Folktales Teacher Resources
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Srtudents explore the folktale and folklore genres as well as the world of myths. They read myths and folktales to increase knowledge of world cultures and traditions and follow the writing process to create writing in different genres.
Learners identify that Japanese folktales reveal information about Japanese history, life, and customs. Students identify and interpret the work kamishibai, paper play and explain that in Japanese folktales are told through a series of large pictures that depict the important scenes of the story.
Folktales reveal volumes about a culture, so get your literary analysts perusing them for anthropological clues! Learners examine characteristics of a folktale before researching one particular culture to better understand their folklore. There is a focus on Internet source evaluation, and learners rate sites they find for their informational value. They examine six stories and create their own folktale from the culture they research. No worksheets or rubrics are included.
Students read different types of folktales. They participate in many activities in which they examine characters found in the tales. They create their own folktales and shares them with the class.
Middle schoolers explore literature of the Korean culture. In this Korean literature instructional activity, students read common Korean adages, folktales and proverbs. Middle schoolers compare the works with American expressions.
Story elements such as conflict, character analysis, resolution, and moral are discussed and charted as elementary children read folktales involving animals. An element of science is also introduced as learners discover what a keystone species is and consider the role animals play in the ecosystem. Complete with worksheets, extensions, and links to stories the class will read, this is easily adaptable to younger grades.
Students read a variety of folktales and participate in writing, drawing, measurement, and time activities that relate to the stories. They graph the number of different versions of one folktale that the class finds and reads.
Middle schoolers explore the elements of American folktales. They discuss how they are passed on from generation to generation, how they use exaggeration, and how they convey a message or make a point. Students identify common elements of tall tales, and write a tall tale of their own, which they read aloud to the class.
Students read the specified folktale, and discuss the story elements as a whole class. In this reading instructional activity, students choose a character and preform the part in a small skit.
Young readers use graphic organizers, such as Venn diagrams and story maps, to analyze a variety of folktales and the elements of a story. They use writing, sequencing activities, and creative art to identify the morals learned from a read aloud. This is a unit with at least eight lessons, and handouts are included.
Fifth graders develop cultural awareness of their heritage, therefore building their self-esteem. They discover the link between learning and social skills and recognize that learning is an integral part of their lives. The recognize African folktales as a literary genre.
High schoolers examine Russian Folktales. In this folklore lesson, students discuss the attributes of common folktales they know and then discover details regarding Russian folktales. High schoolers read 3 folktales and then complete the provided analysis sheets. Students discuss their findings and write essays based on aspects of the tales they read.
Students consider the structure of folktales. In this writing skills lesson, students list the attributes of folktales that they read in class. Students then complete handouts based on the elements of the tales as well as types of tales prior to writing their own folktales.
Students study folktales and other stories from West Africa. By hearing and reading these stories they explore many new cultural and religious beliefs, such as spirits inhabiting nature and possessing special powers. Once the students become familiar with these, they go to the gallery with some knowledge and background of the culture that created the works of art.
Students explore connections to North Carolina culture as they read and analyze 3 folktales of NC author William Hooks. They rewrite a tale from a new cultural point of view.
Students become familiar with characteristics of folktales by reading or listening to African folktale that explains why sun and moon live in the sky. Students then create their own folktales about the sun and moon or another aspect of solar system.
Students read several selections of folktales from different historic periods and different cultures. Then they incorporate a folktale theme into a modern day story, using elements that parallel those from the original version.
Students investigate type of folklore known as folktales, explore their origin and purposes, describe different types of folktales, and make connection between folktales and philanthropy.
Students write an essay and create illustrations of Jewish culture. In this literature-response lesson plan, students read various Jewish folktales. As they read, students study the geographical, cultural, and historical background of the tales.
Students study various Asian folktales. They study examples of wealth other than money, qualities needed by ancient leaders compared to modern leaders, competitive giving, frugality and thriftiness as vices, and stubbornness as a weakness.