Unit 2: Folklore: "A Blast From the Past"
Suggested Student Objectives
- Read, compare, and contrast myths, legends, tall tales and porquoi tales from a variety of countries/cultures
- Compare and contrast one author;s presentation of events with that of another.
- Compose your own myth, legend, tall tale, or porquoi tales, exhibiting the form's essential characteristics.
- Compare and contrast the reading of a story (e.g., one of the Just So Stories) to an audio version,
- Conduct research on a country of choice and compare what you learned with what the country's folklore teaches you about that country's culture.
Suggested Works
Stories
AFRICA
ASIA
GREEK/ANCIENT WORLD
ROME
VIKING
INUIT-ESKIMO
LATIN AMERICA
POETRY
INFORMATIONAL TEXTS
NONFICTION
ANCIENT WORLD
ROME
VIKINGS
INUIT-ESKIMO
LATIN AMERICA
ART, MUSIC, AND MEDIA
Art
Media
- Favorite Folktales from Around the World (Jane Yolen)
- The Firebird and Other Russian Fairy Tales (Arthur Ransome)
- Just So Stories (Rudy Kipling)
- Cut From the Same Clot: American Women of Myth, Legend, and Tall Tale (Robert D. San Souci, Brian Pinkney, and Jane Yolen)
- American Tall Tales (Mary Pope Osborne and Michael McCurdy)
- Talking Eggs (Robert San Souci)
AFRICA
- Why Mosquitoes Buzz in People's Ears (Retold By Collin Breit)
- Spider and the Honey Tree (Retold By Lin Donn)
ASIA
- The Warrior Well
- The True Story of Mulan
- Fa Mulan (Robert D. San Souci)
GREEK/ANCIENT WORLD
- Greek Religion and the Gods
- Daedalus and Icarus Greek Myth
- The Story of Phaetheon
- Hercules (History Channel)
- Perseus and the Gorgon
- Black Ships Before Troy: The Story of the Iliad (Rosemary Sutcliff)
- Heroes, Gods, and Monsters of the Greek Myths (Bernard Evslin)
- The Lightening Thief: (Percy Jackson and the Olympians: Book 1) (Rick Riordan)
- Women Warriors: Myths and Legends of Heroic Women (Marianna Mayer and Heller Julek)
ROME
- Echo & Narcissus
- Echo & Narcissus (Book Version)
- Rome Myths (Geraldine McGaughrean and Emma Chichester)
VIKING
- D'Aulaires' Book of Norse Myths (Ingri D'Aulaire and Edgar Parin D'Aulaire)
- Favorite Norse Myths (Retold by Mary Pope Osborne)
INUIT-ESKIMO
- Tikta-Liktak: An Inuit-Eskimo Legend (James A. Houston)
LATIN AMERICA
- Golden Tales: Myths, Legends, and Folktales from Latin America (Lulu Delacre) (Note: This title also includes Informational text.)
