- Identify elements of a folktale.
- Be introduced to various folktales from different regions and cultures of the United States.
2.6(B) compare different versions of the same story in traditional and contemporary folktales with respect to their characters, settings, and plot
3.5 Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to:
(A) paraphrase the themes and supporting details of fables, legends, myths, or stories; and
(B) compare and contrast the settings in myths and traditional folktales.
3.15 Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents. Students are expected to:
(A) follow and explain a set of written multi-step directions; and
(B) locate and use specific information in graphic features of text.
2.3 (C) establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down (e.g., identifying clues, using background knowledge, generating questions, re-reading a portion aloud).
2.6 Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to:
(B) compare different versions of the same story in traditional and contemporary folktales with respect to their characters, settings, and plot.
2.9 Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to:
(B) describe main characters in works of fiction, including their traits, motivations, and feelings.
2.10 Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and respond by providing evidence from text to support their understanding. Students are expected to distinguish between fiction and nonfiction
2.14 (A) identify the main idea in a text and distinguish it from the topic
Books / Materials:
- Assortment of folktale books from different regions of the United States
- Chart paper and marker
- Versions of Stone Soup 398.22 FOR, 398.2 MUT, 398.2 BRO
- Fandango Stew 2 DAV
- Simple nonfiction books on Thanksgiving that illustrate the Pilgrims and Indians sharing the first Thanksgiving
- Scrap paper cut into small 3” squares or flip flap book http://www.homeschoolshare.com/lapbooking_resources.php
- Transparency of characteristics of a folktale
- Overhead projector
- Ingredients for soup or stew
- Crock pots
- Large stone for each crock pot or “fandango” bean
Procedure / Lesson Plan:
- Define characteristics of folktales:
- Animals act like or have characteristics of humans.
- Many folktales convey a message or moral to the reader.
- Some folktales explain the origins of an event in nature.
- Folktales are told and passed down from generation to generation.
- Show and talk about folktales from different regions and cultures of the United States.
- Read a folktale or several short folktales.
- Have the students brainstorm to create a folktale set in El Paso. They may create their own folktale character or they may create a folktale to explain the origin of some El Paso phenomenon such as a dust storm. If the classroom teacher is willing, the class may continue this activity in their classroom by completing a written version of their folktale with illustrations. This could be done individually or as a class. The next time the class returns to the library, have a student read the class folktale aloud. Display the folktale or folktales in the library.
- Using NetTrekker search engine, students can visit Kids’ Space Beanstalk website at http://www.kids-space.org/bean/bean.html. The site is a self-described cyber picture book for kids created by kids and features short stories written and illustrated by children around the world. Many of the stories are folktales. The folktales created by the classes in step 4 above can be published on kids-space.org.
- Read one version of Stone Soup aloud to the class. Talk about the morale of lesson of the story. The purpose of folktales first oral then written. Identify the main idea of the story which should also echo the morale or lesson. Tie the folktale Stone Soup to the first Thanksgiving. Have children move to tables, listen to a second version of Stone Soup on cassette and sketch each page themselves without seeing the pictures of the book. Have the children retell the story to their partner using their sketches. Show children the pictures of the second version. Invite classes to make stone soup.
- Puppet show with the Center for Puppetry Arts, The Gingerbread Man. Students will learn a little about the history of puppets, will enjoy several versions of this folktale and will analyze several versions of the story comparing setting, characters, repeated phrase and ending.
- Remind students of Stone Soup lesson from second grade. Review the ingredients in a folktale. Read folktale Fandango Stew. Identify the characteristics of a folktale present in this story. Compare the Fandango Stew/Stone Soup to what history tells us about The first Thanksgiving. Relate the story to a procedural text in that by following the story’s sequence the reader can tell how to make Fandango Stew. Write directions for making Fandango Stew on a recipe card.
Evaluation / Notes: