.
7.
8.
and fatter. A young skinny boy with black hair came out from namele tree and scared his
pigs away and took their food.
Reenact the scene and dialogue when Vatimato and Vatmah meet for the first time
and when Vatimato makes his promise to Vatmah.
Each student should pair up with a partner and reenact the scene in the story.
Assess the story and state what you think the moral or lesson of the story is. Students
should state and justify what they believe to be the moral of the story. An example can
be: I think the moral of the story is that you should never break promises because
breaking promises will make you lose important things you once had.
Evaluate the terms of Vatmahs promise. Do you think it was a hard promise to keep?
Students should state and justify their opinion. An example can be: I think that the
conditions of Vatmahs promise were fair and that it was not a hard promise for Vatimato
to keep. If Vatimato hadnt forgetten his promise, he would not have lost Vatmah.
Assess Vatimatos actions and then defend or criticize his actions. Do you think you
would have done the same as Vatimato or would you have kept the promise?
Student should give an opinion on Vatimatos actions and explain whether they would or
would not have done differently. An example can be: I think that Vatimatos actions were
unfortunate and avoidable. Vatimato should have been more careful in remembering his
promise to Vatmah. I think I would not have ever forgotten my promise to Vatmah.
Give an example of when you broke a promise or when someone broke their promise
to you. How did you feel?
Students should write about a personal experience of theirs and explain how they felt.
An example can be: I once broke a promise to my mother that I would wash the dishes
every Sunday. One day, I had forgotten my promise to her because I was busy playing
with my friends and then my grandma had to do the dishes. I felt very bad and ashamed
because my grandma, who is old and weak, had to do the dishes for me.
1 ACTI VIT Y ON E
Create an alternative ending to the story during the big feast. Compose 5-6 lines of
dialogue between characters and then act out the scene to the class.
Modification: Divide students into groups and have them reenact the events that
happened at the big feast at the end of the story without composing their own ending.
36
2 ACTI VIT Y TWO

Construct a timetable of all the events in the story and label 8 to 10 events on your
timeline.
Modification: Students can draw out the scenes of the story like a comic book strip
instead of constructing the time line.
Full page timeline printable can be found in the Appendix (page 68).
Full page comic strip printable can be found in the Appendix (page 69).
37
The Nameles Child

There was once a man who lived alone.
He found a boy who emerged from a Namele Tree.
The boy told the man that he could be his father only if he
promised never to cut the leaves of a Namele Tree.
They lived happily for many years until the man broke
his promise during a big feast.
The boy left and never came back and the man went
home sad and alone.
THE NAMELES CHILD MODIFIED
.
.
.
.
.
.
.
I
dent
i
f
ywhyt
heyoungbr
ot
herc
hos
et
ohi
dehi
ss
eedsi
naNanggal
atBus
h.

no one else would have found them and hidden them on top of the highest Ambyrm
mountain. If no one had hid them at the top of the mountain, then the seeds would have
ever started the fire that cause the Ambrym volcano to form.
4. Give an example of a time when you found something and then hid it. Did anyone
find it? Did you move it in case someone did?
Students should give a personal example and also answer the corresponding questions.
An example is: Once I found some nice seashells on the sand beach. I hid it in my room
but then my little brother found them and broke them. I wish I had moved them before
he found them!
5. Draw a map of Ambrym island and label the hiding spots in the correct order (beach,
forest, mountain).
Modification: (low level) Number the hiding spots on the map below in the correct order
that the young brother found and hid his Wowowop Seeds.
*Full page map printable can be found in the Appendix (page 70).
6. Summarize to your neighbor why the Ambrym Volcano is named Marum Liglar.
Students should summarize the story verbally to their neighbor. An example is: The
Ambrym Volcano is named Marum Liglar, the Nanggalat Volcano, because according to
the story, it was formed when the young brother hid his wowowop seeds in a Nanggalat
bush at the top of the highest mountain on Ambym.
1 ACTI VIT Y ON E
Draw or write an advertisement for tourist to come to visit Marum Liglar. Be sure to
incorporate elements of the story in your advertisement.
Modification: (High Level) Group students together and have them act out a
commercial, write a song or jingle for a commercial, create a radio short or make a
poster advertising the volcano, with 2-3 elements of the story incorporated.
HOW AMBRYM VOLCANO WAS FORMED ACTIVITIES
40
ACTI VIT Y TWO

