EUMOF TEACHER S GUIDE EUROPEAN MOBILITY FOLKTALES. The EUMOF Consortium / November 2011/ Nicosia, Cyprus

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1 EUMOF TEACHER S GUIDE The EUMOF Consortium / November 2011/ Nicosia, Cyprus EUROPEAN MOBILITY FOLKTALES

2 2 EUMOF TEACHER S GUIDE

3 3 EUMOF TEACHER S GUIDE Table of Contents Introduction... 4 EUMOF philosophy and educational approach Criteria and process of collection The EUMOF folktales Useful EUMOF products and outcomes Learning about Culture... 7 Getting started Educational objectives Suggested activities Learning about Difference Getting started Educational objectives Suggested activities Learning about Language(s) Getting started Educational objectives Suggested activities Lesson Descriptions Summaries of EUMOF Stories APPENDIX: TABLES OF STORIES AND SUGGESTED ACTIVITIES

4 4 EUMOF TEACHER S GUIDE

5 5 EUMOF TEACHER S GUIDE Introduction EUMOF philosophy and educational approach Welcome to the EUMOF project! EUMOF (European Mobility Folktales; is an EU funded Comenius Multilateral Project, which compiles versions of folktales that pertain to travelling to foreign lands and encountering different peoples and cultures. Travelling is a fundamental human activity that has been taking place for thousands of years and for a multitude of reasons. It has always inevitably led to encounters with other people and cultures. The EUMOF project collects European folk stories about different aspects of travelling. These European mobility folktales are grouped together, placed in different categories, and brought into dialogue with each other. EUMOF s general objective is to address the challenge of multiculturalism through the use of European mobility folktales. The project's central activity is the adaptation, development, testing, implementation and dissemination of new teaching methodologies and pedagogical strategies for use in intercultural and language education. EUMOF provides teachers of children between the ages 9-12 with educational strategies and material that enables them to promote amongst their students an awareness of the importance of cultural and linguistic diversity within Europe and of the need to combat racism, prejudice and xenophobia. The project also focuses on the improvement of early second language learning, as well as the teaching and learning of basic reading and writing skills. Through EUMOF, stories about travelling travel, connecting teachers and students around Europe and reinforcing a sense of a democratic European citizenship that encourages tolerance and respect for European peoples, languages and cultures. Criteria and process of collection Representatives of the partner institutions involved in the project (listed on page 2 of this document) first agreed on three basic criteria to be followed while building the collection: (i) The story has to be a traditional folktale or legend from the partner s country. (ii) The plot must include some kind of travelling and encounters with other people or creatures, cultures, and places. (iii) When narrated orally, the story s narration should not take more than ten minutes. Based on these criteria, each partner collected three such stories from their country. The stories were then translated in English and in all partner languages (German, Greek, Polish,

6 6 EUMOF TEACHER S GUIDE Romanian). Multilingual versions of all EUMOF stories are published both in print form (The EUMOF Booklet) and in electronic form (on the project s website: ). Narrations of stories in their original language were also recorded and published on-line and on an audio-cd (attached to The EUMOF Booklet). The EUMOF folktales The collection includes twenty four stories from five different EU member states: Austria; Cyprus; Greece; Poland; Portugal. Characters in these stories travel for all kinds of reasons: to go to war, to play their music and make their living, to learn a trade, to make a fortune, to do business or do some sightseeing, to find a husband or wife, to help others, to learn something, or even to meet God. And during their journeys they meet all kinds of people, animals and magic creatures, and visit all kinds of countries, kingdoms, cities, villages, forests, mountains and prairies. Taking into account the similar characters, plots, or patterns in some of the stories, we have grouped them under several themes. All stories are accessible in several languages on the EUMOF website and browsed either by Theme or Country of origin. Useful EUMOF products and outcomes Through its website and other dissemination actions, the project makes readily available to you and all other European educators the following series of products and outcomes: EUMOF Stories Booklet and Audio CD EUMOF Educational Objectives EUMOF Educational Activities EUMOF Teachers Guide EUMOF Teacher Training Courses Piloting and Implementation Reports EUMOF International Conference EUMOF Website ( The present document, EUMOF Teacher s Guide, is designed to help you, as educators of children aged between 9-12, incorporate the European Mobility Folktales collection and educational material in your teaching. The following section, Learning about Culture, introduces you to a comparative, intercultural use of the collection. The section after that, entitled Learning about Difference, helps you to explore with your students issues of

7 7 EUMOF TEACHER S GUIDE mobility and diversity in the stories. The section Learning about Language(s) guides you through the use of the collection for the teaching and learning of languages within cultures and language/literacy teaching in general. Towards the end of the document you may find a couple of lesson descriptions, as well as a chapter entitled Summaries of EUMOF Stories, which gives you a brief overview of all the folktales in the collection, so you can easily choose the ones to incorporate in your teaching. Finally, in the Appendix, you can find useful tables that link all EUMOF activities to targeted objectives and appropriate EUMOF stories.

