Fairy Tales
(2 weeks)
Warm-up Activities
Ask for a show of hands just to see how many students recall fairy tales told or read to them as very young children. (An initial show of hands gets as many students as possible involved without embarrassing commitment on the part of any one student.) Then ask for a volunteer among those who raised hands to recount a story as he or she recalls it. If no one volunteers then either read or play recordings (see bibliography for suggested recordings of Fairy Tales) of preselected, very famous tales like “Tom Thumb” or “Ash Maiden” otherwise known as “Cinderella”. Lead this to a discussion of various versions and how this can happen to stories, which are supposed to be constant in form, when they are passed on orally or commercially popularized. (Some of Grimm’s and Andersen’s tales were changed to make them more commercial or culturally palatable. Please try to obtain original versions for the readings.)
Exercises
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** 1.
Objective
: Students will be able to recount background of Grimm and Andersen.
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Exercise
: Have students take notes while giving background on both Grimm and Andersen. Monitor as students take notes. Check on accuracy of notes by asking spot check questions. Adjust and repeat if necessary.
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** 2.
Objective
: Students will develop imagination, concentration and memory.
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Exercise
: Divide the class into three groups those who enjoy drawing, those inclined toward acting, and those who prefer recitation. Have each group read different selected stories both from Grimm and Andersen. Each group might do two to six stories from each depending on students’ capacity. a) The first group would draw illustrations of each story read for class display. b) The second group could be organized to do a simple mime presentation of stories which the teacher deems to be particularly geared toward quick improvisation, for example, “Little Red Cap”. One student would act as narrator and four others could take the parts of “Little Red”, the wolf, the grandmother and the woodsman. Props are simple or optional. c) The third group might be challenged by memorization of part of all of the shorter stories to be presented for the class.
Worksheet
**
Objective
: The student will be able to write a sentence outline.
Directions
: Outline the main events of two stories you read as you see “Little Red Cap” outlined here. Include important details, and minor details. (The teacher may have to demonstrate the process of outlining with more than one story. Monitor and adjust as is necessary.)
“Little Red Cap” (Sentence Outline)
I.
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Everyone loved a certain little girl.
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A.
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Grandmother gave her a red velvet cap.
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B.
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The girl wore the cap all the time.
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C.
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Everyone called her Little Red Cap.
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II.
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Red Cap’s grandmother gets sick.
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A.
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Red Cap’s mother gives her cake and wine to take to grandma.
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B.
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Red Cap’s mother tells her to behave properly.
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1.
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Don’t leave the path.
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2.
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Don’t forget to say good morning.
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3.
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Don’t go looking in all the corners.
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C.
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Red Cap promises to do everything right.
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III.
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Red Cap meets the wolf.
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A.
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Red Cap is not afraid.
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B.
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She tells him all her business.
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C.
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The wolf thinks Red Cap would be a tasty dish.
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D.
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He talks her into going off the path to pick flowers.
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IV.
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While Red goes deeper into the wood the wolf goes to grandma’s.
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A.
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He pretends to be Red.
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B.
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He gobbles up grandma.
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C.
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He takes her place in bed.
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V.
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When Red gets enough flowers she remembers grandma.
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A.
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Grandma’s door is open.
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1.
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Red is frightened.
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2.
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Grandma looks strange.
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a.
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She has big ears.
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b.
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She has big eyes.
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c.
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She has big hands.
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d.
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She has a big mouth.
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B.
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The wolf gobbles up poor Red.
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VI.
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A hunter passing by hears the waif snoring.
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A.
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He was about to shoot the wolf.
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1.
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He thinks the wolf might have swallowed grandma.
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2.
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He cuts the wolf’s belly and finds Red.
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a.
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Red said she was afraid inside the wolf.
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b.
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Grandma comes out too.
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B.
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They filled the wolf’s belly with stones.
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1.
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He wanted to run.
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2.
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Instead he fell down dead.
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C.
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All three were happy.
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1.
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The hunter got the skin.
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2.
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Grandmother got well.
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3.
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Red Cap decided never again to leave the path.
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Discussion or Essay Questions
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** 1.
Objective:
The student will recognize the theme of unavoidable conflict.
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Question:
Fairytales show that struggles in life are unavoidable, but that if one perseveres against unexpected hardships and unjust odds he or she can survive and even win. Discuss a fairytale in which the hero emerges victorious. Describe the steps he/she takes and the circumstances or helpers he/she encounters to achieve that end.
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** 2.
Objective
: The student will recognize the dual nature theme.
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Question
: Same fairytale tell of two brothers or sisters who are completely different from one another. Discuss a tale in which the two act in completely different ways. How are they different? What is the result of their actions?
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** 3.
Objective
: The student will recognize the isolation theme.
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Question
: Sometimes a person is shunned by parents or others and may feel isolated or may feel overpowered by them. Discuss a tale in which either or both of these conditions occur. Describe how the hero resolves his or her problem.
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*** 4.
Objective:
The student will recognize the motif of helpful
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or hindering forces apart from, or within oneself.
