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    g5 Trickster Teaching Tips

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    Ariunchimeg Nyamaa
    This document provides teaching tips for using a close reading pack about animal tricksters in folktales. It includes 4 folktales - about how the hare runs fast, how raven brought light to the world, about coyote and beaver, and how raven brought heat to the world. Students will read the stories individually and answer questions to understand each trickster's role. They will then discuss as a group to compare the stories and answer the key question: what purpose does the trickster serve in a folktale? The document outlines the activities and questions teachers should use to guide students in a close reading of the texts.

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    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd

    g5 Trickster Teaching Tips

    Uploaded by

    Ariunchimeg Nyamaa
    79 views4 pages
    This document provides teaching tips for using a close reading pack about animal tricksters in folktales. It includes 4 folktales - about how the hare runs fast, how raven brought light to the world, about coyote and beaver, and how raven brought heat to the world. Students will read the stories individually and answer questions to understand each trickster's role. They will then discuss as a group to compare the stories and answer the key question: what purpose does the trickster serve in a folktale? The document outlines the activities and questions teachers should use to guide students in a close reading of the texts.

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    This document provides teaching tips for using a close reading pack about animal tricksters in folktales. It includes 4 folktales - about how the hare runs fast, how raven brought light to the world, about coyote and beaver, and how raven brought heat to the world. Students will read the stories individually and answer questions to understand each trickster's role. They will then discuss as a group to compare the stories and answer the key question: what purpose does the trickster serve in a folktale? The document outlines the activities and questions teachers should use to guide students in a close reading of the texts.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    79 views4 pages

    g5 Trickster Teaching Tips

    Uploaded by

    Ariunchimeg Nyamaa
    This document provides teaching tips for using a close reading pack about animal tricksters in folktales. It includes 4 folktales - about how the hare runs fast, how raven brought light to the world, about coyote and beaver, and how raven brought heat to the world. Students will read the stories individually and answer questions to understand each trickster's role. They will then discuss as a group to compare the stories and answer the key question: what purpose does the trickster serve in a folktale? The document outlines the activities and questions teachers should use to guide students in a close reading of the texts.

    Copyright:

    © All Rights Reserved
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    TEACHING TIPS FOR CLOSE READING PACKS

    What purpose does the trickster


    serve in a folktale?

    Materials
    In this Close Reading Pack, students read the retelling of folktales
    about animal tricksters, which are characters that usually break
    some rule and face consequences as a result. Students must read
    closely to understand the stories and to locate evidence to support
    their answer to the Key Question.
    Why the Hare Runs Fast When Hare tricks other animals
    into letting him drink from their well, they give Hare a
    reason to learn how to run fast.
    How Raven Brought Light to the World Someone had
    to release the light and save the animals from darkness.
    Coyote and Beaver Coyote and Beaver once were friends, but
    after playing tricks on each other, they now are natural enemies.
    How Raven Brought Heat to the World Raven wasn’t
    always pitch black, with a croak and a stubby beak. But
    how did he get that way?
    CONNECTING PASSAGE
    Coyote and the Salmon Clever Coyote solves the mystery
    of what happened to all the salmon in the Klamath River.
    Student Response Sheet
    low level
    Learning Goals middle level
    These stories support student learning of the following high level
    Common Core State Standards.

    Literature
    • Compare and contrast two or more characters, settings, or events, using specific text details.
    • Analyze how visual and multimedia elements contribute to a text.
    • Compare and contrast stories in the same genre.

    BEFORE READING
    Introduce the Key Question
    What purpose does the trickster serve in a folktale?
    • Write the Key Question on the board and read it with students. Ask: What is a folktale? (a short
    story that comes from the oral tradition; they often have to do with everyday life, explain naturally
    occurring events, and frequently feature animals with human characteristics.) What is a trickster?
    (Someone who plays tricks or breaks the rules in clever ways.)
    • Tell students that they will read some folktales that have characters they can analyze to answer the
    Key Question.

    Preview the Passages


    • Divide the group into teams of four and distribute the four passages (not the Connecting Passage)
    among team members. Have each student preview his or her passage by reading the title and looking
    at the images.

    © Learning A–Z All rights reserved. 1 www.readinga-z.com


    TEACHING TIPS FOR CLOSE READING PACKS continued

    • Introduce passage-related vocabulary by writing the WORD


    words on the board and reading them aloud for WORK
    students. (See Word Work)
    The following words appear in one or more
    • Distribute a Student Response Sheet to each student.
    of the stories.
    Point out the web on page 1. Ask a student to read the
    headers: Who? How? What? and Why? survey (v.) to look around
    • Tell students to read the story one time to look for hard
    teeming (v.) filled with; swarming
    words and to understand what the story is about. Then
    have students reread and look for the main character veer (v.) t o suddenly turn or change
    and details about what it does, how, and why. direction
    • Students might circle or underline details in the text version (n.) a form of something that is
    or take notes in the margins. After they read, they different from the original
    can use the details to write their first answer to the
    Key Question.

    DURING READING
    Reading and Discussing the Passages
    Each story is a folktale about an animal that plays tricks or breaks a rule. Each explains a natural
    occurrence. Students will first use the character in the story to answer the Key Question about one
    story; team members will then discuss all the stories to generate a team answer to the Key Question.
    Use the questions below to guide students as they read individual stories and use information from the
    story to write their first answer to the Key Question.

    Why the Hare Runs Fast


    1. What trick does Hare play on the other animals? What do they do to him?
    (He tricks them by not cutting his ears or working on the well, but he still gets the benefits of
    the well; they get him stuck to the mud doll for muddying the well.)
    2. What natural occurrence does this tale explain? What is the explanation?
    (It explains why the hare runs so fast; he runs fast because he has to stay away from the other
    animals because of the tricks he played on them.)
    3. W
     hat scene from this tale would you choose to illustrate to show the role of the
    trickster? Why?
    (Accept reasonable answers. Students should explain their choices using details from the text.)
    My First Answer Sample: In this folktale, Hare is the trickster; his role or purpose in the story
    is to explain why hares run fast today.

