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Procedure:
In this lesson, students will read three English
tales, and compare them to another well known tale,
Cinderella. They will discuss the common
elements of these tales, search for similar tales
from other cultures, and write a modern version of
a tradition tale. |
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1. First, ask your students to briefly list favorite fairy tales or
folk tales. Then have them share their reasons
for enjoying such tales. Record responses on an
overhead transparency or write on a chalkboard.
Point out to your students that folk tales often
have the same elements in each story--supernatural
occurrences or magic, royalty, and aristocratic
characters interacting with peasant characters, and
talking animals. List the students' responses about
favorite tales into these categories. Briefly
discuss any other tales that might fit the
category. |
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2. Tell your students that they will read three
tales from England that are similar to another well
known tale. As they read, have them think of the
similarities to Cinderella and to each
other. Point out that all societies have a
tradition of telling stories that suspend
disbelief, entertain, and express a cultural value. |
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3.Have your students go to the following web
sites to read the three English tales,
Tattercoats, Cap o'Rushes, and
Mollie Whuppie.
Have your students read the stories to compare
the plot, the supernatural events, and the
characters' attitudes toward their situations. |
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4. After your students have read the tales,
discuss the characters' problems, how they were
solved, and what the cultural value being taught
might be (patience, hard work, and forgiveness). |
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5. Review the common element of the main
character, a young lady in a bad predicament who
turns her situation into good fortune through
patience, hard work, and a little help from
supernatural powers. The character then shows
forgiveness to those who were opposed to her, this
reinforcing a value of the culture. Point out that
these traditional fairy tales and folk tales are
intended as suspension of disbelief and
entertainment. |
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6. Place students into groups of two or three to
write an original tale that includes typical
elements of fairy tales or folk tales. Allow each
group to choose from one of the following settings
as a background for their story. Give suggestions
for royalty substitutes. For example, in New York,
substitute royalty with foreign diplomats, and in
Hollywood substitute royalty with famous movie
stars. Other suggestions for royalty substitutions
include: athletes, news anchors, city mayors,
school principals, superintendents, singers, or
politicians. Provide students with resources to
research background information about a chosen
setting. Some choices could be:
Visit these city links to research information
for your story setting . . .
Note: Some students may not understand the
difference between science fiction and
supernatural. Point out the events in stories that
are supernatural, and encourage them to use
supernatural events in their own tales. Make the
needed distinctions between the genres. |
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7. Have the groups of students work on the
tales, with one person being the recorder and
responsible for the final version to be shared with
the class. Have another member of the group be the
storyteller.
As time permits, ask your students to tell their
tale to the class. Remind your students that fairy
tales and folk tales follow an oral tradition. Have
your students practice on their own to prepare to
tell their tale to the class. Encourage them to use
appropriate voice intonation, gestures, and facial
expressions as a storyteller does. As a class,
critique each story for its "realistic" use of
supernatural powers, its entertainment, and the
cultural value lesson it tells. |
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Additional Activities:
1. Have your students search for books or search
the internet for fairy tales that are similar to
Cinderella, but are from other cultures.
Have them write a shortened version of the story to
present to the class in the oral tradition or to
turn in to the teacher. Click here for a list of
Fairy Tales Online.
2. Review the purpose of folk tales: to
entertain and to preserve cultural values. Discuss
other folk tales that may have a different purpose.
Some folk tales have characters performing
forbidden or sinful deeds according to their own
cultural and ethical code of conduct. Have students
find North American Indian tales about a trickster
called Coyote. Describe the acts Coyote does that
would not have been appropriate for the Indian
culture.
North American Indian Tales/Interpretations:
3. Have your students read several versions
(view several movie versions) of Cinderella
and compare the different versions to the English
folk tales. Have them read the translation of the
Grimm's Household Tales version as posted
the web sites below. Discuss the advice the dying
mother gave to her daughter as a reinforcement of
cultural values. Have your students discuss the
punishment the step-sisters received for being
wicked and dishonest. Discuss the difference in the
ending of this version as compared to other
versions of Cinderella in which the ugly
step-sisters go to live with Cinderella in
the palace. Point out that the cultural value of
forgiveness is reinforced in this ending.
Internet versions of Cinderella:
Additional fairy tales can be found at the
Grimm's site. Read the tale and compare it to other
very popular versions. A new tale appears each
week.
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