an archive of lesson plans

Tag: Fairy tales

RU F21 ADV: Russian Folktales

Language Resident: Aleksandra Bystrova

Date: 09/16/2021

Class theme/topic discussed: Russian Folktales

Goals of the class :

  • Learn about Russian folklore and rules of creating a traditional fairytale
  • Practice storytelling

Class structure:

  1. Warm-up.
    I ask my students to discuss the following questions:
    1) What is “сказка” (traditional Russian verbal fairy tale)?
    2) Did you like reading fairy tales or listening to them when you were a kid?
    3) Do you know any Russian fairytales?
  2. Activity 1. Reading a fairytale “Сказка об Иване-царевиче, жар-птице и о сером волке” (The fairytale of Ivan-tsarevitch, a firebird and a grey wolf) (one and a half page, adapted, with vocabulary).
    Students seat in a semi-circle. We read the text aloud making stops at the end of each paragraph. I make sure they understand everything by asking them questions. I draw a plan of a fairytale on a board while they are reading. At the same time, I have a powerpoint presentation opened with drawings of this fairytale, so students have a visual image of what is going on.
  3. Activity 2. Analysis of a fairytale 
    I ask students to name all characters from the fairytale (7). Then, I ask them about the role of those characters. What do they do? We do it on purpose, so later we could discuss the thesis from the book “Morphology of the Folktale” by a Soviet folklorist and scholar Vladimir Propp. After we wrote all characters and their role (functions) on the board, I present my students Propp’s concept and give them a handout with a plan of creating a folktale.
  4. Activity 3. Create your own fairytale!
    I ask students to use the Propp’s concept of creating a folktale (7 main characters and 31 functions, which constitute the plot). They can choose any quantity of characters and functions to create a folktale.

What worked well in this class? What did not work?
While reading the folktale in the class, I tried to use visual materials, gestures and paraphrasing as much as possible. Students seemed interested in the plot, because they laughed when something funny happened and answered context questions. The fairy tale was not long (adapted 1.5 pages), but it took almost 30 mins to fully analyze it (which was more, than I expected). Students seemed overwhelmed with Propp’s concept, but I was ready for it — I simplified the functions, put pictures to them and printed it out in a handout. We did not have time to complete the last activity (composing a folktale), but when students discussed their plots, they were very engaged and came up with really funny ideas. We will continue talking about it next class.

How could this class be improved/ modified?

I would devote two classes to this topic. I would spend more time reading and analyzing a folktale and explaining to students the Propp’s concept, and during the next class I would ask students to create a folktale and present it (in a form of a performance).

PowerPoint Presentation:

JP F19 INT Folk Tales & Superstitions

Language Resident Name: Miki Saigo

Day and Date: September 11, 2019

Language and Level: Intermediate Japanese

Class theme/topics discussed:

Folk tales and superstitions/customs in Japan

Goal of the class:

  • Become familiar with Japanese folk tales, superstitions and customs

How did you structure the class?

  • Warm-up: Greeting and announcements
    – Thomas Mann House Tour & Screening, Sep. 21st
    – Language Partners
    – Tell unregistered students to register
  • Activity I: Japanese folk tale ‘Urashima Taro’
    In this activity, I use a 3.5-minute YouTube video that narrates a Japanese folk tale called ‘Urashima Taro’ along with visual images:

Before we watch the video, I read the vocabulary list in Handout and explain what they are, using the drawings beside the list. Then, we watch the first three minutes of the video until I stop for comprehension check. I ask students to complete the Plot in Handout. After we summarize the story together, I ask what they think is going to happen next and what would they do if they were in the same situation.
Finally, we watch the rest of the video and discuss what the lesson of the story is.

