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MX), Washington, D.C ED 347 505 CS 010 978 TITLE From Tales of the Tongue to Tales of the Pen: An Organic Approach to Children's Literature. Resource Guide. NEM 1989 Summer Institute. INSTITUTION Southwest Texas State Univ., San Marcos. Dept. of English. SPONS AGENC: National Endowment for the Humanities (MX), Washington, D.C. PUB DATE 89 CONTRACT ES-21656-89 NOTE 233p. PUB TYPE Guides - Classroom Use - Teaching Guides (For Teacher)(052) EDRS PRICE MF01/PC10 Plus Postage. DESCRIPTORS *Childrens Literature; Elementary Education; *Fairy Tales; *Folk Culture; Institutes (Training Programs); Lesson Plans; *Literature Appreciation; Multicultural Education; *Mythology; Summer Programs; Teaching Methods IDENTIFIERS Folktales; Odyssey; Southwest Texas State University ABSTRACT Developed from the activities of a summer institute in Texas that focused on "The Odyssey," folk andfairy tale, and folk rhyme, this resource guide presents 50 lesson plansoffering a variety of approaches to teaching mythology andfolklore to elementary school students. The lesson plans presented inthe resource guide share a common foundation inarchetypes and universal themes that makes them adaptable to and useful invirtually any elementary school setting. The 13 lesson plans in the firstchapter deal with on "The Odyssey." The 25 lesson plans inthe second chapter deal with folk and fairy tale (stories are ofEuropean, American Indian, African, Mexican American, and Japanesederivation; two units are specifically female-oriented).The 12 lesson plans in the third chapter encompass folk rhymes (most are from MotherGoose). The fourth chapter presents a scope and sequencedesigned to give librarians a sequential guideline and appropriateactivities for introducing and teaching mytAology, folk and fairytales, and nursery rhymes. Each lesson plan typically includes:author of plan; intended grade level; time frame clays and length of individual sessions); general information about the unit; materialsneeded; and a list of activities. (RS) *********************************************************************** Reproductions supplied by EDRS are the best that canbe made from the original document. *********************************************************************** T NEH 1989 SummerInstitute From Tales of theTongue to Tales of thePen: An Organic Approach toChildren's Literature Illustration by Ellen Raskin(rum Books: .1 Book to Begin On by Susan Bartlett 1968. Reprinted by permission of Henry Holt &CD.Inc. U S DEPARTMENT CMEDUCATION ILD) OPK P ol E duk 81.01,8, Resea,ctand,.nrovemenf E DUCA TIONAL RE SOURCES INFORMATION CE NTE P ERIC PERMISSION To REPRODUCETHIS MATERIAL HAS BEEN GRANTED BY 1,41r,,S do ument haS been fewnduced as ,ece..eci 1,0as the ve,son ntgan.tabon or .9. nalng 1 Mnor changes ha.e bPenmade tO .TIOrOvt. ; o !!;S 'OP,OdyCI,On Quai.ty . BEST CZa` 14..`c IsJ 1.4. P,nt l v.e* co Opon.onS stated fl tr.,dor,. mant de not no. std., tepteSpnt OP.0.1 OE R. posd.on To THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERICI The 1989 Summer Institute "From Tales of fhe Tongue to Tales of the Pen: An Organic Approach to Children's Literature" was funded by the National Endowment for the Humanities (No. ES-21656-89) and sponsored by the Department of English, Southwest Texas State University, San Marcos, Texas. From Tales of the Tongue to Tales of the Pen: An Organic Approach to Children's Literature: A 1989 Summer Institute Illustration by Mlen Raskin fromBooks: A Book to Begot Onby Susan Bartlett 09 1968 Reprinted by permission of I lenry !bolt & Co. Inc. Teaching Materials Developed by Participants: Mythology, Folk and Fairy Tale, and Folk Rhyme The National Endowment for the Humanities and the Department of English Southwest Texas State University San Marcos, Texas Acknowledgment The contributions in this Resource Guide arethe results of the individual efforts of 29 elementary teachers and librarians. But it is Patricia Margerison who is responsiblefor the Guide's uniformly stellar quality. Thanks to her, her husbind Ken, andher daughter Claire for their commitment to the excellence r;r this project. Project Staff ;) TABLE OF CONTENTS From the Editors i v Chapter Ideas for Elementary Learning: Mythology Strong, Stronger, Strongest Rowena Lopez 8 Stories from The Odyssey Cindy Dever 10 Storytelling and Reading/Writing Connection Lucila Garza The Sea Monster Sara McKnight 18 Journey Into The Past Penny Plum lee 19 A Greek Story and A Roman Story .Pri sci l la Benja min 21 Myths in the Intermediate Grades Carla Lukachik 23 Hero Adventures Vera Vandegrift 26 Mythology Studies for Fifth Grade Laurel Burks 29 Using The Odyssey to Teach Sequence of Events Faye Jarrell 31 Mythology: Study for Fifth Grade Patricia Plunkett 36 Meet the Mythological Gods Mary Powell 38 