8 8 EUMOF TEACHER S GUIDE Learning about Culture Getting started Each EUMOF folktale reflects the culture that has produced it, as it is bound to be related to culture-specific customs, traditions, legends, events, places etc., or include culturespecific elements, such as clothing, art, music, food, language, architecture, everyday living, heritage, etc. All these elements within the stories have the potential to bring to your students a taste of diverse European cultures. As some of your students may share the same cultural background with a EUMOF story, it is important to utilize their expertise and acknowledge them as representatives of that culture. As these folk stories were first told a long-long time ago and do not necessarily reflect the modern culture and values and the contemporary way of living in the countries they come from. While traditions and cultural heritage are important, we definitely wouldn t want children to come to believe that people in other countries are backward and continue to dress, live and behave the same way people lived hundreds of years ago. In the same spirit, we would like to point out that some of the collected folktales may contain ideas that offend contemporary sensitivities and political correctness. They come from periods in the distant past, when slavery was legal and women were underprivileged or even oppressed. Inevitably, then, they include some elements or ideas that by contemporary standards would be considered racist or sexist. We decided not to censor these elements, but instead utilize them as opportunities for critical thinking, discussion, and comparison. We encourage you to help your students identify ideas that are not in agreement with contemporary ideology and human rights agreements and have them respond critically and even creatively to them (e.g. by retelling the story in a contemporary setting). Keeping the above points in mind, a sense of European citizenship, as well as tolerance and respect for the peoples and cultures in these stories is expected to be promoted. In addition, intercultural dialogue is central in EUMOF. The diverse stories within the collection are quite appropriate for comparative approaches, which identify similarities and differences, and appreciate the value of diversity. In order to achieve this, you need to utilize stories from diverse settings. DO NOT limit yourself and your students only to stories from your own country.

9 9 EUMOF TEACHER S GUIDE THREE SIMPLE STEPS TO GET STARTED 1. DECIDE ON YOUR FOCUS Decide what educational areas you wish to target and set your objectives. You can select some of the Culture EUMOF Objectives listed further down and/or design your own objectives. 2. CHOOSE THE FOLKTALES YOU WILL USE Browse the collection on-line and select the mobility folktales that best fit your objectives. Familiarize yourself with the stories you are going to use and the countries/cultures they come from. DO NOT limit yourself and your students to stories from your own country. 3. DESIGN YOUR ACTIVITIES From the Culture pool of activities on the website, choose the suggested activities that best fit your objectives and selected stories. Adjust them and/or design your own activities, in order to address the specific needs and abilities of your own students.

10 10 EUMOF TEACHER S GUIDE Educational objectives These are the Culture educational objectives that have been developed for the purposes of EUMOF. You may need to revise them or add your own objectives, to best fit your own educational settings. Children will be able to: 1. Form communities within which they interact freely, sharing their cultures and their knowledge of other cultures with each other. 2. Discover connections between texts and their cultural contexts (e.g. art, music, architecture, school, family, professions, customs, etc.). 3. Find out more about the history and traditions of the cultures that produced the stories. 4. Explore the connections between actual people and places and those depicted in the story; extend this knowledge through research. 5. Engage in self-reflection regarding their cultural identities and discover how they are different or similar to each other. 6. Ponder on similarities and differences between European cultures and begin to form a European citizenship which recognises the similarities within cultures and celebrates the differences.

11 11 EUMOF TEACHER S GUIDE Sample activities In this section, you can find some sample EUMOF activities that highlight the potential comparative, intercultural use of the collection. Longer descriptions of these and many more activities can be found on the project s website, under Educational Activities > Culture. Title: New Destination 1. After reading and discussing a EUMOF story, students work in pairs identifying the places visited by the hero and how these places and the people/creatures s/he met there helped her/him in the story. 2. Teacher explains that the story comes from a European country and asks students if they have visited any other European countries recently. 3. Students then get into groups, choose a European country and read more about it, listing any information they may find interesting. 4. Teacher asks them to imagine what would happen if the hero of the story travelled to this modern country instead of the place s/he travels in the original story. How would he get there? What would he see and who would he meet? What would he eat? How would this place help her/him find the solution to her/his problem? Title: Do you know these animals? Where do they live? 1. In many folk tales there are animals that speak, understand the human speech and help the protagonists. Read the following stories, find the animals, and write each of them on a separate sheet of paper. Describe them and list their characteristics. 2. After having together discovered the animals in the stories, the teacher distributes the tasks. Each child (or a group of children) has/have to do research on the Internet about one animal. 3. Kinder report what they know or have learned about these animals? 4. Are the animals acting the same way in real life and in the folk tales? 5. Do these animals live in the countries, where the story comes from? 6. There is one animal that doesn t live in the European countries, the Lion. Still, lions are often found in European folk tales. Why?

