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Dr. Lori Langer de Ramirez lori@miscositas Chair, ESL & World Language Department

Folktales. as a thematic center in the language classroom. Dr. Lori Langer de Ramirez lori@miscositas.com Chair, ESL & World Language Department Herricks Public Schools, NY.

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Dr. Lori Langer de Ramirez lori@miscositas Chair, ESL & World Language Department

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  1. Folktales as a thematic center in the language classroom Dr. Lori Langer de Ramirez lori@miscositas.com Chair, ESL & World Language Department Herricks Public Schools, NY

  2. ACTFL standards “the 5 Cs” Communication Communicate in languages other than English Comparisons Develop insight into the nature of language and culture Cultures Gain knowledge and understanding of other cultures Communities Participate in multilingual communities at home and around the world Connections Connect with other disciplines and acquire information

  3. 21st Century Skills thinking critically solving complex, multidisciplinary, open-ended problems creativity entrepreneurial thinking innovative use of knowledge, information & opportunities

  4. WHYuse folktales? “…the great power of the story is that it engages us affectively as well as requiring our cognitive attention; we learn the content of the story while we are emotionally engaged by its characters or events.” - Kieran Egan, Teaching as Storytelling

  5. WHYuse folktales? “The use of literature designed for children in the target culture allows learners of the target language to share cultural experiences and attitudes in a very direct way…” • Curtain and Pesola • Languages and Children, • Making the Match

  6. WHYuse folktales? Through the characters on the page, children are able to live out their worst fears and their fondest wishes. Valuable life lessons are conveyed through the stories which children readily absorb in a non- threatening and even enjoyable context. -Bruno Bettelheim, The Uses of Enchantment

  7. WHYuse folktales? Children do not learn about complex grammatical points by either making errors and then being corrected or through explicit instruction in grammar. The knowledge of specific grammatical rules "...is part of a child's biological endow- ment, part of the structure of the language faculty.“ “…about 99 percent of teaching is making students feel interested in the material.” -Noam Chomsky, Language and Problems of Knowing

  8. With folktales you… will won't

  9. Where to find stories the community the Internet print sources travel

  10. Print sources…

  11. What to look for… culture content interesting story grammar vocabulary

  12. www.miscositas.com

  13. www.miscositas.com

  14. Illustrations = kid art

  15. Illustrations = photo/drawing

  16. Illustrations = ClipArt

  17. Illustrations = art therapy!

  18. PRE-READING:Story background Students click here to begin the story Intro page: Story origins and geography links

  19. PRE-READING Story background • realia • tradition • author • geography: • floor maps!

  20. PRE-READING regions, biomes, environment, weather

  21. PRE-READING Vocabulary preparation: Magic Box • Questioning sequence: • Students respond with a name or by • pointing to an object: • Who has the rabbit? Point to the rabbit. • Yes/no questions: Does Max have the rabbit? • Either/or questions: Does Max have the rabbit or the snake? • What, where, when, who: • What does Max have? • Curtain and Pesola, • Languages and Children, pp 57-58

  22. Special vocabulary Specialized vocabulary: “el totumo”

  23. (Barton and Booth, Stories in the Classroom, 1990) “Stories allow students to anticipate and predict thus involving them in activity.”

  24. PRE-READING Story ordering using illustrations

  25. READING Students navigate the story by clicking on the left or right icons

  26. READING: Skits * TPRS * Videos * Puppet Shows

  27. POST-READING Comprehension check Factual questions What did the rabbit want? How did he get it? Opinion questions Do you think that the rabbit was right do trick the animals? Related personal questions Have you ever tricked anyone? Have you ever wanted to change something about yourself?

  28. POST-READINGStory reviews Students summarize the story. Students review the story with a “thumbs up” or a “thumbs down”.

  29. POST READING:Creative writing Genre = Etiological tales, Pourquoi tales, Why-stories “Why the Ocean Has a lot of Salt”

  30. Sample classroom connections

  31. Sample Art connections

  32. Sample Phys Ed connections

  33. Sample Music connections

  34. Creating a curriculum unit • Look at current curriculum • Determine links to • language • culture • content • Find folktale • Edit folktale • Build lessons & activities

  35. Go out and find them! Stories are everywhere…

  36. Questions? Comments? Ideas?

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