Please note, this is our room! EST N247 for Fall 2013!

Class Work

Today we are sharing the Reader's Theatre animal tales.

1. Return to your groups.
2. Practice ( 20 minutes)
3. Present

This is worth 50 points. Do your best! Remember to use vocal inflections and facial expressions. Props are appreciated, but optional.

On with the show....
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What do you know about wolves?

Take a look at what Hollywood thinks about the story...

"Little Red Riding Hood" (grows up?)
http://movies.yahoo.com/movie/red-riding-hood-2011/trailers/

How did the story change from a Grimm's Fairy Tale to modern-day movie?????

Homework:

A. Research WOLVES. Check our the life and times and locals of wolves. Let's see if we can figure out where these crazy stories originated!

Read the article and list the Top 10 things to know about wolves. Give credit to your source. MLA Style please.

(10 Pts.  on Canvas)

B. Read one person's opinion of the symbolism of clothing in Little Red Riding Hood.

http://www.helium.com/items/1697244-little-red-riding-hood

Read the article. Do you agree or disagree with the author? Explain. Are there other possible interpretations? Share. (10 Pts. on CANVAS)

Day 3 - Folklore and Creation Myths

Please note, this is our room! EST N247 for Fall 2013!

Class Work

1. For homework, you found two additional sites and wrote a summary of the definition of Folklore. At your table, share your summaries. As a group, using only five sentences, write what Folklore is.  Class sharing will follow.

2. For homework, you also investigated Creation Myths and conducted research on two specific cultures. What did you find? How was the world created according to these myths and legends? What commonalities did you discover? What differences. First, discuss at your table. Then, we will talk as a class.

Quick creation myth summaries: http://ancienthistory.about.com/od/creationmyths/tp/090808CreationMyths.htm

3. One quality of folktales is that animals often talk or have special powers. Can you think of examples?

"Coyote Steals the Blanket" - a Navajo myth.

4. Talking Animals - a Reader's Theatre exercise...

• Storks
• Frogs
• Mice

Join your "assigned" group.

• Read the extra information about your tale at: http://www.aaronshep.com/rt/RTE.html

• Read through the story
• Assign parts
• Read through
• Turn in scripts at the end of class.

On Thursday, your group will present to the class. Reader's Theatre requires no movement, but it does require facial expression and vocal inflection. You may stand if you prefer. You may add "props" for costumes if your group desires.

Homework

1. Practice your part. The script may be found at
http://www.aaronshep.com/rt/RTE.html

Gather your props, if any.

Be ready to present on Thursday.

2. Read the following tales that contain animal characters:
A. "Little Red Riding Hood" p. 112
B. "The Hare and the Tortoise" p. 177
C. "Three Billygoats Gruff" P. 326
D. "Three Hares" p. 497
E. "The Sparrow with the Slit Tongue" p. 509
F. "Oni and the Great Bird" p. 644
G. " The Story of the Smart Parrot" p. 748

For each tale, do the following and post in Canvas:

• Summarize the story in no more than five sentences. (3pts. per story)
• List the "moral" of the story. In other words, what's the message? (1 point per story)
• Think a bit. Look at the culture from which the story came, speculate in a few sentences why there might have been a need for the story in that part of the world? (2 points per story)

 

Folklore is...Day 2

Class Work

Good News...We are moving to a larger classroom!

ENH294 #28453 is moving from MON203 to EST N247 for Fall 2013!

For homework, you were asked to read the introduction in Best-Loved Folktales and make a bulleted list of 15 important points. Please take the list, talk to the person across the table, and share lists. Did you agree on the most important points?

Give me a paper copy of the bulleted list. Your grade will appear in Canvas.

For homework, locate a site on-line that defines Folklore. You may NOT use Wikipedia. Find something with a .org or .edu after it.

1. List the source.
2. Write a summary - no more than one page - of the definition provided there. It is due Tuesday. Post in Canvas.

Definition of summary: http://dictionary.reference.com/browse/summary

Steps to use when writing a summary:

1. Read the article.
2. Without looking at the article, list the most important things you remember about the things you read.
3. Read the article again.
4. Add to your list of important things.
5. Turn your list into a paragraph or two. Make it conversational.
6. Be sure to give credit to your original source. Include the URL. Look for an author and date.

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Now, on with the show!

