Traditional Literature
Lesser, R. (1984). Hansel and Gretel. New York, NY: Dutton Children’s Books
ISBN: 0-525-46152-3
Grade level: K-2
Synopsis: Rika Lesser details the story of Hansel and Gretel. Their family barely has any money and therefore barely any food. Their mother leaves Hansel and Gretel out in the woods. Hansel and Gretel try to find their way back home and happen upon a house made of food. A witch who lives there takes the children hostage with the plan of eating them. Gretel outsmarts the with, and her and her brother find their way back home to their loving father.
Classroom activity: As a pre-reading activity have a whole group discussion and make two different lists, the first list being the students favorite fairy tales. Each student will take turns coming up and writing their answer on the list and explaining why that text is one of their favorite fairy tales. The second list being, what elements are required for a story to be considered a fairy tale. As a during-reading activity, have the students take turns pointing out different aspects of the story that makes it a fairy tale. The students will be asked to give reasons as to why.
Scholastic. (n.d.). Classroom activities: 25 book report alternatives. Retrieved from http://www.scholastic.com/teachers/article/classroom-activities-25-book-report-alternatives
ISBN: 0-525-46152-3
Grade level: K-2
Synopsis: Rika Lesser details the story of Hansel and Gretel. Their family barely has any money and therefore barely any food. Their mother leaves Hansel and Gretel out in the woods. Hansel and Gretel try to find their way back home and happen upon a house made of food. A witch who lives there takes the children hostage with the plan of eating them. Gretel outsmarts the with, and her and her brother find their way back home to their loving father.
Classroom activity: As a pre-reading activity have a whole group discussion and make two different lists, the first list being the students favorite fairy tales. Each student will take turns coming up and writing their answer on the list and explaining why that text is one of their favorite fairy tales. The second list being, what elements are required for a story to be considered a fairy tale. As a during-reading activity, have the students take turns pointing out different aspects of the story that makes it a fairy tale. The students will be asked to give reasons as to why.
Scholastic. (n.d.). Classroom activities: 25 book report alternatives. Retrieved from http://www.scholastic.com/teachers/article/classroom-activities-25-book-report-alternatives
Grodin, E. (2006). The happy prince. Chelsea, MI: Sleeping Bear Press
ISBN: 1-58536-262-6
Grade level: 3-4
Synopsis: The little swallow is on a long journey to join his friends in a warmer climate, when he stops in the city to take a rest. He makes friends with the beautiful statue of the Happy Prince. The little swallow learns what a great life the prince had. But now the Prince can see suffering throughout the city and is saddened that he can’t do anything to help. The little swallow helps the Prince help the people throughout the city. The Prince and swallow become great friends and help many people.
Classroom activity: The students will have a partner and as a post-reading activity fill out a character perspective chart. Working together the students will work through the chart for both main characters the Happy Prince and the little swallow. Once the students have completed their chart as a whole group, everyone will go through the chart and compare answers and talk about why they answered that way. Below is an example of the character chart.
Yopp, H.K., & Yopp, R.H. (2014). Literature-based reading activities. Upper Saddle River, NJ: Pearson Education, Inc.
Page: 74
ISBN: 1-58536-262-6
Grade level: 3-4
Synopsis: The little swallow is on a long journey to join his friends in a warmer climate, when he stops in the city to take a rest. He makes friends with the beautiful statue of the Happy Prince. The little swallow learns what a great life the prince had. But now the Prince can see suffering throughout the city and is saddened that he can’t do anything to help. The little swallow helps the Prince help the people throughout the city. The Prince and swallow become great friends and help many people.
Classroom activity: The students will have a partner and as a post-reading activity fill out a character perspective chart. Working together the students will work through the chart for both main characters the Happy Prince and the little swallow. Once the students have completed their chart as a whole group, everyone will go through the chart and compare answers and talk about why they answered that way. Below is an example of the character chart.
Yopp, H.K., & Yopp, R.H. (2014). Literature-based reading activities. Upper Saddle River, NJ: Pearson Education, Inc.
Page: 74
Sierra, J. (2002). Can you guess my name? New York, NY: Clarion Books
ISBN: 0-618-13328-3
Grade level: K-3
Synopsis: Judy Sierra has put together a collection of several different traditional tales from around the world. In each chapter, the same folktale is told from three different countries. For example Sierra retells the classic The Three Little Pigs with variations from the Scottish America, African American, and Italy.
