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1.
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Name of folktales:
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2.
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Source of the tale (primary source or secondary source). Describes:
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3.
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Theme (Is there a moral or what idea does the tale deal with?):
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4.
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Compare the three folktales required to be read. (Remember to use the name of the tale, its source and theme.):
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Lesson II
Objectives
To find a practical use for the folktales to be studied.
Methods
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1. Make a simple puppet or junk puppet.
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2.
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Read the folktale.
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3.
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Rewrite the folktale using dialog.
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4.
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Use the puppets to dramatize the dialog.
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Lesson III
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1.
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Students are to prepare a list of questions that can be used in a search for folktales (family and friends would be the source).
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2.
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Sample questions” a. Who did you look up to when you were my age?
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b.
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Did you have a favorite person who told you stories?
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c.
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What kind of stories did they tell you?
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d. Do you remember one of those stories?
These questions should be prepared as a group project after they have read and listened to several folktales.
Lesson IV
Objectives
Understand that folktales have themes and ideas that change as time passes and as they are told and retold.
Methods
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1. Listen to one of the tales on the tape.
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2.
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Each student is to retell the story changing one idea as it is told around the room. This exercise should be recorded as each student retells the story.
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Or
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1.
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One student is told the folktale separate from the group. The tale is then whispered by each student to another student. When the last student hears the tale it is to be told out loud. This is an excellent way of helping students to understand how tales change from person to person.
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Lesson V
Objectives
The purpose of this lesson
is
to understand what “voice” is. This should be used in conjunction with the audio tape.
Methods
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1. Begin discussing the places that students were born or where their parents were born. List these places on the blackboard.
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2.
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Talk about accents that different people from different places hare. For instance, people from Boston say some words differently from people in Connecticut. Use a word like car (cah), or far (fah). Give more examples, perhaps of a person who is from Brooklyn (again give examples of what some words might sound like). Other places or accents that can be mentioned would be California—Valley girls, Jamaican, or the South.
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3.
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Stress that you can tell where people come from by the way they speak and the words they use—give examples: sub (sandwich), Connecticut; hoagie (sandwich), Philadelphia, Pennsylvania, etc.
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4.
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Ask students for words that are used in one place that have a different meaning in another place.
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5.
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Begin discussing the places that students are from and where their parents are from. Do the people in that place speak differently from the people in this place? Define what “voice” is.
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6.
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Describe the “voice” used in the tape.
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7.
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Listen to the type—choose any tale.
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8.
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Give students transcripts of the tape after they have listened to it first. Do each tale individually.
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