- The Hero Twins (Retold by Lin Donn)
- The Legend of Mexicatl (Jo Harper)
POETRY
- "Twelfth Song of Thunder" (Navajo, Traditional)
- "Ode of Mulan" (Chinese, Traditional)
- "The Storm" (Alcaeus, 610 B.C. Translated from Greek by John Hermann Merivale)
INFORMATIONAL TEXTS
NONFICTION
ANCIENT WORLD
- Encyclopedia.com (Greek Myths, Facts and Information)
- The Children's University of Manchester (Ancient Olympics)
- Primary History: Ancient Greece (BBC)
- Ancient Greeks: Teacher Resources (BBC)
- Child Soldiers of Sparta (Junior Scholastic, Sept.21, 2009)
- Hercules & Superman (Scholastic Scope, Nov. 22, 2010)
- You Wouldn't Want to Be a Slave in Ancient Greece! A Life You'd Rather Not Have (You Wouldn't Want to...Series) Fiona MacDonald, David Salariya, and David Antram)
- The Usborne Internet-Linked Encyclopedia of World History (Jane Bingham)
- Greeks: Internet Linked (Illustrated World History) (Susan Peach, Anne Millard, and Ian Jackson)
ROME
- Primary History- World History: Head of Emperor Augustus (BBC)
- Primary History: Rome- City of Rome (BBC)
- Rome: Teacher Resources (BBC)
- Rome Hopscotch: A Game that's Hopped a Long Way (Bluffton News Publishing)
- Rome: Race to Riches (Jennifer M. Root, Weekly Reader, Sept. 27, 2010)
- Romans: Internet Linked (Illustrated World History) (Anthony Marks)
- You Wouldn't Want to Live in Pompeii! A Volcanic Eruption You'd Rather Avoid (You Wouldn't Want to....Series) (John Malam, David Salariya, and David Antram)
- You Wouldn't Want to Be a Roman Soldier! Barbarians You'd Rather Not Meet (You Wouldn't Want to...Series) (David Stewart and David Antram)
VIKINGS
- Primary History: Vikings (BBC)
- Primary History: Vikings: Beliefs and Stories (BBC)
- Primary History: Vikings: Teacher Resources (BBC)
- First Facts about the Vikings (Jacqueline Morley)
- Vicious Vikings (Horrible Historic TV Tie-In) (Terry Deary and Martin Brown)
- You Wouldn't Want to be a Viking Explorer! Voyages You'd Rather Not Make (You Wouldn't Want to...Series) (Andrew Langley, David Salariya, and David Antram)
INUIT-ESKIMO
- Historic Journey (Scholastic News, Feb. 23, 2009)
- The Unuit (Watts Library) (Suzanne M. Williams)
- Atlas of Indians of North America (Gilbert Legay)
- Building an Igloo (Ulli Steltzer)
LATIN AMERICA
- Mayan Map (Weekly Reader)
- The Aztecs (Junior Scholastic, Sept. 5, 20110)
- Golden Tales: Myths, Legends, and Folktales from Latin America (Lulu Delcre)
- Aztec, Inca, and Maya (DK Eyewitness Books) (Elizabeth Baquedano and Barry Clarke)
- Beneath the Stone: A Mexican Zapotec Tale (Bernard Wolf)
- The History Atlas of South America (MacMillian Continental History Atlases) (Edwin Early, ed. and S.D. Nelson)
ART, MUSIC, AND MEDIA
Art
- Winged Victory of Samothrace (Greek, ca. 190 BCE- Louvre)
- Marble Portraits of the emperor Augustus (Roman, ca. 14-37 CE- Metropolitan Museum of Art)
- Sutton Hoo Burial Ship (Viking, early seventh century- British Museum)
- Oseburg Burial Ship (Viking, 800 CE)
- Mural Painting at Teotihuacan (Latin America, ca, fourteenth to fifteenth century)
- Stelae from La Venta (Olmec, Latin America, ca 1000-500 BCE)
- GEOGRAPHY (Maps)
Media
- Just So Stories (Rudyard Kipling) (Audiobook CD) (Harper Collins)
- The Lightening Thief: Percy Jackson and the Olympians: Book 1 (Rick Riordan and Jesse Bernstein) (Listening Library)
Sample Activities and Assessments
1. INTRODUCTORY ACTIVITY
Your teacher will start this unit by reading aloud a favorite folktale picture book, Talking Eggs, to review the elements of folktales, discuss folklore in general, and describe what he/she will expect from you in journal entries this year. (RL.5.5, SL.5.1, SL.5.3, W.5.4, W.5.8)
2. GRAPHIC ORGANIZER
As you read a variety of myths and legends, keep track of the following information in your journal or on a shared online spreadsheet:
Your teacher may ask you to share your responses with a partner before class discussion. Be sure to note the page numbers of relevant information or mark your book with sticky notes so you can cite evidence from the text during class discussion, (RL.6.1, RL.7.1, RL.8.1, RL.6.2, RL.7.2, RL.8.2, RL.6.3, RL.7.3, RL.8.3).
