Exam Day!

Welcome to the last day of class.

First, let's finish the wedding presentations. If you have not presented, please volunteer. I do not want to take the time to search for you! Thanks.

Look at Canvas. I sent notes to some of you because your papers or PowerPoint presentations would not open in the format you used. Try saving the PowerPoints in an older version and resubmitting or sending them via attachment to me in Canvas.

Now, on with the exam!

The Exam Activity

Folklore is defined as the traditional beliefs, practices, customs, stories, jokes, and songs (etc.) of a people, handed down orally or behaviorally from individual to individuals. Keep this definition in mind as you work on the exam activity.

Hop into a time machine and travel 1,000 years to the future. The location is up to you. As a visitor to this time and place, you have been asked to tell a story of the 20^th or 21^st century. Today’s facts will become tomorrow’s folklore.  

What story will you select?  Take a look at the types of folktales from the list at the link. http://en.wikipedia.org/wiki/Aarne%E2%80%93Thompson_classification_system#Formula_Tales  

Look through the titles in your Folklore text to gather ideas from the past for your story set in the future.

Think about it. Will you talk about technology and how “magical” it was? Perhaps you will discuss animals and the pets we kept. A villain from the current news might become the ogre of our time and make the perfect demon in your tale. Are there any lessons that were or should have been learned by the young in our society? What about transportation? Cinderella traveled in a coach made out of a pumpkin. Are our cars, trains, or planes any less amazing? Do we practice any traditions that might serve as the basis of your tale? Current media presents many “Prince Charmings and Princesses.”

The content is up to you. However, you must tell a story. That means you have a 20^th or 21^st century setting as well as characters, plot, conflict, resolution, and message.

Take about five minutes to jot down some possible ideas and discuss your thoughts with others at your table or in the room. Really talk! Share suggestions. Take notes.

You now have the next 60 minutes to write the folktale/story you would share with the people in the 31^st century.

I suggest that you compose in WORD and then copy/paste into CANVAS. E-mail the document to yourself or save it on a jump-drive just in case CANVAS gets crazy!

Check with me after you submit your story to make sure that Canvas gave it to me!

Grades should post tomorrow afternoon. If not, look for them Monday morning.

Have a wonderful holiday. I wish you well in the future. It has been a pleasure to work with you this semester.

Class Work

1. Singing time!
2. Wedding Day!
3. Exam considerations.

Our exam is next Thursday 2:00-3:50 in our regular classroom. You must be physically present on the day of the exam! Bring your Folklore book! No out-of-class study is required.

Class Work

More ballads...

John HenryListen: http://www.youtube.com/watch?v=g6vcvYJCkic
Read: http://www.elyrics.net/read/p/pete-seeger-lyrics/john-henry-lyrics.ht

Devil Went Down to Georgia
Words: http://www.cowboylyrics.com/lyrics/daniels-charlie/devil-went-down-to-georgia-10926.html
http://www.youtube.com/watch?v=FgvfRSzmMoU Watch

Traditional Ballad Schemes
A
A
B
B

OR
A
B
C
B

OR
A
B
B
A


Add a chorus . . . this may be short. . . nonsense words are fine!

You need to write with a predictable rhythm. It is OK to borrow a tune from a familiar tune such as Mary Had a Little Lamb, Twinkle, Twinkle, Little Star, or Row, Row, Row Your Boat. Other borrowed tunes are OK. See if you can find the origin of the tune and possibly the author.


Write a ballad of at least five stanzas and a chorus.  You may work with a group. Follow a prescribed rhythm and rhyme scheme.

Ballads could:

• Tell of a real event or not . . .
• Contain mystical or magical elements
• Focus on a larger-than-life character
• Focus on someone or some event from history
• Can be work songs
• Might be love songs . . . often tragic or sad
• Tell a story

Be ready to sing or chant Today! Post in CANVAS . You may use the music from an existing ballad or song to help you along. (Twinkle, Twinkle Little Star comes to mind.)

Homework

We have not yet discussed marriage customs.
1. Select a country, religious, or ethnic group to use as the focus of the study. Tell me your choice before leaving class today. There are plenty of countries to go around. I do not want more than two people reporting on the same topic.
2. Describe the dating customs first. In some cultures the bride and groom do not meet prior to the wedding.
3. What are the engagement practices?
4. How are people invited to the wedding? Who must come? What are the preparations? Are there invitations?
5. Where do typical weddings take place? How does the place look? Are there special preparations for the wedding. For example, in some Christian American weddings that take place at a church, there are often flowers in the chapel.
6. What happens at the official wedding ceremony? Who officiates?
7. What does the bride wear? What does the groom wear? Describe. In some cultures, the bride wears red! As recently as the turn of the last century, blue was a color of choice in weddings in America.
8. Are others in the wedding party? Identify those people.
9. How is the hopefully happy couple presented to those present?
10 What are some after-wedding celebrations? Is there a reception? If so, what happens? What does the place look like?
11. How is the happy couple sent off to their "happily ever after?"

You may decide to do this report as a PowerPoint, essay, news story, or pamphlet. Be sure to include all 11 items. We will share on Thursday. A Canvas space will be available. Post there.


FYI: Our exam in one week from Thursday. You must come to class on the day of the exam- no exceptions!  I will tell you what to expect on the exam this Thursday. Bring your Folklore book to the exam. Our exam begins at 2:00 pm and runs to 3:50. This is a change from our regular 2:30 start time. Plan accordingly.

November 26, 2013

Class Work

BALLADS!\\Ballads  Here is what they are!
http://www.poetrysoup.com/definition/ballad
http://www.poeticterminology.net/05-ballad-poems.htm

This was the homework:
Find a ballad. Listen to the music and story. Share the link on CANVAS and explain why you like or do not like the ballad.
Consider these sources:
Here is a list of 100 Rock and Roll ballads. These are not all "traditional" ballads. Find one you recognize. http://digitaldreamdoor.com/pages/best_balladsddd.html You might be able to find a performance of it on YouTube.

Here is a link to some traditional ballads. http://www.fresnostate.edu/folklore/BalladSearch.html
http://www.contemplator.com/folk.html

In addition,
Find a ballad from a culture of your choice. Tell the story in your own words. In a brief paragraph, share why you selected the ballad and explain how the ballad relates to the culture and/or historical event.

Let's share what you found. . .
************************************************

Together, let's explore a few more ballads.

Barbara Allen
http://www.etni.org.il/music/barbaraallen.htm (Watch the words as you listen to the song.)
http://www.youtube.com/watch?v=EFHTJ08U_Fg
James Harris
http://www.poetryofscotland.co.uk/Ballads/daemon.php Short Version
http://www.sacred-texts.com/neu/eng/child/ch243.htm

Listen: http://www.youtube.com/watch?v=DT2G-OuRxVE

John Henry
Listen: http://www.youtube.com/watch?v=g6vcvYJCkic
Read: http://www.elyrics.net/read/p/pete-seeger-lyrics/john-henry-lyrics.ht

Devil Went Down to Georgia
Words: http://www.cowboylyrics.com/lyrics/daniels-charlie/devil-went-down-to-georgia-10926.html
http://www.youtube.com/watch?v=FgvfRSzmMoU Watch

Traditional Ballad Schemes
A
A
B
B

OR
A
B
C
B

Add a chorus . . . this may be short. . . nonsense words are fine!