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Question:
Very often animals appear in fairytales which are either very threatening or very helpful. Contrast two such animals either in the same or different tales and tell how they either helped or hindered the hero.
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** 5.
Objective
: The student will express his opinion about the setting of fairytales.
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Question
: Many tales begin “Once upon a time or “Long ago” and the setting is often in old castles, deep woods, or locked rooms. Why do you think this is so?
Fables
(1 week)
Warmup Activities
Cite a few maxims like “Honesty is the best policy”, “Don’t bite the hand that feeds you”, “Do not count your chickens before they are hatched”, etc. (all of which can be found in Aesop’s). Engage students in a conversation of where they heard them, who said them, possible interpretations and general applications. Tell that there are stories which illustrate such maxims. Read two or three to the class or have a class member read to the group.
Exercises
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** 1.
Objective
: Students will be able to describe the circumstances in which Aesop told his tales and to what uses he put them.
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Exercise
: Students can have another opportunity to practice note taking. (If possible use a globe or map to show the area of Asia Minor). Tell of Aesop’s background as a slave of Iadmon on the island of Samos and his rise to ambassador to the small Greek states for Croesus, the last of the kings of Lydia in Asia Minor, using his tales to gain acclaim and power. As with the background on Fairytales, monitor and adjust rate and complexity with which notes are given after checking for understanding by using two simple techniques suggested by Madeline Hunter (principal, University Elementary School, University of California, and author) a) Sampling, that is, posing content questions to the entire group and/or b) Calling for signaled responses which involves getting answers from every group member and signaling “agree”, “disagree” or “not sure”. Teachers can develop their own signal system, for example, thumbs up or thumbs down, palm forward or backward, etc.
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*** 2.
Objective
: The student will be able to illustrate an abstract idea with a literal or concrete example.
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Exercise
: a) Choose one of Aesop’s Fables for the students to read. b) Discuss the fable and the moral. c) Have the students make up their own story to illustrate the moral. d) With original sketches by the students, their own stories, in the fable model, would be excellent for class display.
*Worksheet
Objective:
Students will demonstrate awareness of cause and effect relationships.
For every action there is a reaction in many cases. In Aesop’s fable, “The Horse and the Stag” there are certain actions taken by the horse which result in certain consequences. These actions and their results are listed below.
a.
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A quarrel arose between the horse and the stag,
and as a result the horse asked the hunter to take his side in the feud
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b.
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The horse agreed to be bridled and saddled
and as a result the man was able to ride him
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c.
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The hunter and the horse joined forces,
and as a result the stag was put to flight
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d.
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The horse gave up his freedom to suit his purpose for a short time
and as a result the man had trapped him forever
.
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Now do the same with “The Farmer and the Nightingale”
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a.
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The nightingale sang so beautifully
and as a result
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b.
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The nightingale said he would die in a cage
and as a result
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c.
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The nightingale promises the farmer three great truths
and as a result
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d.
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The nightingale sang some happy notes, told the truths
, and flew away, and as a result
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Discussion or Essay Questions
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* 1.
Objective
: The student will recognize and define the animals’ human qualities.
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Question
: Describe how the animals in two fables you read act like people.
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** 2.
Objective
: The student will explain a moral tale.
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Question
: The fable presents a moral truth or lesson. Explain your favorite fable in terms of the moral.
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*** 3.
Objective:
The student will compare and contrast fairytale and fable.
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Question:
Fables and fairytales both seem to teach some kind of lesson. What are other likenesses and differences between them.
Personal Legends (2 weeks)
Warmup Activities
1.
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If possible bring in any props obtainable—e.g. a cowboy hat, spurs, toy gun and holster (must not be “corny” , and must be used with respect to the situation) “wanted” posters, old newspapers, pictures, etc.—to simulate discussion of heroes and badmen of legendary fame—and/or
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2.
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Play records of Stackales (“Stagger Lee”, sung by Lloyd Price “45” obtainable at Meryl’s on Chapel Street) and “Song of Billy the Kid.” (LP recording “Billy the Kid in Song and Story” sung by Oscar Brand). Lyrics for these ballads can be found in
A Treasury of American Folklore
edited by B. A. Botkin. See bibliography for other suggested recordings.
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Exercises
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** 1.
Objective
: Students will be able to write a summary of the life of a legendary person.
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Exercise
: a) Present a one page sketch containing at least three or four paragraphs of the life of Davy Crockett. (Use a map to show the Tennessee area to enhance the reality behind the legend.)
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b) Show students the process of summarizing by making a summary statement on the board for each of the paragraphs on the Davy Crockett sketch presented. Students themselves can be called upon to create the summary statements. The result will be a three to four sentence summary of Crockett’s life.
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c) Give a list of the following (or for more zip place the names on small separate sheets of paper and have students pick from a can or box): Billy the kid, Stackalee, Paul Bunyan, John Henry, Johnny Appleseed or any other favorites.
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d) Have students research in an encyclopedia, or any other source, the known events in the life of the character they chose and prepare a summary paragraph. Optional: Have students draw and label the section of the country in question.
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*** 2.
Objective:
Students will be able to define and illustrate whether the character is a hero, a “badman”, a miracle man, a boaster or combination.