3. CLASS DISCUSSION
Be prepared to compare and contrast two or more responses with a partner before class discussion. Be sure to note the page numbers of relevant information or mark your book with sticky notes, so you can cite evidence from the text during class discussion. (RL.6.1, RL.7.1, RL.8.1, RL.6.2.,RL.7.2, RL.8.2, RL.6.3., RL.7.3, RL.8.3).
4. CLASS DISCUSSION
How does Black Ships Before Troy: The Story of the Iliad by Rosemary Sutcliff provide insight into ancient Greek civilizations? Discuss insights into characters from the story, plot developments, and ancient Greek society in general. Your teacher may ask you to write your own responses in your journal and share them with a partner before class discussion. (RI.6.4, RI.7.4, RI.8.4, SL.6.1, SL.7.1, SL.8.1, RL.6.1, RL.7.1, RL.8.1).
5. LITERATURE RESPONSE
Outline how the plot of a myth, legend, tall tale, or pourquoi tale of choice unfolds in a series of episodes by creating a comic strip of key events. Be sure to include the characters and how they respond or change as the plot moves toward resolution. Make note of the page numbers to which each box refers so you can go back and cite the text during class discussion, if needed. You may want to use an online comic creation tool to publish your idea.
6. CLASS DISCUSSION / VENN DIAGRAM
What are the similarities and differences you notice among myths, legends, tall tales, and porquoi tales? Your teacher may ask you to write your own responses in your journal (or in an online template) and share them with a partner before class discussion. After class discussion, create a Venn diagram in your journal that outlines the similarities and differences among three of the types of folklore. (SL.6.1, RL.6.9).
7. NARRATIVE WRITING
Write your own myth or legend. As discussed in class, myths and legends were written to explain natural phenomena (often before scientific explanations were found). Follow the typical pattern (as in the following list), but also build on your insights from the graphic organizers in the first activity.
8. DRAMATIZATION / FLUENCY
Choose a scene from one of the myths or legends that you think are the most revealing about the culture. Work with classmates to present the scene as a dramatic reading. Record the readings using a video camera for future reference and to see how your fluency improves during the course of the year. (SL.6.6).
9. ART / DISCUSSION
Find art works that portray the characters or culture(s) about which you read. For instance, consider a Viking member of the Sutton Hoo ship or an Olmec sculptor creating a monumental work at La Venta. How does knowing the story behind the character give you a deeper insight into the artwork? What aesthetic or cultural considerations might have been in the artist's mind during the creation of such works? Your teacher may ask you to write your own responses in your journal and share them with a partner before class discussion. (SL.6.1, RL.6.3).
10. LITERATURE RESPONSE / MEDIA APPRECIATION
How is listening to Just So Stories as an audiobook similar to or different from reading the book? Which do you prefer? Why? Your teacher may ask you to write your own responses in your journal and share them with a partner before class discussion. Alternatively, you may respond to the prompt posted on the classroom blog by your teacher. (RL.6.7).
11. WORD STUDY
Keep an index card file of words studied while reading various myths, legends, tall tales, or pourquoi tales. Keeping the words on index cards will help you when we sort words by prefix, suffix, root words, meaning, spelling feature, and so on. Did you find words you recognize that are from the country/culture of the folklore read? How can words origins-- etymology-- affect our understanding of the words? (Note: This will be an ongoing activity all year long.) (L.6.4a,b, RI.6.4).
12. INFORMATIVE / EXPLANATORY WRITING AND MULTIMEDIA PRESENTATION
After reading folklore from a particular country, choose an informational text about the country/culture of origin to read. Talk with a partner about why it would be good to know more about the country or culture. Collaboratively formulate two or three questions to guide your research. Plan how you will conduct your research. Communicate your findings in an informative / explanatory essay in response to the essential question: How is folklore simultaneously revealing and limiting? Your writing should include at least two supporting details from each text. Edit your writing for pronouns shifts and vagueness. Your teacher may ask you to include relevant visuals found on the Internet. Your teacher may give you the option of adding a multimedia component to your research report, either by creating a digital slide presentation to highlight the key points, or by reading your essay set to music and images from your country of choice. Present to the class. (RI.6.2, RI.6.4, W.6.4, W.7.6, W.9a,b. L.6.1, L.6.2a,b)
Optional Reflection Question: How does knowing information about the country of origin enhance your understanding of the folklore from that country? What information did you learn only from research? Discuss your responses with classmates in pairs, as a class discussion, as a class discussion, and/ or on the classroom blog.
