Happily Ever After: Sharing Folk Literature with Elementary and Middle School Students

Sonst. Personen	Young, Terrell A. (Hrsg.)
Institution	International Reading Association, Newark, DE.
Titel	Happily Ever After: Sharing Folk Literature with Elementary and Middle School Students
Quelle	(2004), (360 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	0-8720-7510-9
Schlagwörter	Leitfaden; Unterricht; Lehrer; Folk Culture; Mythology; Cultural Awareness; Oral Tradition; Fairy Tales; Teaching Methods; Literary Genres; Writing (Composition); Foreign Countries; Classroom Techniques + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Mythologie; Cultural identity; Kulturelle Identität; Oral history; Mündliche Überlieferung; Fairy tale; Fairytale; Fairytales; Fairy-tale; Fairy-tales; Märchen; Teaching method; Lehrmethode; Unterrichtsmethode; Literarische Form; Schreibübung; Ausland; Klassenführung
Abstract	As an instructional tool, folk literature can foster literacy, promote cultural awareness, and create connections with the content areas. Yet few resources provide background about folk literature and how to use it your classroom. "Happily Ever After" fills this gap with a reader-friendly collection of articles that define folk literature and its subgenres, provide strategies for using folklore across the curriculum, and describe techniques for teaching students to write their own folk stories. Contributors to the volume offer a variety of perspectives and approaches that make the book relevant to teachers, teacher educators, librarians, and administrators. Following the Preface, Acknowledgments, and Contributors, the book is organized as follows. Section One: "Introducing the Folk Literature Genre" consists of Chapter 1: "Unraveling the Tapestry: An Overview of the Folk Literature Genre" (Terrell A. Young). Section Two: "Exploring the Subgenres of Folk Literature" includes: (1) Chapter 2: "The How and Why of Folk Tales" (Anne Marie Kraus); (2) Chapter 3: "The Moral of the Story: Learning About Fables" (Nancy J. Johnson, Angela Sorgatz Vroom); (3) Chapter 4: "Mythology: A Cosmic Theater" (Sam L. Sebesta, Dianne L. Monson); (4) Chapter 5: "Legend Has It: What Legends Bring to Classroom Learning" (Darcy H. Bradley); and (5) Chapter 6: "Tall Tales: An American Folk Invention" (Linda M. Pavonetti). Section Three: "Sampling Folk Literature Across Cultures" contains: (1) Chapter 7: "Folk Tales From the African Diaspora: The Power of the Oral Tradition" (Deborah L. Thompson); (2) Chapter 8: "When Tigers Smoked Pipes: Asian Folk Literature" (Belinda Y. Louie); (3) Chapter 9: "European Folk Tales and Their Value Today" (Ellen A. Greever, John Warren Stewig); (4) Chapter 10: "Jewish Folk Tales: From Elijah the Prophet to the Wise Men of Chelm" (Evelyn B. Freeman); (5) Chapter 11: "Exploring Latino Culture Through Folk Tales" (Lynn Atkinson Smolen, Victoria Ortiz-Castro); (6) Chapter 12: "Open Sesame! Middle Eastern and Indian Subcontinent Folk Literature" (Marcia Baghban); and (7) Chapter 13: "Tribal Stories From Native Americans" (Debbie A. Reese). Section Four: "Celebrating Folk Literature in the Classroom" includes: (1) Chapter 14: "Cinderella and Her Sisters: Variants and Versions" (Ann Sloan, Sylvia M. Vardell); (2) Chapter 15: "Starting at the Roots: Collecting Folklore in the Home, School, and Community" (Nancy L. Hadaway); (3) Chapter 16: "'I'll be the Monster!' Folk Tales and Classroom Drama" (Judy Sierra); (4) Chapter 17: "Transforming Fairy Tales to Inspire Young Authors" (Laura Tuiaea); and (5) Chapter 18: "Timeless and Timely Fairy Tales, Ideologies, and the Modern Classroom" (Jane E. Kelley). The book concludes with an Afterword by Susan Hepler, an Author Index, Folk Literature Author Index, and Subject Index. (ERIC).
Anmerkungen	International Reading Association, Headquarters Office, 800 Barksdale Rd., PO Box 8139, Newark, DE 19714-8139. Tel: 800-336-7323 (Toll Free); Fax: 302-731-1057.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10