Fables, Myths, and Folkstories

Greetings. The following materials are intended to provide an introduction to Fables, Myths, and Folkstories in the Elementary and Secondary Curriculum. They were assembled from the World Wide Web, ERIC Database, and a variety of other bibliographic resources. Instructions for acquiring the full text of the ERIC records are presented at the end of this file.

Zeynep B. Erdiller
Reference Specialist

Alphabetically arranged listing of bibliographies
Categorically arranged listing of bibliographies

Internet Sites

Myths and Legends
Aesop's Fables Online Collection
Grimm Fairy Tales
Stories, Folklore, and Fairy Tales Theme Page
Hans Christian Andersen
Fables, Fairy Tales, Stories and Nursery Rhymes

Citations from ERIC Database

AN: ED445340
AU: Kordigel,_Metka
TI: The Perception of the Cause_Effect Relationship among Fairy_Tale Motifs.
PY: 2000
NT: Paper presented at the Biennial Meeting of the International Society for the Empirical Study of Literature Conference (7th, Toronto, Canada, July 31_August 4, 2000).
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED445340
DE: *Cognitive_Development; *Fairy_Tales; *Motifs_
DE: Classroom_Research; Elementary_Education; Foreign_Countries
AB: The traditional treatment of literary texts in Slovene schools took place in the form of a search for the "true message" of the literary work. The new Slovene literary didactics assumes that the teacher no longer explains to the student the meaning of this or that literary work. Rather he/she knows that the literary work can be comprehended only within the range of the immanent horizon of expectation. The teacher can provide the structure, the directions, and the possibilities or outlines (for discussion about literature), but the real link in the literary class is the link between the author and the reader. Full reception does require the understanding of the literary work, the perception of a large enough number of textual indicators__too large a gap between the author's and reader's code of comprehension can prevent or at least reduce the intensity of the literary aesthetic experience. A study explored the perception of the cause_effect relationship in the reception of the fairy tale in the period of concrete intellectual operations. Of the children questioned about "The Golden Bird" by Jakob and Wilhelm Grimm, only 68% perceived and understood the cause_effect relationship and completed a task with sentence parts correctly. Findings show that the perception of cause_effect relationships between motifs necessitates a certain level of syntactic_linguistic development, which not all children attain at the same time. (Contains 19 notes and 13 references.) (NKA)

AN: EJ611949
AU: Stewart,_Michelle_Pagni
TI: How Can This Be Cinderella if There Is No Glass Slipper? Native American "Fairy Tales."
PY: 2000
SO: Studies_in_American_Indian_Literatures; v12 n1 p3_19 Spr 2000
NT: Theme issue title: "Children's Literature."
DE: *American_Indian_Literature; *Childrens_Literature; *Cultural_Education; *Fairy_Tales; *Oral_Tradition; *Reading_Material_Selection
DE: American_Indian_Culture; Cultural_Awareness; Elementary_Education
AB: Analysis of three Native American Cinderella_type tales finds that although each has flaws in depicting Native American culture, overall they are culturally accurate and respectful. Such tales can be used as teaching tools to help children understand Native American cultures and beliefs while making them aware of how culture and beliefs can easily be disrespected. (Contains 24 references.) (TD)

AN: EJ604742
AU: Olsen_Kristin; Norwood,_Marsha_Sunshine; Shafer,_Gregory; Grenier,_Robin_S.; Brosnahan,_Ellen; Kennedy,_Melissa
TI: What Novel, Short Story, of Poem Would You Recommend for Inclusion in a "Curriculum of Peace"?
PY: 2000
SO: English_Journal; v89 n5 p22_25 May 2000
NT: Theme: A Curriculum of Peace.
DE: *Adolescent_Literature; *Curriculum_; *Novels_; *Peace_; *Poetry_; *Short_Stories
DE: Class_Activities; Secondary_Education
AB: Offers recommendations from six different English teachers of novels, short stories, or poems that they recommend or have used successfully in the classroom to discuss issues and dilemmas of peace. (SR)