Sequence the the scenes of the story in the order that they occurred.
Modification: (Low Level) Group students in groups of 3-4 and have them verbally order
and summarize the story or cut out scenes and have students put them in the proper order.
1. ___
his
2. ___
3. ___
4. ___
5. ___
6. ___
tle whist
le
is
wh
...
zzz
tle! whist
-zzz-zzz
...
le
whistle!
whistle!!
whistle!!!
HOW AMBRYM VOLCANO WAS FORMED ACTIVITIES
41
Yasur the Volcano Man

TANNA PAGES 49 - 51
HOOK
What do you know about volcanoes? Have you ever seen one? If so, what was it like?
OB JE CTIVES
Students will be able to determine pros and cons of an outcome.
Students will be able to show comprehension of a story by creating and describing an
illustration.
KE Y POIN TS

Yasur was a volcano and needed a new home.

He couldnt find anywhere to live in the sea, but decided he liked Tanna.
He changed himself into a man so he wouldnt scare the villagers.
He went to several villages but they did not take him in because they didnt know him.
He stopped in Namtrain and stayed but he did not like the way the sea tickled his feet.
He went to Siwi and stayed with two old women. They took him in and lit his pipe and fed
him laplap from two ovens.
He was happy and decided to stay, so he shook and trembled.
The old women were swallowed by a crack in the earth, and the town was covered by lava.
Today, the volcano still stands and there are two small hills at the bottom that are the laplap
ovens covered with lava.
VO CA BULARY
tickle rumbled trembled shaking swallowed
1. Explain why Yasur changed into a man.
Yasur changed into a man because he thought people would be afraid of him as a volcano.
2. Why does Yasur choose Siwi as his final place to stay?
Yasur was invited into a hut where two old women lit his pipe and let him sit by the fire. He
was warm and happy.
3. What happened to the two women from Siwi? What happened to the laplap ovens?
The two women got swallowed by cracks in the earth. The laplap ovens were covered
by lava.
4. What is the same about Yasur the man and Yasur the volcano? Are there any differences?
Students can address any similarities/differences they think of. Examples might include:
YASUR THE VOLCANO MAN ACTIVITIES
42
Hav
es
t
udent
swr
i
t
eapar
agr
aphaboutwhyt
heyt
hi
nkt
hei
rv
i
l
l
agewoul
dorwoul
dnot
beagoodpl
ac
ef
orav
ol
c
anol
ook
i
ngf
orahomet
ol
i
v
e.Hav
es
t
udent
si
nc
l
udeat
l
eas
t4r
eas
onst
os
uppor
tt
hei
rar
gument
.
Chal
l
enge:Hav
es
t
udent
sc
hoos
eapl
ac
et
heyt
hi
nkwoul
dbeagoodpl
ac
ef
ora
v
ol
c
anot
ol
i
v
eandpr
ov
i
de23r
eas
onswhyt
hi
spl
ac
emi
ghtbeabet
t
eronef
ora
v
ol
c
ano.
Modi
c
at
i
on:Pr
ov
i
deamapwi
t
ht
hepl
ac
esal
r
eadyl
abel
edandabankofr
eas
ons
.
Yasur the Volcano Man

Yasur needed a home.
He went to Tanna.
He made himself a man so the people would not be scared.
No one wanted Yasur to stay.
He walked and walked.
Yasur was tired.
He saw a house at Siwi. Two old women were making laplap.
He liked Siwi and made himself into a volcano to live there.
YASUR THE VOLCANO MAN MODIFIED
The Old Woman and the Bananas

