Unit 11 - Lesson 2 ~ Understanding Oral Tradition

Question

Unit 11 - Lesson 2 ~ Understanding Oral Tradition 
Define the Key Words (Definitions are throughout the lesson) 
1. Creation Stories - Stories that explain how the __________, 
_________, and groups of ____________ came to be. 
2. Oral Tradition - Cultural information, ___________, and traditional 
__________ passed down ____________ from one generation to 
another. 
3. Characters - Who is in the story. 
4. Plot - The sequence of events in a story. 
5. Theme- The message or overall lesson in the story. 
Read “When Badger Named the Sun” (Unit 11, Lesson 2, Page 4) 
Which natural phenomenon does “When Badger Named the Sun” explain? 
A. The growth of a river 
B. The cause of sunset 
C. The creation of the fiesta 
D. The behavior of badgers 
How does “When Badger Named the Sun” reflect the connection between 
Yaquis and nature? 
A. It shows people and animals working together.  
B. It implies that people should take care of animals.  
C. It records a time when animals could speak.  
D. It suggests that people depend on rivers for life.  
Read the “Forgotten Ear of Corn” on page 8 and answer the 
following questions.  
1. Who is the main character of the story?  
2. Why would the voice cause the character to stop and search? 
The voice sounds like a lost _________ .  
Unit 11 Lesson 3 ~Structure of Cultural Literature 
Define the Key Terms and Other Interesting Words found throughout 
the Lesson.  
1. Oral Tradition - Cultural information, ___________, and traditional 
__________ passed down ____________ from one generation to another. 
2. Pitahaya (page 2) is another word for _________ . 
3. Heritage Language (page 5) is the original ____________ learned by speakers 
when they were __________ . 
4. Inherited (page 6) or passed __________ . 
Read “The Little Mice” (page 4 of Unit 11, Lesson 3). Then answer the 
following questions.  
1. How does the story’s text structure contrast the two characters? 
One mouse is _______________ and the other mouse is 
__________. That is how they are different. 
2. What other stories do you know that follow this pattern? 
Think about the ant and the grasshopper! 
Unit 11 Lesson 4 ~ Recognizing Heritage 
1. What are creation stories? (Pages 1 and 2) 
Creation Stories - Stories that explain how the __________, 
_________, and groups of ____________ came to be. 
2. Read “The First Fire” on page 2, then explain what is important to 
the Yaqui culture according to the text.  
3. What are cultural values (page 5)? They are the shared 
_________ that guide the way of __________ in a community. 
Please read The First Fire on Page 2 to help you with your quick check. 
Focus on the culture of the Yaqui and how they respected animals. 
Unit 11 Lesson 5 ~ Comparing Events and Texts 
Define the following words (Pages 2 and 5) 
1. Speculates - (page 2) forms a ________ . 
2. Comparisons - (page 2) How two things are the SAME 
3. Contrasts - (page 2) How two things are DIFFERENT 
4. Theme (page 5) The central idea or messages the author wants to 
convey to the audience or reader. 
5. Colleagues (page 6) are people in the same field of work. 
Complete the Chart (Unit 11, Lesson 5, Page 2) 
Types of Transition  
Comparison  
Contrast  
Examples 
Check-In (Unit 11, Lesson 5, Page 7) 
Complete each statement about comparing accounts of a text.  
1. Two students’ literary analyses of the same story are likely to 
be different because ______________________. 
2. When you present an oral comparison of accounts of a text, 
your main reason for including transitions is _____________.

GPT-4o mini · Answer

**Unit 11 - Lesson 2 ~ Understanding Oral Tradition** **Define the Key Words:** 1. Creation Stories - Stories that explain how the **universe**, **earth**, and groups of **people** came to be. 2. Oral Tradition - Cultural information, **stories**, and traditional **beliefs** passed down **verbally** from one generation to another. 3. Characters - Who is in the story. 4. Plot - The sequence of events in a story. 5. Theme- The message or overall lesson in the story. **Read “When Badger Named the Sun”:** - Which natural phenomenon does “When Badger Named the Sun” explain? **B. The cause of sunset** - How does “When Badger Named the Sun” reflect the connection between Yaquis and nature? **A. It shows people and animals working together.** **Read the “Forgotten Ear of Corn”:** 1. Who is the main character of the story? **The main character of the story is the voice that belongs to a lost ear of corn.** (Note: Specific names may vary based on the text.) 2. Why would the voice cause the character to stop and search? **The voice sounds like a lost **friend**.** --- **Unit 11 Lesson 3 ~ Structure of Cultural Literature** **Define the Key Terms:** 1. Oral Tradition - Cultural information, **stories**, and traditional **beliefs** passed down **verbally** from one generation to another. 2. Pitahaya (page 2) is another word for **dragon fruit**. 3. Heritage Language (page 5) is the original **language** learned by speakers when they were **young**. 4. Inherited (page 6) or passed **down**. **Read “The Little Mice”:** 1. How does the story’s text structure contrast the two characters? **One mouse is **careful** and the other mouse is **carefree**. That is how they are different.** 2. What other stories do you know that follow this pattern? **Think about the ant and the grasshopper!** --- **Unit 11 Lesson 4 ~ Recognizing Heritage** 1. What are creation stories? **Creation Stories - Stories that explain how the **universe**, **earth**, and groups of **people** came to be.** 2. Read “The First Fire” on page 2, then explain what is important to the Yaqui culture according to the text. **What is important to the Yaqui culture is their respect for animals and their connection to the earth.** (Note: A more specific answer may require referencing the text directly.) 3. What are cultural values? They are the shared **beliefs** that guide the way of **life** in a community. --- **Unit 11 Lesson 5 ~ Comparing Events and Texts** **Define the following words:** 1. Speculates - (page 2) forms a **theory**. 2. Comparisons - (page 2) How two things are the **SAME**. 3. Contrasts - (page 2) How two things are **DIFFERENT**. 4. Theme (page 5) The central idea or messages the author wants to **convey** to the audience or reader. 5. Colleagues (page 6) are people in the same **field of work**. --- **Complete the Chart:** | Types of Transition | Comparison | Contrast | |---------------------|------------|----------| | Examples | | | (Note: Fill examples in based on the lessons and texts you have read.) --- **Check-In (Unit 11, Lesson 5, Page 7):** Complete each statement about comparing accounts of a text. 1. Two students’ literary analyses of the same story are likely to be different because **they may interpret characters and themes differently based on their perspectives.** 2. When you present an oral comparison of accounts of a text, your main reason for including transitions is **to help the audience follow your ideas clearly and understand the relationships between different points.** --- Feel free to adjust specific responses based on your interpretation of the material!