Cheryl Booker

SLM521

Fall 2003

Course Module

 

 

 

                                                    Exploring Folktales

 

 

 

 

 

Objectives

·       Students will understand the basic elements of a folktale.

·       Students will read, understand and write folktales.

·       Students will practice skills such as descriptive writing and dialogue.

·       Students will write an original folktale to be compiled in a class anthology.

 

 

Introduction:  Folktales are stories that have been handed down by oral retelling.  Myths, tall tales, legends, fables, and fairy tales are all folktales.  In this activity you will read a number of folktales.  You will discover the common elements of a folktale and use those elements to write your own folktale.  You will then become a storyteller and share your folktale with the class. Our class will work together to compile the folktales into a class anthology.

 

 

Activity:  Using the internet you will read several folktales.  You will think about the basic elements of a folktale and use those elements to write your own folktale using the computer.  Then, you will share your folktale with the class.

 

 

 

Assignment:  Click on the site below.  This site has over 100 folktales that you can read. Don’t read all of them!  Read some of the introductions to find a folktale that sounds interesting to you.  Choose at least 5 folktales to read.

 

As you read through the folktales think about the story elements.  Who are the characters?  What is the setting for the story?  What is the problem?  What solutions are tried?  What is the lesson the folktale teaches?

 

Now that you have read through 5 folktales and understand the basic elements of folktales you are prepared to write your own folktale.  Begin by identifying the following elements.

ü    The main character.

ü     A second character.

ü    The setting.

ü    The problem and solution

ü    The lesson or the moral that your folktale will teach.

 

You will write your own folktale using your imagination, descriptive words and the checklist of elements that are listed above. 

 

 

Read through the self-assessment checklist below.  The guidelines will help you to do your best work.

 

Focus/Organization

ü    Does my folktale tell a story that teaches a lesson?

ü    Does my folktale have a beginning, middle and end?

ü    Does my folktale close with my moral?

Elaboration/Support

ü    Does my folktale use dialogue and action to make the story interesting?

ü    Did I include details about time and place?

Grammar, Usage, Mechanics

ü    Did I check my spelling?

ü    Are the words capitalized correctly?

ü    Are my sentences punctuated correctly?

ü    Did I write in complete sentences?

 

 

When you have finished writing your folktale, review the checklist again and revise your folktale as needed.  After making final revisions, type your folktale on the computer using Microsoft word.  Add any pictures and graphics to make your folktale come alive!  Print out your folktale and hand it to the teacher.  Be prepared to share your folktale with the class. Have Fun!

 

 

 

 

Folktale Rubric

 

1

2

3

4

Organization

Ideas and scenes seem to be randomly arranged.

The folktale is a little hard to follow.  The transitions are not clear.

The folktale is pretty well organized. One idea or scene may seem out of place. Transitions are clear.

The folktale is very well organized.  One idea or scene follows another in logical sequence with clear transitions.

Characters

It is hard to tell who the main characters and secondary characters are?

The main characters and secondary characters are named.  The reader knows very little about the characters.

The main characters and the secondary characters are named and described.  Most readers would have some idea of what the characters looked like.

The main characters and secondary characters are named and clearly described.

Readers can describe the characters accurately.

Setting

The reader has trouble figuring out when and where the folktale took place.

The reader can figure out when and where the folktale took place, but the author didn’t supply much detail.

Some vivid, descriptive words are used to tell when and where the folktale took place.

Many vivid, descriptive words are used to tell when and where the folktale took place.

Problem/Conflict

It is not clear what problem the characters face.

It is fairly easy for the reader to understand the problem the characters face but it is not clear why it is a problem.

It is fairly easy for the reader to understand the problem the characters face and why it is a problem.

It is very easy for the reader to understand the problem the characters face and why it is a problem.

Moral/Lesson

There is no moral to the folktale.

The moral to the folktale, is not clearly stated.

The moral to the folktale is clearly stated.

The moral to the folktale is clearly stated and it teaches a lesson.

 

 

 

Resources: 

    Print Resources

·       A variety of folktales from the Media Center

·       Dictionaries

·       Writing Response Journals

 

    Electronic Resources

·       Classroom computers with word processing and Internet access

·       Printer

·       Media Center computers with word processing and Internet access

 

    Web Pages

·       http://www.pitara.com/talespin/folktales.asp

·       http:www.mordent.com/folktales/

·       http://teacher.scholastic.com/writewit/folk/tips.htm