The document summarizes key elements of folktales, including that they are passed down orally, contain simple repetitive details representing a specific culture, and teach a lesson. It then previews a folktale about a mole who tries repeatedly to reach and possess the moon, but eventually learns it is meant to be shared and appreciated from afar.
Rupi Kaur constantly embraces growth, and in home body, she walks readers through a reflective and intimate journey visiting the past, the present, and the potential of the self. home body is a collection of raw, honest conversations with oneself ? reminding readers to fill up on love, acceptance, community, family, and embrace change. Illustrated by the author, themes of nature and nurture, light and dark, rest here.i dive into the well of my bodyand end up in another worldeverything i needalready exists in methere?s no needto look anywhere else? home .
Graphic Organizers for the Common Core: ELA (K-2) Preview SamplerJennifer Jones
This is preview sample of the graphic organizers I have created, from scratch, to align with each of the Reading Literature (RL) and Reading Informational Text (RIT) standards of the Common Core for ELA. As you know, WRITING ABOUT READING is BIG in the Common Core, and these sheets give students just that opportunity to respond thoughtfully and a rigorous way that is called for in the Common Core standards. In the full version, there are over 400 graphic organizers in all. The Common Core standard for which each page aligns in noted in the upper right corner of each sheet, which is helpful if your gradebook requires you to denote the standard, which ours does...PowerSchool. Thanks for looking. Full products can be purchased in my TeachersPayTeachers store at www.hellojenjones.com
Co-presented at the SEA of BC conference, Crosscurrents, with Lisa Schwartz who added another layer of working with primary lit circles. Into and refresher session for lit circles with no roles, no static groups, a focus on journaling and deep conversations.
Rupi Kaur constantly embraces growth, and in home body, she walks readers through a reflective and intimate journey visiting the past, the present, and the potential of the self. home body is a collection of raw, honest conversations with oneself ? reminding readers to fill up on love, acceptance, community, family, and embrace change. Illustrated by the author, themes of nature and nurture, light and dark, rest here.i dive into the well of my bodyand end up in another worldeverything i needalready exists in methere?s no needto look anywhere else? home .
Graphic Organizers for the Common Core: ELA (K-2) Preview SamplerJennifer Jones
This is preview sample of the graphic organizers I have created, from scratch, to align with each of the Reading Literature (RL) and Reading Informational Text (RIT) standards of the Common Core for ELA. As you know, WRITING ABOUT READING is BIG in the Common Core, and these sheets give students just that opportunity to respond thoughtfully and a rigorous way that is called for in the Common Core standards. In the full version, there are over 400 graphic organizers in all. The Common Core standard for which each page aligns in noted in the upper right corner of each sheet, which is helpful if your gradebook requires you to denote the standard, which ours does...PowerSchool. Thanks for looking. Full products can be purchased in my TeachersPayTeachers store at www.hellojenjones.com
Co-presented at the SEA of BC conference, Crosscurrents, with Lisa Schwartz who added another layer of working with primary lit circles. Into and refresher session for lit circles with no roles, no static groups, a focus on journaling and deep conversations.
ELEMENTS AND THEME OF A LITERARY TEXT
English 5 Q1 w 1-5
•
OBJECTIVE
•
Identify the elements of a literary text.
•
Infer the theme of the literary text.
BE POLITE
When someone gives you something
It’s good to say “Thank you”
Say “Thank you, thank you”
“Thank you very much”
Chorus:
Be polite, be polite
Have good manners and be polite
Be polite, be polite
Have good manners and be polite
When you want something
It’s better to say “Please”
Say “Please, please, please, please”
“Pretty, pretty please”
Repeat Chorus
When you want something
It’s good to wait your turn
Be patient, patient
And wait your turn
Repeat Chorus
When you do something by accident
It’s good to say “Sorry”
Say “Sorry, sorry”
“I’m very, very sorry”
Repeat Chorus
Unlocking of Difficult Words (using picture clues, context clues, and examples.
A.
crook
Say: “The crook is stole the lady’s bag.
“What do crooks steal? Why do they steal things?”