AN: ED437622
AU: Buss,_Kathleen; Karnowski,_Lee
TI: Reading and Writing Literary Genres.
CS: International Reading Association, Newark, DE.
PY: 2000
AV: International Reading Association, 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714_8139 ($22.95). Web site: http://www.reading.org.
PR: EDRS Price MF01/PC09 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED437622
DE: *Childrens_Literature; *Literary_Genres; *Reading_Processes; *Story_Grammar; *Writing_Processes
DE: Biographies_; Class_Activities; Elementary_Education; Fables_; Fantasy_; Fiction_; Reading_Writing_Relationship
AB: This book presents an interactive model using quality children's literature as the foundation for teaching reading and writing in grades 3 through 6, based on the premise that reading and writing are complementary processes through the shared goal of constructing meaning. Four main genres (fiction, traditional literature, fantasy, and non_fiction) are divided into seven chapters: "Teaching Realistic Fiction"; "Teaching Mysteries"; "Teaching Traditional Folktales"; "Teaching Pourquoi Stories and Fables"; "Teaching Modern Folktales"; "Teaching Fantasy"; and "Teaching Biographies." Each chapter has three main sections: (1) Background Information for Teachers; (2) Teaching the Genre; and (3) Extensions. These sections provide genre information, suggest teaching strategies, and list possible student reading and writing activities. (Contains approximately 220 references and descriptions of 18 children's literature Web sites.) (EF)

AN: ED435101
AU: de_Vos,_Gail; Altmann,_Anna_E.
TI: New Tales for Old: Folktales as Literary Fictions for Young Adults.
PY: 1999
AV: Libraries Unlimited, P.O. Box 6633, Englewood, CO 80155_6633($35; $42 outside North America). Tel: 800_237_6124 (Toll Free); Web site: .
PR: Document Not Available from EDRS.
DE: *Fairy_Tales; *Folk_Culture; *Oral_Tradition
DE: Adolescent_Literature; Adolescents_; Class_Activities; Reading_Materials; Secondary_Education
AB: Focusing on reworkings of tales from the European oral folk tradition, this book shows educators how to use these tales effectively in the high school and middle school curriculum. The first chapter of the book, "Folktales and Literary Fictions" looks at the nature of folktales, their place in contemporary North American culture, and the characteristics of these tales that make them appealing to adolescent readers. The following chapters each focus on a particular tale__"Cinderella," "The Frog King or Iron Henry," "Hansel and Gretel," "Little Red Riding Hood," "Rapunzel," "Rumpelstiltskin," "Sleeping Beauty," and "Snow White")__giving the tale type and its motifs, a synopsis of the tale, an overview of critical interpretations of the tale, and a summary and discussion of each reworking. Suggestions for teachers and librarians working with young adults come at the end of each chapter. (Each chapter contains references. Includes author/illustrator, motif, tale, and title indexes.) (RS)

AN: ED428952
AU: Kudva,_Pramila_N.
TI: Infusion of Environmental Education through Mythology__An Experiment.
PY: 1999
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED428952
DE: *Environmental_Education; *Integrated_Curriculum; *Mythology_; *Science_and_Society
DE: Classroom_Environment; Cultural_Awareness; Educational_Strategies; Foreign_Countries; Higher_Education;

Secondary_Education; Teacher_Education_Curriculum
AB: This study explores the infusion of environmental education through the multidisciplinary approach using mythological stories aimed at the secondary level. Secondary teacher trainees (N=98) planned the lessons based on school subjects. Mythological stories from various religions were used by the trainees as the basis for the lessons and the lessons were then presented under simulated conditions. Findings highlight the difficulty of correlating the components of mythology through mathematics as well as the adaptability of Hindu mythology for this purpose. Benefits to participants included a broader knowledge of mythology and a greater appreciation of cultural heritage. (DDR)