MABFILAU, EPI PAGE 52
HOOK
What would you think if a person started to sing? What would you think if a tree started to
sing? If they are different reactions, why are they different?
OB JE CTIVES
Students will be able to show comprehension though a dramatic retelling of the story.
Students will be able to use characteristics of Just So stories to generate stories of
their own.
KE Y POIN TS
All the villagers had left Epi to visit friends except one old woman and her granddaughter.
All around the house, the old woman had bananas.
The woman and her granddaughter heard some loud singing but couldnt find who was
singing.
After the singing started again, the girl saw the banana leaves moving.
The old woman also saw the leaves moving and became very cross. She started to hit the
banana tree with a stick.
She hit all the trees so hard they broke. That is why a banana tree is not as tall as a
coconut tree.
Just So stories tell us why something happened or why something is true (i.e. why a
leopard got its spots).
VO CA BULARY
visit louder
1. Why were the old woman and her granddaughter alone?
All the villagers had gone to visit their friends far away.
2. Who discovered the source of the singing?
The little girl found out where the singing was coming from.
3. Make a prediction about who/what is singing.
Students answers will vary, but could include: an animal, the tree, another person.
4. Where did the singing come from?
The singing is coming from the banana tree.
5. Why did the old woman hit the banana tree?
She thinks there is something bad/evil inside the tree.
6. Why is the banana tree shorter than the coconut tree?
Because the woman hit and broke all of the banana trees.
THE OLD WOMAN AND THE BANANAS ACTIVITIES
45
Hav
et
hes
t
udent
sdi
v
i
dei
nt
ogr
oupsandac
toutt
hes
t
or
y
.Theys
houl
dus
et
hef
ol
l
owi
ng
c
har
ac
t
er
sasapar
toft
hei
rs
c
r
i
pt
:nar
r
at
or
,ol
dwoman,gr
andmot
her
,bananat
r
ee.
The Mutuama of Ifira

IFIRA PAGE 53 - 56
HOOK
What do you know about the Lisepsep?
OB JE CTIVES
Students will be able to create an image and description of events in the story.
Students will be able to compare and contrast elements from the story by applying prior
knowledge.
KE Y POIN TS
There are lots of little devils in Vanuatu. The devil from Ifira island is called Mutuama.
He watched the people in the village planting gardens, collecting seafood, dancing, talking
in the nakamal and cooking.
He thought the food smelled good, and he made a plan to go steal the food.
The next day, he snuck into the village and ate everything.
When the people came home, they saw their food was stolen and wondered who did it.
After many days, the villagers prepared a great feast.
When the sun was high and the villagers went to get more food, Mutuama went down and
ate all the food.
He ate too much, and was too full to make it back up the hill. When he heard the villagers
come back, he claimed a papaya tree.
The villagers found him. An old man sang a song that made Mutuama shrivel up and fall out
of the tree. When he did, the children shot him.
Now, there is no more little devil on Ifira and the people are happy.
VO CA BULARY
upside down collecting sniffed creep feast fetch tumbled shrivel
1. What do some of the little devils of Vanuatu look like?
Some have long hair, long ears, long breasts, claws for feet, or hang upside down.
2. What kind of food did the Mutuama see down in the village?
Mutuama saw yams, taro, sweet potatoes, bananas and seafood.
3. When does Mutuama plan to go down to the village? Why does he choose this time?
He planned to go down to the village when the sun was high because he knew everyone
would be busy.
THE MUTUAMA OF IFIRA ACTIVITIES
47
A N
T E D
Venndi
agr
am t
empl
at
epr
i
nt
abl
ei
nAppendi
x(
page71)
.
Mut
uama
L
i
s
eps
ep
Wenagon and His Two Daughters

LOSOLAVA, GAUA PAGE 57 - 58
HOOK
Have you ever played a trick or a joke on someone? What was it? Were there any consequences?
OB JE CTIVES
Students will be able to create an argument based on details from the story.
Students will be able to design a future event using details from the story.
KE Y POIN TS
Wenagon, whose name means joker, lived with his two daughters. He liked to play
mean tricks.
One day, he told his daughters he was sick and would like to eat shrimp. He told them
how to catch shrimp.
When the girls left, Wenagon left and went a shorter way. Then, he hid behind a rock.
The girls caught shrimp, but saw something move.
It was Wenagons hand from his hiding place, but they thought it was an eel.
After a few more times, the girls were scared and ran home without the basket.
Wenagon took the basket of shrimp and went back the shorter way.
He laid back down in bed.
When the girls came home, he asked them to cook his shrimp. They told him
what happened.
When they started cooking the shrimp, they realized they had not brought them
and that their father had played a trick.
They were mad and left to live far away. He promised to never play any more tricks,
but they left.
VO CA BULARY
joker shivered emptied screamed trembled frightened begged
1. How did you first know Wenagon was going to play a trick?
Students can give multiple answers, such as: when it said he liked to play mean tricks on
people, when he pretended to be sick, when he went a shorter way to the pool, etc.
2. What was Wenagons trick?
He pretended to be an eel in the pool where his daughters were catching shrimp.
3. Why were the girls afraid?
They thought they saw a monster.
WENAGON AND HIS TWO DAUGHTERS ACTIVITIES
49
St
udent
swi
l
lbeabl
et
owr
i
t
eas
hor
ts
t
or
yaboutat
i
met
heybr
ok
ear
ul
e.
I
nas
t
or
y
,det
er
mi
ni
ngc
aus
esandef
f
ec
t
sc
anhel
ps
t
udent
st
oc
ompr
ehendwhyt
hi
ngs
happen.Caus
ei
st
her
eas
ont
hats
omet
hi
nghappensi
nas
t
or
y
,andt
heef
f
ec
ti
st
het
hi
ng
t
hathappens
.Hav
es
t
udent
sgot
hr
oughandmat
c
ht
hef
ol
l
owi
ngc
aus
esandef
f
ec
t
s
bas
edont
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ent
s
i
nt
hes
t
or
y
.
Themanwast
hi
r
s
t
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.
.
.
s
ohet
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Wat
ers
t
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Maraptit the Traveller

