TEACHING Folklore. 3rd Grade Reading Level. ISBN Blue

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1 TEACHING GUIDE TEACHING Folklore 3rd Grade Reading Level ISBN Blue

2 2 TEACHING FOLKLORE Standards Language Arts History Visual Arts Demonstrates competence in the stylistic and rhetorical aspects of writing. Uses grammatical and mechanical conventions in written compositions. Gathers and uses information for research purposes. Demonstrates competence in the general skills and strategies of the reading process. Demonstrates competence in the general skills and strategies for reading a variety of literary texts. Understands the folklore and other cultural contributions from various regions of the United States and how they helped to form a national heritage. Understands family life now and in the past, and family life in various places long ago. Understands the characteristics and merits of one s own artwork and the artwork of others. Multiple Intelligences Utilized Spatial, linguistic, interpersonal, naturalistic, and intrapersonal Copyright 2008 by Lerner Publishing Group, Inc. All rights reserved. International copyright secured. Student pages may be reproduced by the classroom teacher for classroom use only, not for commercial resale. No other part of this teaching guide may be reproduced, stored in a retrieval system, or transmitted in any form or by any means electronic, mechanical, photocopying, recording, or otherwise without the prior written permission of Lerner Publishing Group, Inc., except for the inclusion of brief quotations in an acknowledged review. Go to for a complete list of titles in the Folklore series. LernerClassroom A division of Lerner Publishing Group, Inc. 241 First Avenue North Minneapolis, MN U.S.A Website address: Manufactured in the United States of America IG

3 TEACHING FOLKLORE 3 Lesson 1 Introduction to Folklore Purpose: Students will learn how stories are changed and exaggerated as they are told over many generations. Materials Folklore books Story Starters p. 10 lined paper pencils Objectives Define folklore. Learn about literary devices used by authors of folklore. Change a story into a folktale by exaggerating certain details. Analyze how stories change as they are passed on. Summarize information learned about folklore. Activity Procedures chart paper markers scissors glue Prepare Read the Folklore books. Write definitions and examples of similes, metaphors, personification, and hyperbole on a piece of chart paper. Write a story starter on a piece of chart paper. Make a copy of Story Starters p. 10. For each group, cut out one story starter from Story Starters p. 10 and paste it to the top of a piece of lined paper. Divide students into groups of four or five. Pretest Have you heard of Paul Bunyan, Rapunzel, or The Three Little Pigs? What are these kinds of stories called? Who wrote these stories? Read Read a Folklore book to the class. Model Write the words folk and lore on a piece of chart paper. Explain that folks are people. Lore is the knowledge handed down by those people. Tell students that folklore begins as stories told around campfires or at kitchen tables. Over time, the stories change because people try to make them more exciting, interesting, or meaningful. Explain that storytellers often use certain devices to make stories more interesting, such as simile, metaphor, personification, and hyperbole. Read your definitions of these words, and give examples. Put up the chart with the story starter written on it. Ask students to exaggerate the story by adding similes, metaphors, personification, and hyperbole. Tell students that they are going to create folktales in their groups by using literary devices to exaggerate a simple story starter. Pass out story starters to each group. Practice (small groups) Read the story starter out loud. Brainstorm ways to make the story more interesting and exaggerated. Add literary devices to the story. Describe the characters, setting, and plot in more detail. Share the story with the class. Discuss (teacher, class) How did you make the stories more interesting? Was it hard to think of what to add? Why do you think people change stories over time? Evaluate Collect the stories written by the groups. Make comments on the literary devices used. Assess student understanding of these literary devices.

4 4 TEACHING FOLKLORE Lesson 2 Compare Folklore Purpose: Students will compare two folktales and will learn about the values and traditions of the people who told the tales. Materials Folklore books Compare p. 11 overhead of Compare p. 11 Objectives Identify where two folktales originated. Compare two folktales. Investigate texts for clues about the folktales country/region of origin. Analyze folktales in order to understand the people who told them. Explain why the hero or heroine of a folktale captured the imagination of the people of that time period. Predict whether or not a folktale will continue to be passed on. Activity Procedures chart paper markers pencils overhead projector Prepare Choose two folktales that have a strong sense of time and place. (E.g. Calamity Jane lived in Deadwood, South Dakota, in the late 1800s). Research the time and place the folktales originated. Copy Compare p. 11 for each student. Make an overhead of Compare p. 11. Pretest Why are there different types of folklore? How can folklore help us understand people from the past? Read (teacher, class) Read two Folklore books aloud. Model Make a t-chart on a piece of chart paper. Label one side with the title of the first book and the other side with the title of the second book. Ask students which countries they think these folktales are from. What evidence can they find in the books to support their answers? Write the places of origin underneath the titles on the t-chart. Compare and contrast the characters, settings, and plotlines of the two folktales. Ask students what they think the people who told these stories were like. What did they admire? What was life like for them? Write down students responses. Share any information you learned about the history of the two folktales. Pass out Compare p. 11. Practice (pairs) Read two Folklore books. Identify where the folktales originated. Compare the two folktales using Compare p. 11. Search the books for clues about the people who told the tales. Discuss What did you learn about the origins of the folktales? Why do you think these stories were told and retold for many years? Will these stories continue to be passed on? Why or why not? Evaluate Collect Compare p. 11 and assess for student understanding.

