T E A C H I N G G U I D E

3rd Grade Reading Level

TEACHING

Folklore

ISBN 978-0-8225-9204-4 Blue

T E A C H I N G F O L K L O R E2

StandardsLanguage Arts • Demonstrates competence in the stylistic and rhetorical aspects of writing.

• Uses grammatical and mechanical conventions in written compositions.• Gathers and uses information for research purposes.• Demonstrates competence in the general skills and strategies of the reading process.• Demonstrates competence in the general skills and strategies for reading a variety of

literary texts.

History • Understands the folklore and other cultural contributions from various regions of theUnited States and how they helped to form a national heritage.

• Understands family life now and in the past, and family life in various places longago.

Visual Arts • Understands the characteristics and merits of one’s own artwork and the artwork ofothers.

Multiple Intelligences Utilized• Spatial, linguistic, interpersonal, naturalistic, and intrapersonal

Copyright © 2008 by Lerner Publishing Group, Inc.

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Go to www.lernerclassroom.comfor a complete list of titles in theFolklore series.

T E A C H I N G F O L K L O R E 3

Read(teacher)• Read a Folklore book to the class.

Model(teacher)• Write the words folk and lore on a piece of chart

paper.• Explain that folks are people. Lore is the knowledge

handed down by those people.• Tell students that folklore begins as stories told

around campfires or at kitchen tables. Over time, thestories change because people try to make themmore exciting, interesting, or meaningful.

• Explain that storytellers often use certain devices tomake stories more interesting, such as simile,metaphor, personification, and hyperbole.

• Read your definitions of these words, and giveexamples.

• Put up the chart with the story starter written on it.• Ask students to exaggerate the story by adding

similes, metaphors, personification, and hyperbole.• Tell students that they are going to create folktales in

their groups by using literary devices to exaggerate asimple story starter.

• Pass out story starters to each group.

Practice(small groups)• Read the story starter out loud.• Brainstorm ways to make the story more interesting

and exaggerated.• Add literary devices to the story.• Describe the characters, setting, and plot in more

detail.• Share the story with the class.

Discuss(teacher, class)• How did you make the stories more interesting?• Was it hard to think of what to add?• Why do you think people change stories over time?

Evaluate(teacher)• Collect the stories written by the groups. Make

comments on the literary devices used. Assess studentunderstanding of these literary devices.

Lesson 1Introduction toFolklorePurpose: Students will learn how stories are changedand exaggerated as they are told over manygenerations.

Objectives• Define folklore.• Learn about literary devices used by authors of

folklore.• Change a story into a folktale by exaggerating

certain details.• Analyze how stories change as they are passed on.• Summarize information learned about folklore.

Activity Procedures

Prepare(teacher)• Read the Folklore books.• Write definitions and examples of similes, metaphors,

personification, and hyperbole on a piece of chartpaper.

• Write a story starter on a piece of chart paper.• Make a copy of Story Starters p. 10.• For each group, cut out one story starter from Story

Starters p. 10 and paste it to the top of a piece oflined paper.

• Divide students into groups of four or five.

Pretest(teacher, students)• Have you heard of Paul Bunyan, Rapunzel, or The

Three Little Pigs?• What are these kinds of stories called?• Who wrote these stories?

Materials• Folklore books• Story Starters p. 10• lined paper• pencils

• chart paper• markers• scissors• glue

Read(teacher, class)• Read two Folklore books aloud.

Model(teacher)• Make a t-chart on a piece of chart paper. Label one

side with the title of the first book and the other sidewith the title of the second book.

• Ask students which countries they think thesefolktales are from. What evidence can they find inthe books to support their answers?

• Write the places of origin underneath the titles onthe t-chart.

• Compare and contrast the characters, settings, andplotlines of the two folktales.

• Ask students what they think the people who toldthese stories were like. What did they admire? Whatwas life like for them?