AN: ED435101
AU: de_Vos,_Gail; Altmann,_Anna_E.
TI: New Tales for Old: Folktales as Literary Fictions for Young Adults.
PY: 1999
AV: Libraries Unlimited, P.O. Box 6633, Englewood, CO 80155_6633($35; $42 outside North America). Tel: 800_237_6124 (Toll Free); Web site: .
PR: Document Not Available from EDRS.
DE: *Fairy_Tales; *Folk_Culture; *Oral_Tradition
DE: Adolescent_Literature; Adolescents_; Class_Activities; Reading_Materials; Secondary_Education
AB: Focusing on reworkings of tales from the European oral folk tradition, this book shows educators how to use these tales effectively in the high school and middle school curriculum. The first chapter of the book, "Folktales and Literary Fictions" looks at the nature of folktales, their place in contemporary North American culture, and the characteristics of these tales that make them appealing to adolescent readers. The following chapters each focus on a particular tale__"Cinderella," "The Frog King or Iron Henry," "Hansel and Gretel," "Little Red Riding Hood," "Rapunzel," "Rumpelstiltskin," "Sleeping Beauty," and "Snow White")__giving the tale type and its motifs, a synopsis of the tale, an overview of critical interpretations of the tale, and a summary and discussion of each reworking. Suggestions for teachers and librarians working with young adults come at the end of each chapter. (Each chapter contains references. Includes author/illustrator, motif, tale, and title indexes.) (RS)

AN: ED430231
AU: Hamilton,_Carole_L., ed.; Kratzke,_Peter, ed.
TI: Short Stories in the Classroom.
CS: National Council of Teachers of English, Urbana, IL.
PY: 1999
AV: National Council of Teachers of English, 1111 W. Kenyon Road, Urbana, IL 61801_1096 (Stock No. 03995_0015: $16.95 members, $22.95 nonmembers).
PR: EDRS Price MF01/PC09 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED430231
DE: *English_Instruction; *Reader_Text_Relationship; *Short_Stories
DE: Class_Activities; Literature_Appreciation; Secondary_Education
AB: Examining how teachers help students respond to short fiction, this book presents 25 essays that look closely at "teachable" short stories by a diverse group of classic and contemporary writers. The approaches shared by the contributors move from readers' first personal connections to a story, through a growing facility with the structure of stories and the perception of their varied cultural contexts, to a refined and discriminating sense of taste in short fiction. After a foreword ("What Is a Short Story and How Do We Teach It?"), essays in the book are: (1) "Shared Weight: Tim O'Brien's 'The Things They Carried'" (Susanne Rubenstein); (2) "Being People Together: Toni Cade Bambara's 'Raymond's Run'" (Janet Ellen Kaufman); (3) "Destruct to Instruct: 'Teaching' Graham Greene's 'The Destructors'" (Sara R. Joranko); (4) "Zora Neale Hurston's 'How It Feels to Be Colored Me': A Writing and Self_Discovery Process" (Judy L. Isaksen); (5) "Forcing Readers to Read Carefully: William Carlos Williams's 'The Use of Force'" (Charles E. May); (6) "'Nothing Much Happens in This Story': Teaching Sarah Orne Jewett's 'A White Heron'" (Janet Gebhart Auten); (7) "How Did I Break My Students of One of Their Biggest Bad Habits as Readers? It Was Easy: Using Alice Walker's 'How Did I Get Away...'" (Kelly Chandler); (8) "Reading between the Lines of Gina Berriault's 'The Stone Boy'" (Carole L. Hamilton); (9) "Led to Condemn: Discovering the Narrative Strategy of Herman Melville's 'Bartleby the Scrivener'" (James Tackach); (10) "One Great Way to Read Short Stories: Studying Character Deflection in Morley Callaghan's 'All the Years of Her Life'" (Grant Tracey); (11) "Stories about Stories: Teaching Narrative Using William Saroyan's 'My Grandmother Lucy Tells a Story without a Beginning, a Middle, or an End'" (Brenda Dyer); (12) "The Story Looks at Itself: Narration in Virginia Woolf's 'An Unwritten Novel'" (Tamara Grogan); (13) "Structuralism and Edith Wharton's 'Roman Fever'" (Linda L. Gill); (14) "Creating Independent Analyzers of the Short Story with Rawlings's 'A Mother in Mannville'" (Russell Shipp); (15) "Plato's 'Myth of the Cave' and the Pursuit of Knowledge" (Dennis Young); (16) "Through Cinderella: Four Tools and the Critique of High Culture" (Lawrence Pruyne); (17) "Getting behind Gilman's 'The Yellow Wallpaper'" (Dianne Fallon); (18) "Expanding the Margins in American Literature Using Armistead Maupin's 'More Tales of the City'" (Barbara Kaplan Bass); (19) "Shuffling the Race Cards: Toni Morrison's 'Recitatif'" (E. Shelley Reid); (20) "Readers, Cultures, and 'Revolutionary' Literature: Teaching Toni Cade Bambara's 'The Lesson'" (Jennifer Seibel Trainor); (21) "Learning to Listen to Stories: Sherman Alexie's 'Witnesses, Secret and Not'" (Susan Berry Brill de Ramirez); (22) "'Sometimes, Bad Is Bad': Teaching Theodore Dreiser's 'Typhoon' and the American Literary Canon" (Peter Kratzke); (23) "Teaching Flawed Fiction: 'The Most Dangerous Game'" (Tom Hansen); (24) "Reading Louise Erdrich's 'American Horse'" (Pat Onion); and (25) "Opening the Door to Understanding Joyce Carol Oates's 'Where Are You Going, Where Have You Been?'" (Richard E. Mezo). An afterword "Writing by the Flash of the Firefly" and a bibliographic postscript are attached. (RS)