13. GRAMMAR AND USAGE
Your teacher wil teach mini-lessons on the individual language standards. For example, he / she will give some examples of sentences with vague references, and as a class, you will make them specific.
14. GRAMMAR / MECHANICS WALL
As a class, continue adding to the Mechanics.Grammar bulletin board stared in Unit One. Remember-- once skills are taught in a mini-lesson and listed on the bulletin board, you are expected to edit your work for these elements before publication. (L.6.1, L.6.2, L.6.3).
15. VOCABULARY/WORD WALL
As a class continue adding to the Vocabulary Wall bulletin board where, throughout the year, your will add and sort words as you learn them in each unit of study, (L.6.4).
16. ART/ CLASS DISCUSSION
View the Winged Victory if Samothrace in comparison to a wall painting of the Great Goddess at Teotihuacan. How are these two goddesses depicted? Are they portrayed similarly? What are some of the differences? Examine the images for evidence. What leads you to believe that these are the goddesses that were worshipped? (SL.6.1, SL.6.2)
Your teacher will start this unit by reading aloud a favorite folktale picture book, Talking Eggs, to review the elements of folktales, discuss folklore in general, and describe what he/she will expect from you in journal entries this year. (RL.5.5, SL.5.1, SL.5.3, W.5.4, W.5.8)
2. GRAPHIC ORGANIZER
As you read a variety of myths and legends, keep track of the following information in your journal or on a shared online spreadsheet:
- Characters
- Country of Origin
- Problem (that can't be solved)
- Setting
- Title
- Hero (who comes to solve the problem or explains the mystery)
- Ending
- Characteristics unique to this country's folklore
Your teacher may ask you to share your responses with a partner before class discussion. Be sure to note the page numbers of relevant information or mark your book with sticky notes so you can cite evidence from the text during class discussion, (RL.6.1, RL.7.1, RL.8.1, RL.6.2, RL.7.2, RL.8.2, RL.6.3, RL.7.3, RL.8.3).
3. CLASS DISCUSSION
Be prepared to compare and contrast two or more responses with a partner before class discussion. Be sure to note the page numbers of relevant information or mark your book with sticky notes, so you can cite evidence from the text during class discussion. (RL.6.1, RL.7.1, RL.8.1, RL.6.2.,RL.7.2, RL.8.2, RL.6.3., RL.7.3, RL.8.3).
4. CLASS DISCUSSION
How does Black Ships Before Troy: The Story of the Iliad by Rosemary Sutcliff provide insight into ancient Greek civilizations? Discuss insights into characters from the story, plot developments, and ancient Greek society in general. Your teacher may ask you to write your own responses in your journal and share them with a partner before class discussion. (RI.6.4, RI.7.4, RI.8.4, SL.6.1, SL.7.1, SL.8.1, RL.6.1, RL.7.1, RL.8.1).
5. LITERATURE RESPONSE
Outline how the plot of a myth, legend, tall tale, or pourquoi tale of choice unfolds in a series of episodes by creating a comic strip of key events. Be sure to include the characters and how they respond or change as the plot moves toward resolution. Make note of the page numbers to which each box refers so you can go back and cite the text during class discussion, if needed. You may want to use an online comic creation tool to publish your idea.
6. CLASS DISCUSSION / VENN DIAGRAM
What are the similarities and differences you notice among myths, legends, tall tales, and porquoi tales? Your teacher may ask you to write your own responses in your journal (or in an online template) and share them with a partner before class discussion. After class discussion, create a Venn diagram in your journal that outlines the similarities and differences among three of the types of folklore. (SL.6.1, RL.6.9).