  • Activity II: Superstitions in Japan
    Students make groups of three and I give each group a set of cards (See the attached file). Each card describes a famous superstition in Japan with a picture. Students have to guess if the superstitions on the cards are something they should or should not do in terms of good fortune/manner. After they separate the cards into do’s and don’ts, I give them the correct answers and explain.
    I also ask students if they have superstitions in their cultures.
  • Activity III: Cultural shocks
    I start with some examples of cultural shocks I have encountered since I arrived in the US (e.g. skateboard and scooters). Considering that not all students have traveled abroad a lot, I also add that different customs can be found in your neighbors, giving an example of my friend with weird habits. I ask students to discuss in groups and share some of the most interesting ones with the class.

What technology, media or props did you use?

  • PowerPoint
  • YouTube video
  • Handout
  • Picture cards

What worked well in this class? What did not work?

  • I told students to look up or ask me if they could not understand the words on the cards in Activity II: Superstitions, but in fact, they could figure out from the pictures. Having visual support worked well.
  • Students voluntarily mentioned many superstitions and cultural differences they know.

How could this class be improved/ modified?

  • I think this class went really well.

Picture cards:

Slides:

Sep.11_IntmJP_Slides

JP S18 INT/ADV Japanese Fairy Tales

Language Resident Name: Ayaka Matsuo

Day and Date: 4/11/2018

Language and Level (intermediate or advanced class): Intermediate Japanese

Class theme/topics discussed: Japanese Fairy Tales

Goal of the class: By the time this class ends, they get to be familiar with some Japanese fairy tales. Also, they get to make stories in Japanese.

How did you structure the class?

Activity1 (5 min): Brainstorming of Japanese Fairy Tales

We share what students already know about Japanese fairy tales quickly.

Activity2 (10 min): Learning the Story

I divide the class into 3 groups and give them stories written in pieces of papers. First, students have to rearrange the pieces to make a story. Then, after they learn the story, they think about what the message the story tells in a group.

Activity3 (25 min): Sharing the Stories

Each group presents what story they learn, summarizing it briefly. Before they present it, they clarify what characters there are. They also share what they think about the story, what they find interesting, the onomatopoeias they learn from the story and what the message the story tells. Each group has 3 minutes to present. Every time after they present, I’ll show them short movies of the story found on YouTube so everyone could understand to some degree.

Activity4 (10 min): Creating Their Fairy Tales

Based on what they learn from the previous activities, they create their fairy tales. They need to clarify the message they want to convey through the story.

Activity5 (10 min): Presentation

Each group presents their fairy tales, without mentioning the message. After the rest of the class finishes listening to them, they guess what the message they put in it.

What worked well in this class? What did not work?

Everything worked well although we didn’t have time to go over the second part of my plans, which is to create their fairy tale. It was really interesting to discuss what those fairy tales imply.

How could this class be improved/ modified?

I would keep it as it is.

RU F15 ADV Russian Proverbs and Sayings

Conversation Class Lesson Summary

Language Resident Name: Tatiana Ermolaeva

Day and Date: Thursday, 09/17/2015

Language and Level (intermediate or advanced class): Russian, Advanced

Class theme/topics discussed: Russian proverbs and sayings

Goal of the class: learn about the meaning of the Russian proverbs and sayings. Try to apply them in the real life situations.

How did you structure the class?
1. Match the two sides of proverbs and sayings (Handout 1).
Try to explain its meaning (5 proverbs to each student).
Do you know any American proverbs? Do you use any of them? Do you know the Russian equivalent?
20 minutes.

2. Imagine situation where you can apply these proverbs.
10 minutes

3. Russian Fairy tale – read (Handout 2) and answer the questions:
1. Как получился Колобок?
2. Кого колобок встретил первым?
3. Как Колобок обманул волка?
4. Кого Колобок встретил после волка?
5. Удалось ли Колобку обмануть лису? Как лиса обманула Колобка?
30 minutes

What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)
Internet, laptop, TV, handouts

What worked well in this class? What did not work?
Only 1 of my 2 students showed up today so all the tasks were completed much earlier. During the time left we discussed whether the language table with the beginners went well yesterday. It was the first time when they all came.
Proverbs were definitely a success. It turned out that the student didn’t know many of them in Russian so he had to think carefully about its meaning.
The fairy tale was also good as in the end we discussed what proverbs can be applied to it.
How could this class be improved/ modified?