• Write down students’ responses.• Share any information you learned about the history

of the two folktales.• Pass out Compare p. 11.

Practice(pairs)• Read two Folklore books.• Identify where the folktales originated.• Compare the two folktales using Compare p. 11.• Search the books for clues about the people who

told the tales.

Discuss(teacher, students)• What did you learn about the origins of the

folktales?• Why do you think these stories were told and retold

for many years?• Will these stories continue to be passed on? Why or

why not?

Evaluate(teacher)• Collect Compare p. 11 and assess for student

understanding.

T E A C H I N G F O L K L O R E4

Lesson 2Compare FolklorePurpose: Students will compare two folktales and willlearn about the values and traditions of the peoplewho told the tales.

Objectives• Identify where two folktales originated.• Compare two folktales.• Investigate texts for clues about the folktales’

country/region of origin.• Analyze folktales in order to understand the people

who told them. • Explain why the hero or heroine of a folktale

captured the imagination of the people of that timeperiod.

• Predict whether or not a folktale will continue to bepassed on.

Activity Procedures

Prepare(teacher)• Choose two folktales that have a strong sense of time

and place. (E.g. Calamity Jane lived in Deadwood,South Dakota, in the late 1800s).

• Research the time and place the folktales originated.• Copy Compare p. 11 for each student.• Make an overhead of Compare p. 11.

Pretest(teacher) • Why are there different types of folklore?• How can folklore help us understand people from

the past?

Materials• Folklore books• Compare p. 11• overhead ofCompare p. 11

• chart paper• markers• pencils• overhead projector

T E A C H I N G F O L K L O R E 5

Pretest(teacher, students)• Use the chart to define different kinds of folklore.• Ask students what kinds of folklore they have read or

heard.• Ask students why they think there are so many kinds

of folklore.

Read(students)• Read a Folklore book.• Define the type of folktale told in the book.

Model(teacher)• Tell students that they will be writing a folktale in

one of the styles they learned about (e.g. a tall tale).• Put up the overhead of Writing Rubric p. 12.• Read through the requirements and answer students’

questions.• Model choosing a type of folktale and writing a

folktale in that style.

Practice(students)• Choose the type of folktale you want to write.• Write a folktale.

Discuss(teacher, students)• Ask students to share their folktales.• Discuss what types of folktales they wrote.

Evaluate(students, teacher)• Students will evaluate their writing using Writing

Rubric p. 12.• Teacher will collect Writing Rubric p. 12 from

students and use it to assess their folktales.

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Lesson 3Write Your OwnFolktalePurpose: Students will learn about different kinds of

folklore, and they will write their own folktales.

Objectives• Identify different kinds of folklore.• Differentiate between types of folklore.• Read examples of different kinds of folklore.• Outline a folktale.• Write a folktale.• Evaluate a folktale using a writing rubric.

Activity Procedures

Prepare(teacher)• Collect books exemplifying different types of

folktales, such as tall tales, trickster tales, fairy tales,ghost stories, myths, legends, and fables.

• Make an overhead of Writing Rubric p. 12.• Copy Writing Rubric p. 12 for each student.• Make a chart defining the following: tall tale,

trickster tale, fairy tale, ghost story, myth, legend,and fable.

Materials• Folklore books• other folklorebooks

• Writing Rubricp. 12

• overhead projector

• overhead ofWriting Rubricp. 12

• chart paper • markers• paper• pencils

Read (small groups)• Read a Folklore book not previously read.

Model(teacher)• Tell students that they are going to share a folktale

with the class by creating and performing a puppetshow.

• Put up an overhead of Puppet Show Script p. 13.• Model writing a script for a folktale using Puppet

Show Script p. 13.• Show students the model puppet and explain how to

create puppets using art materials.• Hand out Puppet Show Script p. 13 to each group.

Practice(small groups)• Write a script for a puppet show using Puppet Show

Script p. 13.• Create puppets.• Practice your puppet show several times.• Perform your puppet show for the class.