Write a ballad of at least five stanzas and a chorus.  You may work with a group. Follow a prescribed rhyme scheme.

Ballads:

• Tell of a real event or not . . .
• Contain mystical or magical elements
• Focus on a larger-than-life character
• Can be work songs
• Might be love songs . . . usually tragic or sad
• Tell a story

Be ready to sing or chant on Tuesday! Post in CANVAS on Tuesday, Dec. 3, 2013. You may use the music from an existing ballad or song to help you along. (Twinkle, Twinkle Little Star comes to mind.)

Class Work
A Funny Thanksgiving Song ... to begin our day!
http://www.youtube.com/watch?v=UODvu6As4Ug&list=RDZl5r76hVYF0
1. Have you posted your recipe? Please do so. An electronic booklet will be available for our class to vieand use. Thanksgiving is just around the corner!

2. What is your group serving? Share your menu with the class. Picture, too, if they are available. Then, share the history of no more than two food items. (Leave some stories for the other groups!)
Be sure your group work is posted and that the names of all participants appear on the first "page." Only one person in your group needs to post.

3. Honor's Project Presentation!

4. Songs!
"Over the River and Through the Woods
Lyrics:
 http://www.songsforteaching.com/folk/overtheriverandthroughthewoods.php
Pictures - Sing along!

http://www.youtube.com/watch?v=rkQS681AotU&list=RDZl5r76hVYF0

"Five Little Turkeys"
http://www.youtube.com/watch?v=UODvu6As4Ug&list=RDZl5r76hVYF0


Ballads
 Here is what it is!
http://www.poetrysoup.com/definition/ballad
http://www.poeticterminology.net/05-ballad-poems.htm

Homework:
Find a ballad. Listen to the music and story. Share the link on CANVAS and explain why you like or do not like the ballad.
Consider these sources:
Here is a list of 100 Rock and Roll ballads. These are not all "traditional" ballads. Find one you recognize. http://digitaldreamdoor.com/pages/best_balladsddd.html You might be able to find a performance of it on YouTube.

Here is a link to some traditional ballads. http://www.fresnostate.edu/folklore/BalladSearch.html
http://www.contemplator.com/folk.html

In addition,
Find a ballad from a culture of your choice. Tell the story in your own words. In a brief paragraph, share why you selected the ballad and explain how the ballad relates to the culture and/or historical event.
****************************************************************
If time permits . . . A Charlie Brown Thanksgiving . . . this is part of America's tradition.
http://www.youtube.com/watch?v=Prz6FLIHkQw

Class Work

1. We will share the collages - first at tables, then for the class.

What is Thanksgiving in the USA?
http://www.youtube.com/watch?v=rsK5IRfOErU
http://www.history.com/topics/thanksgiving
http://www.almy.us/news/art8801.htm The real story!

2. Working with a group - create a Thanksgiving dinner with words and pictures.

• 1. Create a list of traditional meal items.
• 2. Divide the "preparation" and decide who will research which items. Find out why certain items, such as turkey, are on the menu. What is the story?
• 3. Keep track of your sources.
• 4. Prepare a group booklet, report, PowerPoint, or collage of the meal. Include the stories with the food.
• 5. Post in Canvas by class on Thursday.
• 6. Be sure all names appear at the top of the report.

Homework

Post a recipe that is a family favorite for Thanksgiving or other holiday where family traditionally gathers.
Give credit to the "owner" of the recipe.
In addition, write a paragraph or two about the food, your experience with it, or other funny, serious, or amusing tale where the item was served. Provide a picture if you wish, but this is not required. (50 pts.)
 
I will compile and post these for the class next Tuesday. Be sure to let me know if you do NOT wish to share in print. I will honor your wishes.


For smiles: http://www.youtube.com/watch?v=90SgOD73CP4

Class Work

Why do cultures use symbols?

Use symbols to create a collage of YOU! Also, write a one page paper explaining what the symbols say about you. Post in Canvas and be prepared to present to the class on Tuesday.

Sit with others who share your Zodiac sign.
Visit this site to find your sign. http://zodiac-signs-meanings.com/ Read the characteristics that seem to be associated with your sign.

Take a look at Chinese astrology as it applies to your birthdate. Year of birth is important here.
http://shine.yahoo.com/horoscope/  Do the two descriptions of "you" actually apply to you?

Look up he history of the Zodiac. http://www.historyofthings.com/history-of-zodiac-signs (Summarize as a group.)

Gemstones and symbolism...

http://www.crystal-cure.com/gemstone-meanings.html

There are also several videos on YouTube that attempt to explain the symbolism and 'power" of gemstones. The information presented is not scientifically verified.
As with other types of folklore, tradition and stories create and preserve the ideas.

1. What is your birth stone?
2. Do you have a birth totem?
3. Take a look at the information associated with your birth moon. You will find information about plants, animals, colors, and gems. Read the meanings. Does the information relate to you?
4. What does your Zodiac sign say? How does it relate to the gems and stones?
5. What cultures use totems, gems, flowers, and animals to tell something about an individual?
6. Are the animal signs the same in all cultures? Compare two. (Ancient Greece & China) (Native America & South Korea) Etc.

Flowers and symbolism
http://www.livingartsoriginals.com/infoflowersymbolism.htm
http://www.ehow.com/facts_5692549_history-meaning-flowers.html
Is there a story associated with your flower? What is your flower? Is it one you like, or is it one assigned to you because of your birthdate?

Animals and symbols
http://www.animal-symbols.com/

Colors - (We did this earlier in the semester, but it might be nice to include it here.)

Shapes: Look at this site - scroll down to the shapes. Do you have a favorite shape? Is there one that represents you?


Select a culture and explore the symbols.

11/12/13

Class Work

First, let's talk a little about good luck charms. Do you or have you ever owned any?

How many here did you know of?
http://voices.yahoo.com/27-popular-good-luck-charms-symbols-around-1268943.html

What should be added to the list?

http://www.ehow.com/about_5413357_types-good-luck-charms.html

Do Good Luck charms work? (Discuss - this is your opinion.)

Now, let's discuss symbols. ..

What symbols do you know?
Do you own anything symbolic?
Are there any symbols which define you in some way?

Today we are going to watch a documentary on Peru. Look for the symbols of the country. Before beginning, do a Google search and see what some symbols of the culture are. Now, watch the documentary and look for other symbols.


For homework, select an ancient culture and find 7-10 symbols of that culture. Explain each. Post in Canvas and be ready to share at your table on Thursday.

