READ-ALOUD(Wonder Tales from the Far East)

RATIONALE: This text was chosen to extend the Oral Tradition unit we are studying and to show stories come from many parts of the world. ELACC7W3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. a.Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. e. Provide a conclusion that follows from and reflects on the narrated experiences or events.

INTRODUCTION/CONNECTION:

In order to understand and make sense of who we are, it is essential to know who and what we have been. As humans this has always been our quest.

One of the most powerful ways to understand this is through the oral tradition. What do I mean when I say the Oral Tradition? Folktales, myths, legends, fables are part of the Oral Tradition that encompass a unique body of stories from all people in all places, told throughout the existence of humankind, handed down through word of mouth, and thus belongs to a particular culture rather than an individual. Because folktales are created by the people they give us many insights into the cultures from which they spring. When we explore folk stories, we explore ourselves and our many facets as human beings. We see the reflection of humankind: its strength, flaws, fears, and hopes. The settings and characters may change but the heart and soul feelings are always there. They are timeless, ageless, and universal.

The very existence and longevity of the countless number of tales told and recorded today attests to the power of this very special means of expression. This unit is based on the premise that in the Oral Tradition, we encounter a mirror in which we can see who we are and what we have been. It is a mirror charged with echoes of the past and hints of the future.

We are going to explore a folktale from the Far East:

ActivityBook:Wonder Tales from the Far East-Frances Carpenter, Illustrated by Hans Guggenheim.

Pages:“The Elephant’s Bathtub” p13-21Questions:Read from the beginning to the ∞ symbol. Say “Turn and Talk”:What images do you get about the setting? P13, record your answer on the student response sheet.

Continue reading to the next ∞ symbol. Say “Turn and Talk”What do you notice about PoBah? P14, record your answer on the student response sheet.

Continue reading to the next ∞ symbol. Say “Turn and Talk”Why was the washerman, Saw Ku, more successful than Po Bah? P15, record your answer on the student response sheet.

Continue reading to the next ∞ symbol. Say “Stop and Jot”The phrase “ Son of the Sun, O Child of the Moon” is repeated in the story. Why do you think it is repeated? P17, record your answer on the student response sheet.

Continue reading to the next ∞ symbol. Say “Turn and Talk”How did Saw Ku turn the situation around on Po Bah? P18, record your answer on the student response sheet.

Continue reading to the next ∞ symbol. Say “Turn and Talk”How did the potmakers jealousy backfire? P19, record your answer on the student response sheet.

Continue reading to the next ∞ symbol. Say “Stop and Jot”Why do you think Saw Ku forgave Po Bah and brought food for his family? P20, record your answer on the student response sheet.

Continue reading to the next ∞ symbol. Say “Turn and Talk”What lesson did you learn from this story? P21, record your answer on the student response sheet.

CLOSURE/TRANSITON:

We have defined and explored various parts of the Oral Tradition over the past couple of weeks. This week we will move through different stations to examine the Oral Tradition further and in various formats and media.

OVERVIEW: These stations will allow students to have a broader understanding about the ubiquitous nature of the oral tradition and how they transcend cultures around the world.

Students will through a station each day (for a total of five) examining various aspects of the oral tradition. Students will experience fables, myths, legends, and folktales in many formats and from different cultures. How do cultures around the world, past and present use fables, myths, legends, and folktales to teach lessons? Closure:At the end of each station students will summarize the lesson they learned that day. Standards:ELACC7RI4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.ELACC7RI6: Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.ELACC7RI9: Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing the different evidence or advancing different interpretations of facts.ELACC7SL5: Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

STATION DESIGN:Station 1: (Paired Text)-hard CopiesText Choices:

o A. A ride with the Devil

o B. The Legend of the Devilo C. Arachne and the Spinner o D. Kaang’s Peopleo E. How the Troll was Trickedo F. A Witch in a Bottle

Directions:o With a partner, students will choose, from a variety of articles that would be representative of

the oral tradition (fables, myths, legends, tall tales, and folktales), study two of the paired texts. Students will read each text and record what they notice about each. Students will then answer questions about the articles.

Questions:o What does this teach you about the people and their values?o What are some major events of the time period being studied in both texts?o What do the accomplishments and challenges faced by the people of this time period teach you?o What theme, messages, or symbols do you notice and what does this teach you about this time

period?Closure:

Write a paragraph summarizing the lesson you learned from this activity.

Station 2: (Pictures)-iPadPhoto Choices:

o A. Zeus o B. Cherokeeo C. Ancient Chineseo D. Cleopatra

Directions:

o In their group students will choose from a variety of photographs that would be representative of the oral tradition (fables, myths, legends, tall tales, and folktales). Students will capture their ideas on paper and share their ideas with other group members.

Jot prompts:o I notice that……o I think this picture was taken/drawn because…..o I think the intended audience is……o The picture shows…….

Closure:Write a paragraph summarizing the lesson you learned from this activity.

o Station 3: (Playlist)-iPadMusic Choices:

o A. Hero by Mariah Careyo B. Kryptonite by 3 Doors Downo C. Hero by Enrique Iglesiaso D. Everyday Hero by Smash Moutho E. Superman (it’s not Easy) Five for Fighting.

Directions:o As a group students will choose two songs from a playlist. Students should listen to one song,

pause, jot down thoughts and then share their thinking with the group. Then students will listen to the other song, jot down thoughts and then share their thinking with the group.

Jot promptso I first noticed…..o I think the song was written for________ because…….o The feeling of this song is __________ given how ……..o The part of the song I liked best is __________________o The songs are similar in …………………..o The songs are different because ………………………..

Closure:o Write a paragraph summarizing the lesson you learned from this activity.

Station 4: (Write Around)-Quoteso Quote Choices:

o A. Storytelling is common to every culture. Most people enjoy listening to stories. Storytellers have catered to the need for a good story since the beginning of civilization. -unknown

o B. Most people have their own favorite story from childhood and often, these tales are both fascinating and frightening. These stories include legends, myths, and folktales. -unknown

o C. I’ve loved fairytales, folklore and mythology since I was a small child, and I think it was inevitable that they would influence my style and my development of stories. –Juliet Marillier

o D. In more recent years, I’ve become more and more fascinated with the indigenous folklore, and also Hispanic folklore now that I live in the Southwest. –Terri Windling

o Directions:o Each person selects a different colored sticky note pad. Without talking, study the quotes on the

poster and answer one of the questions for each quote. Read other group members’ comments and respond to them without talking.

o Questions:o Who was the intended audience for this quote?o What message is this item sending?o Using what you’ve learned about this time period, why do you think this item was created?

Closure:o Write a paragraph summarizing the lesson you learned from this activity.

o Station 5: (Cartoons)o Cartoon Choices:o A. Vampireso B. Leprechauns o C. Greek

Group 1-Vampires

Group 2- Leprechauns

Group 3-Greek

o Directions:

o In your group, study the cartoon groups. Then, use the questions to write about your observations and grow your ideas from this study.

o Questions:o Are there any words or phrases used by the cartoonist to identify objects or people within the

cartoon? If so what are they?o What is the message of the cartoon group?o What individuals might agree/disagree with the cartoon’s message?

CULMINATING TASK:

How do the use of fables, myths, legends, and folktales transcend cultures thought-out the world? Construct a response detailing the use of lessons in different cultures and the impact they have on the population. Use information from the lessons and stations for information and citing evidence.

Place the above response with all work from each station and any personal observations from the week to make a dossier about the Oral Tradition to turn in.

Wiggins 2015