Discuss(teacher, students)• What did you learn by creating and performing a

puppet show?• What did you learn about folktales?• Why do you think people have been sharing stories

through puppet shows for so long?

Evaluate(teacher)• While watching the puppet shows, assess students’

preparation, effort, and understanding of folklore.

T E A C H I N G F O L K L O R E6

Lesson 4Puppet ShowPurpose: Students will write scripts and perform

puppet shows based on folklore.

Objectives• Read a folktale.• Understand the plot of a folktale.• Write a script for a puppet show.• Identify which characters need to be in a puppet

show.• Create puppets. • Put on a puppet show.

Activity Procedures

Prepare(teacher)• Make an overhead of Puppet Show Script p. 13.• Copy Puppet Show Script p. 13 for each group.• Divide students into groups of four or five.• Create a model puppet to share with students.

Pretest(teacher)• How are folktales passed on through generations?• What are different ways people can tell folktales?

Materials• Folklore books• Puppet ShowScript p. 13

• overhead ofPuppet ShowScript p. 13

• overhead projector• marker

• puppet stage• Popsicle sticks• construction paper• google eyes• fabric scraps• sequins• yarn• pencils

T E A C H I N G F O L K L O R E 7

Read(students)• Read a Folklore book not previously read.

Model(teacher)• Ask students to comment on the similarities between

two characters (e.g. Pecos Bill and Paul Bunyan).• Tell students that characters in the same type of

folklore are often similar.• Point out other similarities in each type of folklore.

(For example, a brave prince and beautiful princessappear in many fairy tales.)

• Discuss why certain types of characters emerge againand again in folktales.

• Tell students that they are going to create charactersthat would fit perfectly in a certain type of folktale.

• Put up an overhead of My Character p. 14.• Choose a type of folktale and then model how to

create a character that would fit in that type offolktale using My Character p. 14.

• Pass out My Character p. 14 to the students.

Practice (students)• Read My Character p. 14.• Choose a type of folktale to focus on.• Create a character that would fit into this type of

folktale.

Discuss(teacher, students)• What type of folktale did you focus on?• What is your character like?• How do they fit into your type of folklore?

Evaluate(teacher)• Collect My Character p. 14 from students and assess

for comprehension, effort, and neatness.

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Lesson 5Character StudyPurpose: Students will study characters in folktales

and will create their own folk hero/heroine.

Objectives• Recall characters from several folktales.• Compare and contrast characters from folklore.• Determine why characters are similar in folktales from

around the world.• Analyze the character traits of different heroes and

heroines in folktales.• Create a classic hero/heroine for a folktale.• Determine which hero/heroine created in class is

most believable.

Activity Procedures

Prepare(teacher)• Make an overhead of My Character p. 14.• Copy My Character p. 14 for each student.

Pretest(teacher, students)• On chart paper, make a list of characters from the

folklore read by the class.• What have you noticed about the characters in

folklore?• What makes someone an interesting hero or heroine

in a folktale?

Materials• Folklore books• My Character p. 14• overhead of MyCharacter p. 14

• chart paper

• markers• pencils• colored pencils• overhead projector

Read(teacher, students)• The teacher will read a Folklore book to the class.

Model(teacher)• Put up an overhead of Fractured Outline p. 15.• Make an outline of the Folklore book you just read.• In the “fractured” boxes, change the story in order to

create different points of view, different characters,or a different setting.

• Tell students that their fractured folktales can be silly,funny, or sad.

• Pass out Fractured Outline p. 15 and WritingChecklist p. 16 to the students.

Practice(students)• Review a Folklore book previously read.• Read the requirements on Writing Checklist p. 16.• Complete Fractured Outline p. 15.• Write a fractured folktale.

Discuss(teacher, students)• What did you change about the folktale?• What effect did this have on the folktale?• What were the similarities and differences between

the traditional folktale and your fractured folktale?