NANENIMEN, HIU PAGE 61 - 64
HOOK
What is a magical song from your village? What happens when you sing the song?
OB JE CTIVES
Students will be able to identify the characters.
Students will be able to understand and use the vocabulary words in a sentence.
Students will be able to organize the parts of the story in the correct order.
KE Y POIN TS

This story starts on Hiu Island.

The main characters are Maraptit and his brothers.
While surfing, the brothers ate all the namambe, so Maraptit was mad.
The next day, while all the brothers were surfing, Maraptit sang his magic song, and the
waves grew bigger and bigger.
They floated to another strange island.
The brothers found a breadfruit tree and picked the largest fruit.
Maraptit found a small fruit and let it grow enormous and strong.
When Maraptit sang his magic song pigeon, parrot, and flying fox came to help but they
were too small.
The Kingfisher bird came to help carry the enormous breadfruit and the boys home to Hiu.
VO CA BULARY
magic surfing scared enormous corrected quickly cried flew
1. Where does this story take place?
The story takes place on the island of Hiu.
2. How many brothers are in the story?
There are nine brothers in the story.
3. Why was Maraptit angry with his brothers?
He was angry because his brothers ate all the namambe.
4. Why did the waves grow bigger and bigger?
The waves grew because Maraptit sang a magic song.
5. Name the fruit the brothers ate on Hiu Island.
The brothers ate breadfruit on Hiu Island.
6. What happened to Maraptits small breadfruit?
MARAPTIT THE TRAVELLER ACTIVITIES
53

Maraptits small breadfruit grew enormous and strong.
7. What was Maraptits plan to get home?
His plan was to have the brothers pick the enormous breadfruit and get inside, then have
a bird fly them home.
8. What bird carried the brothers home?
A Kingfisher carried the brothers home.
1 ACTI VIT Y ON E
Create a picture of other ways the nine brothers could have gotten home. (Give all children
a piece of paper and pencil OR have them draw with a stick in the sand, banana leaves
with markers.)
2 ACTI VIT Y TWO

Have the students write a sentence with each vocabulary word.
Modification: If some students finish early, they can draw pictures to go with the
sentence.
54
3 ACTI VIT Y THREE

Make copies of the storyboard template (one storyboard for each group of 4 students).
Cut the pictures and mix them up. Ask students to work together in groups of 4 to
organize pictures into the right order of the story.
55
3 ACTI VIT Y THREE (CO NT. )

Make copies of the storyboard template (one storyboard for each group of 4 students).
Cut the pictures and mix them up. Ask students to work together in groups of 4 to
organize pictures into the right order of the story.
56
The Red Fowl and the Sea Crocodiles

ANIWA PAGE 65 - 68
HOOK
Have you ever seen a crocodile? What do they look like? What kind of animals are they?
OB JE CTIVES

Students will be able to count numbers one through ten.

Students will understand the vocabulary.
Students will be able to describe the animals in the story.
Students will be able to summarize parts of the story.
KE Y POIN TS

This story is about a red fowl and crocodile.