12 12 EUMOF TEACHER S GUIDE Title: Markets in the world 1. After the narration of the fairy tale the teacher divides the children into groups and asks the members of each group to imagine and describe the King s of Cyprus visit to Venice s market. In order to help them, he could give the groups some questions like: How do the shops look like?, What do they sell?, What do the traders and customers clothes look like?, How are the products advertized? 2. Each group presents to the whole class the thoughts they have made about Venice s market in past times and then a discussion follows. 3. The teacher asks the groups to think about the basic similarities and differences between the market of the fairy tale s age and the market of our age. 4. Then, a whole class discussion follows during which the groups state their point of view. 5. Next, the students talk about the markets (open air) both in their country and also in other ones, which they have visited. 6. The teacher assigns each group the task to find information (texts and images) about markets (open air) in a different place of the world: markets in Europe, Africa, Middle East, Central Asia, North America and elsewhere. The students can look for real pictures of the markets, and also illustrations of scenes in markets in different places of the world. Title: Writing a Song 1. After reading a EUMOF story, the whole class collaborates to write a summary of the story on the board. 2. Students listen to traditional songs on a CD (either songs from their home country or from the story s country). 3. Students are then asked to work in groups and draft appropriate lyrics that narrate the story and fit to the music of one of the songs. Epic songs might be the most easy to adopt. 4. Groups then share their drafts and use the best ideas in order to create the final version of the lyrics. 5. They then sing the lyrics while they listen to the music on the CD.

13 13 EUMOF TEACHER S GUIDE Title: Put these characters on the map! 1. Teacher tells students that they will have to cut out the beginnings of stories and stick them to their countries of origin. The countries of origin may be chosen amongst the following: Portugal, Cyprus, Greece, Austria, Poland, Greece and Spain. One of these countries is the origin of 2 stories and one country doesn t apply. 2. Teacher gives correct matching after students have completed task. 1.AU; 2.CY; 3.PT; 4.PL; 5.CY; 6.GR. 3. Next, students are invited to find the title for each story. Solutions: 1. A Treasure in the Fireplace; 2.Sierolotta; 3.The Tower of Babylon; 4. The Legend of the Bugle of Cracow; 5. The Prince of Venice; 6. The Black Man. 4. The last activity on the handout is to see if students remember the countries of origin of the stories. As a follow-up, students are invited to choose a country and/or a story to read from the excerpts presented. Title: Religions in the world 1. After narrating the story, the teacher asks the students to spot elements concerning religion. 2. The class discusses which religion the elements they found refer to. 3. Then, the students brainstorm the religions they know and the results are written on the board. 4. A whole class discussion is conducted about the basic facts the students know about the religions mentioned. Students who come from families that have as their religion another than the master one, could function as catalysts in the above discussion. 5. Students form groups. Each group chooses a religion from the list that was formed by the brainstorming, do research on its basic characteristics and presents them in class, some other day. 6. After all the groups have presented the religions in class, the students find any similarities or differences among them, based on their notes. 7. The students and their teacher/families could visit different religions places of worship that exist in their area. 8. The teacher and the students could invite in class persons that belong in different religion groups to talk about their religion. The visitors could also come from the students family or social background.

14 14 EUMOF TEACHER S GUIDE Learning about Difference Getting started All EUMOF folktales focus on characters that travel. One of the three criteria we followed to collect the tales was the following: (ii) the plot must include some kind of travelling and encounters with other people or creatures, cultures, and places. So, all EUMOF stories reflect issues that pertain to travelling and the mobility of people, ideas, cultures, etc. These lead, of course, to issues that pertain to the acceptance and celebration of diversity. These two areas (Mobility and Diversity) are grouped here under the same general category Difference. Encouraging your students to reflect on and explore the reasons that have prompted humans to travel since the beginning of time is central for a better understanding of Mobility and Diversity. And while not all reasons for travelling are based on good intentions (e.g. military invasions) in most cases mobility can bring about several positive effects, for intercultural understanding, the personal and professional growth of people, and a community s culture, science, and economy. European integration and progress depends heavily on these positive effects of mobility. As mentioned in the Culture section, these folk stories were first told a long-long time ago and do not necessarily reflect modern cultures and norms. This means that some stories may imply negative stances towards difference. In fact, by contemporary standards, some elements or ideas in the folktales may be considered racist or sexist. We encourage you to help your students identify ideas that are not in agreement with contemporary ideology and human rights agreements and have them respond critically and even creatively to them (e.g. by telling the story from the oppressed person s point of view). Activities listed under the area of Difference, enable you to promote amongst your students an awareness of the importance of cultural and linguistic diversity within Europe and of the need to combat racism, prejudice and xenophobia. Comparative approaches are again most appropriate; for instance, students could compare EUMOF stories, explore why their heroes travel, and identify diverse attitudes towards difference.

15 15 EUMOF TEACHER S GUIDE THREE SIMPLE STEPS TO GET STARTED 1. DECIDE ON YOUR FOCUS Decide what educational areas you wish to target and set your objectives. You can select some of the Difference EUMOF Objectives listed further down and/or design your own objectives. 2. CHOOSE THE FOLKTALES YOU WILL USE Browse the collection on-line and select the mobility folktales that best fit your objectives. Familiarize yourself with the stories you are going to use and the countries/cultures they come from. DO NOT limit yourself and your students to stories from your own country. 3. DESIGN YOUR ACTIVITIES From the Difference pool of activities on the website, choose the suggested activities that best fit your objectives and selected stories. Adjust them and/or design your own activities, in order to address the specific needs and abilities of your own students.