5 TEACHING FOLKLORE 5 Lesson 3 Write Your Own Folktale Purpose: Students will learn about different kinds of folklore, and they will write their own folktales. Materials Folklore books other folklore books Writing Rubric p. 12 overhead projector Objectives Identify different kinds of folklore. Differentiate between types of folklore. Read examples of different kinds of folklore. Outline a folktale. Write a folktale. Evaluate a folktale using a writing rubric. Activity Procedures overhead of Writing Rubric p. 12 chart paper markers paper pencils Prepare Collect books exemplifying different types of folktales, such as tall tales, trickster tales, fairy tales, ghost stories, myths, legends, and fables. Make an overhead of Writing Rubric p. 12. Copy Writing Rubric p. 12 for each student. Make a chart defining the following: tall tale, trickster tale, fairy tale, ghost story, myth, legend, and fable. Pretest Use the chart to define different kinds of folklore. Ask students what kinds of folklore they have read or heard. Ask students why they think there are so many kinds of folklore. Read (students) Read a Folklore book. Define the type of folktale told in the book. Model Tell students that they will be writing a folktale in one of the styles they learned about (e.g. a tall tale). Put up the overhead of Writing Rubric p. 12. Read through the requirements and answer students questions. Model choosing a type of folktale and writing a folktale in that style. Practice (students) Choose the type of folktale you want to write. Write a folktale. Discuss Ask students to share their folktales. Discuss what types of folktales they wrote. Evaluate (students, teacher) Students will evaluate their writing using Writing Rubric p. 12. Teacher will collect Writing Rubric p. 12 from students and use it to assess their folktales.

6 6 TEACHING FOLKLORE Lesson 4 Puppet Show Purpose: Students will write scripts and perform puppet shows based on folklore. Materials Folklore books Puppet Show Script p. 13 overhead of Puppet Show Script p. 13 overhead projector marker Objectives Read a folktale. Understand the plot of a folktale. Write a script for a puppet show. Identify which characters need to be in a puppet show. Create puppets. Put on a puppet show. Activity Procedures puppet stage Popsicle sticks construction paper google eyes fabric scraps sequins yarn pencils Prepare Make an overhead of Puppet Show Script p. 13. Copy Puppet Show Script p. 13 for each group. Divide students into groups of four or five. Create a model puppet to share with students. Read (small groups) Read a Folklore book not previously read. Model Tell students that they are going to share a folktale with the class by creating and performing a puppet show. Put up an overhead of Puppet Show Script p. 13. Model writing a script for a folktale using Puppet Show Script p. 13. Show students the model puppet and explain how to create puppets using art materials. Hand out Puppet Show Script p. 13 to each group. Practice (small groups) Write a script for a puppet show using Puppet Show Script p. 13. Create puppets. Practice your puppet show several times. Perform your puppet show for the class. Discuss What did you learn by creating and performing a puppet show? What did you learn about folktales? Why do you think people have been sharing stories through puppet shows for so long? Evaluate While watching the puppet shows, assess students preparation, effort, and understanding of folklore. Pretest How are folktales passed on through generations? What are different ways people can tell folktales?

