FOLK TALES

Hartwell, Hernandez, and Sawyer

and With Extra Credit and Extended Activities
Including Alejandre, Dunbar, and Cherpin

Go to Listing of Folk Tales

Unit Objectives:

0. The learner will (TLW) listen to, read and discuss numerous folk tales from around the world, from many time periods, and representing many cultures.
1. TLW identify commonalities and differences of these folk tales.
2. TLW write either a creative explanation or morality folk tale using the writing process.
3. TLW publish the final copy of the folk tale in a bare book.
4. TLW illustrate their folk tale in their bare book.
5. TLW provide shared readings of their folk tale.
6. TLW be provided an opportunity to use the internet for a team-wide, extra credit, scavenger hunt emphasizing the concepts and interest areas encountered during reading Dragonwings.

Time Table/Procedure:

Days 1 and 2

0. Review of daily class orientation and attendance requirements:

   Daily writing in Writing Journals from a teacher-provided prompt.
   Daily reading from I, Juan de Pareja.
   Daily listening to and discussion of folk tales.
   Daily reading from and discussion of folk tales.
   Daily writing of student folk tales.
   

1. What is a folk tale?

   For our purpose it is a story, myth or legend adopted by the members of a group as part of their shared culture and often providing explanations of the culture's morality or of the origins of natural phenomena.

2. Vocabulary:

   oral tradition - all the collected wisdom, history and beliefs of a people passed by word-of-mouth from generation to generation.
   origin - the beginning; the start; the center.
   geography - the study of the earth and its features and the distribution of life on the earth.
   myths - an original story, usually fictional, used in a pre-literate society, often dealing with supernatural beings, ancestors or heroes.
   inexplicable - that which can not be explained under ordinary circumstances.
   legends - an unverified, popular story handed down from generation to generation, usually dealing with the fame of a hero.
   fables - a short story usually making a moral point and often using animals which speak and act like humans.
   moral - the judgment between good and bad; a short statement that indicates the goodness or badness of an item.
   creation - the process of being started; the beginning of everything.
   folk tales - a traditional story of the common peoples, usually transmitted orally, concerning morals or creation explanations.

3. Some primary questions which we will pursue in our review of folk tales:

   Are there "universal truths" expressed in folk tales or are they just cute and quaint tales made up to entertain?

   Are they limited to specific regions of the world or specific cultures, or do all times and places have folk tales?

   Is there anything folk tales can tell us about a specific culture, time or place? If so, what?

   What happens, if anything, when the oral tradition of folk tales gives way to the written tradition as language advances?

4. Categories we will use:

     A. A creative explanation of the origins of the observable phenomena in the natural world:

   Why is the sky blue? have clouds? drop rain? drop snow?
   Where do stars come from? the moon? the sun?
   Why is there salt in the ocean? starfish? whales?
   How did an animal get its trunk? stripes? spots? tail?
   What causes lightening? thunder? hurricanes? floods?

     B. The morality tale of a culture may also be explained by folk tales, particularly those behavioral rules that are expected to be learned in childhood:

   Why shouldn't you lie? steal? cheat?
   Why must you obey/listen to parents? elders? the chief?
   What happens if you run away? leave the tribe? marry outside? have a handicap?
   What is expected of your role as a man? woman? parent?
   What are the gender limitations, if any?
   What happens when the superior beings (God, gods, etc.) are angry with your actions?
   What can you expect as retribution?

Days 3 and 4: A minimum day schedule:

0. Daily writing in Writing Journals from a teacher-provided prompt.
1. Daily reading from I, Juan de Pareja.
2. Daily listening to and discussion folk tales.
3. Daily reading from and discussion of folk tales.
4. Brainstorming of students' folk tales.

Days 5 and 6:

0. Daily writing in Writing Journals from a teacher-provided prompt.
1. Daily reading from I, Juan de Pareja.
2. Daily listening to and discussion folk tales.
3. Daily reading from and discussion of folk tales.
4. Rough draft of students' folk tales.
5. Internet access for extra credit opportunity.

Days 7 and 8:

0. Daily writing in Writing Journals from a teacher-provided prompt.
1. Daily reading from I, Juan de Pareja.
2. Daily listening to and discussion folk tales.
3. Daily reading from and discussion of folk tales.
4. Rough draft of and response to students' folk tales.
5. Internet access for extra credit opportunity.
6. Complete unit vocabulary quiz.

Days 9 and 10:

0. Daily writing in Writing Journals from a teacher-provided prompt.
1. Daily reading from I, Juan de Pareja.
2. Daily listening to and discussion folk tales.
3. Daily reading from and discussion of folk tales.
4. Complete response to students' folk tales, revise, and start editing process.
5. Internet access for extra credit opportunity.
6. Turn in completed DEAR Reports.
7. Field trip to RCC for those students who have all assignments turned in from 12-8-97 through 1-9-98 in all four academic classes.

Days 11 and 12:

0. Daily writing in Writing Journals from a teacher-provided prompt.
1. Daily reading from I, Juan de Pareja.
2. Daily listening to and discussion folk tales.
3. Daily reading from and discussion of folk tales.
4. Complete revision and editing processes.
5. Start layout process for "bare book."
6. Internet access for extra credit opportunity; last day for library access.

Days 13 and 14: A minimum day schedule:

0. Daily writing in Writing Journals from a teacher-provided prompt.
1. Daily reading from I, Juan de Pareja.
2. Daily listening to and discussion folk tales.
3. Daily reading from and discussion of folk tales.
4. Complete layout process for "bare book."
5. Plan illustrations for folk tale.

Days 15 and 16:

0. Daily writing in Writing Journals from a teacher-provided prompt.
1. Daily reading from I, Juan de Pareja.
2. Daily listening to and discussion folk tales.
3. Daily reading from and discussion of folk tales.
4. Start final copy of folk tale for "bare book."
5. Complete draft of illustrations for folk tale.
6. Start final copy of illustrations for folk tale for "bare book."

Days 17 and 18:

0. Daily writing in Writing Journals from a teacher-provided prompt.
1. Daily reading from I, Juan de Pareja.
2. Daily listening to and discussion folk tales.
3. Daily reading from and discussion of folk tales.
4. Work on final copy of folk tale for "bare book."
5. Work on final copy of illustrations for folk tale for "bare book."
6. Complete unit vocabulary quiz.
7. Some students may attend the Aman Folk Dance assembly.

Days 19 and 20:

0. Daily writing in Writing Journals from a teacher-provided prompt.
1. Daily reading from I, Juan de Pareja.
2. Daily listening to and discussion folk tales.
3. Daily reading from and discussion of folk tales.
4. Complete final copy of folk tale for "bare book."
5. Complete final copy of illustrations for folk tale for "bare book."
6. Turn in completed DEAR Reports.

Days 21 and 22: A minimum day schedule:

0. Daily writing in Writing Journals from a teacher-provided prompt.
1. Daily reading from I, Juan de Pareja.
2. Daily listening to and discussion folk tales.
3. Daily reading from and discussion of folk tales.
4. Readings from and sharing of students' folk tales and illustrations in "bare books."
5. Creation of "Book Quilt Patches" based upon students' folk tales.

Days 23 and 24:

0. Daily writing in Writing Journals from a teacher-provided prompt.
1. Daily reading from I, Juan de Pareja.
2. Daily listening to and discussion folk tales.
3. Daily reading from and discussion of folk tales.
4. Readings from and sharing of students' folk tales and illustrations in "bare books."
5. Creation of "Book Quilt Patches" based upon students' folk tales.
6. Unit evaluation submitted by students.