Grade 3 Sample Unit: Folktales

Context: Imaginative and Literary
Type: Genre

The purpose of this unit is to introduce students to the history of literature and to develop their understanding of common elements and themes that pervade literature from various parts of the world. Folktales are considered traditional literature, along with fables, myths, and legends. Such stories were traditionally transmitted orally from one generation to the next, carrying the embellishments or adaptations of particular storytellers, eras, and cultures. Traditional literature reflects human beliefs, concerns, and fantasies that have transcended the ages. Although many of the selections used in the unit have obvious countries or cultures of origin, they do not have identifiable originators or authors.

There are common, recurring elements that distinguish traditional folktales. Story plots are short, interesting, and entertaining for audiences of all ages. Human characters, or extraordinary animals with obvious human traits, often embark upon quests and endure a series of tasks or magical adventures. Tales frequently contain objects or characters with supernatural powers who assist the weak, poor, young, foolish, honest, or brave. Stylistic devices that appear in many tales include the repetition of events or chants, the presence of "once upon a time" introductions, and happy endings. In these tales, good conquers evil and the weak are often heroic in the end. Positive qualities such as kindness are always rewarded in the end, while foolishness or greed invite punishment.

In this unit, students will take magical journeys to enchanted realms and meet literary characters who possess a range of supernatural powers. They will increase their understanding of the natural environment, vocabulary, social conditions, and beliefs of various cultural groups. However, the focus of the unit is upon the enjoyment and understanding of this literary genre. Oral language use will be emphasized. The multicultural selections will develop students' awareness of the universality of stories and acquaint them with story elements and structures. Opportunities to read and listen to different versions of the same tale will expand students' sense of story. This will increase their comprehension of narratives and add to their repertoires of writing structures or patterns.

Teachers are reminded that unit sequence, duration, and emphasis should be determined by students' needs and interests, and the resources available.

(See unit planning suggestions in the Instructional Guidelines section of this curriculum.)

Suggested Unit Sequence

Focus 1: Familiar Folktales Focus 2: Modern Adaptations Focus 3: Folktales from Other Lands Focus 4: Pourquoi Legends Focus 5: Aboriginal Stories and Legends Teachers may like to make a chart or present an overview of the unit.

Suggested Resources

Familiar Folktales
Ananse's Feast: An Ashanti Tale. T. M. Mollel
The Blizzard's Robe. R. Sabuda
Cinderella. C. Perrault (retold by A. Ehlrich)
Coyote Places the Stars. H. Taylor
Earth Tales from Around the World. M. J. Caduto
The Girl Who Dreamed Only Geese and Other Tales of the Far North. H. Norman
Little Red Riding Hood. M. H. Lippert (big book)
Princess Furball. C. Huck
Thumbelina. H. Andersen

Modern Adaptations
Cinderella Chant. O. Cochrane
Fairy Tales. B. Doherty
Gogol's Coat. C. Fagan
The Golden Goose. B. Reid
Jim and the Beanstalk. R. Briggs
Joseph Had a Little Overcoat. S. Taback
Kate and the Beanstalk. M. P. Osborne
The Three Sillies. S. Kellogg
The True Story of the Three Little Pigs. J. Scieszka

Folktales from Other Lands
The Egyptian Cinderella. S. Climo
Kitoto the Mighty. T. M. Mollel
Little Fingerling. M. Hughes
Ming Lo Moves The Mountain. A. Lobel (audio cassette & book)
The Night the Moon Fell: A Maya Myth. P. Mora
Not One Damsel in Distress: World Folktales for Strong Girls. J. Yolen
One Grain of Rice: A Mathematical Folktale. Demi
Shibumi and the Kitemaker. M. Mayer
A Story, A Story. G. E. Haley (video)
Tikki Tikki Tembo. A. Mosel
A Weave of Words: An Armenian Tale. R. D. San Souci

Pourquoi Legends
Why Mosquitoes Buzz in People's Ears. V. Aardema
Why the Possum's Tail is Bare: and Other North American Indian Nature Tales. J. E. Connelly

Aboriginal Stories and Legends
Adopted by the Eagles: A Plains Indian Story of Friendship and Treachery. P. Goble
The Big Tree and the Little Tree. M. Tappage
The Girl Who Dreamed Only Geese, and Other Stories of the Far North. H. Norman
How the Mouse Got Brown Teeth. F. Ahenakew
The Loon's Necklace. W. Toye
Sootface: An Ojibwa Cinderella Story. R. D. San Souci
Ulaq and the Northern Lights. H. P. Taylor

Folktale Anthologies
(Teachers should have access to at least one folktale anthology.)
Bear Tales: Three Treasured Stories. V. Van Kampen
Between Earth and Sky: Legends of Native American Sacred Places. J. Bruchac
How Many Spots Does a Leopard Have? and Other Tales. J. Lester
Legends of the Elders. J. W. Friesen & D. J. Friesen
Out of the Everywhere: Tales for a New World. J. Andrews
Storytellers' Rendezvous: Canadian Stories to Tell to Children. L. Anderson
A World of Stories. A. Spalding

Videos
Stories From the Seventh Fire
Tales of Wonder: Native American Stories for Children

Note: Some major integrated language arts resources may also include appropriate and relevant selections. Alternatively, folktales may be available on audio or video cassettes. In addition, it is important to access community storytellers and Elders in supporting students in achieving the objectives of this unit.