7 TEACHING FOLKLORE 7 Lesson 5 Character Study Purpose: Students will study characters in folktales and will create their own folk hero/heroine. Materials Folklore books My Character p. 14 overhead of My Character p. 14 chart paper Objectives Recall characters from several folktales. Compare and contrast characters from folklore. Determine why characters are similar in folktales from around the world. Analyze the character traits of different heroes and heroines in folktales. Create a classic hero/heroine for a folktale. Determine which hero/heroine created in class is most believable. Activity Procedures markers pencils colored pencils overhead projector Prepare Make an overhead of My Character p. 14. Copy My Character p. 14 for each student. Pretest On chart paper, make a list of characters from the folklore read by the class. What have you noticed about the characters in folklore? What makes someone an interesting hero or heroine in a folktale? Read (students) Read a Folklore book not previously read. Model Ask students to comment on the similarities between two characters (e.g. Pecos Bill and Paul Bunyan). Tell students that characters in the same type of folklore are often similar. Point out other similarities in each type of folklore. (For example, a brave prince and beautiful princess appear in many fairy tales.) Discuss why certain types of characters emerge again and again in folktales. Tell students that they are going to create characters that would fit perfectly in a certain type of folktale. Put up an overhead of My Character p. 14. Choose a type of folktale and then model how to create a character that would fit in that type of folktale using My Character p. 14. Pass out My Character p. 14 to the students. Practice (students) Read My Character p. 14. Choose a type of folktale to focus on. Create a character that would fit into this type of folktale. Discuss What type of folktale did you focus on? What is your character like? How do they fit into your type of folklore? Evaluate Collect My Character p. 14 from students and assess for comprehension, effort, and neatness.

8 8 TEACHING FOLKLORE Lesson 6 Fractured Folklore Purpose: Students will create fractured folklore by rewriting classic folktales. Materials Folklore books Fractured Outline p. 15 overhead of Fractured Outline p. 15 Objectives Define fractured folklore. Review a folktale. Modify the characters, setting, or point of view in a folktale. Outline a fractured folktale. Compose a fractured folktale. Compare and contrast traditional and fractured folktales. Activity Procedures Writing Checklist p. 16 markers lined paper pencils overhead projector Prepare Make an overhead of Fractured Outline p. 15. Copy Fractured Outline p. 15 for each student. Copy Writing Checklist p. 16 for each student. Pretest How many of you have heard the story Goldilocks and the Three Bears? What if the story was called Baby Bear and the Three Humans? Fractured means broken or cracked. A fractured folktale is a story in which the point of view, setting, or characters are changed. Read The teacher will read a Folklore book to the class. Model Put up an overhead of Fractured Outline p. 15. Make an outline of the Folklore book you just read. In the fractured boxes, change the story in order to create different points of view, different characters, or a different setting. Tell students that their fractured folktales can be silly, funny, or sad. Pass out Fractured Outline p. 15 and Writing Checklist p. 16 to the students. Practice (students) Review a Folklore book previously read. Read the requirements on Writing Checklist p. 16. Complete Fractured Outline p. 15. Write a fractured folktale. Discuss What did you change about the folktale? What effect did this have on the folktale? What were the similarities and differences between the traditional folktale and your fractured folktale? Evaluate (students, teacher) Students will evaluate their writing using Writing Checklist p. 16. The teacher will collect Fractured Outlines p. 15, fractured folktales, and Writing Checklists p. 16 from students. Teacher will evaluate students writing using Writing Checklist p. 16.

9 TEACHING FOLKLORE 9 Additional Resources BOOKS Aardema, Verna. Koi and the Kola Nuts: A Tale from Liberia. New York: Aladdin, In this Liberian tale, all Koi has in the world is a handful of kola nuts. After he gladly shares them with those in need, he is rewarded for his generosity. Brett, Jan. The Mitten: A Ukrainian Folktale. New York: Penguin Young Reader s Group, A little boy s lost mitten becomes a refuge from the cold for many forest animals in this stunning adaptation of a Ukrainian folktale. Campoy, F. Isabel, and Alma Flor Ada. Tales Our Abuelitas Told: A Hispanic Folktale Collection. New York: Simon and Schuster Trade, This lively and appealing compilation includes twelve beautifully illustrated folktales, as well as explanations of where the folktales originated. Demi. The Firebird. New York: Owlet Paperbacks, A classic Russian folktale is illustrated with remarkably intricate artwork. Knutson, Barbara. Love and Roast Chicken: A Trickster Tale from the Andes Mountains. Minneapolis: Carolrhoda, How does a guinea pig outsmart a fox? Read this story to find out! MacDonald, Margaret Read et al. Tunjur! Tunjur! Tunjur! A Palestinian Folktale. New York: Marshall Cavendish Children s Books, A naughty kitchen pot learns its lesson in this amusing folktale. San Souci, Robert D. Cinderella Skeleton. San Diego: Harcourt, This ghastly, macabre version of the classic Cinderella story is sure to interest and delight young readers. Scieszka, Jon. The True Story of the Three Little Pigs. New York: Penguin Group, In this clever fractured version of The Three Little Pigs, the wolf finally gets a chance to tell his side of the story. Shelby, Anne. The Adventures of Molly Whuppie and Other Appalachian Folktales. Chapel Hill, N.C.: University of North Carolina Press, Molly Whuppie is a smart, resourceful girl who outwits ogres, giants, and witches. Yolen, Jane. Not One Damsel in Distress: World Folktales for Strong Girls. San Diego: Harcourt, Sick of simpering princesses? Read about remarkable heroines in folktales from around the world. WEBSITES American Folklore This website includes folktales from each state, as well as tall tales, ghost stories, myths, and legends. Animals Myths and Legends Do you have animal lovers in your class? They will enjoy reading myths and legends featuring wise and wily animals on this site. Encyclopedia Mythica Learn about folklore from around the world with this comprehensive online encyclopedia. Fractured Fairy Tales: Read, Write, Think fairytales/ On this site, students can read fractured fairy tales and try writing their own. Scholastic Folktale Writing Workshop folktalewshop_index.htm Students can learn about folklore from famous folklore authors.