AN: EJ565463
AU: Shein,_Dina; Williams,_Adele; Barnes,_Marilyn_E.; Potts,_Deidre
TI: Into the Curriculum. Art/Social Studies: Petroglyphs: Early Forms of Communication [and] Physical Education/Social Studies: Sport Mavin [and] Reading/Language Arts: Fairy Tales: Comparing Different Versions [and] Reading/Language Arts: Poetry Is...A Multimedia Project [and] Science: Making Up Crystals and Putting Them in a Basket [and] Social Studies: Diaries from the Middle Ages.
PY: 1998
SO: School_Library_Media_Activities_Monthly; v14 n9 p11_28 May 1998
DE: *Course_Integrated_Library_Instruction; *Learning_Activities
DE: Art_Activities; Crystallography_; Diaries_; Elementary_Education; Elementary_School_Science; Fairy_Tales; Language_Arts; Lesson_Plans; Library_Skills; Physical_Education; Poetry_; Social_Studies; Worksheets_
AB: Provides lesson plans for library media activities for grades 3_4 reading/language arts, grades 3_5 art/social studies, grades 4_5 physical education/social studies, grades 4_6 science, grades 4_8 reading/language arts, and grades 6_7 social studies. Lists print and nonprint resources and discusses library media skills and subject area objectives, instructional roles, activities, procedures, evaluation, and follow_up. (PEN)

AN: ED421718
AU: Nottingham,_Theodore_J.
TI: The Color of the Wind: Fables for a New Age.
PY: 1998
AV: Nottingham Publishing, 12839 Glengary Drive, Fishers, IN 46038 ($12.95 each; 50% discount to educational organizations).
PR: Document Not Available from EDRS.
DE: *Animals_; *Fables_; *Figurative_Language; *Moral_Issues
DE: Creative_Writing; Didacticism_; Elementary_Secondary_Education; Fantasy_; Supplementary_Reading_Materials; Teaching_Guides; Vocabulary_Development
AB: This book of fables from the animal kingdom contains: "The Frog Who Knew Too Much"; "Long Tail the Lizard"; "The Otter Who Went to the Bottom of the Sea"; "The Single_Wattled Cassowary and His Lethal Toe"; "The Rebel Gerbil"; "Why Hairless Monkeys Turn Out So Bad"; and "The Eagles' Watchtower." The book has been tested with elementary, middle school, and high school students and has received enthusiastic responses from these age groups as they discover new levels of meaning in the stories while enjoying the humor and fantasy. The book represents a case study of metaphor and allegory and can be used by English teachers as an introduction on how to see beyond the literalism of a text. It can also be used to build vocabulary and to explore creative writing. (NKA)

AN: EJ580324
AU: Pardeck,_John_T.; Pardeck,_Jean_A.
TI: An Exploration of the Uses of Children's Books as an Approach for Enhancing Cultural Diversity.
PY: 1998
SO: Early_Child_Development_and_Care; v147 p25_31 Aug 1998
NT: Special Issue on "Children and Diversity."
DE: *Annotated_Bibliographies; *Childrens_Literature; *Disabilities_; *Multicultural_Education
DE: Bibliotherapy_; Cultural_Differences; Elementary_Education; Fairy_Tales; Fiction_; Nonfiction_; Picture_Books
AB: Offers strategies for using children's books as tools for teaching able_bodied children about the unique needs of children with disabilities and how disabilities are an important aspect of cultural diversity. Notes five genres for conducting bibliotherapy: fiction, nonfiction, self_help books, fairy tales, and picture books. Provides an annotated list of children's books focusing on the topic of disabilities. (JPB)

AN: EJ560804
AU: Culp,_Mary_Beth; Hoffman,_Suzanne
TI: Twice_Told Tales.
PY: 1998
SO: Journal_of_Adolescent_and_Adult_Literacy; v41 n6 p472_73 Mar 1998
DE: *Critical_Thinking; *Fairy_Tales; *Thinking_Skills; *Writing_Assignments
DE: Class_Activities; Content_Area_Reading; Figurative_Language; Higher_Education; Secondary_Education; Story_Grammar
AB: Describes a unit in a writing_intensive course on reading in the content areas in which students take a familiar fairy tale and rewrite it in a modern context. Describes the four class sessions, including class activities and writing assignments, noting figurative language, elements of fairy tales, and critical reading, thinking, and writing skills. (SR)

AN: ED412554
AU: Flack,_Jerry_D.
TI: From the Land of Enchantment: Creative Teaching with Fairy Tales.
PY: 1997
AV: Teacher Ideas Press/Libraries Unlimited, P.O. Box 6633, Englewood, CO 80155_6633 ($23.50).
NT: 262 p.; Illustrated by Gay Graeber.
PR: Document Not Available from EDRS.
DE: Class_Activities; Cognitive_Style; Critical_Thinking; Elementary_Secondary_Education; Higher_Education; Literacy_; Problem_Solving; Student_Development
DE: *Classroom_Techniques; *Creative_Teaching; *Fairy_Tales; *Thinking_Skills
AB: Based on the premise that the fairy tale genre can be effectively used as the content base for teaching reading, writing, and thinking skills and processes, this book offers educators ideas and techniques that promote multiple intelligences, critical thinking, creative problem solving, and problem_ and product_based learning. Drawing on Bloom's taxonomy and the work of other experts, the book places special emphasis on learning process, literacy, thinking skills, integrated learning, diversity, and academic excellence. Each of the nine chapters centers on a specific fairy tale, relating it to issues in teaching and learning. For example, "Cinderella Meets a Prince: Howard Gardner" addresses Gardner's theory of multiple intelligences and__with ideas and hands_on activities based on the Cinderella theme__it shows teachers how the theory can be effectively applied in the classroom. The activities in the book range from making books and writing and editing newspapers to creating a classroom museum. The book also includes lists of related resources for teachers and students. According to the book, these easy_to_implement strategies can be used with students at every age level and in a variety of settings, from primary home schooling classes to college writing courses. (NKA)

