Name: Cierra Hobbs, Hailey Maupin

Grade Level: Third grade

Standard Domain: English/Language Arts
Standard: 3.RL.2.2: Retell folktales, fables, and tall tales from diverse
cultures; identify the themes in these works.
Objective: The children will have the ability to retell folktales, fables, and
tall tales from diverse cultures and be able to identify themes in these
works.

Materials/Media/Technology:
The folktale The First Tears (teaching folder in my desk),
One iPad (also located in my desk),
Two pieces of construction paper for each student (located in far right
cabinet above sink),
Pencils for each student (located in far right cabinet above sink),
Lined paper for each student (located in far right cabinet above sink),
Colored pencils for all students to share (located in far right cabinet above
sink),
Crayons for all students to share(located in far right cabinet above sink),
Markers for all students to share(located in far right cabinet above sink),
Stories from different cultures (located in my desk in teaching tools folder),
List of folksongs (located in my desk in teaching tools folder),

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I. MOTIVATION: For the motivation the teacher will sing a few folktale
songs with the students. For example (All the Pretty Little Horses, Blow
the Man Down, and Do Your Ears Hang Low)
GOAL FOR LEARNER: Students will be able to retell folktales,
fables and tall tales from diverse cultures and identify the themes in these
works. Our goal for this lesson will be to be able to tell folktales from our
own points of view and identify the themes that are in them.

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4.

II. PROCEDURE: (Include your dialogue)

For the motivation the teacher will sing a few folktale songs with the
students. For example (All the Pretty Little Horses, Blow the Man Down,
and Do Your Ears Hang Low) Today we are going to learn about folktales,
themes, and the different types of themes. We are also going to retell
folktales in our own words making sure we dont leave out important
details! To start us off, lets listen to some well known folk songs.
To model for the students I will talk about a folk tale the class has recently
read and retell Paul Bunyan in my own words. I will then identify the
themes in this folktale and explain to them why I chose those themes.
Does everyone remember reading Paul Bunyan last week? If not, raise
your hand. In order to get us started I will retell the folktale Paul Bunyan In
my own words, so everyone listen carefully! Can anyone think of any
important information I forgot? Ok, lets talk about themes. Does anyone
have any idea what themes are? Themes are settings, or the main subject
of the folktale were talking about. A theme I would use to describe is
perseverance, because though bad things happened to Paul he never gave
up.
To check for understanding the students will retell the folktale Little Red
Riding Hood using role play. Students will get into groups of five so each
student will play a different character in the folktale. (Grandma, Little Red
Riding Hood, the wolf, and the woodcutter). Ok students get excited!
Today we are going to learn using role play. The folktale we are going to
retell is Little Red Riding Hood, so everyone get into groups of five. Now
that we are separated into groups I am going to come around and give
everyone their different role. Lets start out by listening to group one role
play for us! Now group two. Now group three. Now group four. (provide
feedback as each group completes)
The teacher will pick her favorite folktale (which will be a common folktale
all students know) and write the whole folktale onto the board. She will
then pick the different themes that are associated with this folktale and
explain to the students why those themes go with that certain folktale. The
students will then go back to their desks and pick their favorite folktale out
of five given to them (Cinderella, Little Red Riding Hood, Goldilocks and

the Three Bears, The Three Little Pigs and Sleeping Beauty) and write the
themes that go with their choices. After the students have completed this,
they will then group themselves together by the folktales they have chosen
and discuss the different themes they have chosen. We will write about
The Tortoise and the Hare. The themes that go with these are
perseverance, knowledge vs ignorance, overcoming, and power of
knowledge. Why do you think I chose these themes? Can anyone give me
examples of these themes in story? Now that we have an example, Im
going to write five different folktales that you can choose from on the board,
and form your desk I want you to get out a piece of lined paper and retell
the folktale you pick in your own words. One you are finished, at the
bottom of your paper write at least 3 different themes that go with your
folktale. Now that everyone is finished, group yourselves by the different
folktales you had, everyone who had Cinderella get together, etc. Compare
the different ways you rewrote the story and discuss your themes.
5. The students will research common folktales that are told all around the
world and compare the different stories that come from various cultures.
Students will create a Venn Diagram showing the similarities and
differences. Everyone needs to go get their own computers and just log in
and do nothing else. Now that we are all logged in, everyone needs
research at least three different folktales that you are familiar with in our
culture and compare our cultures version to others. While doing this get
out a blank piece of paper and create a venn Diagram. I will create one on
the board for reference.
6. The students will retell The First Tears in their own words by writing a short
three to four page booklet made of construction paper summarizing the
folktale in their own words while also including pictures at the bottom or top
of their pages describing the tale. I am going to read a short folktale called
The First Tears. Now that I have read this story, I am going to go around
and distribute some construction paper. Do not touch the construction
paper until I ask you. Now that you all have construction paper, I am going
to show you how to create a book. Everyone needs to watch how I am
doing this, and then after I am finished, you will do it yourself. We need to
cut both pieces of paper in half while it is laying long ways, and then
connect both pieces by interlocking the cuts. Now that we have done this