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Exercise:
a) Present a specific anecdotal story representative of the character of Davy Crockett.
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b) Again practice summary with the students using the story.
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c) Then show students how to pick out key phrases or sentences which are explicit in character portrayal either by the characters words or actions, or the narrative description. Write out summary character sketch on board.
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d) Refer students to the booklist and have them research characters they summarized-practicing on their own, steps b and c.
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e) Optional: Summaries and character sketches may be presented orally.
Discussion or Essay Questions
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* 1.
Objective
: Students will recognize and define some qualities of the American hero.
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Question
: It has been said that great American heroes personify the qualities we most admire in ourselves. Which American hero do you most admire and why?
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** 2.
Objective
: Students will trace cause and effect relationships in creating a legend.
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Question
: In personal legends we find three types of characters the poor boy who makes good, the good boy gone wrong, and the kind that is too good or bad to be true. Choose two of these and trace how they came to that end.
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*** 3.
Objective
: Students will compare and contrast the fairytale and legend.
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Question
: Fairytales and legends both show how courage and cunning, balanced with the virtues of thrift and hard work lead the hero to success. They also both show how those with evil intentions or poor habits are unsuccessful and that crime does not pay. Compare and contrast the different way in which the fairytale and legend say the same thing in a different way. Refer to the themes, time, setting, and characters.
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** 4.
Objective:
Students will discuss the form of fairytales and legend on an elementary level.
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Question:
Fairytales and legends are all said to be folklore in the oral tradition—that is they were passed on by word of mouth before they were written down. Discuss the changes you think each might have taken as they were being passed on.
Local Legends (1 or 2 weeks)
The Conjure Woman by Charles Chesnutt
Warmup Activities
: Use a rabbit’s foot, a small rag doll figure with pins in it, a charm of some sort, an old looking bottle with colored liquid in it, or any other items associated with superstition to engage students in a “believe it or not” discussion of conjuration, spells and superstition.
Exercises:
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** 1.
Objective
: Students have more opportunity, to practice note-taking.
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Exercise
: Give background on Chesnutt. (May be taken from the introduction to
Conjure Woman
). Use a map to show the area of North Carolina. Monitor and adjust note-taking.
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** 2.
Objective:
Students will be able to hear and practice flow and difference between mainstream English and North Carolina dialect.
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Exercise:
a) Either the teacher or a guest storyteller, who is at ease with such dialect, read a selection of
Conjure Woman
to the class. Note and discuss the differences between the mainstream and the dialect.
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b) Assign one story (or several, depending on capacity of students) to prepare at home. Instruct them to practice reading the story aloud.
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c) Prearrange for two to four willing students to present the stories the next day.
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d) However, advise that any student might be called upon to attempt the oral reading in class to encourage real practice at home.
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e) Have the students read aloud the following day.
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Worksheet (Can be used for all stories)
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Objective: Students will be able to recognize facts stated by Uncle Julius and resulting inferences he makes.
I.
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List 5 important facts stated by Uncle Julius in “The Goophered Grapevine.”
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1.
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Aunt Peggy came to the vineyard and took some leaves, a grape-seed, a grape-hull, some dirt, etc...
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2.
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3.
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4.
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5.
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II.
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List 5 important inferences made by Uncle Julius regarding each fact listed above.
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1.
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A child who ran away from the quarters one day, ate the scuppernongs(grapes), and died from the goopher (spell) Aunt Peggy put on the vineyard.
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2.
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3.
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4.
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5.
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III.
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Discuss the significance of these inferences
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IV.
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A.
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What is John’s reaction at the end of the story?
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B.
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What is Annie’s reaction at the end of the story?
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V.
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In your opinion why did Uncle Julius tell this story?
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Local Legends(1 or 2 weeks)
Mules and Men by Zora Neale Hurston
Warmup Activities: Ask if any students came from another state or lived in one place all their lives. Steer the discussion toward local customs, stories, etc. Tell about Hurston’s background and return to Eatonville, Florida to investigate and record black folklore. Perhaps read an animal tale like “How Mr. Rabbit Was Too Sharp for Mr. Fox” (can be found in
A Treasury of American Folklore)
.
Exercises:
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* 1.
Objective:
Students will be able to recount the sequence of events in Miss Hurston’s narrative account of her return home.
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Exercise:
a) Instruct the students to read a particular section and distinguish between Zora’s story of the events that take place on her return home and the folk-tales which the people tell.
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b) Have the students arrange the events of the main narrative in order (what happened first, second, etc) in writing.
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** 2.
Objective
: Students will have a basis of comparison between the tales told by “Uncle Julius” in
The Conjure Woman
and the tales picked up by Miss Hurston in
Mules and Men.
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Exercise: a) Assign students to choose and prepare to read two stories each from
Mules and Men
.
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b) Have actual readings on the following day.
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c) Discuss with students the differences and like qualities they find between the Chesnutt and Hurston stories.
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* 3.
Objective
: Students will be able to describe the news story elements of the legends.
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Exercise
: Have students identify and describe either orally or in writing the who, why, what, where and when elements of the tales.