Using folktales/fables/myths or legends in the classroom.

Since fables are related to moral values, we must first teach the moral values related before taking a dive into the story. We must try to relate the moral values with real life situation before going into the story to increase students’ background knowledge in the moral values which they are going to grasp from the story.

I would use folktales/fables/myths or legends in the classroom by creating group activities to induce the students’ interest in the subject matter. Group activities are good to encourage and increase co-operation level among the students. This is vital because the co-operation skill will be applied by the students in the tertiary level and also in their respective careers.

The examples of some group activities which can be carried out in the classroom are as follows:-

a.) Simplify the language used in the story.
b.) Turn the story into dialogue form.

c.) Brainstorm on the important issues found in the folktales/fables/myths or legends.

d.) Using role-play and simulation in the classroom. The best example is the mock trial.

e.) Rewrite alternative endings for the folktales/fables/myths or legends.

f.) Write their opinions about the characters and the story.

g.) Carrying out drama activities based on the folktales/fables/myths or legends in the classroom.

The examples of some individual activities which can be carried out in the classroom are as follows:-

a.) Reading comprehension.

b.) Identification of plot, characters, themes, point of view, settings, symbols, metaphors, tone, style, irony and etc.

c.) Sequencing activities such as unscrambling the events, filling in the missing events or charting the development of the plot.

d.) Paraphrasing or retelling of the story such as gap filling exercises, summary writing and story telling sessions where students take turns to narrate the story until it is completed.

e.) Predicting the events in the story.

f.) Linking / perceiving relationships such as identifying the cause-effect relationship of characters and events in the plot.

g.) Analysing conflict in characters.

h.) Responding to characters in texts.

i.) Insight into characters in literary texts. Examples of activities are matching characters and traits, inferring characters’ traits, perceiving characters and analysing character relationships.

j.) Using extrinsic visual support to teach folktales/fables/myths or legends in the classroom. Examples of extrinsic visual support are illustrations and pictures, maps, photographs (including slides), objects, video recordings and so on.

Then the students will be required to present their work to the class and submit the written version of their task to me, the teacher.