A.
argue
Say:“Don’t argue over who little things.”(show picture of two people arguing)
“Why do people argue?”
A.
deaf
Say:“The two girls are deaf.”(Show pictures of two deaf girls)
“Why do some people cannot hear?”
A.
crook
A.
Argue
A.
Deaf
A Letter Soup
By Pedro Pablo Sacristan
Once upon a time there was a very evil and
unpleasant crook who only ever thought about how to get
money. Seeing anyone happy bothered the crook
enormously. What he hated most was when people were
polite and courteous to each other, saying things like
please and thank you, and don't mention it. It annoyed
him even more if they were smiling when they said these
things.
The crook thought all those kinds of words were a
useless waste, and weren't good for anything. So what
he did was spend a lot of time inventing a machine
which could steal words. With this machine, he
planned to steal 'please', 'thank you', 'don't mention
it', and similar words people used to be polite. He
was convinced that no one would notice if those words
were to suddenly disappear. When he had stolen these
words, he intended to take them apart and sell the
letters to book publishers.
Afterhestarteduphismachine,peoplewouldopentheirmouths,intendingtosaykindandpolitethings,butnothingcameout.Allthosewordsendedupinsidethebigmachine.Justasthecrookhadhoped,inthebeginningnothinghappened.Itlookedlikepeoplereallydidn'tneedtobepoliteafterall.However,afterawhile,peoplestartedtofeelliketheywerealwaysinabadmood,doingeverythingreluctantly,andfeelinglikeeveryoneelsewasbeingforeverdemandingofthem.So,withinafewdays,everyonewasangryandarguingovertheslightestlittlething.
The crook was terribly happy with his success, but he didn't count on a couple of very special little girls. Those girls were deaf, and had to communicate using sign language. Now,becausethe machine couldn't steal gestures, these girls continued being kind and polite. Soon they realised what had been happening to everyone else, and they found out about the crook and his wicked plan.
Thegirlsfollowedhimtohishideoutonthetopofahillnexttothesea.Theretheyfoundthe
Character Education Through Literature: Teaching Techniques Using StoriesMann Rentoy
Presented by Mr. Rutch Regencia of PAREF Northfield School
About Mann Rentoy
A lecturer from the University of Asia and the Pacific (UA&P), he has taught for more than 30 years.
He is a graduate of the University of Santo Tomas (UST) where he earned a double-degree in AB Journalism and AB Literature, an MA in Creative Writing, and a PhD in Literature.
He was the Founding Executive Director of Westbridge School in Iloilo City. He was in the first batch of graduates of PAREF Southridge School, where he also taught for 15 years, occupying various posts including Principal of Intermediate School, Vice-Principal of High School and Department Head of Religion. As Moderator of “The Ridge”, the official publication of Southridge, he won 9 trophies from the Catholic Mass Media Awards including the first ever Hall of Fame for Student Publication, for winning as the best campus paper in the country for four consecutive years.
He is the Founding Executive Director of “Character Education Partnership Philippines”, or CEP Philippines, an international affiliate of CEP in Washington, DC, USA. As Founder of CEP Philippines, he has been invited to speak all over the country, as well as in Washington D.C., San Diego, California, USA, Colombo, Sri Lanka, and Kuala Lumpur, Malaysia. He also serves as the Founding President of Center for 4th and 5th Rs (Respect & Responsibility) Asia, otherwise known as the Thomas Lickona Institute for Asia. He is probably the most visible advocate of character formation in the country, having spoken to hundreds of schools and universities around the Philippines.
Email us at catalystpds@gmail.com
www.characterconferences.com
Elements of a Story Examples
Elements of a Story
Every story, or narrative, has five essential elements. Let's take a closer look at each of the five.
Examples of Elements of a Story:
Plot-Plot is "what happens" in the story. The action of every story can be mapped out using a plot diagram. There are five key points to the plot of every story:
1. Beginning or Exposition-this is when characters and problems are introduced to the reader. Example: Romeo and Juliet's families are enemies, but Romeo and Juliet meet at a party and like each other.
