Using folktales in the classroom

1. Using folktales in the classroom

2. Las Islas Encantadas

3. 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.

4. Sequencing galapagos story • Hacemuchosaños no había nada en el mar. • La sirenitallegó y queríavermuchavida. • La sirenitahabló con el dios del mar y éldecidióhaceralgo. • Primeroemergierongrandesvolcanes. • Luegograndescactosempezaron a crecer. • El diosformó dos corrientes de agua. • Llegaronmuchosanimales, pájaros y peces • Los animalesestabanmuyalegres y ruidosos. • Algunosincasvisitaronlasislas y hablaron con el dios. • El diosformó un manto de neblinaparaprotegerlasislasencantadas.

5. 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.

6. How to choose the right folktale If you check14 of the following, the story is appropriate: The story has: Rhyme Repetition Beginning, middle, end Intrinsic drama Richness of the target culture Targeted language functions Connections to other disciplines

7. The story leads to: Visuals Props Acting it out Signaling TPR

8. The story is: Interesting Meaningful to students Relevant to curriculum objectives Age- appropriate Linguistically appropriate

9. Resources • Discover the Power of Folktales: A rich context for communication by Priscilla Russel. • www.languageshaping.com