16 16 EUMOF TEACHER S GUIDE Educational objectives These are the Difference educational objectives that have been developed for the purposes of EUMOF. As explained in the previous pages, we have listed under Difference two more specific areas: Mobility and Diversity. You may need to revise them or add your own objectives, to best fit your own educational settings. Children will be able to: Mobility 7. Identify and analyze an imaginary or real person s motives for travelling. 8. Demonstrate positive stances towards meeting and interacting with other people, places, and cultures. 9. Demonstrate a critical attitude towards mobility (crossing various kinds of boundaries for diverse reasons) evaluating it from different points of view. Diversity 10. Identify and critique attitudes towards difference within a story and within real-life contexts. 11. Take action as promoters of civic equity and intercultural understanding. 12. Appreciate cultural diversity and view it as a positive characteristic of European societies. 13. Identify historical change in the views about or attitudes towards other people(s). 14. Learn to see through other people's eyes by developing respect and tolerance, and promoting intercultural relationships as the key to conflict resolution.

17 17 EUMOF TEACHER S GUIDE Sample activities In this section, you can find some sample EUMOF activities that highlight the potential use of the collection to educate students about mobility and diversity. Longer descriptions of these and many more activities can be found on the project s website, under Educational Activities > Difference. MOBILITY Title: Interviewing Migrants 1. One or two of the stories are read or told to the children (or two different stories to two groups). 2. The teacher asks children WHY the protagonist has to leave his home and family. 3. Personalizing the reasons of migration: Are there people in your family who had to leave their home and family and go to another country? 4. Children with migrant background share stories of migration with the rest of the class. 5. The teacher collects different reasons for migration on the board. 6. Children interview migrants (in their families or other people). The migrants are asked why they could not or did not want to stay at the place where they had been born. 7. The children present their findings in class, e.g. show photos of migrants and tell their stories. 8. The ways of migration are visualized on a map in class. Title: How people in Europe travelled in the old times and why 1. Identify on the map each of the countries participating in the EUMOF project. 2. Give suggestions how the people from each of these countries could travel in the old times. 3. Read a story from each country and check whether your suggestions were correct. 4. Look in the stories and compare what the travelling people usually had in their bags for the long way? (In the Greek stories they had besides bread and water also olives, why?).

18 18 EUMOF TEACHER S GUIDE 5. Compare the three folk tales and see the different motives of travelling. (To try there luck, to meat new people, to learn something new from them, to become rich ) 6. How do you think, what has happened to the different protagonists while they were travelling? (Possible answers: They met new people, visited new countries, learned a lot.; they had the opportunity to try their ability to communicate with the others, they have gone through many difficulties and have become more mature, they have proven their abilities in unknown milieus, but some have also come to conquer a land, or to cheat the others, i.e. they crossed moral borders, etc.) Title: To Travel on not to Travel? 1. Teacher narrates the story up to a point where the hero decides to leave his country. 2. Teacher asks two students to express their opinion about the decision of the protagonist. Will his life improve by leaving his home or is this a wrong decision? One of them is supposed to agree and the other to disagree. They have a debate, trying to convince their audience (classmates) that their opinion is the right one. 3. Teacher asks the other students to vote for one of these two opinions and to write down at least one reason for choosing this opinion. 4. After voting, the teacher asks children to step into the hero s shoes and to imagine what they would do. Would they leave on a journey, or not? 5. A brief whole-class discussion follows, examining why the hero decided to leave and what were the factors that urged him to do this. Why do people travel? 6. Teacher continues and concludes the narration of the story. 7. Children re-examine the hero s decisions based on the ending/consequences. DIVERSITY Title: Identity Card 1. Teacher shows her/his identity card, discussing the various elements that compose it. 2. Children suggest other information that could go on someone s identity card (e.g. favorite color, food, place, ice cream flavor/ important personality trades/ profession/ habits etc.) 3. Teacher narrates a EUMOF story.

19 19 EUMOF TEACHER S GUIDE 4. Then the whole class collaborates to fill in an identity card for the protagonist. 5. Children get into groups and each group gets a different story. 6. Each group fills in a new protagonists identity card according to their group s folktale. 7. At the end each group presents its identity card and students find differences and similarities among the protagonists. How are the children similar to or different from these characters? How are these characters treated in the story? Which elements of their identity cards are important in the story? Why? Establish connections to real-life people and attitudes towards identity. Title: The Opposite Story (for the stories Black Man and/or Mavris ) 1. As soon as the story has been narrated, the teacher asks the students to narrate the opposite story, that is, a story in which all the heroes (King, Queen, Princess) are black and Blackman is a white man. 2. A student plays the role of Blackman (the hero of the original story) and the other students become journalists who ask him a number of questions (how he felt when the King ordered to kill him, when he was saved, when he married the princess, etc.). This step can be repeated having other students to play the part of Blackman, as well. 3. A student acts the part of the Whiteman (the hero of the opposite story) and the students repeat the same as in step 2. This step can also be repeated by having other students play the part of Whiteman as well. 4. There is a whole-class discussion about one s feelings when he is different from the master group. Title: Kindness to Strangers 1. Teacher writes on the board: Would you like a foreigner to live with you at home? Why? Why not? 2. Teacher discusses with students good things and bad things that might happen: E.g. S/he might not like the food. S/he may not know enough language to communicate. S/he may not understand our implicit rules, such as when to stand up

20 20 EUMOF TEACHER S GUIDE and go to sleep, how to use the fork and the knife. What you want to tell the visitor and what s/he would like to hear may be different, etc. 3. Teacher shows four details of one page from Shaun Tan s Tales from Outer Suburbia (handout) and elicits what kind of questions are being asked by the secret foreign visitor. 4. In groups, students are invited to create storyboards (a series of illustrations) based on excerpts from three selected folktales that include kindness to strangers (handout).