For extra credit, bring a good-luck charm or something "symbolic" to class on Thursday.

November 7, 2013 - Thursday

Class Work

Welcome to Game Day!

Today we will share what we discovered about games of the past and present. Please take brief notes on the information. A sentence or two will suffice.


Next, we will take a bit of time to play a board game or two. When time is up, write a paragraph explaining if you like the game or not. Speculate on why the game became popular. Explain how you felt while playing the game. Are you a passive or aggressive player?

Where and when did board games originate?

How do the board games of today relate to games of old?

http://www.ccgs.com/games/index.htm - This site contains some interesting information.

Although I caution you to take Wikipedia with a grain of salt, there is some interesting information here - some in need of verification from other sources.
http://en.wikipedia.org/wiki/Board_game

One more site: http://en.wikipedia.org/wiki/Board_game

For homework, select a specific board game. You are the investigator. Find the who, what, when, where, why, and how of your chosen game. Write it as if you were writing the information in a letter or e-mail to a friend. Post in CANVAS by Tuesday. (30 pts.)

November 5, 2013 - Tuesday

Class Work

1. Now that the monster, ghosts, and demons are a distant memory. Now that the ancestors old and young have been honored, it is time for you to travel back in time to your childhood.

2. What games did you play?

Games needing little and costing little.

• hop scotch
• tag - what version? My friends and I liked Freeze tag
• Red Rover
• Mother May I?
• Cat's in the Cradle
• Botton + String
• "I have a little doggie, and he won't bite you!"
• Button, button, who's got the button?
• Rock the baby
• Ring around the rosie
• London Bridge is Falling Down
• Jump Rope - various versions - Double Dutch was a challenge.
• Hula Hoop
• Jacks
• Pick-up Sticks
• Marbles
• Charades
• Pictinary
• Others???

Partners Please - count off!

Work with your partner to discover the answers to these questions. Post your answers in CANVAS - format - written or PowerPoint. Pictures might be helpful for some topics. Be prepared to share and lead us in the playing of the game on Thursday.

Pick one game - find the answers - share - play

• What are the rules?
• Where did the game start? Where was it played?
• Who started the game? Who played it?
• What is the game's history?
• Is it still played today?
• Why was it popular?
• Are there any additional interesting facts about the game?
• Where does your game fit on the timeline?

Pick Up Sticks Native American	Tiddly Winks	Monopoly® Hasbro, Inc.	Candy Land© Milton Bradley	Television	Nintendo© Nintendo of America, Inc.	Game Boy© Nintendo Of America, Inc.
1700	1888	1936	1949	1950	1983	1989

---

 Source: http://www.learningtogive.org/lessons/unit194/lesson5_attachments/2.html

********************************************************************

Card Games of Childhood- Regular decks and specialized decks.

"Go Fish"
"Crazy Eights"
"Old Maid"
"Slap Jack"
"War"
Uno
Phase 10
Rook
Flinch
Pit
Etc.

Look for the history of one of your favorites! Do this for homework. Use the questions listed in the last activity to guide your research. Don't forget to give credit to your sources. Post your answers in CANVAS.

For now, let's play!

Happy Halloween!

Class Work

Travel back in time to your childhood. Do you have any fond Halloween or Day of the Dead memories?

Take a few minutes to talk at your table. Let's share.

Are there any volunteers who are willing to share the information they located about Halloween or the Day of the Dead? Your information should be in CANVAS. I will be happy to pull it up for you!


Halloween Sites
http://www.halloweenhistory.org/ There is also a Day of the Dead link here.
http://www.halloweenishere.com/history.html

Day of the Dead Sites
http://www.holidays-tip.com/Holidays/mexicos-day-of-the-dead.php
http://www.destination360.com/north-america/mexico/day-of-the-dead



1. Halloween icons: Search for Halloween pictures and practices.
2. Day of the Dead symbols Look and list. Search for Day of the Dead pictures and practices.

These two holidays are NOT the same!

• Now for a brainstorm - List all of the items and practices you can that are related to Halloween today such as pumpkins, skeletons, witches, black cats... Who can get the longest list? A treat will be yours!

• Now brainstorm a list of the items and practices associated with the Day of the Dead celebrations today such as bones, skulls, grave decorating, and marigolds.

• Is the celebration of the day of the dead anything like the Memorial Day holiday?

Choose one item from either list. Find out how it got to be associated with the holiday. What are its origins? (Share)

What's Halloween without a walk through a cemetery? Just what do those tombstone carvings mean?
http://genealogy.about.com/od/cemetery_records/ig/tombstone_symbols/

What's Halloween without a good ghost story?
http://www.bing.com/videos/watch/video/famous-ghost-stories/1qaim6g

Ghost Busters Trailer: http://www.youtube.com/watch?v=cyRqR56aCKc

Ghost Trailer: http://www.youtube.com/watch?v=4cOb3gfe4tQ

Do you know a good ghost story you would be willing to share? I do!

What about those monsters? What would Halloween be without a monster or two?

http://www.youtube.com/watch?v=8IBNZ6O2kMk Monster's Inc.
http://www.youtube.com/watch?v=xBzPioph8CI Monsters University
http://www.youtube.com/watch?v=VG9AGf66tXM 6th Sense



Here's your treat! Enjoy Halloween. Honor your ancestors on Day of the Dead. NO NEW HOMEWORK! Give yourself a treat and catch up on missing assignments.

Class Work

1. Finish the "transformation" presentations.
2. Did you do this? If not, do it now.
For homework, create a collage that depicts as many things as you can think of one would expect to find in a haunted house. The program or format you use is up to you. Word documents work. PowerPoint is fine. There are other programs out in cyberspace that work as well. Feel free to draw if you have that talent. Post in Canvas or bring the visual to class. This is due on Tuesday. (50 points) We will be sharing these on Tuesday. Have a bit of fun!

3. Do you celebrate Halloween and/or Day of the Dead? Please share memories or plans.

Prepare a 6-7 slide PowerPoint of Halloween OR Day of the Dead. 
http://edsitement.neh.gov/feature/origins-halloween-and-day-dead 

This article tells a little about both holidays. Read it first.



3. Let's look at the who, what, when, where, why, and how of Halloween. Things you might expect to find: http://www.virtualsalt.com/gothic.htm
http://www.history.com/topics/halloween

If you prefer, pick an element of Halloween such as costumes, pumpkins, ghosts, skeletons, witches, demons, spiders, etc., and create a PowerPoint on one of these and answer the w/w/w/w/w/h of the symbol

4. Let's also look at the who, what, when, where, why, and how of the Day of the Dead.

http://www.jstor.org/stable/541045
Google search: Images for Day of the Dead to see pictures. You could pick one element of day of the dead to research and report upon.




Do you celebrate either/both? Please share memories or plans.

