ERIC Number: ED371379
Record Type: RIE
Publication Date: 1994
Reference Count: N/A
Using Folk Literature in the Classroom: Encouraging Children To Read and Write.
Goforth, Frances S.; Spillman, Carolyn V.
Designed for teachers in the primary grades, this book provides a number of units outlining possible instructional strategies for teaching folk literature. The book's aim is to help children personally connect with literature so they will continue to love reading throughout their lives. The first chapter offers background on the world of folk literature; the second describes the main theory around which this book is centered, "the literary transaction process," which helps students to construct meaning and make responses based on their reading and their understanding of their world. Chapters 3-7 present summaries of 54 stories and verses from 20 countries, representing 15 subgenres of folk literature. Each chapter (or unit) contains three themes with three folk literature selections per theme along with suggestions for teaching those selections. (The subgenre and country of origin for each story are noted.) The instructional units are as follows: (1) Changes and Challenges Unit (Kindergarten-Grade 3); (2) Overcoming Odds (Grades 1-3); (3) Astonishing Animals (Kindergarten-Grade 3); (4) Transformations (Grades 4-6); (5) Enchantment (Grades 4-6); (6) Likely and Unlikely Heroes or Heroines (Grade 4-6). Appendix A lists some of the more complicated strategies that might be used to teach folk literature. Appendix B provides further information about the various subgenres of folk literature. And Appendix C is a bibliography of folk literature collections. (TB)
Descriptors: Childrens Literature, Class Activities, Curriculum Guides, Folk Culture, Poetry, Primary Education, Reader Response, Story Reading, Tales
Oryx Press, 4041 North Central at Indian School Road, Phoenix, AZ 85012-3397 ($24.95 plus 10% shipping/handling).
Publication Type: Guides - Classroom - Teacher; Books
Education Level: N/A
Audience: Practitioners; Teachers
Authoring Institution: N/A