21 21 EUMOF TEACHER S GUIDE Learning about Language(s) Getting started All EUMOF activities contribute to the development of students effective use of their native oral and written language. EUMOF also focuses on the improvement of second language learning, as well as the teaching and learning of basic reading and writing skills. As all stories are available in English, German, Greek, Polish, and Portuguese, teachers can capitalize on the multilingual aspect of the collection, by introducing their students to foreign languages, and inspiring them to adopt a positive stance towards second language learning. There is a multitude of linguistic elements you could work on with your students, even if you are not a fluent speaker of a foreign language: Character recognition E.g. Ask students to compare the characters in the alphabet of their native language with the alphabet of a foreign language. Word recognition E.g. Ask students to look for words that are similar with other words in a language they speak or discuss the origin of some words. Speculate about meaning E.g. Discuss capitalization: if the first letter is capital then it is a name. The sound of words E.g. Combine written (read the book) and spoken form (read the story and listen to its audio narration on the EUMOF CD or website) and reach conclusions about the pronunciation of words. Language skills E.g. Have students use resources (dictionary s/thesaurus) to find the meaning of unknown foreign words or ask them to arrange foreign words and punctuation marks in the correct order to form sentences. In any case, comparative and playful approaches are the most appropriate.

22 22 EUMOF TEACHER S GUIDE THREE SIMPLE STEPS TO GET STARTED 1. DECIDE ON YOUR FOCUS Decide what educational areas you wish to target and set your objectives. You can select some of the Language EUMOF Objectives listed further down and/or design your own objectives. 2. CHOOSE THE FOLKTALES YOU WILL USE Browse the collection on-line and select the mobility folktales that best fit your objectives. Familiarize yourself with the stories you are going to use and the languages they are presented in. DO NOT limit yourself and your students to stories from your own country. 3. DESIGN YOUR ACTIVITIES From the Language pool of activities on the website, choose the suggested activities that best fit your objectives and selected stories. Adjust them and/or design your own activities, in order to address the specific needs and abilities of your own students.

23 23 EUMOF TEACHER S GUIDE Educational objectives These are the Language(s) educational objectives that have been developed for the purposes of EUMOF. They are divided into Languages within cultures objectives (in relation to second or foreign language learning) and in Language & Literacy (general skills that pertain to language and literature). You may need to revise them or add your own objectives, to best fit your own educational settings. Children will be able to: Languages within cultures 15. Demonstrate positive stances towards learning foreign languages. 16. Identify and read commonly used words, phrases, and structures in stories written in another European language. 17. Appreciate Europe s linguistic diversity as linguistic richness. 18. Identify some of the European languages when they hear them. 19. Identify some of the European languages when they see them in written form. Language & Literacy 20. Demonstrate positive stances towards listening, reading and narrating folktales and other narrative texts, viewing the act of storytelling as an imaginative journey, but also as a way of interpreting real life. 21. Apply reading and listening strategies to comprehend, analyse, and criticize a narrative text. 22. Apply speaking strategies to present, in an attracting and convincing way, ideas and arguments, which pertain to the stories. 23. Compare folktales and identify similarities and differences, in terms of the way in which they are structured and written.

24 24 EUMOF TEACHER S GUIDE Sample activities In this section, you can find some sample EUMOF activities that highlight the potential of the collection for language(s) learning. Longer descriptions of these and many more activities can be found on the project s website, under Educational Activities > Language. Title: Exploring Numbers (Numerals) in Different Languages 1. A EUMOF story dealing with three sisters/brothers/animals etc. is read or told to the children. 2. Question: Do you know other stories or folk tales in which the number THREE is important? 3. Children narrate their stories. 4. Question: Can you tell the number THREE (and/or other numbers) in other languages? 5. Children try to fill in a grid in a relevant handout. 6. Children ask their parents, relatives, neighbours, and friends to help them and collaborate in groups to fill in the grid. They should try to get into contact with people from different linguistic backgrounds. 7. The findings are copied to a poster. 8. Possibly a little prize could be awarded to those children who could find out numbers in most languages. Title: The Drakish Language 1. After narrating the story of the Little Goldenmoon (from Greece), students form groups in order to create the Drakish language, that is, the language spoken by the dragons in the fairy tale. 2. Each group decides on some common characteristics of the Drakish and based on them, they make some words or phrases (eg. good morning, how are you, we are dragons, who are you, etc.). The Drakish vocabulary could contain original words found in different languages, words created by the students combining words from different languages or completely imaginary words that children usually make. 3. Each group presents a short dialogue in Drakish to the other groups. The groups who watch try to understand the dialogue s content.