1. Warm-ups: Facial expressions, motions, voice, eye contact.
2. You will join a group of 5, you are the 5th.
3. Write your name on the rubric. Hand the rubric to another in the group to evaluate you as a story teller.

• 5=Fantastic!
• 1 = Keep trying.

4. Tell your story to the group. The group will evaluate your presentation. (Do not fear, you have a voice in the evaluation!)

5. Each group needs to select one story teller to present to the class. Do not worry if you are not selected; you will have a chance in the future, I promise!

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Creation stories

Homework: 1. Watch two creation myths as told on YouTube. Here are some suggestions. Others are available.

Inca Creation Myth: http://www.youtube.com/watch?v=qNxZqINCyj4&list=PL32257ECAC08445A3

Egyption Creation Myth: http://www.youtube.com/watch?v=uTy49JlgJZE

Greek Creation Myth: http://www.youtube.com/watch?v=LxoRWD-RwtU

Aboriginal Creation Myth – Australia: http://www.youtube.com/watch?v=koxp_q46z0Q

Hindu Creation Myth: http://www.youtube.com/watch?v=Y9yWwFWpbRo

Three Native American Creation Myths: http://www.youtube.com/watch?v=P3XoYZgvEH8

Maori Creation Myth in Sand Art Presentation: http://www.youtube.com/watch?v=TDzz_eDq3LE

Grandmother Spider Creation Myth: (A story teller tells this one – good use of voice and facial expression.) http://www.youtube.com/watch?v=rNBNGL9uLCI

 

2. Complete a comparison/contrast chart showing the similarities and differences between the two stories.
3. Conduct informal research on the culture from which the story came. In a brief paragraph for each culture, describe the that culture. Include it's location on the globe.

Sample comparison/contrast charts: http://images.search.yahoo.com/search/images?_adv_prop=image&fr=yfp-t-900&va=comparison+and+contrast+charts

Favorite Stories and YOU!

Welcome to World Folklore!

Class Work

1. Getting to know you -

• When you were a child, what was your favorite story?
• Why did you like the story? Do you still like the tale? Elaborate.
• If you have children or plan to have children, would you share that story with them? Why or why not?
• What lessons did the characters learn in the story?

2. Syllabus overview - see post #1.

2. Partner challenge: Get with someone who shares your birth month. Together create of list of folktales you know. Prizes will be awarded for the longest list!

3. As you review your list of tales, what would you say would be the qualities of folktales? This is the beginning of your personal definition of folktales. Hold onto to this as you will need it for a homework assignment.

4. Let's look at some basics of story telling:

What is story telling? Some experts share their views: http://www.aaronshep.com/storytelling/quotes.html (Take a slip - read the quotation - tell if you agree with the "expert" and explain your response. This is an oral activity!)

How does one tell a good story?

video : http://search.yahoo.com/search;_ylt=AsV5M5fHv6NgYDXxUG3EqdibvZx4?p=how+to+tell+a+story&toggle=1&cop=mss&ei=UTF-8&fr=yfp-t-900

• http://www.ehow.com/how_2063128_tell-story.html
• http://www.wikihow.com/Tell-a-Story
• http://www.aaronshep.com/storytelling/Tips1.html

Homework:

1. Find a folktale to share with a group of five or six on Thursday. You must be able to tell the story in 1-2 minutes. You might consider sharing that favorite tale from childhood! Use facial expressions. Use arm movements. Use vocal inflection. Make eye contact. Practice, practice, practice before you come to class. Amaze and engage your fellow story tellers! Each group will "elect" one story teller to share with the entire class. (25 point activity)

2. Read the Introduction in Best-Loved Folktales of the World. Complete the following in 15 bulleted points:

Folktales and fairy tales are: ...
(List the 15 most important points from the Introduction.)

 Bring the list to class on Thursday.

Syllabus

Syllabus English ENG 2940-0002-28453

Aug. 20-Dec. 13, 2013 – Tu/Th   2:30-3:45 in  Montezuma Hall RM: 203

 

ESTRELLA MOUNTAIN COMMUNITY COLLEGE
World Folklore: Mrs. Patricia Eaton

E-mail: patricia.eaton@estrellamountain.edu  If you have questions, contact me via e-mail. I will check the e-mail daily during the week and respond. Please check the blog before asking me for information about a missed class.

