Download - Using folktales in the classroom
USING FOLKTALES IN THE CLASSROOM
LAS ISLAS ENCANTADAS
STEPS
Know the folktale before telling it. Set the ambience (desks cleared, low lights,
students totally focused). Use props, realia. Tell the story involving students. Set the tone (ask an introductory question,
speak slowly, modify intonation). Read the story several times each time with
a different purpose. Do pre /post activities.
SEQUENCING GALAPAGOS STORY Hace muchos años no había nada en el mar. La sirenita llegó y quería ver mucha vida. La sirenita habló con el dios del mar y él decidió
hacer algo. Primero emergieron grandes volcanes. Luego grandes cactos empezaron a crecer. El dios formó dos corrientes de agua. Llegaron muchos animales, pájaros y peces Los animales estaban muy alegres y ruidosos. Algunos incas visitaron las islas y hablaron con el
dios. El dios formó un manto de neblina para proteger
las islas encantadas.
OTHER POST ACTIVITIES
True/False. Sequence pictures to tell the story. Jeopardy Act out a scene involving conversation with a
partner. Create a poster in which you draw a scene
from your favorite part of the story and write a summary sentence about it.
Draw your favorite part of the folktale and state why is your favorite.
HOW TO CHOOSE THE RIGHT FOLKTALE
If you check14 of the following, the story is appropriate:
The story has: Rhyme RepetitionBeginning, middle, endIntrinsic dramaRichness of the target cultureTargeted language functionsConnections to other disciplines
The story leads to:
Visuals
PropsActing
it out
SignalingTPR
The story is: Interesting Meaningful to studentsRelevant to curriculum
objectivesAge- appropriateLinguistically appropriate
RESOURCES
Discover the Power of Folktales: A rich context for communication by Priscilla Russel.
www.languageshaping.com