    How Raven Brought Light to the World


    1. What trick does Raven play in this tale? What is the result?
    (He tricks the old man by assuming the shape of his grandson and convincing him to release
    the light into the world.)
    2. What natural occurrence does this tale explain? What is the explanation?
    (It explains how light came into the world and how the moon and stars were created; Raven
    released the light by tricking the old man, and the stars and moon were created when Eagle
    tried to snatch the box of light.)

    © Learning A–Z All rights reserved. 2 www.readinga-z.com


    TEACHING TIPS FOR CLOSE READING PACKS continued

    3. W
     hat scene from this tale would you choose to illustrate to show the role of the
    trickster? Why?
    (Accept reasonable answers. Students should explain their choices using details from the text.)
    My First Answer Sample: In this folktale, Raven is the trickster; he tricks the old man and his
    daughter and through his trick brings light and the moon and stars into the world.

    Coyote and Beaver


    1. What trick does Coyote play in this tale? What is the result?
    (He tricks Beaver by moving him to the desert, and he is tricked back when Beaver realizes
    what he has done and moves him into the middle of the river.)
    2. What natural occurrence does this tale explain? What is the explanation?
    (It explains why coyotes hunt beavers. Beaver leaves Coyote on an island even though Coyote
    hates to swim.)
    3. W
     hat scene from this tale would you choose to illustrate to show the role of the
    trickster? Why?
    (Accept reasonable answers. Students should explain their choices using details from the text.)
    My First Answer Sample: In this folktale, Coyote is the trickster, but he gets tricked himself by
    his victim, which explains why coyotes hunt beavers to this day.

    How Raven Brought Heat to the World


    1. What does Raven do to help the world and all its animals? What rule does he break?
    (He flies to the sun to bring back fire for the world so animals and people could have warmth
    and light. He flew higher than birds usually do and burned himself on his return flight.)
    2. What natural occurrence does this tale explain? What is the explanation?
    (It explains how fire came to the world; it also explains why the raven has black feathers and
    a croak instead of a beautiful voice.)
    3. W
     hat scene from this tale would you choose to illustrate to show the role of the
    trickster? Why?
    (Accept reasonable answers. Students should explain their choices using details from the text.)
    My First Answer Sample: In this folktale, Raven is the trickster, and his role is to trick the sun
    into letting him come close enough to steal some of the sun’s fire.

    AFTER READING: TEAMWORK


    Answer the Key Question
    • Have teams gather. Students will need their stories and their Student Response Sheets. If you have
    not already introduced the Reporter and Discussion Leader roles for discussing in teams, you should
    do so now. (See Using the Close Reading Packs.)
    • Each group will share by having members retell their Similar
    stories and showing how they completed the web Main Characters
    for the stories they read.
    Illustrations
    • Tell the teams that their task is to look at each of
    the webs and decide which information applies to Tales
    all the stories they read in order to fill in their charts.

    © Learning A–Z All rights reserved. 3 www.readinga-z.com


    TEACHING TIPS FOR CLOSE READING PACKS continued

    • The Discussion Leaders should ask the questions on the Student Response Sheet to help teams focus
    on the information they need to answer the Key Question.
    In what ways are the main characters similar?
    (They are alike because they are animals that act like people and do something that changes
    nature in some way.)
    What characteristics do the illustrations suggestions share?
    (Answers will vary; answers may cite interesting animals, informative parts of each tale, or
    other aspects.)
    In what ways are these folktales similar?
    (They are similar because they all take place a time long ago and attribute a natural occurrence
    to things animals did.)
    • Tell the teams to write their team’s answer to the Key Question.
    • Discuss with students the importance of using general terms in place of specific examples from their
    individual stories so that the answer can apply to all the stories they read. For example, students
    should say the main character, not Raven.
    Our Team’s Answer Sample: The trickster in folktales plays tricks or goes against normal rules, often
    creating a change in nature.
    • Bring the teams together for a whole-class discussion and ask each team to share their answer. Ask:
    Is there anything you would add to the answer? Why or why not? (Some students might want to add
    other purposes to the answer, such as to tricksters can be clownish or heroic.)
    • Facilitate further whole-class discussion using questions similar to those on the Student Response
    Sheet. Guide students to arrive at a whole-class response to the Key Question.

    Confirm or Revise the Team’s Answer


    • Distribute the Connecting Passage, Coyote and the Salmon. Initiate a culminating discussion.
    Ask: Which purposes does Coyote fulfill in this folktale? Have students read the story in pairs,
    independently, or as a team. Tell students to read the story and decide whether it confirms their
    answer to the Key Question, citing evidence from the text to demonstrate understanding of the
    culminating activity or question. If not, ask: How should the class revise the answer to the Key
    Question? Facilitate discussion of the culminating activity or question by asking questions, such as:
    Why do you think people like to tell and hear these folktales?
    • Use the Mini-Lesson to provide additional instruction using the Close Reading passages.

    MINI-LESSON
    Comprehension: Graphic Sources
    • Graphic sources such as illustrations can add a lot to the telling of a story. While they don’t
    replace using our own imaginations to picture characters, settings, and events, they add
    another person’s interpretations to help us experience the story.
    • Have students refer to their folktales, or to the Connecting Passage, and create a drawing,
    collage, or other visual illustration of a character, setting, scene, or event in the tale.

    © Learning A–Z All rights reserved. 4 www.readinga-z.com

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