Homework:

Dress up for class on Thursday. If you do not what to dress up, design a costume and share a picture with us. Be ready to explain why you selected the outfit. It must relate to Folklore.

Finish your Day of the Dead or Halloween Powerpoint. Post in Canvas. Be ready to share on Thursday. (Space will be ready tonight. Canvas is currently being grumpy! Ummm - Gremlins, perhaps! )

Class Work

Today is TRANSFORMATION day!  You have 10 minutes to get with your group and make sure that all of your "ducks are in a row."

As you watch each presentation, take a few notes. There will be a couple of minutes following each for writing time.

• Name the character involved in the transformation
• Why and how does the character transform?
• List one or two interesting facts about the transformation.

You will submit a paper copy.

Let the fun begin!

(100 pts.)

***********************************************
I understand that there are a couple of "raven" experts in the class. Please share what you know or learned about ravens! (Part of this was homework.)

**********************************************

For homework, create a collage that depicts as many things as you can think of one would expect to find in a haunted house. The program or format you use is up to you. Word documents work. PowerPoint is fine. There are other programs out in cyberspace that work as well. Feel free to draw if you have that talent. Post in Canvas or bring the visual to class. This is due on Tuesday. (50 points) We will be sharing these on Tuesday. Have a bit of fun!

Class Work

You have 1/2 of the class time to return to your groups to prepare your presentation for Thursday.

See the posting from October 17 for details.

During the other half of the class, we will be reading "The Raven" by Edgar Allen Poe.

http://www.poets.org/viewmedia.php/prmMID/15638

Before we begin, what do you know about ravens?

http://animals.nationalgeographic.com/animals/birds/raven/




http://www.poetryfoundation.org/poem/178713

For homework, read one of these other tales featuring the raven and:

• summarize the story
• tell how the raven is alike or differs from the ordinary bird
• share the theme of the story - what is the message?
• http://www.shades-of-night.com/aviary/birdfict.html Other stories of ravens may be found at this site.

October 17, 2013

Class Work
Transformations continued. . .

1. What is a transformation? (Your own words.) (Dictionary definition)
2. Why might one want or not want to transform?
3. Look back at Tuesday's post on this blog to see a list of possibilities for the following assignment:


Group Assignments: There will be eight groups - two for each story. Sign up on the board.
Here are some additional choices:

• Shrek
• Br. Bear
• Transformers
• Frog and the Princess
• Tremors
• Gremlins
• Hulk
• Superman
• Spider man
• Iron Man
• Bat Man
• Wolf Man
• Little Mermaid
• Etc.

Task: Read or listen to a written version of the story. (Jekyll and Hyde - watch a full length version of the tale.)  You might need to explore a bit to find the written version if it is not listed here.

View videos or listen to audio recordings. (This is weekend homework! Don't fail your group!

Step 2: Look carefully at the transformation scenes. Be a reporter. Answer the Who, What, When, Where, Why, and How of the tale.

You may divide the research assignments between or among the group members.

• Look for scholarly information about your literary character.
• Discover the origin of your character.
• Clearly be able to describe the transformation.
• Note the causes of the transformation. Why did it happen?
• Find out if the transformation is permanent. If not, what needs to happen for another change to occur?
• Keep track of your sources . . . use EasyBib if you wish.

Step 3: Your group must decide how to present the story  of transformation.

Choices:

• Newspaper/magazine format
• Video
• Original live play
• PowerPoint with speaking parts for all
• Mural with text
• (Ideas from the groups will be considered.)

Guidelines/expectations:


Look for scholarly information about your literary character.
Discover the origin of your character.
Clearly be able to describe the transformation.
Note the causes of the transformation. Why did it happen?
Find out if the transformation is permanent. If not, what needs to happen for another change to occur?
Tell the story.
Share creatively with the class.
Each presentation should last at least five minutes but not be longer than ten minutes.
All must participate. Keep track of who does what and give me a report.

Presentations begin next Thursday! We will have some time in class to work on Tuesday as well as today.

October 15, 2013

Class Work

A Day of Transformations ... If someone offered you a substance that would make you younger or older - your choice - would you take it? Discuss why or why not at your table.

Stories of Transformation

Group #1
Beauty and the Beast :
Why was the Beast a beast? http://www.youtube.com/watch?v=__x8CYAVMbk
Transformation: http://www.youtube.com/watch?v=-Ba_kgtZSfE
Locate the Disney version to watch

Group #2
Dr. Heidger's Experiment by Nathaniel Hawthorne: http://www.youtube.com/watch?v=l-pUin6in0M Audio of the story only...

Full length movie: http://www.youtube.com/watch?v=RULBBg6kP38

Dr. Jekyll and Mr. Hyde:
"This is the Moment" http://www.youtube.com/watch?v=-amTgdQhf_c
"Transformation Scenes" http://www.youtube.com/watch?v=uN4Di8DEPf8 1932

1942 Trailer: www.youtube.com/watch?v=Ns14yPuzTiQ

Check YouTube for possible links to full movies.


Group #3 "The Black Cat"
Story: http://www.online-literature.com/poe/24/
Check YouTube for possible video versions

Group #4: "The Cask of Amontillado"
Story: http://poestories.com/text.php?file=amontillado
Check YouTube for possible video or audio versions

All  together now . . . "The Raven"

http://www.houseofusher.net/raven.htmlhttp://www.houseofusher.net/raven.html

Group Assignments: There will be eight groups - two for each story. Sign up on the board.

Task: Read or listen to a written version of the story. (Jekyll and Hyde - watch a full length version of the tale.)  You might need to explore a bit to find the written version if it is not listed here.

Step 2: Look carefully at the transformation scenes. Be a reporter. Answer the Who, What, When, Where, Why, and How of the tale.

Step 3: Your group must decide how to present the story  of transformation.

Choices:

• Newspaper/magazine format
• Video
• Original live play
• PowerPoint with speaking parts for all
• Mural with text
• (Ideas from the groups will be considered.)

Guidelines will follow. For now, find and read/ listen to/ watch the tale. Complete that task by Thursday.

October 10, 2013 - Thursday

Class Work

Bring a monster to class today!

• Walk around the room a bit and see if anyone else selected your monster. Create a small group if so - stand together.
• If you have a unique monster, stand alone but talk to one or two others who found a different sort of monster.
• Introduce your monster to the class. Tell us the following:
• The monster's name
• A physical description of the monster. You may show us a picture if you wish.
• Where the monster can be found
• The length of time this monster has been or was around
• Special powers/abilities possessed by the monster
• Famous things done by the monster
• Famous stories about the monster
• Any other interesting facts

Folklore in the news...