An American Odyssey Judy Simmons 40 A Study of Greek Myths Ginger Meeks 42 Chapter II Ideas for Elementary Learning: Folk and Fairy Tale Recalling Facts and Details and Sequencing Events Sara McKnight 44 Folk and Fairy Tales for K - 2 Lorrie Bode 47 Fairy Tales Roberta Moecker 53 l'olktale; from Several Lands Alice Galban 55 f) i i Broadening Students Horizons with Folk and 1 airy Tales Georgia Warren 63 Fairy Talcs and Folktales to Read Aloud Rowena Lopez 69 Using Creative Dramatics with Folk/Fairy Tales Anique Muller Reese 73 Old Favorites Priscilla Benjamin 76 Storytelling of Hispanic Tales: Cindy Dever 81 Storytelling of Feminist Folktales Lucila Garza Thematic Approaches Vera Vandegrift 89 Using Folk and Fairy Tales in the Library Rosemary Mc Cawley 95 Using African Folktales Jeanne Polisoto 104 Essential Elements Patricia Porter 109 Fairy TalesMultiple Tellings Penny Plumlee 112 Lessons for Grades 2 - 5 Patricia Plunkett 117 Approaching Folklore Through Students' Interests Leila Adams 122 Fairy Godmothers, Witches, Cannibals, Indians, Heros, and Giants Laurel Burks 130 A Comparison of Fairy Tales- -Approached Cooperatively Neva Jean Jones 135 Two Poles Alike: A Multi-Sensory, Cross-Curriculum Unit Mary Powell 138 Lessons for Fourth and Fifth Grades Linda Ybarra 142 Japanese Folktales Chery le Miller-Greene 147 Teaching Writing with Fairy Tales Faye Jarrell 155 Lessons for Fifth and Sixth Grades Ginger MeekF 166 Clever Folktale I leroines Sandra Kay Moore 170 The People Could l'Iy Carla Lukachik 173 7 i i i Chapter III Ideas for Elementary Learning: Folk Rhyme Mother Goose Counting and Singing Rhymes Georgia Warren 1;5 Play Rhymes Sara McKnight . 178 "Mary Had a Littie Lamb" and "Little Bo Peep"Lorrie Bode 180 English and Spanish Rhymes Rowena Lopez 183 Creative Dramitics with Nursery Rhymes Anique Muller Reese 185 Nursery Rhymes Roberta Moecker 187 Mother Goose Priscilla Benjamin 190 Problem Solving with Mother Goose Penny Plumlee 192 The Story Behind the World's Best Known LambGwen Smith 195 New Perspectives on Familiar Rhymes Laurel Burks 196 Mother Goose Thcsarus Study Patricia Plunkett 198 Using Mother Goose Rhymes to Identify Problems and Solutions Faye Jarrell 199 Chapter IV Scope and Sequence Scope and Sequence Janis Lappeus 204 iv FROM THE EDITORS This resource guide grew from the Institute "From Tales of the Tongue to Tales of the Pen: An Organic Approach to Children's Literature," sponsored by the National Endowment for the Humanities and the Department ofEnglish, Southwest Tens State University, and held on the University campus July 10- August 4, 1989. During the Institute, thirty elementary language artsteachers and librarians, led by core faculty and visiting scholars, exploredfour topics: The Odyssey, folk and fairy tale, and folk rhyme. The materials that we present here were developed from the activities of the Institute. In daily presentations and discussions, participants examined familiar materials from new perspectives and discovered new materials as well. Thus, we have included materials on familiar tales such as "Goldilocks and the Three &ars" and "Little Red Riding Hood," as well as those that will engage students in less well known tales such as "Molly Whuppie" and "Li Chi." Just as the focus of the Institute sessions varied, a variety of approaches inform these contributions. One lesson focuses on comparing cultures through similar tales, another on the influence of illustrations, a third on brave women, and others on tales from particular ethnic groups. From the papers that participants wrote in the Institute afternoon sessions come the ideas for some of these contributions; Patricia Plunkett's "Three Bears Comparison" is one such example. Each day ended with an application seminar in which three master teachers interacted with participants to conceive ideas for developing curriculum materials for the ensuing year. Many of the resources and techniques showcased in the application seminars appear in this guide, such as Jean Redpath's "Song of the Seal." During the 1989-1990 school year, participants, confronted with their individual classes and libraries, began to make the material of the Institutetheir own teaching material. RowenaLopez developed "Strong, Stronger, Strongest" for a class fascinated with Hulk Hogan the wrestler.Penny Plum lee, who works with gifted and talented students, contributed lessons to crossthe curriculum and encourage divergent thinking. Faye Jarrell, a fifth grade teacherfaced with TEAMS, focused on teaching various modes of writing.Cindy Dever and Lucila Garza, who often work as a teaching team, developed theircontributions together. Neva Jean Jones' contribution involves cooperative learning,which her district is especially encouraging. Anique Muller Reesefocused her
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