A folktale may be defined as a tale of the people, a short, fast-moving oral or written adventure story perhaps of a comic or romantic nature. It is a traditional story of a particular group of people and follows a basic design. Since it is told by many storytellers, it has differing versions or variations. Because it has been handed down through…

Uses an epistolary form to recommend the incorporation of "trickster and dilemma tales" (in which characters trick their way through a story or present moral dilemmas to the reader) in English as a second language (ESL) classes. Notes that such tales act as catalysts for critical and creative thinking. (RS)

This folktale unit supports 6th- through 8th-grade students exploration of the many subgenres of folktales: trickster tales, fairy tales, fables, tall tales, and legends. The unit focuses heavily on the use of technology as a learning tool as students work together to create WebQuests for their peers to explore. During the 10 one-hour sessions,…

Discusses the value of tall tales for children and focuses on tall tale heroines that have become more prevalent and offer models of strong, resourceful, undaunted women. Includes examples of popular tall tale heroines and offers suggestions for class activities. (LRW)

Describes 21 activities for a unit on tall tales intended for use with young children in seven content areas: language arts, social studies, science, math, block activities, creative movement/dramatics, and art. (SR)

In this book, the author has adapted 25 folktales from across Asia for whole classroom use. Every student in the class will participate in telling these tales. The number of students in the class divides the stories. Using large poster board students illustrate their portion of the story and then present the story in grade level concerts.…

This paper asserts that multicultural literature must not be set aside as "other" literature, or worse, be dismissed as second class literature. The paper argues the intrinsic value of multicultural literature, and outlines class and individual activities that show the vast possibilities of stories from around the world. The following…

This article offers guidelines for teachers on using African folktales to celebrate Black History Month, to explore the structure and content of folktales, to encourage receptivity to multicultural experiences, and to spark creativity in students. Discussion guidelines, suggestions for student-created folktale productions, and a resource list are…

Describes how a study of folk literature at the beginning of the year is an enjoyable way for children to develop an appreciation for individual differences. Offers several suggestions for classroom use. (MG)

Describes an English-as-a-Second-Language class writing and discussion project in which students retold and explained their favorite folk stories, eventually publishing them in a booklet. (SR)

Explores using Howard Gardner's multiple intelligences for folklore analysis. States that when listening to folktales, linguistic intelligence was used, as opposed to drawing pictures of the stories, which used spatial intelligence. Provides some ideas on how to bring folklore studies and the use of multiple intelligences into the classroom. (PA)

Suggests there are many ways to assess students' progress in understanding the elements of a story. Discusses how to stimulate students' ability to analyze how adding another character, changing the setting or twisting the plot can create new and interesting versions of a the common folktale, "The Three Little Pigs." Includes a 37-item…

Intended to be read aloud to children ages six to nine and read alone by children nine and up, this book presents 24 versions of the Cinderella folktale from around the world, thus representing a broad range of cultures, geographical areas, styles, and variations on the basic theme. The folktales in the book are intended to enhance children's…

Designed for teachers in the primary grades, this book provides a number of units outlining possible instructional strategies for teaching folk literature. The book's aim is to help children personally connect with literature so they will continue to love reading throughout their lives. The first chapter offers background on the world of folk…

Classroom teachers might consider teaching children to become critical readers through the use of traditional literature. It is not necessarily difficult to define critical reading, but it is a difficult task to teach students when and how to read critically. The six skills most important to critical reading are that the reader should (1) read…