Spirit Moose: http://www.grindtv.com/outdoor/excursions/post/hunters-spark-outrage-by-killing-white-spirit-moose/

Do you know of any other animals that are considered to be "spirits?" Pick one. Research it. ( Two sources) Write a summary of your findings. Give credit to your sources. Consider:

• Who believes that this animal has spiritual powers?
• What powers is the animal believed to possess? What can it do?
• When did this belief begin? When is this animal powerful? Do people still believe in these powers?
• Where might one find such an animal?
• Why is there a need among the people who revere the animal to protect it and believe in it?
• How does this animal help? How do the people who believe in the powers of the animal treat or revere the animal?
• Other interesting notes.

Post in Canvas. This is worth 35 points and is due on October 15th.

Here is a link to a site that explains a bit about spirit animals. Click on the name of the animal to find some specific information.
http://www.manataka.org/page236.html#ANT
 
http://www.manataka.org/page291.html

*****************************************************************

Back to Monsters:

http://listverse.com/2011/07/05/top-10-horrifying-monsters-in-literature/

http://classiclit.about.com/od/literarymonsters/Literary_Monsters.htm


Why do people believe in monsters:
http://www.livescience.com/5046-monsters-ghosts-gods.html

http://www.themysterybox.org/believe-in-monsters/

http://www.foxnews.com/story/2008/08/20/bigfoot-monsters-and-ghosts-why-want-to-believe/
 
http://classiclit.about.com/od/literarymonsters/Literary_Monsters.htm
http://www.youtube.com/watch?v=cvOQeozL4S0

Why do people like to be scared?
Read: http://www.webmd.com/a-to-z-guides/features/exploring-thrill-seeking-personalities
List ten points that you find interesting. Post your list in Canvas. (10 pts.)
**************************************************************************

  Movies
http://www.youtube.com/watch?v=cvOQeozL4S0

 Frankeinstein: http://www.youtube.com/watch?v=8H3dFh6GA-A

Dracula: http://www.youtube.com/watch?v=Z1jVcmDH43Y 

20,000 Leagues Under the Sea Squid: http://www.youtube.com/watch?v=0qtWzbDgIQE

Godzilla: http://www.youtube.com/watch?v=iAO7BIeMR-Y

Creature from the Black Lagoon: http://www.youtube.com/watch?v=lM1o1xe5FGE

The Fly: http://www.youtube.com/watch?v=F7xoyu08xNE 

The Blob: http://www.youtube.com/watch?v=CkOfeSNsWpM

I Was a Teenage Werewolf: http://www.youtube.com/watch?v=7jZS2Yn_vRQ

As you watch these clips, take notes. What is special about each monster? Why do you think the monster became so popular? Turn in your notes. If we do not finish viewing in class, finish for homework. Post your notes in Canvas. (20 pts.)




 

 

October 8, 2013 - Tuesday

Class Work

1. If memory serves, we have one more presentation to hear.



2. We will finish listening  to a tale from Afghanistan.  It is from the opening chapters of And the Mountains Echoed by Khaled Hosseini, author of The Kite Runner.

First, let's review what we have heard so far.

Who are the characters?
What is the situation?
What sacrifice must be made?
Why is the sacrifice necessary?
What do you think the monster looks like? (Draw a picture...markers and crayons will be provided.)


3. Write a one page reaction to the story.

• What did you like?
• Was there anything you disliked? Why"
• What was familiar?
• What was the message?

Post in Canvas. (25 pts.) This is due today. You have 20 minutes to complete the task and post.

4. Speaking of monsters . . . what monsters do you know of? (Brainstorm at your table. Do a quick search for pictures/illustrations of these monsters. Also, see what written  information is available. Create an annotated list of links. (List the link - tell what your found there - one submission per table.)


5. This site has some "monster" information. You might find it interesting. Peruse it for homework.
http://public.wsu.edu/~delahoyd/monsters.html

6. Pick a monster, any monster, from literature or film. Read all that you can about that monster. Interview three friends or classmates to see what, if anything, they know about your monster. (You just adopted a monster!) Be ready to introduce your monster to the class on Thursday. You may bring an illustration if you wish or you may describe the monster.  Be sure to tell us:

• The name of the monster.
• What the monster looks like.
• Where the monster originated.
• Where the monster lives.
• The size of the monster.
• Special abilities of the monster.
• Why the monster is famous or should be.
• Hardships faces by the monster.

Have a bit of fun with this. We will share on Thursday. Don't forget to bring your monster!

• What the monster has done to become famous
• How to avoid or kill the monster

October 3, 2013 - Thursday

Class Work

Presentations! Please take notes on each.

Notes should include a two sentence summary of the story along with your reaction to the story. Does the story remind you of other stories? Why do you think the story has lingered in history and appears today? Do you like the story? Why/why not?


Listen to a tale from Afghanistan. It is from the opening chapters of And the Mountains Echoed by Khaled Hosseini, author of The Kite Runner.

Write a one page reaction to the story.

• What did you like?
• Was there anything you disliked? Why"
• What was familiar?
• What was the message?

Post in Canvas. (25 pts.) This is due Tuesday.

October 1, 2013 - Tuesday

Class Work Return to your group. Check the Internet for a brief overview of your group's assigned hero.

Make a group PowerPoint presentation of 6-10+ slides to tell the story to the class. Each group member should create at least one slide. There is a space on Canvas to post. Please include the names of all group members on the "title" slide.

Here are some suggested sites. Feel free to check other sites.

Theseus: http://greece.mrdonn.org/theseus.html

Odysseus: http://www.mythweb.com/odyssey/

Jason: http://www.ancientgreece.com/s/GreekMyths/Jason/

Moses: http://www.topmarks.co.uk/judaism/moses/index.htm

Perseus: http://www.greekmythology.com/Myths/Heroes/Perseus/perseus.html

Hercules: http://www.pantheon.org/articles/h/hercules.html

Your group may post the finished PowerPoint in Canvas. List your names alphabetically by last name on the title slide. Post under the first person's name.

Presentations!!!! Take notes. Write a brief summary of each tale. Bulleted lists are fine. This is a paper assignment. I will collect these at the end of the presentations. Be sure you have notes for each.


Just in case there was a shortage of princesses . . .

http://movies.yahoo.com/blogs/movie-talk/dual-disney-princesses-ice-face-off-frozen-trailer-164523666.html (New Disney Film to hit theatres in November!)

Just from viewing the trailer, how do these "ladies" differ from Cinderella, Snow White, and Sleeping Beauty, to name a few? Are they similar in any way?

In the Theseus tale, there is a "chapter" about human sacrifice to the Minotaur.

Listen to a tale from Afghanistan. It is from the opening chapters of And the Mountains Echoed by Khaled Hosseini, author of The Kite Runner.

Write a one page reaction to the story.

• What did you like?
• Was there anything you disliked? Why"
• What was familiar?
• What was the message?

Post in Canvas. (25 pts.) This is due Thursday.

  

September 26, 2013 - Thursday

Class Work

1. Ladies - form one group. Gentlemen - form another.

In your group, describe what you consider to be qualities you would hope girls in our 21st century world would develop. For example, is kindness important? If so, why? Continue until you have at least 10 important qualities listed and explained.

