Review:
This colorful book is filled with 14 haikus about food written by Pat Mora and illustrated by Rafael Lopez. Each haiku has a informational paragraph informing readers of the possible origin, history, and a bit of trivia for each food item. Here is a trivia tidbit- Did you know that in 1995, potatoes became the first vegetable grown in space? Mora introduces at least four Spanish terms in her haikus- la cocina, los dulces, la luna, and que rico. These Spanish words mesh very well with the Mexican flair of Lopez's illustrations. Mora includes more Spanish terms in the informational paragraphs. For instance, prickly pears have green and red parts. These have specific Spanish terms- the green pads are known as nopales (served like a vegetable) and the red fruits are known as tunas (used to make juice, jams, and candy). The haiku for the prickly pear is shown below. I think it is an interesting poem because it shows the wonder of finding something sweet and delicious from a dangerous looking plant. Mora includes a letter to readers addressing the love of variety in foods and cultures. There is also a note about the ambiguity regarding some of the foods' origins.
Introduction:
Have students talk about their favorite fruits or foods. Ask them to describe it in a few words. For example, apple- crisp or strawberries- red blast of tarty sweetness. Then talk about different foods found in their cultures. Have students think about surprising foods that taste sweet or delicious to them. For example, mung beans make a tasty candy treat. Have students share their responses with everyone. Then read the haiku.
Poem:
Prickly Pear by Pat Mora
Red desert wonder.
Cactus fruit becomes syrup
and dulces. Surprise!
Extension:
Have any Spanish speaking student give the meaning of dulces or have students infer the word's meaning based on the context of the haiku. Students can share different ways to say sweet or candy in their languages if multiple languages are present in the class.
Students can talk about different types of food they eat in their cultures with one another. If allowable, have some sample foods brought in from different cultures for students to try and discuss.
Pat Mora includes a wonderful extension activity in her letter to the reader. Have students work in small groups to create a rhythmic pattern (chant, hand clap, rap, etc) with the foods used throughout the book.
Blueberries, cranberries, prickly pears fiesta,
Tomatoes, chile, corn; spicy, spicy salsa.
Lime for papaya, cream for pumpkin, butter for potato.
Yum! Vanilla! Peanuts! Chocolate. Mmmm! Que rico!
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