7. NARRATIVE WRITING
Write your own myth or legend. As discussed in class, myths and legends were written to explain natural phenomena (often before scientific explanations were found). Follow the typical pattern (as in the following list), but also build on your insights from the graphic organizers in the first activity.
- Explanation of the setting
- The problem
- The failure to solve the problem
- The main character comes along
- He / she has a plan
- The solution is found
- Conclusion (usually a happy ending)
8. DRAMATIZATION / FLUENCY
Choose a scene from one of the myths or legends that you think are the most revealing about the culture. Work with classmates to present the scene as a dramatic reading. Record the readings using a video camera for future reference and to see how your fluency improves during the course of the year. (SL.6.6).
9. ART / DISCUSSION
Find art works that portray the characters or culture(s) about which you read. For instance, consider a Viking member of the Sutton Hoo ship or an Olmec sculptor creating a monumental work at La Venta. How does knowing the story behind the character give you a deeper insight into the artwork? What aesthetic or cultural considerations might have been in the artist's mind during the creation of such works? Your teacher may ask you to write your own responses in your journal and share them with a partner before class discussion. (SL.6.1, RL.6.3).
10. LITERATURE RESPONSE / MEDIA APPRECIATION
How is listening to Just So Stories as an audiobook similar to or different from reading the book? Which do you prefer? Why? Your teacher may ask you to write your own responses in your journal and share them with a partner before class discussion. Alternatively, you may respond to the prompt posted on the classroom blog by your teacher. (RL.6.7).
11. WORD STUDY
Keep an index card file of words studied while reading various myths, legends, tall tales, or pourquoi tales. Keeping the words on index cards will help you when we sort words by prefix, suffix, root words, meaning, spelling feature, and so on. Did you find words you recognize that are from the country/culture of the folklore read? How can words origins-- etymology-- affect our understanding of the words? (Note: This will be an ongoing activity all year long.) (L.6.4a,b, RI.6.4).
12. INFORMATIVE / EXPLANATORY WRITING AND MULTIMEDIA PRESENTATION
After reading folklore from a particular country, choose an informational text about the country/culture of origin to read. Talk with a partner about why it would be good to know more about the country or culture. Collaboratively formulate two or three questions to guide your research. Plan how you will conduct your research. Communicate your findings in an informative / explanatory essay in response to the essential question: How is folklore simultaneously revealing and limiting? Your writing should include at least two supporting details from each text. Edit your writing for pronouns shifts and vagueness. Your teacher may ask you to include relevant visuals found on the Internet. Your teacher may give you the option of adding a multimedia component to your research report, either by creating a digital slide presentation to highlight the key points, or by reading your essay set to music and images from your country of choice. Present to the class. (RI.6.2, RI.6.4, W.6.4, W.7.6, W.9a,b. L.6.1, L.6.2a,b)
Optional Reflection Question: How does knowing information about the country of origin enhance your understanding of the folklore from that country? What information did you learn only from research? Discuss your responses with classmates in pairs, as a class discussion, as a class discussion, and/ or on the classroom blog.
13. GRAMMAR AND USAGE
Your teacher wil teach mini-lessons on the individual language standards. For example, he / she will give some examples of sentences with vague references, and as a class, you will make them specific.
- These should be solved. (example correction = Math problems 2 through 12 should be solved.)
- This is difficult when you are just beginning to learn it. (example correction = Spanish is difficult when you are just beginning to learn it.)
- Those are the best. (example correction = Ripe bananas are the best.)
14. GRAMMAR / MECHANICS WALL
As a class, continue adding to the Mechanics.Grammar bulletin board stared in Unit One. Remember-- once skills are taught in a mini-lesson and listed on the bulletin board, you are expected to edit your work for these elements before publication. (L.6.1, L.6.2, L.6.3).
15. VOCABULARY/WORD WALL
As a class continue adding to the Vocabulary Wall bulletin board where, throughout the year, your will add and sort words as you learn them in each unit of study, (L.6.4).