The red fowl wanted to get to Tanna, but he couldnt swim.
Red fowl had a clever plan by counting the crocodiles.
The red fowl tricked the crocodiles.
The last crocodile was fast and pulled out red fowls feathers.
The crocodiles were angry, so they swam away to Vanua Lava.
VO CA BULARY
smoking clever lined up jumped thought count tricked beautiful
1. Who are the characters in the story?
The characters in the story are red fowl and many crocodiles.
2. Why did red fowl want to go to Tanna?
It had tall green palm trees and a smoking volcano.
3. What was red fowls plan?
Red fowl planned to cross by jumping on the crocodiles and counting them as he jumped.
4. Name the animal in the story that could not count.
The crocodiles could not count.
5. When red fowl was on the last crocodiles back, what did he say?
Red fowl said, I tricked you, I only wanted to visit Tanna, I will call you when I am ready to
go home to Aniwa.
6. What did the last crocodile do to red fowl?
The last crocodile snapped red fowl and pulled all his red feathers out.
7. Describe red fowl at the beginning of the story and at the end of the story.
At the beginning, red fowl was beautiful, but not at the end his feathers were pulled out.
THE RED FOWL AND THE SEA CROCODILES ACTIVITIES
57

8. Where did the crocodiles go, and why?
The crocodiles went to Vanua Lava because they were mad.
1 ACTI VIT Y ON E
Based on what you know from the story, draw a before and after picture of Red Fowl.
2 ACTI VIT Y TWO

Find Aniwa and Vanua Lava on the map. Choose the crocodiles fastest route.
3 ACTI VIT Y THREE

Red Fowls journey:
Find a larger area to play this activity.
Designate two places: One area is Aniwa, the starting line. Tanna is the finishing line.
You can draw the lines with chalk.
Make 10 copies of the crocodile.
Write on the board: ____ Crocodiles
When you start the activity, give the crocodiles to the students.
Write a number 1-10 on the board. Example: 5 Crocodiles
The students should place the correct crocodiles down.
Have one student count the crocodiles as they cross to Tanna.
Repeat the game a few times.
Modification: You can also make it a race between teams you will need more copies!
58
3 ACTI VIT Y THREE (CO NT. )
59
The Red Fowl and the Crocodiles

Red Fowl wanted to go to Tanna.
Red Fowl was clever.
Red Fowl told the crocodiles he would count them.
One crocodile.
Two crocodiles.
Three crocodiles.
Four crocodiles.
Five crocodiles.
But on the last crocodile, Red Fowl told the crocodiles,
I tricked you!
The crocodiles got mad and...
SNAP !
The last crocodile pulled out Red Fowls tail feathers.
The crocodiles swam away to Vanua Lava.
THE RED FOWL AND THE CROCODILES MODIFIED
GLOSSARY
Angry: adjective EMOTIONAL
Having a strong feeling against someone who
has behavedbadly, making you want to shout at
them or hurt them.
Ask(ed): verb QUESTION
To put a question to someone, or to r equest an
answer from someone.
Beautiful: adjective
Very attractive.
Beg(ged): verb
To make a very strong and u
rgent request.
Birth: noun
The time when a baby or y oung animal comes
out of its mothers body.
Boast(ed): verb SPEAK PROUDLY
To speak too proudly or h
appily about what you
have done or what you own.
Brightly: adverb
In a way that provides much light; in a way that
is strong and easy to s ee; in a h
opeful or h
appy
way.
Bubble (Bubbling): verb
To produce bubbles.
Bury: verb
To put a dead body into the ground; to put
something into a hole in the ground and cover
it; to c over something or someone completely
with a large quantity of something; to put
something in a place where it is difficult or
impossible to find or s ee; to intentionally forget
an unpleasant experience; If someone says they
buried someone, usually a close relation, they
mean that the person d
ied.
Canoe: noun
A small, light, narrow boat, p
ointed at both ends
and m
oved using a p
addle (= a s hort p
ole with a
flat blade).
Catch (Caught): verb TAKE HOLD