25 25 EUMOF TEACHER S GUIDE 4. A whole class discussion follows during which the students talk about differences and similarities in the Drakish language each group created. They discuss if the Drakish of one group reminded them and in which points of an existing language. Also, whose Drakish seemed easier or more difficult than the one of the rest groups, etc. 5. After the discussion, students can role play the fairy tale, having the heroes/dragons speak some version of the Drakish language they have created. Title: Familiar words 1. Teacher divides the class into pairs. 2. Teacher asks the students to look for familiar words in the text of a foreign story. 3. Students speculate about the meaning of the words in a foreign language. 4. Students create groups of chosen words. 5. Students create their own poems, using the familiar foreign words found by all the pairs. 6. Students present and compare their poems. Title: Place Names 1. The Wars and Sawa story (from Poland) is read or told to the children. 2. Question: Can you explain the place name of your town or village? 3. If yes, children report to the class. Otherwise the teacher should prepare a few examples. 4. Children are divided in two groups. 5. Group A tries to discover similarities in the naming of towns/villages of the respective own region, like (in German/English/Italian/Slavic languages) elements like Burg/castle, chester/castello/grad, Stadt/town/villa/mesto, miasto, Dorf/borgo/ves, 6. Group B tries to identify similar place names all over Europe. Possibly they need a bit of help in order to know that e.g. Neumarkt in Austria corresponds to Nowy Targ. 7. The findings are copied to the posters. A small prize is awarded to those children who could find out most place names.

26 26 EUMOF TEACHER S GUIDE Title: Placing Human Punctuation Marks 1. Teacher chooses several students to stand at the front of the classroom holding the sentence strips for one sentence. 2. Teacher makes another student choose a card for one of the punctuation marks and stand next to the students with the sentence strips. They are to line up in the order that the sentence would be written on paper. 3. Teacher continues making students choose and place the cards needed for punctuation until the sentence has been completed. 4. Teacher asks the class, if they agree or disagree with the placements. 5. Teacher repeats the process with a variety of sentences, taken from the chosen folk tale. Title: Exploring Greeting Words 1. The story Roman Ghosts (from Austria) is read or told to the children. 2. Question: Can you greet in a language other than your native language(s)? 3. Greeting words in as many different languages as possible are collected in the class. 4. Children try to fill in the grid on a handout. 5. Children (in groups of two or three) are sent out to ask their parents, relatives, neighbours, and friends to help them fill in the grid. They should try to get into contact with people from different linguistic background. 6. The greeting words can be grouped: formal/informal (i.e. within the family), according to the time of the day (morning, midday, afternoon, evening, night), meeting/departing. 7. The findings are copied to a poster.

27 27 EUMOF TEACHER S GUIDE Lesson Descriptions Storyteller at Secondary School St. Stefan/Stainz, Austria Activities with Little Goldenmoon This day I went to the public library of St. Stefan/Stainz, which is located close to the secondary school. The children only had to walk for 3 minutes and they already knew the library from other visits. The teacher was very excited and curios about the stories from other countries. In the end of the lesson, I also handed the EUMOF material to her. When the children came, we gathered and I explained what we will do. I choose the activity The little Goldenmoon. First we talked about tales in general and I got to know, that the children already knew a lot about how tales are structured. Then I read the story to them and stopped at a certain point. We talked a little bit about the story and found out, that there are similarities to one from Austria. Then I separated the class into groups and told them to find some place, where they can prepare their little role play. I also told them, to write it down first. I did not know what to expect from the children, because I did not know how familiar they are with acting. Despite my doubts all children were really into creating an alternative end and were motivated. After half an hour the children were ready to present their results. We gathered again and one group after the other presented their outcomes. Two groups where a little bit shy, so they only read (in the different roles) to the audience. The other groups acted their alternative ends and had a lot of fun. Also the children who watched did like to see the others acting. Altogether I was really surprised with how well the children did. They really understood how to bring the tale to an end, and which elements are important to tell the stories. Except a few children, they really liked to act in front of the others and also were proud to present their work. After all the presentations I read the original tale to them. During the second part of the lesson we did the activity Hidden treasure. In advance I choose one story from Austria, which is written in old-fashioned German. I wanted to see if the children are able to understand the words and also if they can find the racist part of the story. I chose the story The Fireplace, printed it and cut it into five pieces. Before the children arrived in the library, I hid the pieces of paper in books and noted down were they are. First I read the first part of the story to the children and then asked them what will happen next. They had really creative ideas, also funny ones, and really did like to fantasise about the ongoing of the story. Then a few children were allowed to search for the next piece of the story. I gave them a hint, in which book it was hidden. We did so until we finished the whole story. All children had problems to understand the old-fashioned German and did not know for example the old word for Italian, which is welsch. This word also is kind of degrading. They really liked to search for the tale-pieces and to guess what will happen next. They also understood that the foreigner was the bad character, who wanted to profit from the honest Austrian.

