KATE 2014 Folklore Poster Session Packet

ABSTRACT

Pecos Bill and Other Wild Tales: Utilizing Literacy in Cross-Curricular Instruction

This poster presentation will highlight the benefits of cross-curricular instruction by showcasing an American Folklore Unit co-taught by a middle school English language arts teacher and a middle school social studies teacher. Connections to the social studies content are noted, but this presentation highlights the ELA teacher's perspective by sharing the Common Core Standards addressed as well as the print materials (stories and handouts) and media (links) used with the language arts students throughout the unit.

Amanda Lickteig Kansas State University

Session Information: Session Format: Poster Sessions Levels of Interest: Middle, High School

“Pecos Bill and Other Wild Tales: Utilizing Literacy in Cross-Curricular Instruction” This unit addresses/includes:  Alignment to standards  Content collaboration o Historical & cultural references  Student choice & creativity  Original handouts & multi-media links  Author ideas for extension & revision

8th grade Social Studies Connections: Folklore Character

Social Studies Concept

Johnny Appleseed Paul Bunyan John Henry Uncle Remus Pecos Bill Davey Crockett

Transcendentalism & The Second Great Awakening Oregon/NW Territory & Lumber Industry Industrial Revolution King Cotton era & Slave System The cowboy, Cattle trails, & the Mexican-American War Texas Independence

Name:

Core:

Date:

Folklore: Early American History and Literature Introduction: In the following few weeks, you’ll be reading, watching, and learning about early American History and Literature through a study of folklore. During this time, your Social Studies and Language Arts classes will be very blended, so any handouts or notes you receive will need to be taken to both classes. Before we begin in this class, there are a few terms you’ll need to review so you can complete the daily assignments successfully.

Folk Tales

Term Folklore (R105) Fables (R105) Legends (R107)

Plot Elements

Literary Terms

Theme (R112) Protagonist (R109) Antagonist (R102) Static Character (R111R103) Dynamic Character (R104R103) Exposition (R105) Rising Action (33) Climax (R103) Falling Action (R105) Resolution (33)

Figurative Language

Simile (R110) Metaphor (R107) Hyperbole (R106) Personification (R108) Onomatopoeia (R108)

Definition The traditional beliefs, myths, tales, and practices of a people, transmitted orally.

A fictitious story (where the characters are usually talking animals) which is meant to teach a lesson or moral.

An unverified story handed down from earlier times, especially one popularly believed to be historical (truth has been stretched).

The main idea, moral, or message of fictional work. It may be about life, society, or human nature. Themes are broad ideas.

The main __________________ who is involved in the main _______________________ of the story.

A force working ____________________ the main character such as: another character, a force of _______________________, society itself, or an ___________________ force.

A character who remains the _______________________ throughout a story.

A character who undergoes _____________________ changes as the plot unfolds.

Provides important ____________________ information & introduces the ________________________ & important ________________________.

Increases _______________________ and builds the __________________.

The point of ____________________ ______________________ in a story.

The story begins to draw to a _____________________ and the story’s tension _____________________.

Reveals the __________________ outcome of events and ties up any _______________________ ends.

Comparison between two ___________________ things using the words ______________________ and _______________________.

Comparison between two things that are basically _______________ but have some qualities in ___________________.

The _______________________ is ______________________ for emphasis or humorous effect.

The giving of ______________________ qualities to an __________________, object, or idea.

The use of __________________ whose ___________________ echo their meanings.

Davy Crockett

Name:

Core:

Crockett Video: http://www.biography.com/people/davy-crockett-9261693/videos/davy-crockett-remember-davy-crockett-2080047800

Davy Crockett Biography David Crockett, a legend in his time and since, was born in 1786 in East Tennessee. He knew first-hand the brutalities of frontier life. His grandparents were murdered by Creek and Cherokee Indians before he was born. By twelve years old he was bound out to a cattle drover from whom he had to escape through a snowstorm when the drover forcefully kept Davy past the end of his contract. Not having any luck with formal education, Crockett ran away from home at the age of thirteen in 1799.

Between 1811 and 1813 Crockett fought under General Andrew Jackson in the Creek War. It was his reputation as an Indian fighter and frontiersman that first established his popularity. He used rough, exaggerated images of himself as soldier and hunter to rise to political positions. Although he was admired for being a strong, hard and heroic frontiersman, the obsessive admiration of Davy Crockett was due in large part to his humor. He was charismatic and possessed the mastery of vernacular coupled with common sense that made him a natural storyteller with the power to enthrall his audience and parody his opponents. He served two terms in the Tennessee legislature and was elected to Congress three times. After years as a Democratic Jacksonian, Crockett broke ties with Jackson in 1828 and became a Whig for the remainder of his political career. http://etext.virginia.edu/railton/projects/price/acrocket.htm

Davy Crockett and the Frozen Dawn A Tennessee Tall Tale retold by S.E. Schlosser

One winter, it was so cold that the dawn froze solid.

The sun got caught between two ice blocks, and the earth iced up so much that it couldn't turn. The first rays of sunlight froze halfway over the mountain tops. They looked like yellow icicles dripping towards the ground.

Now Davy Crockett was headed home after a successful night hunting when the dawn froze up so solid. Being a smart man, he knew he had to do something quick or the earth was a goner. He had a freshly killed bear on his back, so he whipped it off, climbed right up on those rays of sunlight and began beating the hot bear carcass against the ice blocks which were squashing the sun. Soon a gush of hot oil burst out of the bear and it melted the ice. Davy gave the sun a good hard kick to get it started, and the sun's heat unfroze the earth and started it spinning again. So Davy lit his pipe on the sun, shouldered the bear, slid himself down the sun rays before they melted and took a bit of sunrise home in his pocket.

The Ballad of Davy Crockett Version as produced for Walt Disney Records Lyrics by Tom Blackburn, Music by George Bruns

Born on a mountain top in Tennessee The greenest state in the land of the free Raised in the woods so's he knew ev'ry tree Kilt him a b'ar when he was only three Davy, Davy Crockett, king of the wild frontier Fought single-handed through many a war Till the enemy was whipped and peace was in store And while he was handlin' this risky chore He made himself a legend forever more Davy, Davy Crockett, the man who knew no fear He went off to Congress and served a spell Fixin' up the Government and the laws as well Took over Washington, so I heard tell And he patched up the crack in the Liberty Bell Davy, Davy Crockett, seeing his duty clear When he came home his politic'ing was done And the western march had just begun So he packed his gear and his trusty gun And lit out a-grinnin' to follow the sun Davy, Davy Crockett, leading the pioneer

Based on the short story, give examples of how Davy Crockett could be considered a tall tale (refer to http://kids.niehs.nih.gov/lyrics/davy.htm page 801 in your textbook for help).  “Larger than life” example: _______________________________________________________________________________________  “Problems solved humorously” example: _______________________________________________________________________________________  “Described using hyperbole” example: _______________________________________________________________________________________

John Henry

Name:

Core:

Identify one example of foreshadowing: ____________________________________________________________________________________________________________________________________

Identify Imagery

Identify Hyperbole

Create ________________

Create 2 Analogies

Explain the impact of John repeating his saying, “A man ain’t nothing but a man. He has just got to do his best.” ____________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________ Below, compare and contrast the PLOT of Paul Bunyan to John Henry

Unique to Paul Bunyan story

In the ACADEMIC WRITING section of your writer’s notebooks, create a sequel to this story of John Henry.

A sequel continues elements of the original story, often with the same characters and settings. Your sequel should be approximately one page long but should present a more modern or futuristic twist.

Unique to John Henry story

John Henry: The History Today we tell a traditional American story called a “tall tale.” A tall tale is a story about a person who is larger than life. The descriptions in the story are exaggerated – much greater than in real life. Long ago, the people who settled in undeveloped areas of America first told tall tales. After a hard day’s work, people gathered to tell each other stories.

Each group of workers had its own tall tale hero. An African-American man named John Henry was the hero of former slaves and the people who built the railroads.

He was known for his strength.

Railroads began to link the United States together in the nineteenth century. The railroads made it possible to travel from one side of the country to the other in less than a week. Before then, the same trip might have taken up to six months.

Railroad companies employed thousands of workers to create the smooth, flat pathways required by trains.

John Henry was perhaps the most famous worker. He was born a slave in the southern United States. He became a free man as a result of America’s Civil War. Then, he worked for the railroads.

Confirming details of John Henry’s life is not possible.

That is because no one knows for sure if he really lived.

This is one of the things that makes his story interesting. However, John Henry is based, in part, on real events. Many people say he represents the spirit of growth in America during this period.

John Henry: The Story People still talk about the night John Henry was born. It was dark and cloudy. Then, lightening lit up the night sky. John Henry’s birth was a big event. His parents showed him to everyone they met. John Henry was the most powerful looking baby people had ever seen. He had thick arms, wide shoulders and strong muscles.

John Henry started growing when he was one day old.

He continued growing until he was the strongest man who ever lived.

John Henry grew up in a world that did not let children stay children for long. One day, he was sitting on his father’s knee. The boy picked up a small piece of steel and a workman’s tool, a hammer. He looked at the two objects, then said, “A hammer will be the death of me.”

Before John Henry was six years old, he was carrying stones for workers building a nearby railroad. By the age of ten, he worked from early in the morning until night. Often, he would stop and listen to the sound of a train far away. He told his family, “I am going to be a steel-driver some day.”

Steel-drivers helped create pathways for the railroad lines. These laborers had the job of cutting holes in rock. They did this by hitting thick steel drills, or spikes.

By the time John Henry was a young man, he was one of the best steel-drivers in the country. He could work for hours without missing a beat. People said he worked so fast that his hammer moved like lightning.

John Henry was almost two meters tall. He weighed more than ninety kilograms. He had a beautiful deep voice, and played an instrument called a banjo. John Henry married another steel-driver, a woman named Polly Ann. They had a son.

John Henry went to work as a steel-driver for the Chesapeake and Ohio Railroad, or C-and-O. The company asked him to lead workers on a project to extend the railroad into the Allegheny Mountains. The workers made good progress on the project until they started working near Big Bend Mountain in West Virginia.

The company’s owners said the mountain was too big to build a railroad around it. So the workers were told they had to force their drills through it. This meant creating a tunnel more than one-and-one half kilometers long.

The project required about one thousand laborers and lasted three years. Pay was low and the work was difficult. The workers had to breathe thick black smoke and dust. Hundreds of men became sick. Many died.

John Henry was the strongest and fastest man involved in the project. He used a hammer that weighed more than six kilograms. Some people say he was able to cut a path of three to six meters a day.

That July was the hottest month ever in West Virginia.

Many workers became tired and weak in the heat. John Henry was concerned his friends might lose their jobs.

So, he picked up their hammers and began doing their work.

One week, he did his own work and that of several other steel-drivers. He worked day and night, rarely stopping to eat. The men thanked John Henry for his help. He just smiled and said, “A man ain’t nothing but a man. He has just got to do his best.”

The extreme heat continued for weeks. One day, a salesman came to the work area with a new drilling machine powered by steam. He said it could drill holes faster than twelve men working together. The railroad company planned to buy the machine if it worked as well as the salesman said.

The supervisor of the workers dismissed the salesman’s claims. He said, “I have the best steel-driver in the

country. His name is John Henry, and he can beat more than twenty men working together.” The salesman disputed the statements. He said the company could have the machine without cost if John Henry was faster.

The supervisor called to John Henry. He said, “This man does not believe that you can drill faster. How about a race?”

John Henry looked at the machine and saw images of the future. He saw machines taking the place of America’s best laborers. He saw himself and his friends unemployed and standing by a road, asking for food. He saw men losing their families and their rights as human beings.

John Henry told the supervisor he would never let the machine take his job. His friends all cheered. However, John Henry’s wife Polly Ann was not happy.

“Competing against the machine will be the death of you,” she said. “You have a wife and a child. If anything happens to you, we will not ever smile again.”

John Henry lifted his son into the air. He told his wife, “A man ain’t nothing but a man. But, a man always has to do his best. Tomorrow, I will take my hammer and drive that steel faster than any machine.”

On the day of the big event, many people came to Big Bend Mountain to watch. John Henry and the salesman stood side by side. Even early in the day, the sun was burning hot.

The competition began. John Henry kissed his hammer and started working. At first, the steam-powered drill John Henry was a little baby, sitting on the his papa's knee He picked up a hammer and little piece of steel Said "Hammer's gonna be the death of me, Lord, Lord Hammer's gonna be the death of me" The captain said to John Henry "Gonna bring that steam drill 'round Gonna bring that sterm drill out on the job Gonna whop that steel on down, Lord, Lord Gonna whop that steel on down" John Henry told his captain "A man ain't nothing but a man But before I let your steam drill beat me down I'd die with a hammer in my hand, Lord, Lord I'd die with a hammer in my hand" Now the man that invented the steam drill Thought he was mighty fine But John Henry made fifteen feet The steam drill only made nine, Lord, Lord

worked two times faster than he did. Then, he started working with a hammer in each hand. He worked faster and faster. In the mountain, the heat and dust were so thick that most men would have had trouble breathing. The crowd shouted as clouds of dust came from inside the mountain.

The salesman was afraid when he heard what sounded like the mountain breaking. However, it was only the sound of John Henry at work.

Polly Ann and her son cheered when the machine was pulled from the tunnel. It had broken down. Polly Ann urged John Henry to come out. But he kept working, faster and faster. He dug deep into the darkness, hitting the steel so hard that his body began to fail him. He became weak, and his heart burst.

John Henry fell to the ground. There was a terrible silence. Polly Ann did not move because she knew what happened. John Henry’s blood spilled over the ground.

But he still held one of the hammers.

“I beat them,” he said. His wife cried out, “Don’t go, John Henry.” “Bring me a cool drink of water,” he said. Then he took his last breath.

Friends carried his body from the mountain. They buried him near the house where he was born. Crowds went there after they heard about John Henry’s death.

Soon, the steam drill and other machines replaced the steel-drivers. Many laborers left their families, looking for work. They took the only jobs they could find. As they worked, some sang about John Henry.

The steam drill only made nine John Henry hammered in the mountains His hammer was striking fire But he worked so hard, he broke his poor heart He laid down his hammer and he died, Lord, Lord He laid down his hammer and he died They took John Henry to the graveyard And they buried him in the sand And every locomotive comes a-roaring by Says "There lies a steel-driving man, Lord, Lord There lies a steel-driving man" Well every Monday morning When the bluebirds begin to sing You can hear John Henry a mile or more You can hear John Henry's hammer ring, Lord, Lord You can hear John Henry's hammer ring

http://www.voanews.com/learningenglish/home/a-23-2009-02-20-voa2-83140892.html http://www.songsforteaching.com/folk/johnhenry.php

Paul Bunyan & Babe the Blue Ox Core: Video Links:

Name:

http://www.youtube.com/watch?v=bBf4-oBa4wo (part 1)--9:52 minutes http://www.youtube.com/watch?v=3QzTRSfAAQI&feature=related (part 2)—7:06 minutes

Figurative Language Application: Describe Paul Bunyan or Babe using…

…a simile-________________________________________________________________________ …a metaphor-_____________________________________________________________________ …a hyperbole- ____________________________________________________________________ …an analogy-_______________ : ________________ :: _________________ : ________________ Character Development Paul Bunyan Paul was known for…

Babe the Ox Babe was known for…

Some of Paul’s accomplishments are…

Some of Babe’s accomplishments are…

We know Paul is a folktale because…

We know Babe is a folktale because…

Paul looked like…

Written Description

Babe looked like…

Illustration

Written Description

Illustration

*If you could add another main character to the Paul Bunyan story, who would you add and what would their role be?

Antagonist? Love interest? Another animal friend? Explain. __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________

Pecos Bill (pages 802-808)

Name:

Core:

Date:

*As you read the story, write down at least TWO examples of figurative language and their page numbers in the columns provided.

Simile

Hyperbole

Idiom

Personification

1. Why does a coyote decide to take care of Bill? ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ 2. How does Bill become the leader of the Hell’s Gate Gang? ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ 3. How do Bill and Sue end up leaving Earth and living in the sky? ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________ 4. In what ways does “Pecos Bill” exhibit the characteristics of a tall tale? Review the characteristics on page 801 and give examples from the story to support each one.

a. “Larger than life” example: ______________________________________________________________________________ b. “Problems are humorously solved” example: _____________________________________________________________________________ c. “Hyperbole is used to emphasize qualities” example: ______________________________________________________________________________ 5. On the back ½ of this paper, EITHER create a character outline describing Bill’s appearance, personality, and interests OR create a 3-4 panel comic strip that illustrates a scene from the “Pecos Bill” story.

Uncle Remus-1

Name:

Br’er Rabbit and the Tar Baby Plot Elements Exposition Setting (time period & place):

“Uncle Remus” Biography Uncle Remus was the title and fictional narrator of a collection of stories by Joel Chandler Harris, published in book form from 1881; seven Uncle Remus books were published. Harris was a journalist in Atlanta, Georgia. Uncle Remus is a collection of animal stories, songs, and oral folklore, collected from Southern blacks. Many of the stories have a moral or advisory point, much like those of Aesop.

Uncle Remus is the purported narrator, and the setting is that of an old Negro slave telling folk tales to white children.

The stories are told in a literary version of Deep South Negro dialect.

The style of story is the trickster tale and may well have roots in West Africa. The title “Uncle” is given by the plantation children to their favorite slave/mentor. At the time of Harris’s publication, his work was praised for its ability to capture plantation negro dialect.

Br’er Rabbit (“brother rabbit”) is the main character of the stories, a likable trickster getting into trouble who is often opposed by Br’er Fox and Br’er Bear.

The stories were the subject of a Walt Disney movie in 1946, Song of the South (now uncirculated and little known).

The animal stories are not racist and had considerable popular appeal, but by the civil rights era of the 1960′s the dialect and portrayal of the narrator seemed demeaning, and the author’s defense of slavery in his foreword made the book indefensible. Without much controversy the book and movie simply disappeared from American popular culture.

Few children born after 1970 have heard of them. http://profiles.incredible-people.com/uncle-remus/

Summary of Biography Name it

Core:

Characters (protagonist or antagonist) & (static or dynamic): *_______________________________ ________________ & ______________ *_______________________________ ________________ & ______________ Rising Actions Event #1:

Event #2:

Event #3:

Climax

Falling Action/Resolution

Verb it

Big Picture it

Figurative Language (Analogies) Br’er Rabbit is to Slave as Br’er Fox is to _________________________ Br’er Rabbit : Cunning :: Br’er Fox : ___________________________ Uncle Remus : Narrator :: __________________________ : ___________________________ https://www.youtube.com/watch?v=e90PKN74hLk (The Tar Baby)

Brer Rabbit and the Tar Baby A Georgia Folktale retold by S.E. Schlosser Well now, that rascal Brer Fox hated Brer Rabbit on account of he was always cutting capers and bossing everyone around. So Brer Fox decided to capture and kill Brer Rabbit if it was the last thing he ever did! He thought and he thought until he came up with a plan. He would make a tar baby! Brer Fox went and got some tar and he mixed it with some turpentine and he sculpted it into the figure of a cute little baby. Then he stuck a hat on the Tar Baby and sat her in the middle of the road.

Brer Fox hid himself in the bushes near the road and he waited and waited for Brer Rabbit to come along. At long last, he heard someone whistling and chuckling to himself, and he knew that Brer Rabbit was coming up over the hill. As he reached the top, Brer Rabbit spotted the cute little Tar Baby. Brer Rabbit was surprised. He stopped and stared at this strange creature. He had never seen anything like it before!

"Good Morning," said Brer Rabbit, doffing his hat. "Nice weather we're having."

The Tar Baby said nothing. Brer Fox laid low and grinned an evil grin.

Brer Rabbit tried again. "And how are you feeling this fine day?"

The Tar Baby, she said nothing. Brer Fox grinned an evil grin and lay low in the bushes.

Brer Rabbit frowned. This strange creature was not very polite. It was beginning to make him mad.

"Ahem!" said Brer Rabbit loudly, wondering if the Tar Baby were deaf. "I said 'HOW ARE YOU THIS MORNING?" The Tar Baby said nothing. Brer Fox curled up into a ball to hide his laugher. His plan was working perfectly!

"Are you deaf or just rude?" demanded Brer Rabbit, losing his temper. "I can't stand folks that are stuck up! You take off that hat and say 'Howdy-do' or I'm going to give you such a lickin'!"

The Tar Baby just sat in the middle of the road looking as cute as a button and saying nothing at all.

Brer Fox rolled over and over under the bushes, fit to bust because he didn't dare laugh out loud.

"I'll learn ya!" Brer Rabbit yelled. He took a swing at the cute little Tar Baby and his paw got stuck in the tar.

"Lemme go or I'll hit you again," shouted Brer Rabbit. The Tar Baby, she said nothing.

"Fine! Be that way," said Brer Rabbit, swinging at the Tar Baby with his free paw. Now both his paws were stuck in the tar, and Brer Fox danced with glee behind the bushes.

"I'm gonna kick the stuffin' out of you," Brer Rabbit said and pounced on the Tar Baby with both feet.

They sank deep into the Tar Baby. Brer Rabbit was so furious he head-butted the cute little creature until he was completely covered with tar and unable to move.

Brer Fox leapt out of the bushes and strolled over to Brer Rabbit. "Well, well, what have we here?" he asked, grinning an evil grin.

Brer Rabbit gulped. He was stuck fast. He did some fast thinking while Brer Fox rolled about on the road, laughing himself sick over Brer Rabbit's dilemma.

"I've got you this time, Brer Rabbit," said Brer Fox, jumping up and shaking off the dust. "You've sassed me for the very last time. Now I wonder what I should do with you?"

Brer Rabbit's eyes got very large. "Oh please Brer Fox, whatever you do, please don't throw me into the briar patch."

"Maybe I should roast you over a fire and eat you," mused Brer Fox. "No, that's too much trouble.

Maybe I'll hang you instead."

"Roast me! Hang me! Do whatever you please," said Brer Rabbit. "Only please, Brer Fox, please don't throw me into the briar patch."

"If I'm going to hang you, I'll need some string," said Brer Fox. "And I don't have any string handy. But the stream's not far away, so maybe I'll drown you instead."

"Drown me! Roast me! Hang me! Do whatever you please," said Brer Rabbit. "Only please, Brer Fox, please don't throw me into the briar patch."

"The briar patch, eh?" said Brer Fox. "What a wonderful idea! You'll be torn into little pieces!"

Grabbing up the tar-covered rabbit, Brer Fox swung him around and around and then flung him head over heels into the briar patch. Brer Rabbit let out such a scream as he fell that all of Brer Fox's fur stood straight up. Brer Rabbit fell into the briar bushes with a crash and a mighty thump. Then there was silence.

Brer Fox cocked one ear toward the briar patch, listening for whimpers of pain. But he heard nothing.

Brer Fox cocked the other ear toward the briar patch, listening for Brer Rabbit's death rattle. He heard nothing.

Then Brer Fox heard someone calling his name. He turned around and looked up the hill. Brer Rabbit was sitting on a log combing the tar out of his fur with a wood chip and looking smug.

"I was bred and born in the briar patch, Brer Fox," he called. "Born and bred in the briar patch."

And Brer Rabbit skipped away as merry as a cricket while Brer Fox ground his teeth in rage and went home.

American Folklore: Disney’s Tall Tale

Name:

L. A. Core:

As you watch the video, track the characteristics and stories of the tall tales we have covered in class.

• Static/Dynamic & why?

• Characteristics

John Henry

• Static/Dynamic & why?

• Characteristics

Paul Bunyan

Pecos Bill

• Characteristics

• Static/Dynamic & why?

• Quote from Character

• Quote from Character

• Quote from Character

• Real World Application:

• Real World Application:

• Real World Application:

American Folklore: Disney’s Tall Tale

Name:

Character List: Major

Minor

Rising Action: Places, in order of appearance:



-



-



-



-

Climax:

Setting (Exposition): Falling Action: Resolution:

Lang. Arts Core:

Folklore Unit Test

Name:

Core:

*The following questions are based both on the stories and films seen in class.

_______ / 50 pts

MULTIPLE CHOICE 1. Johnny Appleseed was a folklore character known for what? a. Traveling around early America planting trees for the pioneers. b. Narrating stories about Br'er Rabbit and Br'er Fox during slavery times in America. c. Swinging his giant axe throughout the north-western U.S. until he was beat by the machine.

2. Uncle Remus was a folklore character known for what? a. Narrating stories about Br'er Rabbit and Br'er Fox during slavery times in America. b. Lassoing his rope around a big tornado to bring water to the drought-stricken states of Texas, New Mexico, and Arizona. c. Using the 20-pound hammers in both hands to create a tunnel through a mountain before the steam-drill.

3. Paul Bunyan was a folklore character known for what? a. Using the 20-pound hammers in both hands to create a tunnel through a mountain before the steam-drill. b. Swinging his giant axe throughout the north-western U.S. until he was beat by the machine. c. Traveling around early America planting trees for the pioneers.

4. John Henry was a folklore character known for what? a. Swinging his giant axe throughout the north-western U.S. until he was beat by the machine. b. Using the 20-pound hammers in both hands to create a tunnel through a mountain before the steam-drill. c. Being the king of the wild frontier who often fought bears and served under Andrew Jackson.

5. Pecos Bill was a folklore character known for what? a. Traveling around early America planting trees for the pioneers. b. Lassoing his rope around a big tornado to bring water to the drought-stricken states of Texas, New Mexico, and Arizona. c. Narrating stories about Br'er Rabbit and Br'er Fox during slavery times in America.

6. Davy Crockett was a folklore character known for what? a. Swinging his giant axe throughout the north-western U.S. until he was beat by the machine. b. Being the king of the wild frontier who often fought bears and served under Andrew Jackson. c. Narrating stories about Br'er Rabbit and Br'er Fox during slavery times in America.

7. How did Johnny Appleseed die? a. His heart burst from so much hard work b. Old Age, under an apple-blossom tree c. We aren't told, he was taken to the moon and not heard from again 8. How did John Henry die? a. We aren't told, he was taken to the moon and not heard from again b. His heart burst from so much hard work c. Old Age, under an apple-blossom tree

9. How did Pecos Bill die? a. We aren't told, he was taken to the moon and not heard from again b. His heart burst from so much hard work c. Old Age, under an apple-blossom tree 10. What was the climax of the Johnny Appleseed story? a. He was beat in the logging contest by 1/4". b. He is found dead and his spirit goes with his guardian angel. c. He beats the steam drill through the mountain, but immediately collapses dead with his hammers in his hand.

11. What was the climax of the Paul Bunyan story? a. His new wife, Slue-foot Sue mounts his horse and she's bucked off to the moon. b. He was beat in the logging contest by 1/4". c. He beats the steam drill through the mountain, but immediately collapses dead with his hammers in his hand.

12. What was the climax of the John Henry story? a. He beats the steam drill through the mountain, but immediately collapses dead with his hammers in his hand. b. He is found dead and his spirit goes with his guardian angel. c. His new wife, Slue-foot Sue mounts his horse and she's bucked off to the moon.

13. What was the climax of the Pecos Bill story? a. He beats the steam drill through the mountain, but immediately collapses dead with his hammers in his hand. b. His new wife, Slue-foot Sue mounts Widow Maker and she's bucked off to the moon. c. He was beat in the logging contest by 1/4".

14. What was the conflict in the Davy Crockett story? a. The dawn froze solid and the sun couldn’t rise. b. He was challenged by a machine to test his skills. c. He was attacked by a myriad of wild animals.

15) Which statement is a simile? ____

MATCHING FIGURATIVE LANGUAGE A) John Henry was a machine when it came to laying railroad ties.

16) Which statement is a metaphor? ___

B) John Henry heard a "RRRRIIIINNNNNGGGG" every time his hammer struck the rock.

17) Which statement is personification? ____

C) Throughout his life, Johnny Appleseed was as poor as dirt.

18) Which statement is onomatopoeia? ____

D) After a long day in the wilderness, Davy Crockett would catch some ZZZZZs.

19) Which statement is hyperbole? ____

E) When Pecos Bill attacked the mountain lion, it cried out "Mercy!"

20) Which statement is an idiom? ____

F) It took a flock of crows a whole day to fly from one of Babe's horns to the other.

FILL-IN-THE-BLANK 21. In the Uncle Remus stories, which animal was symbolic of the slaves? _______________________ 22. In the Uncle Remus stories, which animal symbolized the slave owners? _____________________ TALLTALES Folk heroes such as Pecos Bill and Davy Crockett fall under the tall tale category because they exhibit 3 main characteristics (pg 801). Below, list examples of how they follow these characteristics.

Pecos Bill

Davy Crockett

Larger than life

Larger than life

Humorously-solved problems

Humorously-solved problems

Hyperbole description

Hyperbole description

ANALOGIES 29. Johnny Appleseed is to Scrawny as Paul Bunyan is to _____________________ 30. John Henry : ________________________ :: Pecos Bill : Lasso 31. Br’er Rabbit is to Protagonist as Br’er Fox is to ____________________________ 32. ______________________ : Frontiersman :: Uncle Remus : ________________________________ 33. Pecos Bill is to Widow Maker as __________________________ is to Babe the Blue Ox PLOT: List the 5 elements of plot in their correct order on the plot map below.

MATCHING VOCABULARY 39. ____________Static Character 40. ____________ Dynamic Character 41. ___________ Antagonist

A) The main idea, moral, or message of fictional work. It may be about life, society, or human nature.

B) The main character who is involved in the main conflict of the story.

C) The traditional beliefs, myths, tales, and practices of a people, transmitted orally.

D) A character who remains the same throughout a story.

42. ___________ Protagonist 43. ___________ Theme 44. ___________ Folklore

E) A force working against the main character such as another character or outside force.

F) A character who undergoes dramatic changes as the plot unfolds.

SHORT ANSWER: Below, explain in 6 quality sentences the similarities and differences between the movie Disney’s Tall Tale and the collection of stories we read over the past two weeks.

Extra Credit: Name the antagonist in the John Henry story: _______________________________________________

Folklore ANSWER Sheet Multiple Choice

Name: ______________________________________________ Core: _________ Analogies

1. __________

29. _______________________

2. __________

30. _______________________

3. __________

31. _______________________

4. __________

32. _______________________ & ___________________

5. __________

33. _______________________

6. __________

Plot Elements in order

7. __________

34. _______________________

8. __________

35. _______________________

9. __________

36. _______________________

10. __________

37. _______________________

11. __________

38. _______________________

12. __________

Matching Vocabulary

13. __________

39. __________

14. __________

40. __________

Matching: Figurative Language

41. __________

15. __________

42. __________

16. __________

43. __________

17. __________

44. __________

18. __________

Movie Short Answer

19. __________

The answer to this question should be written on the back.

20. __________ Fill-in-the-blank

Extra Credit

21. __________

*51. ____________________________________________

22. __________ Tall Tales: Pecos Bill & Davy Crockett Pecos Bill

Davy Crockett

23.

26.

24.

27.

25.

28.

Common Core Standards: 8.RL.1: Cite textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

8.RL.2: Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters setting and plot; provide an objective summary of the text.

8.RL.3: Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character or provoke a decision.

8.RL.5: Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.

8.RL.6: Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or horror.

8.RL.7: Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.

8.RL.10: By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6-8 text complexity band independently and proficiently.

8.RIT.1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

8.RIT. 2: Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

8.RIT.3: Analyze how a text makes connections among and distinctions between individuals, ideas or events (e.g., through comparisons, analogies, or categories).

8.RIT.9: Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.

8.W.3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details and well-structured event sequences.

8.W.6: Use technology, including the Internet to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.

8.W.9: Draw evidence from literary or informational texts to support analysis, reflection and research. a. Apply grade 8 Reading standards to literature 8.SL.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 8 topics, texts, and issues building on others’ ideas and expressing their own clearly.

8.SL.6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Presenter Contact Information: Amanda Lickteig PhD Candidate in Curriculum & Instruction (Literacy) Kansas State University 126 Bluemont Hall 1100 Mid-Campus Dr. Manhattan, KS 66506 Office: 785-532-5943 alickteig@ksu.edu

This document and its links were last updated: September 30, 2014