Blog:  www.eatonfolklore.blogspot.com

      Note: The blog is your link to what is happening in class and to what is due. Links to readings are also posted on the blog.

Adjunct Office: 623-935-8139 - Montezuma Hall 119 (You may phone the office and leave a message for me between 8:00 am and 5:00 pm on weekdays.

 Required Text:

Best-Loved Folktales of the World by Joanna Cole

 ISBN: 978-0-385-18949-1

Cost: $20.00 New
You must have the book. The bookstore has used copies for $15.00.

Computer Access: You will need regular access to a computer with a  reliable Internet connection. If you do not have access at home, please use the EMCC computers in Estrella Hall’s Information Commons.. Most homework assignments and essays will be submitted on Canvas. You cannot complete this class without using a computer with Internet access. If you are new to the use of computers or need help, just ask. We were all new users at one time!

USB Drive: You need a USB drive for this course. If you already have one and space is available, you may use it. A new one is not required. You will want to save all work on your jump drive and bring the jump drive to class.

Note: This syllabus is subject to change based upon the progress of the class. Daily updates will be provided on the blog. If you miss a class, be sure to contact me and ask for a copy of the daily information. Also, be sure to check the blog for updates and links to required readings.

Office Hours: By appointment – my schedule is flexible.

Course Competencies

1.       Define folklore and folk tales.

2.       Identify at least five different types of folk tales.

3.       Describe various types of oral folk tales using specific examples to show how these types function in a culture.

4.       Compare and contrast the various types of oral folk tales.

5.       Research five major folk tale types.

6.       Demonstrate the ability to tell ar least five types of folk tales.

7.       Summarize and analyze thirty folktales from a variety of cultures.

8.       Identify and describe cultural elements contained in given folktales.

9.       Explain how to research folktales for classroom use.

10.    Define three ways that folk tales can be used to impart a less, a value, and/or knowledge.

11.    Define lesson objectives for a teaching unit and identify two folk tales to meet those objectives.

12.    Create a classroom lesson or activity and show where folk tales can be used to achieve desired teaching and/or learning objectives.

Please note that folk tales were part of an oral tradition. You will be expected to present orally as well as in writing.

Major Projects

·         Define “ Folklore” – (3 sources)

·         Summarize and analyze 30 folktales from a wide variety of cultures.

·        Tell five folk tales and explain the type of tale, the cultural need for the tale, and the goal of the tale

·         Select a culture and identify and describe the cultural elements as shown in at least folktales from that culture. (Research using MLA style.)

·         Design a lesson plan that includes objectives for teaching a folklore “unit” of at least three days. Identify at least two folk tales to meet those objectives and include them in the unit.

·         Create and share a 10 minute folklore lesson or activity with the class.

·         Participate in a variety of individual, small group, and whole class activities.

·         Successful completion of various shorter assignments and activities

Attendance Policy: Active participation is expected for successful completion in this course. In the event of an absence, students are expected to contact me by e-mail: Patricia.Eaton@estrellamountain.edu and go to www.eatonfolklore.blogspot.com  for daily updates for the course.

Important FYI:

Attendance policy (typically, students are allowed the number of unofficial absences according to the number of times a class meets per week; ex: TR, students are allowed two unofficial absences and may be dropped after that.) Students must sign the attendance sheet for each class to be counted as present.

2.3.2 Attendance

• Only persons who are registered for a class at any of the Maricopa Community Colleges may attend that class. Attendance requirements are determined by the course instructor. Students who do not meet the attendance requirement as determined by the course instructor may be withdrawn.
• Students who fail to attend the first scheduled class meeting, or to contact the instructor regarding absence before the first scheduled class meeting may, at the option of the instructor, be withdrawn.
• At the beginning of each course, each faculty member will provide students with written attendance requirements. It is the student's responsibility to consult with the instructor regarding official or unofficial absences. Absences begin to accumulate with the first scheduled class meeting.
• Students bear the responsibility of notifying the Admissions and Records Office/Office of Student Enrollment Services when they discontinue studies in a course or studies at the college. 

Official absences are those that occur when students are involved in an official activity of the college. Absences for those events are not counted against the number of allowed absences. Make-up work is required. Documentation is required.

Jury duty and subpoenas will not be counted against the number of allowed absences. Documentation is required. Make-up work is required.

