exploring cultures through fairytales

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Exploring Cultures Exploring Cultures through through Fairytales Fairytales Discovering Others through Reading & Writing Jill Haltom North Star of Texas Writing Project Lewisville ISD June 17, 2004

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Exploring Cultures through Fairytales. Discovering Others through Reading & Writing Jill Haltom North Star of Texas Writing Project Lewisville ISD June 17, 2004. Objectives. Integrate reading and writing with social studies (World Geography) - PowerPoint PPT Presentation

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Page 1: Exploring Cultures through  Fairytales

Exploring Cultures Exploring Cultures through through FairytalesFairytales

Discovering Others through Reading & Writing

Jill HaltomNorth Star of Texas Writing Project

Lewisville ISDJune 17, 2004

Page 2: Exploring Cultures through  Fairytales

Objectives

1. Integrate reading and writing with social studies (World Geography)

2. Use reading and writing as tools for learning/discovery of different cultures

3. Reinforce story structure through exploration of children’s books

4. Promote learning in a social context

Page 3: Exploring Cultures through  Fairytales

Research Theory

Learning through Writing :“What is striking about writing as a process is

that, by its very nature, all three ways [enactive, iconic & representational modes of learning]…are simultaneously employed.” (Emig, 1983, pg. 126)

Integrating Subjects:“Writing is how we think our way into a

subject and make it our own.” (Zinsser, 1988, pg. 16)

Page 4: Exploring Cultures through  Fairytales

Research Theory

Social Context:“Cooperative learning promotes higher

achievement than competitive and indivi-dualistic learning structures across all age levels, subject area, and almost all task.” (Kagan, 1994, pg. 3:1)

“What the child can do in cooperation

today he can do alone tomorrow.” (Vygotsky, 1962, pg. 26)

Page 5: Exploring Cultures through  Fairytales

Learning LayoutMaterials Approach

Chart paper, (Traditional story of Cinderella—optional)

Whole class: review story structure of Cinderella—record story on chart paper

Chart paper, overhead or dry erase board

Whole class: brainstorm cultural details

Bubba, the Cowboy Prince by Helen Ketteman

Read aloud to class

Chart paper, overhead or dry erase board

Shared writing: map story structure

(Same as above) Shared writing: record cultural details/differences

Page 6: Exploring Cultures through  Fairytales

Learning LayoutVarious cultural versions of Cinderella, group cards, chart paper or construction paper for each group, markers

Small Groups: students read and write about a different version of Cinderella.

Reader: read story to group

Recorder 1: records story structure

Recorder 2: records cultural details/differences

Reporter: Reports to classManila or white construction paper, map pencils or markers

Individual: each student creates a visual representation of cultural differences in his/her “Cinderella”

Group cards Small Groups: students rotate to share & compare

Students’ journals or notecards*(*Use notecards if collecting for evaluation.)

Closure: students record what they have learned, including any further questions. Invite to Invite to SHARESHARE! !

Page 7: Exploring Cultures through  Fairytales

Writing Extension

Students create their own Cinderella story:

1. Current culture of student’s family2. Regional culture of United States 3. Different time era (Civil War era, 1920’s, 60’s,

etc.)4. Time era of parents or grandparents5. Literature connection: write from time era in

a novel6. Student chooses research area & genre

NOTE: Use story structure chart & cultural differences chart for prewriting, research and/or revising.

Page 8: Exploring Cultures through  Fairytales

Publishing Ideas

1. Arrange for students to read stories to elementary school classes

2. Display books in school library3. Allow for story to be adapted

into a play & perform (PTA?)4. Wherever there is a REAL

audience…PUBLISH!

Page 9: Exploring Cultures through  Fairytales

TEKS Connections

Language Arts TEKS, Grade 6:

Reading: 1 A; 3A; 4A,B,C; 8 A,B,C,D; 10A, C, D, E, G, I, L; 11 A, B, C, D; 12 B, C, E, F, G; 13 A, E; 14 A, B, C

Writing: 15A, C; 18A, 20A

Page 10: Exploring Cultures through  Fairytales

References

Emig, Janet (1983). The Web of Meaning. Portsmouth, NH: Heinemann.

Kagan, Spencer (1994). Cooperative Learning. San Clemente, CA: Kagan.

Vygotsky, Lev (1962). Edited and translated by Eugenia Hanfmann and Gertrude Vakar. Thought and Language. Cambridge, MA: MIT Press.

Zinsser, William (1988). Writing to Learn. New York, NY: Harper & Row Publishers.

Page 11: Exploring Cultures through  Fairytales

Fairytale BibliographyClimo, Shirley. 1989. The Egyptian Cinderella. Ill. Ruth Heller. New

York: HarperCollins Publishers. 069004822X

Climo, Shirley. 1999. The Persian Cinderella. Ill. Robert Florczak. New York: HarperCollins Publishers. 0060267631

DePaola, Tomie. 2002. Adelita: A Mexican Cinderella Story. New York: G. P. Putnam’s Sons. 0399238662.

Han, Oki S. 1996. Kongi and Poti: a Cinderella Story from Korea. New York: Dial Books for Young Readers. 0803715714.

Hickox, Rebbeca. 1998. The Golden Sandal: A Middle Eastern Cinderella. Ill. Will Hillenbrand. New York: Holiday House Book. 0823413314

Ketteman, Helen. 1997. Bubba the Cowboy Prince. Ill. James Warhola.New York: Scholastic Press. 0590255061.

Page 12: Exploring Cultures through  Fairytales

Fairytale Bibliography

Ai-Ling, Louie. 1982. Yeh-Shen: A Cinderella Story from China. Ill. Ed Young. New York: Philomel Books. 039920900X

Martin, Rafe. 1992. The Rough-Face Girl. Ill. David Shannon. New York: G. P. Putnam’s Sons. 0399218599

Sanderson, Ruth. 2002. Cinderella. Boston: Little, Brown and Company. 0316779652.

San Souci, Robert D. 1998. Cendrillon. Ill. Brian Pinkney. New York: Simon & Schuster Books for Young Readers. 068980668X

San Souci, Robert D. 1994. Sootface: An Ojibwa Cinderella Story. Ill. Dan San Souci. New York: Delacorte Press. 0385312024.