28 28 EUMOF TEACHER S GUIDE They also were able to find the connection to nowadays. The children liked both activities. Also the teacher was excited, but I don t know if she used the other material. Teacher at Primary School in Larnaca, Cyprus Activities with Sierolotta [Iron Pig] This morning I had scheduled to differentiate my lesson. I am a teacher in a primary school in Larnaka area and I teach in a fifth grade of the school. I was feeling weird because I didn t know if children would like the story that was ready to teach them. I was hesitated about this lesson because children sometimes laughed at the tradition and the stories of their country. When the lesson started the children were actually confused. They couldn t understand what was the really meaning of the story. I choose to teach the story of sierolotta which was talking about a weird creature. It was looking like a pig but this creature was wild and fearsome. The children had to recognize different cultural elements that show the civilization, the tradition and the perceptions of Cypriot people. After reading the story the children were excited because this creature was really weird. Instead of being scared they had fun while they were listening to this story. They tried to imagine this creature. I understood that they had unique ideas and I asked them to paint the creature on a piece of paper. The children created beautiful paintings and pictures. They liked the way that we had this lesson. Then I asked them to find and tell me different things and parts of the story that they impressed them. I listened to a lot of interesting things. One of my students told me that he wanted to be the monk who fight and won sierolotta. One child told me that if he was one of the people living in this village he would leave the village and live in another village. Finally the children wanted to play the roles of the monk and of sierolotta. I was impressed by the way they played the roles and they expressed their fear or their happiness. I really liked the way we did our lesson and I am sure that the children did so. I will choose another story and I will repeat this lesson. Teacher at Platon Primary School, Greece Activities with The Three Brothers In the context of the EUMOF project, I chose to use the activity The Three Lands and I implemented it by exploiting the fairy tale The Three Brothers. The objectives of this activity were to familiarize the students with the Difference, to learn to respect the particular cultural characteristics of each place and to identify and appreciate the importance of diversity about the evolution of human civilization. Regarding the implementation of this activity in the classroom, the following procedure was followed. The students were divided into three groups. I gave to each student a copy of the fairy tale. Initially I read it once and then some of the students read it as well. I asked the students some reading

29 29 EUMOF TEACHER S GUIDE comprehension questions about the special way that each people were behaving. The children were asked to find the elements that seemed strange to them in every country of the fairy tale and think about why this behaviour arose. Through the exchange of opinions the children understood that the inhabitants in the lands of the fairy tale were not crazy. They realized that the knowledge and perceptions of the people from each country were simply different and that the meeting between people can help in the development and finding of new ideas. Then I asked the children to tell me if they knew any particular habits or phrases used in only some areas of our country. I enriched their knowledge with some more cases that had not been reported by the children. In this way, we realized that even all of us who live in our country we are not absolutely the same. Then I asked everyone who was wearing jeans to stand up. Later to stand up those who had brown hair. In this way we observed that even in our classroom all of us are not absolutely the same. After that, I announced to the children that we would play a game. I gave to each group of students a card that had as a title: THE CULTURAL NORMS OF OUR COUNTRY. I explained to children that each group is a separate country in our game. They should have read silently and learn the norms, in order to be prepared to implement them later. Prerequisite of the game was that each group country should not be aware of the other team norms. The cultural norms of each group were conflicting. The norms of the first group were the following: when we meet someone from another country, we must join our hands and surround him, not to talk to him and smile constantly. The norms of the second group were the following: when we meet someone from another country we must hold his hand if we want to talk to him and at the time we talk to him we should be hitting our feet on the floor. According to the norms of the third group: when we meet someone from another country we must not touch him or he must not touch us, it is forbidden to look at him/her in his/her eyes and we are allowed to talk to him/her only if we are men. After the teams worked out the norms, two of the teams got up, went into the middle of the class and did a reconstruction of the meeting of the two countries. The third group noted down the reactions of the students who made the reconstruction. The procedure was repeated two more times in order to make all possible matches between the three countries. After finishing this process, everyone sat down to discuss the results. The first observation was that they failed to have an understanding between the countries. When I asked them to tell me what went wrong and failed to agree, the children said that there was no one to blame but the problem arose because of the special norms that each country /team had. The second observation was that there were different reactions among students during the meeting of the countries. Some were shocked, some laughed, some were hesitant and cautious at first, but later they had a lot of fun. So we came to the following conclusion: that the situation we saw in class, comes very close to reality. We often meet people from other places, people who have different habits, different language

30 30 EUMOF TEACHER S GUIDE and different rules of behaviour. This can complicate our discussion with them; it could cause laughter to some, or surprise, or even ridicule and resentment. We, however, understood that there is nothing wrong with the people, neither one is worse or better than another There are simply some cultural differences, which when they are respected and when there is an interest for understanding and communication, these differences can inspire new ideas and develop the culture of every people. The activity was completed with the dramatization of the fairy tale by the students of my class.