Classroom activity: Students will work in small groups, and each be assigned a chapter. Within their chapter, the students will read the three folktales. After reading the folktales, the students will complete and compare and contrast chart. The chart will ask the students to list five similarities between all three stories. Also, the chart will ask to list five differences between the three stories. Next, the students will draw three conclusions why they believe the stories differ and what about each culture the story came from could have influenced these differences. The students may use outside resources such as other texts and the Internet. After each group completes their chart, as a whole group each group will present the stories they read and the similarities and differences that they found.
Readwritethink. (n.d.). Compare and contrast chart. Retrieved from: http://www.readwritethink.org/classroom-resources/printouts/compare-contrast-chart-30198.html
ISBN: 0-618-13328-3
Grade level: K-3
Synopsis: Judy Sierra has put together a collection of several different traditional tales from around the world. In each chapter, the same folktale is told from three different countries. For example Sierra retells the classic The Three Little Pigs with variations from the Scottish America, African American, and Italy.
Classroom activity: Students will work in small groups, and each be assigned a chapter. Within their chapter, the students will read the three folktales. After reading the folktales, the students will complete and compare and contrast chart. The chart will ask the students to list five similarities between all three stories. Also, the chart will ask to list five differences between the three stories. Next, the students will draw three conclusions why they believe the stories differ and what about each culture the story came from could have influenced these differences. The students may use outside resources such as other texts and the Internet. After each group completes their chart, as a whole group each group will present the stories they read and the similarities and differences that they found.
Readwritethink. (n.d.). Compare and contrast chart. Retrieved from: http://www.readwritethink.org/classroom-resources/printouts/compare-contrast-chart-30198.html
Haley, G.E. (1970). A story, a story. New York, NY: Simon & Schuster Children’s Publishing Division
ISBN: 978-0-689-20511-8
Grade level: K-2
Multicultural Literature*
Synopsis: This African tale is about Ananse, the spider man and Nyame the sky God. Nyame kept all the stories locked away in a golden box. Ananse wanted to share the stories with the world so he went to Nyame who gave the price of Ananse bringing Nyame Osebo, the leopard of the terrible teeth, Mmboro the hornet who stings like fire, and Mmoatia the fairy whom men never see. Ananse used wisdom to trick all three of his targets to bring to the sky God. Ananse receive the stories and shared them with the world.
Classroom activity: This is a post-reading activity where the students will make their own golden box to put their favorite stories in. The students will have supplies including popsicle sticks, glue, markers, and their “little books.” The students will make a golden box using popsicle sticks and glue and may decorate it. The students will be given “little books.” “Little books” will be a picture of a blank book that they can cut out and decorate. The students will be asked to write down on their “little book” a title of one of their favorite stories and why they enjoyed it so much. The student will be asked to fill out at least two “little books” but are not limited to two. Once the student has filled out their “little books” they will find a partner and share their favorite stories and why this is one of their favorite stories. The students will put their “little books” in their box and will have the opportunity to keep adding “little books” through out the school year to their box. The class will also have a whole group discussion on the importance of stories and sharing stories. An example of a “little book” is below.
Enchanted learning. (n.d.). Crafts for kids. Retrieved from: http://www.enchantedlearning.com/crafts/
ISBN: 978-0-689-20511-8
Grade level: K-2
Multicultural Literature*
Synopsis: This African tale is about Ananse, the spider man and Nyame the sky God. Nyame kept all the stories locked away in a golden box. Ananse wanted to share the stories with the world so he went to Nyame who gave the price of Ananse bringing Nyame Osebo, the leopard of the terrible teeth, Mmboro the hornet who stings like fire, and Mmoatia the fairy whom men never see. Ananse used wisdom to trick all three of his targets to bring to the sky God. Ananse receive the stories and shared them with the world.
Classroom activity: This is a post-reading activity where the students will make their own golden box to put their favorite stories in. The students will have supplies including popsicle sticks, glue, markers, and their “little books.” The students will make a golden box using popsicle sticks and glue and may decorate it. The students will be given “little books.” “Little books” will be a picture of a blank book that they can cut out and decorate. The students will be asked to write down on their “little book” a title of one of their favorite stories and why they enjoyed it so much. The student will be asked to fill out at least two “little books” but are not limited to two. Once the student has filled out their “little books” they will find a partner and share their favorite stories and why this is one of their favorite stories. The students will put their “little books” in their box and will have the opportunity to keep adding “little books” through out the school year to their box. The class will also have a whole group discussion on the importance of stories and sharing stories. An example of a “little book” is below.
Enchanted learning. (n.d.). Crafts for kids. Retrieved from: http://www.enchantedlearning.com/crafts/