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
- Read the story.
- Click "Start Assignment".
- Create a 3-5 cell storyboard with descriptions and illustrations showing the sequence of major events in the story.
Requirements:
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| Events | 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. |
| Images | 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 | 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. |
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
- Read the story.
- Click "Start Assignment".
- Create a 3-5 cell storyboard with descriptions and illustrations showing the sequence of major events in the story.
Requirements:
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| Events | 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. |
| Images | 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 | 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. |
How Tos about First Nations of the Caribbean Literature
Incorporate discussion strategies to deepen understanding of Indigenous Caribbean texts
Facilitating class discussions after reading helps students connect with the material, share insights, and build empathy for the experiences of Indigenous Caribbean peoples.
Prepare open-ended questions before reading
Write 3–5 open-ended questions that encourage critical thinking and personal responses. This helps guide students to explore themes, characters, and historical context more deeply.
Set clear expectations for respectful dialogue
Establish ground rules for listening, taking turns, and valuing different perspectives. Model respectful language and encourage students to support their ideas with examples from the text.
Use think-pair-share to spark participation
Ask a question, let students think quietly, then discuss with a partner before sharing with the class. This lowers pressure and helps all students formulate and share their thoughts.
Encourage connections to students’ own lives
Invite students to relate story themes or characters’ experiences to their own backgrounds or communities. Personal connections make the content more meaningful and memorable.
Frequently Asked Questions about First Nations of the Caribbean Literature
What are some recommended books about Indigenous Peoples of the Caribbean for elementary and middle school students?
Recommended books about Indigenous Peoples of the Caribbean for grades 4–8 include Taíno Tales: The Secret of the Hummingbird by Vicky Weber, Morning Girl by Michael Dorris, Encounter by Jane Yolen, The Golden Flower by Nina Jaffe, No More Grating Yuka by Dr. Lynne A. Guitar, and Anacaona: Golden Flower by Edwidge Danticat. These books help students explore Taíno culture, legends, and history.
How can I teach students about Taíno legends using picture books?
Use picture books like Taíno Tales: The Secret of the Hummingbird as read-alouds to introduce Taíno legends. After reading, have students create a visual plot summary or storyboard, discussing main events and cultural themes to deepen understanding.
What is an easy classroom activity for teaching plot structure with Indigenous Caribbean literature?
An easy classroom activity is to assign students a 3–5 cell storyboard where they illustrate and describe the beginning, middle, and end of a selected Indigenous Caribbean story. This helps reinforce plot structure and comprehension.
Why is it important to include Caribbean Indigenous stories in the curriculum?
Including Caribbean Indigenous stories helps students appreciate diverse histories and cultures, fosters empathy, and builds understanding of pre-colonial and contemporary Indigenous experiences.
What age group is best suited for reading Taíno tales and related literature?
Taíno tales and related literature are suitable for grades 4–6 or ages 9–14, with some picture books appropriate for younger readers. Choose texts based on reading level and classroom needs.
More Storyboard That Activities
Indigenous Peoples of the Caribbean
This Activity is Part of Many Teacher Guides
Testimonials
“By using the product, they were so excited and they learned so much...”–K-5 Librarian and Instructinal Technology Teacher
“I'm doing a Napoleon timeline and I'm having [students] determine whether or not Napoleon was a good guy or a bad guy or somewhere in between.”–History and Special Ed Teacher
“Students get to be creative with Storyboard That and there's so many visuals for them to pick from... It makes it really accessible for all students in the class.”–Third Grade Teacher
© 2025 - Clever Prototypes, LLC - All rights reserved.
StoryboardThat is a trademark of Clever Prototypes, LLC, and Registered in U.S. Patent and Trademark Office
