Folktales referred to in this unit have a variety of cultural backgrounds. The following section will briefly describe the function of folk stories within their respective cultures, suggest specific stories to explore and also provide ideas for preparatory and follow-up activities.
As for formulating a lesson plan, I suggest that you take the following approach. First, when planning to introduce folktales from a particular region, spend at least one session introducing cultural, social, geographical aspects of the area. Try to use a multi-media approach, including recordings, film, photographs, artifacts, magazines, speakers, musicians, dancers, food, etc. Use whatever resources you can get your hands on; however, do avoid those that are culturally or ethnically biased and stereotyping-unless you plan to use them to show your students how such prejudices and misinterpretations can color our judgment and understanding.
Second, allow time for at least one of the suggested preparatory activities. Third, devote the next two sessions to the telling ( or reading if necessary), of one or more folkstories and selected follow-up activities. You may use your own ideas that you’d like to try, and that’s fine. The activities that I’ve included are those that have worked well for me.
This is the essential make-up of your lesson plan, however, as stated before, be open to changes that may occur as a result of your students response and input.
NOTE; See appendix B for brief descriptions of the following African, American, and Haitian stories as well as written and recorded sources.