31 31 EUMOF TEACHER S GUIDE Summaries of EUMOF Stories STORIES FROM AUSTRIA PILFERING Once upon a time there was a poor peasant, who had three sons. The peasant asked their sons to learn a handicraft. Then the sons left the house to learn a handicraft. The oldest brothers left together but the younger one left alone. This boy met an old man who told him to follow him. After a while they reached a cave and went in. The boy was puzzled when he noticed a group of ferocious looking men who amused themselves by playing cards and dice. They were robbers and the boy had to go with them every time they had a robbery. After a long time the three brothers returned home. When the younger boy told to his father about pilfering, the father went to the magistrate. This magistrate asked the young boy a difficult job. Over there in the fields, there was his farmhand with a pair of oxen. If he managed to steal one ox from the plough, he would earn another fifty ducats and they would give him a job at the municipality. The young boy did it and got fifty ducats in addition to his own fifty and was employed as a warden, because he knew very well how to deal with thieves. THE FIREPLACE Once upon a time there was a stranger, a distinguished gentleman from Italy, who stopped to get some rest at a peasant s house in Northern Styria. In his kitchen, the peasant had an exceptionally large, old style stone fireplace to which the stranger turned his attention. Behind this kitchen there were a lot of pots of gold and the stranger knew it. He tried to trick the peasant so he sent him to Italy to find a new kitchen and replace the old one with that. But the peasant realized what was going on and he asked his wife by sending her a letter to find and hide the pots. So it happened. When the Italian and the peasant returned to the village, the Italian demolished the old kitchen and put a new one. But he didn t find the treasure. The peasant laughed up his sleeve because he tricked the Italian who had wanted to take his great-grandfather s treasure. ROMAN GHOSTS Once upon a time there was a strong young man with a tanned face and a walking stick in his hand. He had left his dear mother and his faithful sister in order to go to war against the Turkish army. He had wanted to gain victories for his emperor and make a small fortune for himself. He was tired from the long journey, so he sat down on a small mound under a shade-giving tree and fell asleep. Suddenly, someone tapped him lightly on his back. An old man waved to him, and the lad followed him willingly. So they wandered across a few grave mounds and entered one of them, into the earth. They went into to a high vault where many strange men gathered around a long table, they all had the same outfit as their chief. They welcomed the surprised young man, filled his pouches and pockets with pieces of gold and one of them even served him a goblet of wine. More and more bodies crowded around the lad, toasted and cheered. Again and again he bravely exclaimed Vivat! It was the only Latin word he knew. All of a sudden the lad shook. He started up and still found himself lying on the mould. He thought that it was only a dream. But when he put his hand in his pocket, he found it was full of ancient gold coins. He understood that what he had seen was not a dream. He had become rich. THE FROG FIANCÉE A poor widow wanted to leave her possessions to one of her three sons as they were too few to split into three. Yet she loved all three of them, and in order not to have to choose one, she gave each of them a bundle of flax and asked them to bring them back the most beautifully spun yarn. The youngest one met a frog near a lake. The frog took the flax, jumped into the

32 32 EUMOF TEACHER S GUIDE lake and soon came out with the yarn spun. The young man thanked the frog and was about to go back home when the frog told him he should come to the lake again later. He would find a golden cane by the lake. He was to pick it up, strike the frog three times and after that strike the water three times. After that the youngest son went back to his mother s house with the beautiful yarn. But then he went quickly back to the lake and found the golden cane there. When he picked it up, the frog appeared in front of him. The young man struck the frog three times and at that very moment it changed into a beautiful girl dressed in a silver dress and then he struck the lake s surface three times and all of a sudden it turned into a castle with blossoming meadows around it. Finally the youngest son married the girl. THE GOLDEN SHOES Once upon a time there was an old musician. He travelled around the world and played his fiddle. This was how he earned his living. One day he stopped in front of a chapel and, being in a good mood, he entered the chapel and started playing and singing as well as he could to the glory of God. All of a sudden a golden shoe fell from the altar of Virgin Mary just in front of him. The old musician tried to sell this golden shoe to many people he met but nobody wanted to buy it. The last man thought that the musician was a thief and he called the police. The musician was trying to prove that he was innocent and he asked them to take him to the chapel. There he started playing and singing as before. He played even better than before because now he asked the Lord, his only witness, for help. When he finished his song the wonder happened again. The guards saw another golden shoe fall down in front of the old musician. The happy musician went back to the goldsmith who bought from him the golden shoes and gave him so much money for them that he didn t have to beg by playing on his fiddle any more till the end of his days. THE LION, THE STORK, AND THE ANT A poor widow lived with her son Hans in a forest. But the son wanted to see the world. His mother couldn t stop him and he left the house. While he was walking the young boy met a lion, a stork and an ant. They asked him to solve their problem. When the young man did so, the lion made him very strong, the stork made him able to fly high and the ant made him able to become very small. After that he saw a town. All the houses were covered in black and the inhabitants wore black clothes because the king s daughter was kidnapped. Hans asked where the castle was and went that way to save the princess. He used the powers that the three animals gave him, he saved the princess and he destroyed the castle of the dragon. The beautiful girl married her rescuer and they lived happily ever after. STORIES FROM CYPRUS MY POOR CHILD VASILIS Once upon a time there was a farmer, named Vasilis. He was living in a small cottage with his wife and their little daughter. One day, while his wife was combing her daughter s hair, she noticed the tall grape grapevine that hang over the well. She thought it was very dangerous and started crying with sobs. She thought that if her daughter had a son, he would climb over the grapevine and fall into the well. The farmer was very mad about that and he left the house. He would return back home if he could find someone who would be stranger than his wife. One day, he arrived at a village. There, he saw a lot of people running up and down, asking for help. In the middle of the village square a young boy was standing. The boy had put his hands in a large jug filled with walnuts. His hands glided easily into the jug when they were empty. But now the young boy couldn t pull his hands out because he didn t want to leave the walnuts. People thought that they had to cut little child s hands. The farmer went to the little boy and talked sweetly to him. The little boy left the walnuts and his hands were

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