Sharing . . .

Now, describe what you consider to be qualities you would hope boys in our 21st century world would develop. For example, is courage important? If so, why? Continue until you have at least 10 important qualities listed and explained.

Sharing . . .

Are the characteristics and qualities that need to be developed the same for both genders? If so, why? If not, why not?

2. Look at those qualities that you feel are important for boys to develop. Are these qualities anything like the qualities possessed by Prince Charming or any Fairy Tale prince?

3. Let's talk about heroes of yester-year . . .
Name some:
Think Greek and Roman
Think Biblical
Think Ireland???? Yes, Ireland.

4. You will be reading "The Thirteenth Son of King Erin" and "The Birth of Fin Mac Coul" in the Folklore book. pp. 245-264. This is homework. Look for similarities to stories of Greek and Biblical heroes. On Canvas, explain what you like and/or dislike about the two Irish heroes.

In addition, you need to know something about Moses, Perseus, Odysseus and the Cyclops, Theseus, Hercules, and Jason.

Join a group. Check the Internet for a brief overview of your group's assigned hero.

Make a group PowerPoint presentation of 6-10+ slides to tell the story to the class. Each group member should create at least one slide. There is a space on Canvas to post. Please include the names of all group members on the "title" slide.

Here are some suggested sites. Feel free to check other sites.
Theseus: http://greece.mrdonn.org/theseus.html
Odysseus: http://www.mythweb.com/odyssey/
Jason: http://www.ancientgreece.com/s/GreekMyths/Jason/
Moses: http://www.topmarks.co.uk/judaism/moses/index.htm
Perseus: http://www.greekmythology.com/Myths/Heroes/Perseus/perseus.html
Hercules: http://www.pantheon.org/articles/h/hercules.html

September 24, 2013

Class Work

1. Let's hear about the African Cinderella.
2. Is Disney's Cinderella dated, or does it still speak to "little princesses" in our society and time? Discuss.

Something new is coming!

http://movies.yahoo.com/blogs/movie-talk/first-look-disney-strong-sexy-cinderella-195313961.html

What prince or princess did you "study" over the weekend? How well did he or she reflect the boys and girls in our society?

If you were to update the character, what changes would you make?

3. Is Cinderella a good role model for young girls? What about Prince Charming?

4. Not everybody is in love with the idea of the perfect princess . . .

http://www.nytimes.com/2006/12/24/magazine/24princess.t.html?pagewanted=all&_r=0

Today, you will receive a part of the essay. You need to read the part you have been given and prepare to share the information with others in the room. In addition, you will be given a "note sheet" where you will record what you learn from others about the article.

For homework, please write a one-page reaction to the article. Read the entire article first. Look back at your notes. This is a paper where you will agree or disagree with the author of the article. Clearly show what you think. Record the one-page essay in Canvas. Due: Thursday, September 26th.
(50 pts.)

September 19, 2013 - Thursday

Class Work

1. Return to your "Cinderella" group. You have 15 minutes to practice and polish your presentation of the story. Please involve everybody. Remember to use good vocal inflection and facial expression. Sound effects are OK! Involve the class if possible with a "chorus" or repeated phrase. (You may make one up if you wish!)

In addition to the "telling" of the story, be ready to share how your tale compares and contrasts to the French or Disney version. You may write on the board or create a PowerPoint slide or two. Just e-mail them to me so that I can share with the class or save on a jump-drive.

2. What suggestions for Princesses and Princes do you have for future study?
Consider Beauty and the Beast, The Princess and the Pea, Repunzel (Tangled), Snow White, Aladdin,Sleeping Beauty, Mulan, Little Mermaid, Pocahontas, Tarzan, The Princess Bride, etc...

For homework - watch a Disney or other video version of your chosen prince or princess. Then, write a character sketch of the prince or princess. What does he or she say and do? How does the prince or princess look? How do others feel about the prince or princess? What are your thoughts?

Write in paragraphs. Post in Canvas. Be sure to include the name of the prince or princess!

3. A week ago, you were to post a Three Little _________________ story. We did not get to share those stories. At your table, share your story!

Group sharing to follow.

4. This weekend, please get caught up with your homework. Many of you have missing assignments! Now is the time to take care of those.

Tuesday - September

Class Work

1. Who is Cinderella? How faithful was Disney to the original French tale?
2. What are some common elements?
3. What is different?
4. What are the qualities of the Prince in the story?

*******************************************************

Cinderella today...If Cinderella came to our day and time, what would she need to change? What should remain the same?

http://www.youtube.com/watch?v=xRYU4cqUAUs

What about Prince Charming today? What qualities should remain the same? What would he need to change?http://www.youtube.com/watch?v=mLgodxO8L0k
http://www.youtube.com/watch?v=mLgodxO8L0k

http://www.youtube.com/watch?v=ywnS8sUYD6Q

What about a Fairy God Mother????

http://www.youtube.com/watch?v=cQmQQYWBmo0

What other "magic" does a princess need? How about a little help with the work?
http://www.youtube.com/watch?v=TAsG__XjU8Q

And then... you need an evil "queen", "step-mother", "dragon"...

http://movies.yahoo.com/movie/enchanted-2007/

The magical ball...

http://www.youtube.com/watch?v=SfpiATTT7OY

And they lived happily ever after...
http://www.youtube.com/watch?v=gtghn3v5zg0

How does Cinderella "play" around the world?

Native American "Cinderella"
http://www.aaronshep.com/stories/046.html

African Cinderella
http://talesoffaerie.blogspot.com/2010/09/african-cinderella.html

Chinese Cinderella
http://www.myseveralworlds.com/2007/08/02/yeh-shen-the-chinese-cinderella/

Irish Cinderella
http://www.apples4theteacher.com/holidays/st-patricks-day/short-stories/fair-brown-and-trembling.html

Indian Cinderella

http://www.historyforkids.org/learn/india/literature/cinderella.htm

or

Your group can pick a culture and do a bit of research to see if there is a Cinderella story!

Directions:
1. Join a group of no more than 5.
2. Select a Cinderella story.
3. Read it.
4. Compare and contrast it to the Cinderella stories already discussed in class.
5. Prepare to share the story with the class. You may read it, act it out, or present it as a news story.
6. All must participate.

Homework
Read a Cinderella story different from the one selected by your group. Read it. Conduct a bit of research about the country of origin.

In a paragraph or two, explain how this Cinderella differs from the French Cinderella and from the Disney Cinderella. Post in Canvas.

Also, be thinking about a different "princess" or "prince" to explore in story and movie. Bring suggestions to class on Thursday.

September 12 - Thursday

Class Work

1. What did you find out about the Number Three? Walk around the room. Share your three most interesting facts with three others in the room. Add to your list if you hear something unique or new!