Evaluate(students, teacher)• Students will evaluate their writing using Writing

Checklist p. 16.• The teacher will collect Fractured Outlines p. 15,

fractured folktales, and Writing Checklists p. 16 fromstudents.

• Teacher will evaluate students’ writing using WritingChecklist p. 16.

T E A C H I N G F O L K L O R E8

Lesson 6Fractured FolklorePurpose: Students will create fractured folklore by

rewriting classic folktales.

Objectives• Define fractured folklore.• Review a folktale.• Modify the characters, setting, or point of view in a

folktale.• Outline a fractured folktale.• Compose a fractured folktale.• Compare and contrast traditional and fractured

folktales.

Activity Procedures

Prepare(teacher)• Make an overhead of Fractured Outline p. 15.• Copy Fractured Outline p. 15 for each student.• Copy Writing Checklist p. 16 for each student.

Pretest(teacher)• How many of you have heard the story Goldilocks

and the Three Bears?• What if the story was called Baby Bear and the Three

Humans? • Fractured means broken or cracked. A fractured

folktale is a story in which the point of view, setting,or characters are changed.

Materials• Folklore books• Fractured Outlinep. 15

• overhead ofFractured Outlinep. 15

• Writing Checklistp. 16

• markers• lined paper• pencils• overhead projector

Shelby, Anne. The Adventures of Molly Whuppie andOther Appalachian Folktales. Chapel Hill, N.C.:University of North Carolina Press, 2005. Molly Whuppie is a smart, resourceful girl whooutwits ogres, giants, and witches.

Yolen, Jane. Not One Damsel in Distress: WorldFolktales for Strong Girls. San Diego: Harcourt,2000.Sick of simpering princesses? Read aboutremarkable heroines in folktales from around theworld.

WEBSITESAmerican Folklore

http://www.americanfolklore.net/This website includes folktales from each state, aswell as tall tales, ghost stories, myths, andlegends.

Animals Myths and Legendshttp://www.planetozkids.com/oban/index.htmlDo you have animal lovers in your class? They willenjoy reading myths and legends featuring wiseand wily animals on this site.

Encyclopedia Mythicahttp://www.pantheon.org/areas/folklore/Learn about folklore from around the world withthis comprehensive online encyclopedia.

Fractured Fairy Tales: Read, Write, Thinkhttp://www.readwritethink.org/materials/fairytales/On this site, students can read fractured fairytales and try writing their own.

Scholastic Folktale Writing Workshophttp://teacher.scholastic.com/writewit/mff/folktalewshop_index.htmStudents can learn about folklore from famousfolklore authors.

T E A C H I N G F O L K L O R E 9

Additional ResourcesBOOKSAardema, Verna. Koi and the Kola Nuts: A Tale from

Liberia. New York: Aladdin, 2002.In this Liberian tale, all Koi has in the world is ahandful of kola nuts. After he gladly shares themwith those in need, he is rewarded for hisgenerosity.

Brett, Jan. The Mitten: A Ukrainian Folktale. NewYork: Penguin Young Reader’s Group, 1989.A little boy’s lost mitten becomes a refuge fromthe cold for many forest animals in this stunningadaptation of a Ukrainian folktale.

Campoy, F. Isabel, and Alma Flor Ada. Tales OurAbuelitas Told: A Hispanic Folktale Collection.New York: Simon and Schuster Trade, 2006.This lively and appealing compilation includestwelve beautifully illustrated folktales, as well asexplanations of where the folktales originated.

Demi. The Firebird. New York: Owlet Paperbacks,2005.A classic Russian folktale is illustrated withremarkably intricate artwork.

Knutson, Barbara. Love and Roast Chicken: A TricksterTale from the Andes Mountains. Minneapolis:Carolrhoda, 2004.How does a guinea pig outsmart a fox? Read thisstory to find out!