10 10 Story Starters 1. A little boy named Jason lived in a big white house. He was good at finding places to hide. He liked to hide in corners to scare his parents. He could sit still for long periods of time. When he grew up he became a spy. 2. Tyrell was good at lots of things. He was a smart boy in school. He knew all of his multiplication facts. He was also a fast runner. Most of all, he was good at telling jokes. When he grew up he became famous. 3. Shayna was a brave girl. She was not afraid of the dark. She was not afraid of big dogs. She was very calm during thunderstorms. When she grew up, she became an animal trainer. 4. There once was a girl named Carla who was very strong. She could lift heavy things. She entered contests to show how strong she was. She liked to help people with her strength. Once she helped save her village. 5. Two princes lived in a castle. One was good and the other was bad. The bad prince liked to get his brother in trouble. He played tricks on people and blamed his brother. One day, the good prince found out his brother was trying to get him in trouble. 6. Cindy was a sweet and beautiful girl. She had to do all the chores in her house. Her dresses turned to rags from all her hard work. Her family was very mean to her. She wanted to have a better life. One day she heard that there was going to be a ball at the castle, and all the women in the kingdom were invited. Teaching Folklore

11 Compare 11 Name Folktale Place of origin Folktale Place of origin What can you tell about the people who told these stories? Teaching Folklore

12 12 Type of folktale Writing Rubric Student name Organization Content Knowledge Grammar/Spelling 3 The folktale is very well organized. The beginning grabs attention, the middle builds the story with details, and the ending is strong. The student has clearly modeled their writing on a type of folktale and demonstrated a considerable knowledge of folklore. The student has used correct grammar and spelling. 2 The folktale is organized. It has a beginning, middle, and end. The student has modeled their writing on a type of folktale and has demonstrated knowledge of folklore. The student has made 1-5 mistakes in grammar and spelling. 1 The folktale is somewhat organized. It is missing either a beginning or and ending. The student has modeled some aspects of their writing on a type of folklore. They have demonstrated some knowledge of folklore. The student has made 5 10 mistakes in grammar and spelling. 0 The folktale is not organized. It does not have a beginning or an ending. The student has not modeled their writing on a type of folklore and/or has not demonstrated knowledge of folklore. The student has made more than 10 mistakes in grammar and spelling. Total score Teacher comments: Teaching Folklore

13 Puppet Show Script 13 Folktale Characters: : : : : : : : : Teaching Folklore

14 14 Type of folktale My Character Name Draw your character here My character likes to: Personality: Talents: Problems: Goals: Family: Teaching Folklore

15 Fractured Outline Name 15 Original folktale Fractured folktale Title Title Point of view Point of view Setting Setting Characters Characters Plot Plot Teaching Folklore

16 16 Teaching Folklore Writing Checklist Name I have created an outline for my fractured folktale using Fractured Outline p. 15. I have made at least one of the following changes: I changed the point of view in the folktale. I changed the characters in the folktale. I changed the setting of the folktale. My folktale has a beginning, middle, and end. A friend has read my folktale and given me advice about how to make it better. I have checked spelling and punctuation in my folktale. I am proud of my folktale because: The hardest part of writing a fractured folktale was: Teacher comments: