Folktales& the MORALS within ︎

PBL Project Based Learning ︎

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Through a project-based lesson involving intake , act iv it ies , cooperat ion , and collaboration, students will more consciously recognize the importance of the moral messages and cultural values folktales offer. ︎

Students will create their own folktales︎

Objective

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the Steps:

The students will be assigned a number of folktales to watch at home or on their mobile device. ︎

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The parents and students will be given a link to a web page or Google doc listing all of the

videos to be viewed. ︎

Step #11 week︎

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Homework/Prep ︎

the ListHeungbu  and  Nolbu  (greed/generosity)  h-ps://www.youtube.com/watch?v=Xn16Vhdd5n4  

 

The  Talka0ve  Tortoise  (too  cha-y/bad  listener)  h-ps://www.youtube.com/watch?v=98-­‐H3CO2P1I  

 

The  Boy  Who  Cried  Wolf    (don’t  lie)  h-ps://www.youtube.com/watch?v=ntswPN4Ed4A  

 

The  Tortoise  and  the  Hare  (don’t  boast/don’t  give  up)  h-ps://www.youtube.com/watch?v=MeZe2qPLPh0  

 

The  Li<le  Red  Hen  (self-­‐reliance)  h-ps://www.youtube.com/watch?v=cJDwq_VLkKQ  

 

The  Grasshopper  and  the  Ants  (hard  work/forgiveness)  h-ps://www.youtube.com/watch?v=3V9uL_ruafU  

 

The  Lion  and  the  Mouse    (forgiveness/friendship/keeping  promises)  h-ps://www.youtube.com/watch?v=yAma4fFC0gI  

 

In-Class Discussion ︎

20-30 mins︎

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Chat_bubbles.svg.png   Step #2•  Which folktales did they like best? Why? ︎

•  What is a moral? ︎

•  What were the morals of these stories? ︎

•  What were the morals a response to? (problems) ︎

•  Which characters were their favorites? Why? ︎

•  What kind of traits did the animals have? ︎

•  Were they a good choice for their type of story? ︎

•  Can we come up with any more good morals or problems? ︎

Groups︎

15-30 mins︎

Step #3

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1.  Divide the children into small groups of four or less. ︎

2.  Tell them they will be creating their own fable. ︎3.  Give them a sheet of paper so that they can

agree on a problem to overcome and write it down. ︎

4.  Have them choose a few characters (possibly animals) that fit the characters needed to create and overcome their problem. ︎

Story Elements︎

30 mins︎

Step #4Who?What?

Where?When?

Why?How?

Have the students flesh out the details of their fable. It might help them out to provide them with a pre-

prepared graphic organizer they can fill out. ︎

?

Story Writing Prep... ︎

15-30 mins︎

Step #5To refresh the students

generally, generate ideas, and give them a taste of folktales

in written form before they begin writing, some short

folktales will be selected and read in class as potential

models for their own folktales. ︎Retrieved  from  h-ps://upload.wikimedia.org/wikipedia/commons/4/47/Schlesisches_M

%C3%A4rchen.png  

Writing ︎

30–60 mins︎

Step #6Students will now begin to write

their drafts. The teacher’s job will be to observe, direct, suggest, and

guide during this process. ︎

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Illustration ︎

60–120+ mins︎

Step #7Students will now illustrate their folktales. It might be advisable to assign tasks (ex. illustrator, text-writer, two colorers). It may also be wise to prepare some paper with predefined boxes, perhaps in the style of a comic book. teacher’s job will be to observe and direct during this process. ︎

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Publishing ︎

eternally︎

FinallyStudents can now enjoy their efforts and hard work by presenting it orally, posting in the class or hallway, or even scanning and printing copies to take home. ︎

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