If you have a more detailed lesson plan, please attach it below (OK to use target language for that). Please attach any handouts as well.

Handout 1. Proverbs and sayings for matching

Без труда не вытащить и рыбки из пруда.
Терпенье и труд все перетрут.
Друзья познаются в беде.
Не место красит человека, а человек место.
Язык до Киева доведёт.
Рыба ищет где глубже, а человек – где лучше.
Слово – не воробей, вылетит – не поймаешь.
Не было бы счастья, да несчастье помогло.
Заставь дурака Богу молиться, так он себе и лоб расшибет.
Встречают по одёжке, провожают по уму.

Handout 2. Колобок

Жили-были старик со старухой.
Вот и говорит старик старухе:
— Поди-ка, старуха, по коробу поскреби, по сусеку помети, не наскребешь ли муки на колобок.
Взяла старуха крылышко, по коробу поскребла, по сусеку помела и наскребла муки горсти две.
Замесила муку на сметане, состряпала колобок, изжарила в масле и на окошко студить положила.
Колобок полежал, полежал, взял да и покатился — с окна на лавку, с лавки на пол, пó полу к двери, прыг через порог — да в сени, из сеней на крыльцо, с крыльца на двор, со двора за ворота, дальше и дальше.
Катится колобок по дороге, навстречу ему заяц:
— Колобок, колобок, я тебя съем!
— Не ешь меня, заяц, я тебе песенку спою:

Я колобок, колобок,
Я по коробу скребен,
По сусеку метен,
На сметане мешон
Да в масле пряжон,
На окошке стужон.
Я от дедушки ушел,
Я от бабушки ушел,
От тебя, зайца, подавно уйду!

И покатился по дороге — только заяц его и видел!
Катится колобок, навстречу ему волк:
— Колобок, колобок, я тебя съем!
— Не ешь меня, серый волк, я тебе песенку спою:

Я колобок, колобок,
Я по коробу скребен,
По сусеку метен,
На сметане мешон
Да в масле пряжон,
На окошке стужон.
Я от дедушки ушел,
Я от бабушки ушел,
Я от зайца ушел,
От тебя, волк, подавно уйду!

И покатился по дороге — только волк его и видел!
Катится колобок, навстречу ему медведь:
— Колобок, колобок, я тебя съем!
— Где тебе, косолапому, съесть меня!

Я колобок, колобок,
Я по коробу скребен,
По сусеку метен,
На сметане мешон
Да в масле пряжон,
На окошке стужон.
Я от дедушки ушел,
Я от бабушки ушел,
Я от зайца ушел,
Я от волка ушел,
От тебя, медведь, подавно уйду!

И опять покатился — только медведь его и видел!
Катится колобок, навстречу ему лиса:
— Колобок, колобок, куда катишься?
— Качусь по дорожке.
— Колобок, колобок, спой мне песенку!
Колобок и запел:

Я колобок, колобок,
Я по коробу скребен,
По сусеку метен,
На сметане мешон
Да в масле пряжон,
На окошке стужон.
Я от дедушки ушел,
Я от бабушки ушел,
Я от зайца ушел,
Я от волка ушел,
От медведя ушел,
От тебя, лисы, нехитро уйти!

А лиса говорит:
— Ах, песенка хороша, да слышу я плохо. Колобок, колобок, сядь ко мне на носок да спой еще разок, погромче.
Колобок вскочил лисе на нос и запел погромче ту же песенку.
А лиса опять ему:
— Колобок, колобок, сядь ко мне на язычок да пропой в последний разок.
Колобок прыг лисе на язык, а лиса его — гам! — и съела.

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