AN: ED412533
AU: Wolf,_Joan_M.
TI: The Beanstalk and Beyond: Developing Critical Thinking through Fairy Tales.
PY: 1997
AV: Teacher Ideas Press, P.O. Box 6633, Englewood, CO 80155_6633 ($18.50).
NT: 145 p.
PR: Document Not Available from EDRS.
DE: Class_Activities; Classroom_Techniques; Intermediate_Grades; Junior_High_Schools; Learning_Strategies; Middle_Schools; Reading_Instruction; Student_Development; Student_Projects; Teaching_Guides
DE: *Creative_Writing; *Critical_Thinking; *Fairy_Tales; *Problem_Solving; *Thinking_Skills
AB: Intended for teachers of grades 4_8, this book presents a method of developing critical thinking skills through fairy tales. The book shows educators how to use popular fairy tales and fairy tale characters to help students develop problem solving abilities, critical thinking skills, and writing proficiency. It gives a multitude of activities, adaptable to virtually any fairy tale in almost any learning environment, challenging students to move beyond the simplistic study of fairy tales to develop in_depth comprehension. The book's chapters cover characterization, perspective, and story creation. The book also provides extensive guidelines for projects__what materials are needed, how long the project will take, and skill levels that are covered. The book gives a variety of warm_up exercises to help students prepare for lengthier projects, which can be modified for a variety of learning levels. Contains a list of 110 fairy tales divided into categories including traditional, contemporary, and multicultural fairy tales and others. (CR)

AN: EJ548149
AU: Johnson,_Rose_M.
TI: Not Just a Fairy Tale.
PY: 1997
JN: Mathematics_Teaching_in_the_Middle_School; v2 n6 p424_29 May 1997
DE: Intermediate_Grades; Junior_High_Schools; Mathematics_Instruction; Middle_Schools; Secondary_School_Mathematics
DE: *Fairy_Tales; *Integrated_Activities; *Mathematical_Applications; *Problem_Solving
AB: Describes middle school students' efforts to investigate and fairly compensate the three bears, who incurred some losses at the hands of Goldilocks. Problems include investigating replacement costs of the damaged items, the cost to house Goldilocks in a state school, and the value of appropriate types of community service before determining Goldilocks's fate. (AIM)

AN: EJ545310
AU: Perez_Stable,_Maria
TI: Keys to Exploring Latino Cultures: Folktales for Children.
PY: 1997
JN: Social_Studies; v88 n1 p29_34 Jan_Feb 1997
DE: Cultural_Education; Cultural_Pluralism; Elementary_Education; Ethnic_Stereotypes; Ethnography_; Fairy_Tales; Hispanic_American_Culture; Legends_; Mythology_; Oral_Tradition; Teaching_Methods
DE: *Childrens_Literature; *Folk_Culture; *Interdisciplinary_Approach; *Latin_American_Culture; *Multicultural_Education; *Social_Studies
AB: Argues that the inclusion of ethnic folktales into a social studies unit can reinforce stereotypical assumptions unless it is balanced with accurate and insightful social and cultural instruction. Summarizes and discusses a number of Latino folktales and how they could be used as springboards for appropriate instruction. (MJP)

AN: EJ551857
AU: Normand,_Regan
TI: Why Heroes? Introducing Cinderella.
PY: 1997
JN: State_of_Reading; v3 n2 p55_57 Fall_Win 1996_1997
DE: Childrens_Literature; Class_Activities; Folk_Culture; Grade_6; Intermediate_Grades; Problem_Solving; Story_Grammar
DE: *Fairy_Tales
AB: Describes how the author used many versions of the Cinderella story as a springboard for a variety of activities in her sixth_grade class, including discussion of fairy tale elements, aspects of story structure, summarizing, and problem_solving activities. (SR)