To take hold of something, e
specially something
that is m
oving through the air.
Change(d): verb
To become different from before;
Someone whose b
ehaviour and c haracter has
become different, especially improved.
Clever: adjective
Having or s howing the ability to learn and
understand things q
uickly and e
asily.
Collect(ing): verb AS A HOBBY
To get and keep things of one t ype such as
stamps or coins as a h
obby.
Copy (Copied): verb PRODUCE
To produce something so that it is the same as
an original piece of w
ork.
Correct(ed): adjective
In agreement with the t rue facts or with what is
generally accepted.
Count: verb NUMBER
To say numbers one after the other in o
rder, or
to calculate the number of p
eople or things in a
group.
Cover(ed): verb PLACE OVER
To put or spread something over something, or
to lie on the s urface of something.
Crash: verb HAVE AN ACCIDENT
(of moving vehicles, objects, etc.) To collide,
especially violently and noisily.
Creep (Crept): verb
To move slowly, quietly, and c arefully, usually in
order to avoid being noticed.
Cry (Cried): verb PRODUCE TEARS
To produce tears as the r esult of a s trong
emotion, such as u
nhappiness or p
ain.
APPENDIX GLOSSARY A - C
61
GLOSSARY
Cross: adjective EMOTIONAL
To be annoyed or angry.
Dangerous: adjective
Full of danger or risk; able or likely to cause
physical injury
Empty (Emptied): adjective NOTHING IN
Containing nothing; not c ontaining any things or
people.
Enormous: adjective
Extremely large.
Feast: noun FOOD
A special meal with very good food or a large
meal for many people.
Feather(s): noun
One of the many soft, light things that c over a
birds body, consisting of a long, t hin, c entral
part with material like hairs along each s ide.
Fetch(ed): verb GET
To go to another place to get something or
someone and bring it, him, or her back.
Fight (Fought): verb
To use physical force to t ry to d
efeat another
person or group of p
eople.
Fire: noun FLAMES
(Material that is in) the state of b
urning that
producesflames that s end out h
eat and light,
and might produce s moke.
Fly (Flew): verb TRAVEL
When a bird, insect, or a
ircraft flies, it m
oves
through the air.
Follow: verb GO
To move behind someone or something and go
where he, she, or it goes.
Frighten(ed): adjective EMOTIONAL
Feeling fear or worry.
High Tide: noun SEA/RIVER

(Also high water) the t ime when the s ea or a
river reaches its highest level and comes furthest
up the b
each or the b
ank.
Hoofprints/Footprints: noun FOOT
The m
ark made by a persons or animals foot.
Hungry (Hungrier): adjective NEEDING
FOOD
Wanting or needing food.
Join(ed): verb CONNECT
To connect or fasten things together.
Joker: noun CARD
A s pecial p
laying card that can be given any
value and is used in some c ard games instead of
any other c ard.
Jump(ed): verb IN THE AIR
To push yourself s uddenly off the g
round and
into the a
ir using y our legs.
Kingfisher: noun BIRD
A s mall brightly coloured bird with a long
pointed beak, that lives near r ivers and lakes
and e
ats fish.
Laplap: noun FOOD
A food/ pudding, made in various ways
throughout the islands using taro, yam, banana
baked with meat or fish, is well covered in
banana leaves and cooked in a ground oven
made of hot stones and covered with earth.
Laugh(ed): verb
To smile while making s ounds with y our voice
that show you t hink something is funny or you
are happy.
Lava: noun
Hot liquid r ock that comes out of the e
arth
through a v olcano, or the solid r ock formed
when it c ools.
APPENDIX GLOSSARY C - L
62
GLOSSARY
Lazy: adjective
Not willing to work or use any e
ffort.
Picked Up: phrasal verb IMPROVE/INCREASE

To improve an a
ctivity or increase an a
mount.
Leaf/Leaves: noun PLANT

One of the flat, usually green parts of a p
lant
that are joined at one end to the s tem or
branch.
Poor: adjective NO MONEY

Having little money and/or few possessions.
Lie: verb
To be or remain in a position or state of
inactivity, subjection, restraint, concealment
Lined up: verb
To wait in a line of people, often to b
uy
something.
Lonely: adjective
Unhappy because you are not with other
people.
Loud(er): adjective/adverb
Making a lot of noise.
Low Tide: noun SEA/RIVER
The time when the sea has r eached its lowest
level.
Magic: noun SPECIAL POWER
The use of special powers to make supernatural
things happen.
Muddy: adjective DIRTY
Covered by or containing mud (wet, s ticky earth
or soil).
Namarae: noun BISLAMA
Name of an eel in Bislama.
Quick(ly): adverb
To do something at a fast s peed.
Rumble(d): verb SOUND
To make a continuous low sound.
Run/Running: verb MOVE QUICKLY
To move along, faster than w
alking, by taking
quick steps in which each foot is lifted before
the next foot touches the g
round.
Rush: verb GO/DO QUICKLY
To (cause to) go or do something very q
uickly.
Scared: adjective EMOTIONAL
Frightened or worried.
Scream(ed): verb MAKE LOUD NOISE
To cry or say something loudly and usually
on a high n
ote, e
specially because of s trong
emotions such as fear, e
xcitement, or anger.
Shake/Shaking: verb MOVE
To move b
ackwards and forwards or up and
down in quick, s hort movements, or to make
something or someone do this.
Shiver(ed): verb
When p
eople or animals s hake s lightly because
they feel c old, ill, or frightened.
Namele Tree: noun BISLAMA