Military commitments for up to one week will not counted against the number of allowed absences. If the length of the assignment is more than one week, the student and instructor will determine if it will be possible to make up the work missed. If the length of absence creates an undue hardship on the student’s ability to make up assignments, he or she will be given an opportunity to request an incomplete grade or be allowed to drop the class. Appropriate documentation is required. Make-up work is required.

In the event of the death of an immediate family member, absences for periods of up to one week will not be counted against the number of absences allowed by the instructor or department. Students should contact the instructor as soon as possible to arrange for make-up work. Appropriate documentation is required. Make-­­­­­up work is required.

Students have the right to observe major religious holidays without penalty. Absences for such holidays do not count against the number of absences allowed by the instructor. At least one week before the holiday, students must submit a written statement that includes both the date of the holiday and the reason why class attendance is impossible. Prior arrangements must be made with each instructor for make-up work. If prior arrangements have been made, the student will not be penalized.

Late Work:

Students are expected to complete any homework for the missed day by the next class period.

Make-ups of in-class writing assignments are at the instructor’s discretion. Students turning their work in after the due date may be penalized by having the grade lowered five points per day in fairness to those students who met the deadline.

Tape Recordings and/or Video Recordings: In order to tape any class session, a student must first seek permission from the instructor. In order to tape group discussions, permission must be given by the instructor and the students in the group.

Cell Phones: Cell phones must be turned off or placed on “vibrate” during class. At no time should a student be sending text messages, sending e-mails, listening to music, surfing the web, visiting Facebook, playing games, or carrying on conversations. In the event of an emergency call, please excuse yourself from the room, take care of the situation, and quietly return to class. Otherwise, ignore your phone!

Computers, Tablets, and IPods: Class time is just that – time to complete the tasks of the class. Refrain from surfing the web, visiting Facebook, playing games, sending e-mails, completing homework for other classes, or listening to music. If you are using the device for something other than class assignments, you are disrupting the class. Please be respectful of your classmates, your instructor, and yourself.

Student Disabilities: If you are student with a disability that requires special accommodations, please let me know as soon as possible. “Students with disabilities are encouraged to contact the DRS office at the beginning of the admissions process to discuss accommodation needs and to request an alternate format of printed materials. Some accommodations may require three to four weeks notification. For more information, call 623-935-8935, or contact the EMCC DRS office in Komatke Hall 119, or e-mail: Ramona.shingler@emcmail.maricopa.edu.”

Student Support Services: For writing assistance in the Learning Enhancement Center, students should contact the Writing Center at 623-935-8419. The Writing Center is located on the first floor of Estrella Hall.

Grading Scale:

Specific criteria will be given for each assignment. A rubric will be provided when appropriate.

A= 90-100%
B=80-89%
C=70-79%
D=60-69%
F=0-59%

Plagiarism: Plagiarism is the process of borrowing information from other sources or individuals without giving credit. Plagiarism will not be tolerated. Essays will not be accepted unless accompanied by pre-writing exercises, notes, drafts, peer and self-editing marks, etc. This paper trail is proof of a student’s own work. Proof of plagiarism will result in a zero for the assignment.

Classroom Misconduct: Students must read the “Code of Student Conduct” in the new Student Handbook for an understanding of what will be expected within the academic setting.

2.3.11 Academic Misconduct

1. Definitions
1. Academic Misconduct - includes misconduct associated with the classroom, laboratory or clinical learning process. Examples of academic misconduct include, but are not limited to, cheating, plagiarism, excessive absences, use of abusive or profane language, and disruptive and/or threatening behavior.
2. Cheating - includes, but is not limited to, (a) use of any unauthorized assistance in taking quizzes, tests, assessment tests or examinations; (b) dependence upon the aid of sources beyond those authorized by the faculty member in writing papers, preparing reports, solving problems, or carrying out other assignments; or (c) the acquisition, without permission, of tests or other academic material belonging to a member of the college faculty or staff.
3. Plagiarism - includes, but is not limited to, the use of paraphrase or direct quotation of the published or unpublished work of another person without full and clear acknowledgment. It also includes the unacknowledged use of materials prepared by another person or agency engaged in the selling of term papers or other academic materials. Information gathered from the internet and not properly identified is also considered plagiarism.

Final Thoughts: Come travel through time to places known and places new. Learn about others by sharing their stories. Enjoy the treasure of the oral tradition.

FYI: You MUST physically attend class on the day of the exam in order to pass the course.