you are free to retell the story! While creating your story, make sure you do
not forget any important events, and have fun! Feel free to add pictures to
help tell your story.
7. As an extension, the students will have an array of folktales to read from
that originate and are about different cultures. For anyone who has gotten
finished early, feel free to pick any of the folktales I have out on the table.
All of these folktales originate and are about different cultures so I know
you can find one you havent read!
8. Now that we have identified themes in folktales, what other types of
literature could you find themes in? To help us transition, everyone stand
up! We are going to play a game where we pick different themes to go with
stories by finding things that can describe the theme throughout our
classroom. Our first story will be Green Eggs and Ham.

NEW INFORMATION: Students will be able to retell folktales in their

own words while also being able to identify the different themes in those
works. This is completely new for students.
CHECKING FOR UNDERSTANDING: To check for understanding
the students will retell the folktale Little Red Riding Hood using role play.
Students will get into groups of five so each student will play a different
character in the folktale. (Grandma, Little Red Riding Hood, the wolf, and
the woodcutter).
MODELING: To model for the students I will talk about a folk tale the
class has recently read and retell Paul Bunyan in my own words. I will then
identify the themes in this folktale and explain to them why I chose those
themes.
GUIDED PRACTICE: The teacher will pick her favorite folktale (which
will be a common folktale all students know) and write it onto the board.
She will then pick the different themes that are associated with this folktale
and explain to the students why those themes go with that certain folktale.
The students will then go back to their desks and pick their favorite folktale

out of five given to them (Cinderella, Little Red Riding Hood, Goldilocks
and the Three Bears, The Three Little Pigs and Sleeping Beauty) and write
the themes that go with their choices. After the students have completed
this, they will then group themselves together by the folktales they have
chosen and discuss the different themes they have chosen.
CHECKING FOR UNDERSTANDING: The students will research
common folktales that are told all around the world and compare the
different stories that come from various cultures. Students will create a
Venn Diagram showing the similarities and differences.
PRACTICE: The students will retell The First Tears in their own
words by writing a short three to four page booklet made of construction
paper summarizing the folktale in their own words while also including
pictures at the bottom or top of their pages describing the tale.
DIFFERENTIATION:
-Children who have been quick to learn during this lesson will be able to
take their research of different folktales by looking at how folktales have
changed throughout time rather than cultures.
-Children who have struggled with learning throughout this lesson will be
given a list of websites that will give them a better vision of what they need
to be looking for, rather than doing research on their own.
ASSESSMENT: To check for understanding, the students will choose
their favorite folktale and rewrite it in their own words. The students will be
required to write at least one paragraph and also include at least two
different themes in that particular folktale under their paragraph.
EXTENSION: As an extension, the students will have an array of
folktales to read from that originate and are about different cultures.
CLOSURE: Now that we have identified themes in folktales, what
other types of literature could you find themes in?

III. EVALUATION:
The students will need to achieve at least 15 points total in order to
demonstrate mastery.

Understanding of
themes.

Could retell
folktales and
fables in their
own words.

0-5

5-10

10-15

Student had
trouble finding
themes in the
folktale.

Student could
find some
themes found in
the folktale, but
not all.

Student was
able to easily
name themes
found in the
folktale.

Student could
not retell
folktales in their
own words.
(made up their
own story)

Student had
Student had an
some what of an
excellent
understanding of understanding of
how to retell the
how to retell
folktales in their folktales in their
own words. (had
own words.
some, but not all (included all of
of the key pieces the key pieces of
of information
information
that happened in needed to retell
the folktale)
the story)

REFERENCES
Children's Stories (American Folksongs). (n.d.). Retrieved December 6, 2014, from America
Folklore website: http://americanfolklore.net/folklore/2010/10/american_folksongs.html
Indiana Academic Standards. (2011, July 29). Retrieved December 6, 2014, from Indiana
Department of Education website: http://www.doe.in.gov/standards
Schlosser, S. E. (n.d.). The First Tears. Retrieved December 6, 2014, from American Folklore
website: http://americanfolklore.net/folklore/2010/09/the_first_tears.html