AN: EJ559443
AU: Mitchell,_Diana
TI: Using Short Story Collections to Enrich the English Classroom.
PY: 1997
SO: English_Journal; v86 n8 p73_77 Dec 1997
NT: Theme Issue: New Voices: The Canon of the Future.
DE: *English_Instruction; *Literature_Appreciation; *Short_Stories
DE: Class_Activities; Language_Arts; Secondary_Education
AB: Describes ways short story collections can be integrated into the English curriculum, including a short story fair, a short story hunt, using single short stories to extend a unit, using a short story by itself, using a collection as a whole, and using short stories as part of a focus on writing. Offers a list of short story resources. (SR)

AN: EJ533010
AU: Gilstrap,_Robert_L.; Evens,_Doris
TI: Folktales in the Middle Grades.
PY: 1996
JN: Childhood_Education; v73 n1 p23_26 Fall 1996
DE: Cognitive_Development; Intermediate_Grades; Literature_Appreciation; Multicultural_Education; Reading_Comprehension; Story_Telling
DE: *Cultural_Education; *Curriculum_Design; *Folk_Culture; *Learning_Activities
AB: Supports the return of folktales to school curriculum. Provides a list of suggested activities as well as a dozen popular national and international folktale books for use in the middle grades. Claims that folktales can be used to master content_rich material in the middle grades and allow students to explore relationships with their own culture and others as well. (MOK)

AN: EJ553764
AU: Jordan,_Anne_Devereaux
TI: "Once Upon a Time": Folk and Fairy Tales.
PY: 1996
SO: Teaching_and_Learning_Literature_with_Children_and_Young_Adults; v6 n2 p12_22 Nov_Dec 1996
NT: Journal availability: Essmont Publishing, P.O. Box 186, Brandon, VT 05733_0186.
DE: *Childrens_Literature; *Fairy_Tales; *Folk_Culture
DE: Elementary_Education
AB: Offers a cross_sectional review of fairy tales and folk tales, new and old, defining each of these categories and describing early collections, literary collections, controversial collections, and recent collections. (TB)

AN: ED399207
AU: Young,_Jocelyn; And_Others
TI: The Rabbit in the Moon: Folktales from China and Japan. A Curriculum Unit for Upper Elementary Grades. Revised.
CS: Stanford Univ., CA. Stanford Program on International and Cross Cultural Education.
PY: 1995
AV: Stanford Program on International and Cross_Cultural Education, Institute for International Studies (IIS), Littlefield Center, Room 14, Stanford University, 300 Lasuen Street, Stanford, CA 94305_5013.
NT: 86 p.; For an earlier edition, see ED 351 236.
PR: EDRS Price _ MF01 Plus Postage. PC Not Available from EDRS.
DE: Area_Studies; Asian_History; Cultural_Education; Elementary_Education; Foreign_Countries; Interdisciplinary_Approach; Literature_
DE: *Asian_Studies; *Folk_Culture; *Legends_; *Multicultural_Education; *Social_Studies
AB: This teacher's guide contains six lessons, including eight folktales, for using folktales from Japan and China in the elementary classroom. Specific objectives, materials, background notes, discussion questions, follow_up activities and a bibliography also are included. Each lesson takes approximately 1_3 class periods but are flexible for use. Folktales serve as resources for learning about other cultures by sharing many basic themes and structures familiar to all and by reflecting customs and beliefs particular to a culture or group of cultures. They expose children to world perspectives and expectations for human behavior that may be quite different, and even in conflict, with their own. Folktales in this guide include: (1) "The Rabbit in the Moon"; (2) "How the World was Made"; (3) "The Old Woman and the Tiger"; (4) "The Monkey and the Pheasant"; (5) "The Funny Little Woman"; (6) "The Grateful Snake"; (7) "The Boy Who Drew Cats"; and (8) "The Golden Axe." Three appendices with introductory materials, a bibliography, and resources conclude the document. (EH)