2. Rising Action-this is where the problem and characters are developed through a series of actions that builds to the . . .
Example: Romeo visits Juliet on a balcony one night, and then she sends a message to him through her nurse. They meet and secretly wed without their families' knowledge. Romeo kills Juliet's cousin Tybalt, and he is exiled. Juliet's father orders her to marry someone else. Juliet fakes her death, sending a message to Romeo to let him know, but he hears of her death and doesn't get the message.
3. Climax-this is where the problem (or conflict) is resolved in one way or another. The climax is often called the "turning point" in a story.
Example: Romeo kills himself, and Juliet wakes from her sleep, sees him, and kills herself.
4. Falling Action or Denoument-this is where the reader learns what happens as a result of the climax-or the way in which the problem was solved.
Example: The two families mourn Romeo and Juliet.
5. Resolution-where the entire plot is wrapped up and there is a sense of closure for the reader.
Example: Romeo and Juliet's deaths have ended their families' feud and there is peace in Verona.
Sample Plot Diagram:
Characters-Narratives have characters. A narrative has to have a protagonist, which is the main character in the story, and one or more antagonists, characters who are in conflict with the protagonist.
Example: Romeo and Juliet are the protagonists. Their conflict is with their families and their parents, especially Juliet whose parents wish her to marry someone else.
Conflict-For there to be a narrative, the main character, or protagonist, has to have a conflict, or problem. Sometimes the conflict involves the protagonist and another person (man versus man). Sometimes the conflict involves the protagonist and the environment or nature (man versus nature). At other times, the conflict involves the protagonist against himself (man versus self), as he attempts to overcome a weakness or flaw.
Example: Romeo and Juliet's conflict is that their families are in a feud, and they are not allowed to be with each other.
Setting-Narratives have a time and place where the action is set.
Example: Romeo and Juliet is set in Verona, Italy.
Theme-Narratives have a theme, or main idea/underlying meaning. Theme should be stated in a complete sentence.
For example, Romeo and Juliet is not just about "love," but you could state the theme as "Love overcomes hate
2. Learn: A folktale is a type of story
that has been passed down by
word of mouth and can teach
readers a lesson.
YWBSI: you can answer the
selected response questions and
BCR about the folktale.
3. A folktale…
• has been passed down by word of mouth
• has simple details that are sometimes
repeated
• represents a specific culture or group of
characters
• teaches a lesson
4. Folktales
• Since the stories are passed down by
word of mouth, it makes sense that the
details must be simple and are often
repetitive.
• They have to be easy to remember and
easy to tell.
5. Folktales
• Many times, a folktale will represent a
particular culture.
• There may be places, foods, languages,
clothing or animals that go along with a
culture.
• In this story, all of the characters are
animals. They live in a forest. Many
things about the forest are
mentioned in the story.
6. Folktales
• Folktales teach a lesson.
• A lesson is something the reader can
learn from the main character in the story.
• The lesson is about life. It is usually
something that helps us become a better
person.
• IT IS NOT the solution to the problem of
the story.
7. Let’s read the story.
Think about the main character in the story.
What is he trying to do?
What events keep repeating?
What happens at the end of the story?
8. Discuss.
Mole thought the moon was the most
beautiful thing he had ever seen.
He wanted to have it. All of his animal
friends told Mole that it wasn’t as close as it
looked.
Mole tried and tried to get the
moon.
9. Discuss.
Mole saw the reflection of the moon in a
puddle, but when he touched it, Mole
thought he broke it.
Mole’s friends comforted him and told him
that he would see the moon again.
The moon soon came out from
behind the clouds.
10. Discuss.
Mole realized that the moon was not as
close as it looked and that it was just as
beautiful to look even if he could have it
for himself.
Some things that are so very
special are meant to be looked at
and shared with everyone.
11. Selected Response
• Read each question carefully.
• Read each answer.
• Go back into the text and check to make
sure you have the correct answer.
12. BCR
• Answer the question.
• Give a reason for your answer.
• Cite examples directly from the text that
support or tell more about your answer.