- English Language Arts and Reading
- Grade 4
- Multiple genres
demonstrate knowledge of distinguishing characteristics of well-known children's literature such as folktales, fables, legends, myths, and tall tales;
A teacher may wish to pair SE 4.9.A with SE 4.9.F and assess both SEs at the same time. For SE 4.9.F, students recognize characteristics of multimodal and digital texts. Place students in small groups and task them with writing a folktale. Assign each group a different mode of delivery. Examples might include creating an audio recording of a student reading the folktale, a live theatrical performance, a song, an electronic document using hyperlinks and features of the software, or a video depicting the folktale. As groups share their folktales with the class, ask them to identify the genre-specific characteristics that are present in the folktales. Then, have students discuss the distinct types of modalities used to present folktales.
This assessment requires students to develop their own folktales that include the features that qualify a text as a folktale. Students demonstrate proficiency in this skill by going beyond identifying distinguishing characteristics to writing folktales that include appropriate distinguishing characteristics.
1. Freeman, J. (2016). Story is king: how to be a great storyteller. School Library Journal, p. 40+. Retrieved from https://link.galegroup.com/apps/doc/A453920020/PROF?u=tea&sid=PROF&xid=1ff34e81
Summary: The author uses storytelling to build reading skills, such as plot analysis and understanding characters. She provides concrete examples for storytelling in the classrooms and gives a list of 21 classic folk and fairy tales that can be adapted for storytelling.
2. McDonough, S. (2013). Playing with poetry: Figurative language in action. Practically Primary, 18(2), 27+. Retrieved from https://link.galegroup.com/apps/doc/A334276548/PROF?u=tea&sid=PROF&xid=75cf65b2
Summary: As part of a lesson on myths and lessons, students are asked to produce poems about characters in the myths. In brainstorming exercises, students were given specific prompts to generate figurative language about their characters. The explicit focus is on figurative language as a narrative device.