A cycad tree.
Nanggalat Bush: noun BISLAMA
Name of a devil nettle or fever nettle in Bislama.
Ocean: noun
A very large area of sea.
Promise(d): verb SAY CERTAINLY

To tell someone that you will c ertainly do
something.
Shrivel: verb
To become dry, smaller, and c overed with
lines as if by c rushing or folding, or to make
something do this.
APPENDIX GLOSSARY L - S
63
GLOSSARY
Silly: adjective
Showing little thought or judgment;
embarrassed; afraid that p
eople will laugh at
you; not important, s erious, or p
ractical.
Swallow: verb THROAT

To take a substance (i.e., food, drink, etc.) into
the stomach by drawing through the throat and
esophagus with a voluntary muscular action.
Slither: verb
To move easily and quickly across a surface
while twisting or curving.
Tentacle: noun
One of the long, thin parts like a
rms of some
sea a
nimals, used for feeling and h
olding things,
catching food, or moving.
Sly: adjective
Deceiving people in a c lever way in order to get
what you want.
Smoking: noun
The visible vapor and gases given off by a
burning or smoldering substance; an act of
smoking something, especially tobacco.
Sniff(ed): verb
To smell something by taking air in through y our
nose.
Speak (Spoke): verb SAY WORDS
To say words, to use the voice, or to have a
conversation with someone.
Squeak(ed): verb SOUND
To make a short, very high cry or s ound.
Sting: verb HURT
To prick or wound with a sharp-pointed
instrument and produce a small but painful
injury, usually with a p
oison.
Thought: noun
The a
ct of thinking about or c onsidering
something, an idea or o
pinion, or a set of ideas
about a particular subject.
Tickle: verb LIGHT TOUCH
To touch someone lightly with your fingers as to
excite a tingling or itching sensation in, making
them s lightly uncomfortable and often making
them laugh.
Tight(ly): adverb
Firmly or closely.
Tremble(d): verb
To shake s lightly, usually because you are cold,
frightened, or very e
motional.
Trickle(d): verb LIQUID
To flow or fall by drops, or in a small, gentle
stream; To come, go, or pass bit by bit, slowly,
or irregularly.
Strange: adjective UNUSUAL

Unusual and unexpected, or difficult to
understand.
Tumbled: verb
To fall q
uickly and without control; to fall a lot in
value in a s hort time; to m
ove in an u
ncontrolled
way, as if falling or likely to fall.
Strong: adjective NOT WEAK

Powerful; having or using great force or c ontrol.
Ugly: adjective NOT ATTRACTIVE

Unpleasant to look at; not attractive.
Stuck: adjective
Unable to move, or set in a p
articular p
osition,
place, or way of thinking.
Untie: verb
To unfasten a k not or something t ied.
Surfing: noun WAVES

The sport of riding on a w
ave on a long b
oard.
Upside Down: adverb/adjective

Having the p
art that is usually at the t op turned
to be at the b
ottom.
APPENDIX GLOSSARY S - U
64
GLOSSARY
Visit: verb
To go to a place in order to look at it, or to a
person in order to spend time with them.
Volcano: noun
A mountain with a large, c ircular hole at the t op
through which lava (= h
ot liquid rock) g
ases,
steam, and dust are or have been forced out.
Weapons: noun
Any object used in fighting or w
ar, such as a
gun, bomb, knife, etc.
Whip(ped): verb DO QUICKLY
To bring or take something quickly; to (cause
something to) move quickly and forcefully.
Definitions for vocabulary words were taken

from the following sources:
Cambridge Dictionaries Online. Cambridge
University Press, 2016. Web.
<http://dictionary.cambridge.org/>.
Dictionary.com Unabridged. Random House,
Inc. 25 Mar. 2016. <http://www.dictionary.
com/>.
Grindley, Pauline. Nabanga Pikinini. N.p.:
Vanuatu National Cultural Council, 2010.
Print.
Wide: adjective DISTANCE