16. ART/ CLASS DISCUSSION
View the Winged Victory if Samothrace in comparison to a wall painting of the Great Goddess at Teotihuacan. How are these two goddesses depicted? Are they portrayed similarly? What are some of the differences? Examine the images for evidence. What leads you to believe that these are the goddesses that were worshipped? (SL.6.1, SL.6.2)
Additional Resources
- Pourquoi Tales (ReadWriteThink) (This site is geared towards grades 3-5, but may be adapted.)
- Myth and the Truth: The "First Thanksgiving" (ReadWriteThink) (RL.6.2)
- The Big Bad Wolf: Analyzing Point of View in Texts (ReadWriteThink) (RL.6.3)
- Plot Diagram (ReadWriteThink) (RL.6.5)
- Today is St. Patrick's Day (ReadWriteThink) (RL.6.4)
KMS Media Center Resources
Books
The Cow of No Color: Riddle Stories and Justice Tales from Around the World (Jaffe, Nina & Zeitlin, Steve)-- (Borrowed from Mrs. Usher)
World Book: Ancient Egyptian Myths & Legends (Philip Ardagh)
World Book: South American Myths & Legends (Philip Ardagh)
World Book: North American Myths & Legends (Philip Ardagh)
World Book: Norse Myths & Legends (Philip Ardagh)
World Book: Chinese Myths & Legends (Philip Ardagh)
World Book: African Myths & Legends (Philip Ardagh)
World Book: Celtic Myths & Legends (Philip Ardagh)
Mythic World: Myths of Pre-Columbian America (Anita Dalal)
Mythic World: Myths of Ancient Rome (Brian Innes)
Mythic World: Myths of Native American (Anita Dalal)
Mythic World: Myths of China and Japan (Jen Green)
Mythic World: Myths of Ancient Greece (Jen Green)
Eye Witness Books: Religion (Myrtle Langley)
The World of Ancient Greece: Religion and the Gods (Robert Hull)
Olympians #4: Hades, Lord of the Dead (George O'Connor)
Olympians #3: Hera, The Goddess and Her Glory (George O'Connor)
Greek and Roman Mythology: Athena (Nancy Loewen)- 2 copies
Greek and Roman Mythology: Hercules (Nancy Loewen)
Greek and Roman Mythology: Zeus (Nancy Loewen)
Videos/Media
The History Channel: The Greek Gods (1998) -(DVD)
The History Channel: Gods and Goddesses (2001) - (DVD)
The Cow of No Color: Riddle Stories and Justice Tales from Around the World (Jaffe, Nina & Zeitlin, Steve)-- (Borrowed from Mrs. Usher)
World Book: Ancient Egyptian Myths & Legends (Philip Ardagh)
World Book: South American Myths & Legends (Philip Ardagh)
World Book: North American Myths & Legends (Philip Ardagh)
World Book: Norse Myths & Legends (Philip Ardagh)
World Book: Chinese Myths & Legends (Philip Ardagh)
World Book: African Myths & Legends (Philip Ardagh)
World Book: Celtic Myths & Legends (Philip Ardagh)
Mythic World: Myths of Pre-Columbian America (Anita Dalal)
Mythic World: Myths of Ancient Rome (Brian Innes)
Mythic World: Myths of Native American (Anita Dalal)
Mythic World: Myths of China and Japan (Jen Green)
Mythic World: Myths of Ancient Greece (Jen Green)
Eye Witness Books: Religion (Myrtle Langley)
The World of Ancient Greece: Religion and the Gods (Robert Hull)
Olympians #4: Hades, Lord of the Dead (George O'Connor)
Olympians #3: Hera, The Goddess and Her Glory (George O'Connor)
Greek and Roman Mythology: Athena (Nancy Loewen)- 2 copies
Greek and Roman Mythology: Hercules (Nancy Loewen)
Greek and Roman Mythology: Zeus (Nancy Loewen)
Videos/Media
The History Channel: The Greek Gods (1998) -(DVD)
The History Channel: Gods and Goddesses (2001) - (DVD)