2. Let's look at some "3" stories:
Why are there three critters? Is it a simple matter of "good, better, and best?" Or, is it something else? Consider

 

• "Goldilocks and the Three Bears"
• http://search.yahoo.com/search;_ylt=ApELuP4TbCS.w.gaZ8nh0SubvZx4?fr=yfp-t-122-s&toggle=1&cop=mss&ei=UTF-8&p=goldilocks%20and%20the%20three%20bears
• "The Three Little Kittens"
• http://search.yahoo.com/search;_ylt=A0oGdWYaZC9SwRoAW75XNyoA;_ylc=X1MyNzY2Njc5X3IyYmNrNWVoZGNjaDkyN212MSUyNmIlM0Q0JTI2ZCUzRDhoY3VNMXRwWUVJamJLOFVLNERMVzdXZjlNRUhVVU1TaXV5R1FnLS0lMjZzJTNEazclMjZpJTNEaDlMM0VUaUQwVlZqU2JkN05ibjRjc3JjcHZpZEozaFpkVW9HZEVkWFJheGtVaVBiNFFtQ1NOT3dsVkl2WkJvQURVRHJmcnlmcC10LTEyMi1zZnIyc2ItdG9wZ3ByaWRJeWlocTVqSVQxNmV4WUpUaVZMQndBbl9yc2x0MTBuX3N1Z2cxMG9yaWdpbnNlYXJjaC55YWhvby5jb21wb3MwcHFzdHJwcXN0cmxxc3RybDI0cXVlcnlUaGUgdGhyZWUgbGl0dGxlIGtpdHRlbnN0X3N0bXAxMzc4ODM3NTYzMTA3?p=The+three+little+kittens&fr2=sb-top&fr=yfp-t-122-s
• "Three Billy Goats' Gruff" http://search.yahoo.com/search;_ylt=A0oGdUM6ZC9SniAAeFhXNyoA;_ylc=X1MyNzY2Njc5X3IyYmNrNWVoZGNjaDkyN212MSUyNmIlM0Q0JTI2ZCUzRDhoY3VNMXRwWUVJamJLOFVLNERMVzdXZjlNRUhVVU1TaXV5R1FnLS0lMjZzJTNEazclMjZpJTNEaDlMM0VUaUQwVlZqU2JkN05ibjRjc3JjcHZpZGJybnNiMG9HZEVkWFJheGtVaVBiNFFJYVNOT3dsVkl2WkRvQUNraXFmcnlmcC10LTEyMi1zZnIyc2EtZ3BncHJpZEkzNlRGYlE0VEVDYlo4ODFmdzRnWUFuX3JzbHQxMG5fc3VnZzEwb3JpZ2luc2VhcmNoLnlhaG9vLmNvbXBvczFwcXN0clRoZSB0aHJlZSBiaWxseSBwcXN0cmwxNnFzdHJsMjdxdWVyeXRoZSB0aHJlZSBiaWxseSBnb2F0cyBncnVmZnRfc3RtcDEzNzg4Mzc2NDczMzg-?p=the+three+billy+goats+gruff&fr2=sb-top&fr=yfp-t-122-s  (1st)

Knowing what you now know about the number three, is there special significance of the three characters in these stories?

3. More tales with numbers:

1. "The Three Wishes" from England - p. 220
2. "The Man, the Boy, and the Donkey" from Ancient Greece p. 179
3. "The Wolf and Seven Little Kids" from Germany p. 109
4. "Thousand-Furs" from Germany p. 126
5. "Snow White and the Seven Dwarfs" from Germany and Disney p. 53
6. "The Three Hares" from Turkey p. 497
7. "The Two Old Women's Bet" from Southern United States p. 671
8. "Three Magic Oranges" from Costa Rica p. 760
9. "The Five Brothers" from Chile p. 776

Join one of the nine groups.
First: Research the number. Is it special in any way. If you have the number "3", share the information with the group and quickly move on.
Next: Read the story. See if the number is important to the tale.
After that: Consider the story again. What if there were a different number? How would that change the story? Discuss as a group and write down your ideas.
And then: Discuss if the culture from which the story sprang would be receptive because of the number within the story? Is that number important in the culture? (Use the Internet to help you here!)
Finally: Outline the events of the story and be prepared to share the story with the class - outline and all. Also, be ready to share the significance of the number within the story.

*****************************************

How well do you know Cinderella? For homework, read or watch a version of Cinderella - the French version. Disney's version is based on the French version. Either will do. Be ready to participate in a class discussion of the princess and her tale!

Tuesday, September 10, 2013

Class Work

For homework, you are to write yet another version of the Three Little Pigs. Instead of pigs, use the animal you researched. The plot will be somewhat the same, but you may add a twist. Be sure you have a message for the readers and listeners. If wolves do not live where your animal is found, what predators do live there? Use that character for the "villain" in the story. Have a bit of fun. Post in Canvas. Be ready to share your story with a group on Tuesday. This is worth 50 points.

You should be able to post Just the Beginning now. Take a moment to do that. I do apologize for the delay.

1. Let's share the beginnings of the story. Your table needs to join another table. Share your beginnings. Vote for the top two best beginnings to share with the entire class.

2. Return to your "Three Little Pig" reading groups. Take about 10 minutes to practice. You will be sharing with the class. You earn 25 points for doing your part well!

3. Why are there three critters? Is it a simple matter of "good, better, and best?" Or, is it something else? Consider

• "Goldilocks and the Three Bears"
• http://search.yahoo.com/search;_ylt=ApELuP4TbCS.w.gaZ8nh0SubvZx4?fr=yfp-t-122-s&toggle=1&cop=mss&ei=UTF-8&p=goldilocks%20and%20the%20three%20bears
• "The Three Little Kittens"
• http://search.yahoo.com/search;_ylt=A0oGdWYaZC9SwRoAW75XNyoA;_ylc=X1MyNzY2Njc5X3IyYmNrNWVoZGNjaDkyN212MSUyNmIlM0Q0JTI2ZCUzRDhoY3VNMXRwWUVJamJLOFVLNERMVzdXZjlNRUhVVU1TaXV5R1FnLS0lMjZzJTNEazclMjZpJTNEaDlMM0VUaUQwVlZqU2JkN05ibjRjc3JjcHZpZEozaFpkVW9HZEVkWFJheGtVaVBiNFFtQ1NOT3dsVkl2WkJvQURVRHJmcnlmcC10LTEyMi1zZnIyc2ItdG9wZ3ByaWRJeWlocTVqSVQxNmV4WUpUaVZMQndBbl9yc2x0MTBuX3N1Z2cxMG9yaWdpbnNlYXJjaC55YWhvby5jb21wb3MwcHFzdHJwcXN0cmxxc3RybDI0cXVlcnlUaGUgdGhyZWUgbGl0dGxlIGtpdHRlbnN0X3N0bXAxMzc4ODM3NTYzMTA3?p=The+three+little+kittens&fr2=sb-top&fr=yfp-t-122-s
• "Three Billy Goats' Gruff" http://search.yahoo.com/search;_ylt=A0oGdUM6ZC9SniAAeFhXNyoA;_ylc=X1MyNzY2Njc5X3IyYmNrNWVoZGNjaDkyN212MSUyNmIlM0Q0JTI2ZCUzRDhoY3VNMXRwWUVJamJLOFVLNERMVzdXZjlNRUhVVU1TaXV5R1FnLS0lMjZzJTNEazclMjZpJTNEaDlMM0VUaUQwVlZqU2JkN05ibjRjc3JjcHZpZGJybnNiMG9HZEVkWFJheGtVaVBiNFFJYVNOT3dsVkl2WkRvQUNraXFmcnlmcC10LTEyMi1zZnIyc2EtZ3BncHJpZEkzNlRGYlE0VEVDYlo4ODFmdzRnWUFuX3JzbHQxMG5fc3VnZzEwb3JpZ2luc2VhcmNoLnlhaG9vLmNvbXBvczFwcXN0clRoZSB0aHJlZSBiaWxseSBwcXN0cmwxNnFzdHJsMjdxdWVyeXRoZSB0aHJlZSBiaWxseSBnb2F0cyBncnVmZnRfc3RtcDEzNzg4Mzc2NDczMzg-?p=the+three+billy+goats+gruff&fr2=sb-top&fr=yfp-t-122-s  (1st)