MacDonald, Margaret Read et al. Tunjur! Tunjur!Tunjur! A Palestinian Folktale. New York:Marshall Cavendish Children’s Books, 2006. A naughty kitchen pot learns its lesson in thisamusing folktale.

San Souci, Robert D. Cinderella Skeleton. San Diego:Harcourt, 2000.This ghastly, macabre version of the classicCinderella story is sure to interest and delightyoung readers.

Scieszka, Jon. The True Story of the Three Little Pigs.New York: Penguin Group, 1996.In this clever fractured version of The Three LittlePigs, the wolf finally gets a chance to tell his sideof the story.

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Teaching Folklore

Story Starters

1. A little boy named Jason lived in a big white house. He was good at finding places to hide.He liked to hide in corners to scare his parents. He could sit still for long periods of time.When he grew up he became a spy.

2. Tyrell was good at lots of things. He was a smart boy in school. He knew all of hismultiplication facts. He was also a fast runner. Most of all, he was good at telling jokes.When he grew up he became famous.

3. Shayna was a brave girl. She was not afraid of the dark. She was not afraid of big dogs.She was very calm during thunderstorms. When she grew up, she became an animal trainer.

4. There once was a girl named Carla who was very strong. She could lift heavy things. Sheentered contests to show how strong she was. She liked to help people with her strength.Once she helped save her village.

5. Two princes lived in a castle. One was good and the other was bad. The bad prince likedto get his brother in trouble. He played tricks on people and blamed his brother. One day,the good prince found out his brother was trying to get him in trouble.

6. Cindy was a sweet and beautiful girl. She had to do all the chores in her house. Herdresses turned to rags from all her hard work. Her family was very mean to her. She wantedto have a better life. One day she heard that there was going to be a ball at the castle, andall the women in the kingdom were invited.

11

Teaching Folklore

Compare

Name

Folktale Folktale

Place of origin Place of origin

What can you tell about the people who told these stories?

12

Teaching Folklore

Writing Rubric

Type of folktale Student name

Teacher comments:

Organization Content Knowledge Grammar/Spelling

3The folktale is very wellorganized. The beginninggrabs attention, the middlebuilds the story with details,and the ending is strong.

The student has clearlymodeled their writing on atype of folktale anddemonstrated a considerableknowledge of folklore.

The student has used correctgrammar and spelling.

2The folktale is organized. Ithas a beginning, middle, andend.

The student has modeledtheir writing on a type offolktale and hasdemonstrated knowledge offolklore.

The student has made 1-5mistakes in grammar andspelling.

1The folktale is somewhatorganized. It is missing eithera beginning or and ending.

The student has modeledsome aspects of their writingon a type of folklore. Theyhave demonstrated someknowledge of folklore.

The student has made 5–10mistakes in grammar andspelling.

0The folktale is not organized.It does not have a beginningor an ending.

The student has not modeledtheir writing on a type offolklore and/or has notdemonstrated knowledge offolklore.

The student has made morethan 10 mistakes in grammarand spelling.

Total score

13

Teaching Folklore

Puppet Show Script

Folktale

Characters:

:

:

:

:

:

:

:

:

14

Teaching Folklore

My CharacterType of folktale Name

Draw your character here

My characterlikes to:

Personality:

Talents:

Goals: Family:

Problems:

15

Teaching Folklore

Fractured OutlineName

Original folktale Fractured folktale

Title

Point of view

Setting

Characters

Plot

Title

Point of view

Setting

Characters

Plot

16

Teaching Folklore

Writing ChecklistName

I have created an outline for my fractured folktale using Fractured Outline p. 15.

I have made at least one of the following changes:

I changed the point of view in the folktale.

I changed the characters in the folktale.

I changed the setting of the folktale.

My folktale has a beginning, middle, and end.

A friend has read my folktale and given me advice about how to make it better.

I have checked spelling and punctuation in my folktale.

I am proud of my folktale because:

The hardest part of writing a fractured folktale was:

Teacher comments:

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