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Re: Folktales
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From: Kbshepler_at_aol.com
Date: Mon, 29 Mar 2010 14:35:02 -0400 (EDT)
I have enjoyed following this thread about the importance of folktales. This is an important element of our (independent) school library curriculum for all years. In all classes we talk about the 'cultural literacy' that these stories represent and how relevant they are to future reading even into adulthood. I bring in examples of music, theater plays, jokes, cartoons, picture books and chapter books that reference these stories. It puts young readers at a decided disadvantage if they do not have these stories as scaffolding, as well as the loss to their imaginations from the wonderful worlds they visit in the words. Our target may be the children who do not have any experience with these books, but I want to be careful not to overlook the children who feel that they already know the stories. I want to be sure they ALL have the exposure to the best versions- those with the rich language and marvelous illustrations, not just the Disney version. Then I make sure they see at least half a dozen other versions in cluding the fractured ones that riff off the originals.
In case it is of interest to others here is the scope and sequence for this part of library curriculum: In K-1 classes our scope covers early childhood folktales like Little Red Riding Hood, Three Little Pigs and early rhymes/songs (I try NOT to call them nursery rhymes, LOL). We also make sure to cover the fractured versions. I'd love to spice up readings, especially early in the year, with short activities or crafts to go along with them - anyone have good ideas that they'd like to share?
In Gr 2-3 classes we take 6 classic folktales (typically European) per year. Again we read together one well-told version and demonstrate as many versions as I can collect. Each student makes a hand-made student book about each folktale with the same components (title, main characters, setting, "moral" or theme) accented with lots of drawing and coloring. These books are made with the folded 'one-sheet of paper' style and all are just the right size to fit into a mini-cereal box that has been decorated at the beginning. They are adorable when completed.
In Gr 4-5 classes we focus on world folklore but again all students make a variety of hand-made books to house the lessons. We begin with common types of world folklore (pourquoi, cumulative, trickster, etc) reading a story from one country and showing lots of other versions of the type. We also read a variety of folktales that are important to various cultures other than the european ones we studied in Gr 2-3. I personally love two specific lessons: one focuses on how one story can vary in the words (Cinderella), the other focuses on how a story can vary in the illustrations (I use Thumbelina, not truly a folktale perhaps but has a treasure trove of illustrated versions with the text remaining the same).
Kathy Shepler Aurora School Oakland, CA
Received on Mon 29 Mar 2010 02:35:02 PM CDT
Date: Mon, 29 Mar 2010 14:35:02 -0400 (EDT)
I have enjoyed following this thread about the importance of folktales. This is an important element of our (independent) school library curriculum for all years. In all classes we talk about the 'cultural literacy' that these stories represent and how relevant they are to future reading even into adulthood. I bring in examples of music, theater plays, jokes, cartoons, picture books and chapter books that reference these stories. It puts young readers at a decided disadvantage if they do not have these stories as scaffolding, as well as the loss to their imaginations from the wonderful worlds they visit in the words. Our target may be the children who do not have any experience with these books, but I want to be careful not to overlook the children who feel that they already know the stories. I want to be sure they ALL have the exposure to the best versions- those with the rich language and marvelous illustrations, not just the Disney version. Then I make sure they see at least half a dozen other versions in cluding the fractured ones that riff off the originals.
In case it is of interest to others here is the scope and sequence for this part of library curriculum: In K-1 classes our scope covers early childhood folktales like Little Red Riding Hood, Three Little Pigs and early rhymes/songs (I try NOT to call them nursery rhymes, LOL). We also make sure to cover the fractured versions. I'd love to spice up readings, especially early in the year, with short activities or crafts to go along with them - anyone have good ideas that they'd like to share?
In Gr 2-3 classes we take 6 classic folktales (typically European) per year. Again we read together one well-told version and demonstrate as many versions as I can collect. Each student makes a hand-made student book about each folktale with the same components (title, main characters, setting, "moral" or theme) accented with lots of drawing and coloring. These books are made with the folded 'one-sheet of paper' style and all are just the right size to fit into a mini-cereal box that has been decorated at the beginning. They are adorable when completed.
In Gr 4-5 classes we focus on world folklore but again all students make a variety of hand-made books to house the lessons. We begin with common types of world folklore (pourquoi, cumulative, trickster, etc) reading a story from one country and showing lots of other versions of the type. We also read a variety of folktales that are important to various cultures other than the european ones we studied in Gr 2-3. I personally love two specific lessons: one focuses on how one story can vary in the words (Cinderella), the other focuses on how a story can vary in the illustrations (I use Thumbelina, not truly a folktale perhaps but has a treasure trove of illustrated versions with the text remaining the same).
Kathy Shepler Aurora School Oakland, CA
Received on Mon 29 Mar 2010 02:35:02 PM CDT