AN: ED374493
AU: Thistle,_Louise
TI: Dramatizing Aesop's Fables: Creative Scripts for the Elementary Classroom.
PY: 1993
AV: Dale Seymour Publications, P.O. Box 10888, Palo Alto, CA 94303 ($12.95 plus $3 shipping/handling on orders of less than $30).
NT: 113 p.
PR: Document Not Available from EDRS.
DE: Cooperative_Learning; Critical_Thinking; Elementary_Education; Literature_Appreciation; Pantomime_
DE: *Acting_; *Class_Activities; *Creative_Dramatics; *Scripts_
AB: Designed to be used by teachers with varying degrees of dramatic arts experience and by students with limited English proficiency as well as native English speakers, this clear, simple guide familiarizes teachers and children with classic literature through the narrative_mime approach. The guide contains: (1) eight of Aesop's fables adapted and scripted for classroom dramatization; (2) 27 additional fables with instructions for adapting them (or any piece of literature) for dramatization; (3) ways to implement three simple principles of good acting: believing, control, and voice and movement; (4) critical thinking questions for each story; (5) suggestions for further reading, writing, and research projects, and art and drama activities to accompany each fable; and (6) an annotated bibliography of fables, picture books, and related books on creative dramatics. (NKA)

Folktales For Family Fun In this little book you will learn about folktales and then share the fun with your children through various books and activities.

Other Resources (available either for sale or via interlibrary loan

Title: In search of Cinderella : a curriculum for the 21st century
Author: Goodwin, Katharine F.
Year: 2000
Publisher: Auburn, CA : Shen's Books

Title: Fairy tales and the art of oral composition : a teaching unit for the seventh grade
Author: McQuillan, Dorothy, McQuillan, Mark K.
Year:2000
Publisher: Newton, Mass. : Newton Public Schools

Title: A fresh look at fairy tales : a thematic unit exploring gender bias in classic stories
Author: Detlor, Theda
Year:1995
Publisher: New York, NY : Scholastic Professional Books

Title: Castles and fairy tales : a cross_curriculum approach to literature
Author: Stangl, Jean, Stangl, Lee Ann.
Year: 1994
Publisher: Minneapolis, Minn. : T.S. Denison & Co.

Title: Multicultural fables and fairy tales : stories and activities to promote literacy and cultural awarenes
Author: McCarthy, Tara.
Year:1992
Publisher: New York : Scholastic Professional Books

Title: Fairy tales, fables, legends, and myths : using folk literature in your classroom
Author: Bosma Bette
Edition and Year: 2nd Ed., 1992
Publisher: New York : Teachers College Press,

Title: Myths & fables.
Author: Butte County Office of Education Curriculum Resource Center
Year: 1992
Publisher: Oroville, CA : Butte County Office of Education Curriculum Resource Center

To Order Full-Text Copies of ERIC Journal and ERIC Document Citations:

Citations identified with an ED (ERIC document) number are available in ERIC microfiche collections at over 1000 locations worldwide; to identify your local source, connect to the: ERIC Resource Collection.

Documents can also be ordered through EDRS for a fee: email service@edrs.com, tel. (800)443-ERIC. Selected ERIC Documents are available through online ordering via the EDRS's web site

Citations with an EJ (ERIC journal) number are available through the originating journal, interlibrary loan services, or for a fee from the following article reproduction services: Ingenta: email: ushelp@ingenta.com, tel. (800) 296 2221, online order form; or ISI Document Solution: email: ids@isinet.com, tel. (800) 336-4474, (215) 386-4399, online order form

| NEWS ABOUT READING | ONLINE EDUCATION | WEB RESOURCES | BOOKS & BULLETINS | DIGESTS & BIBLIOS | FAMILY INFO CENTER | LESSON PLANS | Q & A ARCHIVE | DATABASE SEARCH | CHARACTER ED CENTER |

The Clearinghouse on Reading, English, and Communication is an information repository of the Indiana University School of Education.

Dr. Carl B. Smith, Professor