What do you know about the number three? Do some research. Why is that number important? Does it have the same importance across cultures? Share your findings on CANVAS. Be sure to give credit to your sources - at least two.

In addition, explain in what way the information is associated with the story of the "Three Little Pigs."
4. If time permits... we will play Story Cubes. You get to be the story creator!

Update to the Three Little ???? Homework -

You only need to begin your story. Do the following: 1. Identify the animals you will use. 2. Start writing. Tell what the first two animals will do and say. This is like the first two pigs who build their houses of straw and sticks. 3. Create a sing-song or nonsense line to repeat throughout. 4. Describe your "wolf". Post in Canvas under Story Beginning.

Day 6 - Wolves, Pigs, and Stories

Class Work

1. Finish Peter and the Wolf
2. Read a little bit about the story and performance: http://www.pbs.org/wnet/gperf/episodes/peter-the-wolf/essay-prokofievs-peter-the-wolf/27/
3. Discuss the movie and the music: http://search.yahoo.com/search;_ylt=A0oGdSEVryhSOxoARz2l87UF;_ylc=X1MDOTU4MTA0NjkEX3IDMgRjc3JjcHZpZANXMGx0NkVvR2RFZFhSYXhrVWlQYjRRcDdTTk93bFZJb3J3SUFDbW5mBGZyA2llOARmcjIDc2ctZ2FjBGdwcmlkA3NzaXVoMy5IUTFlN3RCM2t4Y3N5YkEEaXQDZ3AEbl9ncHMDMTAEb3JpZ2luA3N5YwRwb3MDMQRwcXN0cgNQZXRlciBhbmQgdGhlIHdvbGYEcXVlcnkDUGV0ZXIgYW5kIHRoZSB3b2xmBHNhYwMxBHNhbwMxBHNlYwNyZWwtc2EEc2xrA3RleHQEdG9TdHJpbmcDW29iamVjdCBPYmplY3Rd?p=peter%20and%20the%20wolf&fr=ie8&fr2=sg-gac&pqstr=Peter%20and%20the%20wolf
4. Think back to what we learned about wolves on Tuesday. Is the wolf in Peter and the Wolf anything like the real creature?
5. What is the message in the story? What can we, the viewers, learn about human nature from the story? What is your "take-away?" Would you like the children you know to see the movie or listen to the music? Explain. (After table discussion, this will be an in-class writing exercise. Please post in Canvas. This is a group discussion, but it is an individual writing exercise. Please use complete sentences and paragraphs. You have up to 15 minutes to complete the work.) (20 pts.)

3. The Three Little Pigs

• Story time: http://homepages.uni-paderborn.de/odenbach/wwwmath/pigs/pig3.html
• Movie and music time: http://www.youtube.com/watch?v=Olo923T2HQ4 (Disney Version)
• Group Activity - the story grows ...
• You will be getting into one of three groups. No more than 10 people may be in any one group.
• Count off by 2s.
• Even #s will be responsible for the first half of the story
• Odd #s will be responsible for the last half of the story.
• Read through the story. Figure out how to get EVERYBODY in your sub-group to take part in a reading for the class.
• The ultimate goal is to entertain us with a reading. Use vocal inflection. Music/singing is OK. Beat out a rhythm. Chant. Be creative! Create some sort of sound-effect for each character. (Remember Peter and the Wolf?)

4. For homework, you are to write yet another version of the Three Little Pigs. Instead of pigs, use the animal you researched. The plot will be somewhat the same, but you may add a twist. Be sure you have a message for the readers and listeners. If wolves do not live where your animal is found, what predators do live there? Use that character for the "villain" in the story. Have a bit of fun. Post in Canvas. Be ready to share your story with a group on Tuesday. This is worth 50 points.
4.

Day 5: Tuesday

Class Work

Be sure to post your homework assignments in Canvas!

1. What did you find out about wolves?
Share the facts at your table - then be ready to share the top three facts with the class.
2. How does what you found out about wolves relate to the Little Red Riding Hood story?
3. Do you have a favorite color? What does that color say about  you? Why do you prefer that color? Are there others you know or to whom you are related who also favor that color?
4. Colors - is RED really all that was described in the article you read for homework?
http://www.helium.com/items/1697244-little-red-riding-hood
5.As a group, select a color other than RED. Do a bit of research. Find out the symbolism of the color. Does it stand for one thing in one country and another somewhere else? Why would one choose or avoid your color? This is YOUR color. Find out all you can. Has your color appeared in famous art? Is it part of a country's flag? Is this the "it" color for fall? Spill the beans. Tell all.

You have 15 minutes to conduct research. Then, be ready to share with the class.

Colors come up in stories all the time. See if the symbolism relates to the story in any way.
6.Homework:  Select an animal other than the wonderful wolf. Take a look at the table of contents of our book. There are many animals to choose from - to name a few:

• Tiger
• Parrot
• Fish
• Lizard
• Fly
• Monkey
• Platypus
• Spider
• Coyote
• Snake
• Bird
• Tortoise
• Deer
• Jaguar

That's just a sample! Select a story that features an animal. Read the story. List the qualities that are exhibited by that animal. Now, conduct research on your animal. What is the real animal like? Where is it found? Explain if it is or is not like the animal in the story. Post in Canvas.

• Qualities of the animal in the story.
• Summary description of the real animal - 2 paragraphs
• Credit to the sources. (2 sources)
• Comparison of the real and story animal (1 paragraph)

7. Watch Peter and the Wolf. Discussion to follow -
If your chosen animal were a musical instrument, what instrument would it be? Explain