Having a larger distance from one side to the
other than is usual or expected, especially in
comparison with the length of something; not
narrow.
Wise: adjective
Having or showing the a
bility to make good
judgments, based on a d
eep understanding and
experience of life.
Wake (Woke): verb
To (cause someone to) b
ecome awake and
conscious after sleeping.
Worried: adjective EMOTIONAL
Unhappy because you are thinking about
problems or unpleasant things that might
happen.
APPENDIX GLOSSARY V - W
65
VENN DIAGRAM TEMPLATE
APPENDIX TEACHER RESOURCES
66
Sun threw Moon into

the cold water.
That is why Sun is hot.
That is why Moon is cold.
Moon and Sun were

hungry, and they fought
about who would eat first.
It started to rain, they

went into a house.
Moon and Sun found

yams and wood.
Moon threw Sun into

the fire.
They cooked yams

on the fire.
Moon and Sun used

to be friends.
THE LEGEND OF THE SUN AND MOON ACTIVITY ONE
67
TIMELINE
68
COMIC STRIP
69
HOW THE AMBRYM VOLCANO WAS FORMED

MAP ACTIVITY
70
71

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The Old Woman and the Sea

The old woman lived high up on a mountain.

THE OLD WOMAN AND THE SEA ACTIVITIES

The old woman wanted to drink

The old woman created high and

The woman took all of the water

The old woman felt sad when she

The old woman emptied all of

The old woman walked to the

THE OLD WOMAN AND THE SEA ACTIVITIES

The Old Woman and the Sea

THE OLD WOMAN AND THE SEA MODIFIED

LAZY TOK ACTIVITIES

COMPR EHENSION Q U E S TI O NS (CO NT. )

2 ACTI VIT Y TWO

LAZY TOK ACTIVITIES

The Legend of the Carnivorous Stone

Pouviaserole was a scary monster who lived on the island of Ambrym.

THE LEGEND OF THE CARNIVOROUS STONE ACTIVITIES

2 ACTI VIT Y TWO

Huge Ugly Sly Hungry

THE LEGEND OF THE CARNIVOROUS STONE ACTIVITIES

Parrot and Flying Fox

Animals in Vanuatu have different characteristics.

PARROT AND FLYING FOX ACTIVITIES

COMPR EHENSION Q U E S TI O NS (CO NT. )

1 ACTI VIT Y ON E Find Venn Diagram template in the Appendix (page #)

2 ACTI VIT Y TWO

PARROT AND FLYING FOX ACTIVITIES

MODI FIC ATION : C L AS S 1 - 3

GE NE RAL MOD IFIC ATI O NS

PARROT AND FLYING FOX ACTIVITIES

Parrot and Flying Fox

PARROT AND FLYING FOX MODIFIED

Leikele and Kurunaenae

LEIKELE AND KURUNAENAE ACTIVITIES

COMPR EHENSION Q U E S TI O NS (CO NT. )

LEIKELE AND KURUNAENAE ACTIVITIES

2 ACTI VIT Y TWO

GE NE RAL MOD IFIC ATI O NS

LEIKELE AND KURUNAENAE ACTIVITIES

The Legend of New Moon

2 ACTI VIT Y TWO

GE NE RAL MOD IFIC ATI O NS

THE LEGEND OF THE NEW MOON ACTIVITIES

The Story of the Birds

THE STORY OF THE BIRDS MODIFIED

COMPR EHENSION Q U E S TI O NS (CO NT. )

2 ACTI VIT Y TWO

THE LEGEND OF THE NAMARAE OF PENTECOST ACTIVITIES

COMPR EHENSION Q U E S TI O NS (CO NT. )

THE FISHERMAN AND HIS FIVE CHILDREN ACTIVITIES

COMPR EHENSION Q U E S TI O NS (CO NT. )

2 ACTI VIT Y TWO

RAT AND OCTOPUS ACTIVITIES

Rat and Octopus

RAT AND OCTOPUS MODIFIED

The Legend of the Namarae from Santo

COMPR EHENSION Q U E S TI O NS (CO NT. )

THE LEGEND OF THE NAMARAE FROM SANTO ACTIVITIES

2 ACTI VIT Y TWO

The village people put the laplap

...so he covered his tail with