Activity Overview

There are many books related to Indigenous Peoples of the Caribbean that can help students better visualize and understand the people, their history, and their present. Some short picture books can be used as a whole class read-alouds, where other longer books can be used as longer novel studies. Students will create a visual plot summary of the story they have read.

The story used in this example is Taíno Tales: The Secret of the Hummingbird by Vicky Weber. It is a Taíno legend of how the hummingbird came to be. This book is written by an elementary educator who wishes to bring the culture of the Taíno people to life for children.

Here are some examples of literature that relate to the Indigenous People of the Caribbean:

Morning Girl by Michael Dorris (ages 9 - 14) is a story about a Taíno girl named Morning Girl and her brother, Star Boy and their life growing up in a tropical paradise with their people. It isn’t revealed until the end that the setting is the Bahamas in 1492 right before the arrival of Columbus and his men and the Spanish colonizers.

Encounter by Jane Yolen (ages 6-12) is the story of the Taíno people living on the island of San Salvador in 1492, when Columbus and the Spanish colonizers arrived. It is told through the eyes of a young Taíno boy who tried to warn his people about these strange visitors.

The Golden Flower: A Taíno Myth from Puerto Rico by Nina Jaffe (ages 4-9) tells the Taíno legend of how Puerto Rico came to be.

No More Grating Yuka (Taíno Ni Rahu) by Dr. Lynne A. Guitar (ages 10 and up) is about a young Taíno girl named Anani in 1489. This book is the second in a series of 10 books that take place around the time of Columbus’ invasion.

Anacaona: Golden Flower, Haiti, 1490 by Edwidge Danticat (ages 9-14) is a historical fiction story based on the life of one of the Taíno people’s last queens, Queen Anacaona. The story describes her life with the Taíno people and the devastation brought by the Spanish colonizers.

Template and Class Instructions

(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)

Due Date:

Objective: Summarize the story in a 3-5 cell storyboard describing the main events in the beginning, middle, and end of the story.

Student Instructions

  1. Read the story.
  2. Click "Start Assignment".
  3. Create a 3-5 cell storyboard with descriptions and illustrations showing the sequence of major events in the story.


Lesson Plan Reference

Common Core Standards
  • [ELA-Literacy/RH/9-10/3] Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
  • [ELA-LITERACY/CCRA/R/1] Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
  • [ELA-LITERACY/CCRA/R/7] Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
  • [ELA-LITERACY/WHST/6-8/2/B] Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.


(You can also create your own on Quick Rubric.)

Sequence of Events Rubric
Create a storyboard that shows a sequence of events. Below each cell, type in a description about the importance of that part of the story.
Proficient Emerging Beginning
Each of the cells represents a different part of the story. The cells are in order from beginning to end.
One cell is out of order, or the storyboard is missing important information.
Important information is missing and/or two or more cells are out of order.
Cells include images that accurately show events in the story and do not get in the way of understanding.
Most images show the events of the story, but some are incorrect.
The images are unclear or do not make sense with the story.
Descriptions match the images and show the change over time.
Descriptions do not always match the images or mention the importance of the event.
Descriptions are missing or do not match the images.
Spelling and Grammar
Spelling and grammar is mostly accurate. Mistakes do not get in the way of understanding.
Spelling is very inaccurate and hinders full understanding.
Text is very difficult to understand.

This Activity is Part of Many Teacher Guides

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