Exploring Themes in Folktales: Understanding "Two Legs or One"
| Step Number | Step Title | Length | Details |
|---|---|---|---|
| 1 | Activating Strategy | 5 minutes | Begin with a brief discussion on what a theme is. Use examples from well-known stories to engage students and activate prior knowledge. |
| 2 | Introduction to Text | 5 minutes | Introduce the folktale "Two Legs or One". Discuss the author and the context of the story. Provide students with a brief overview and set expectations for the reading. |
| 3 | Reading | 10 minutes | Read the folktale as a class. Encourage participation through choral reading or partner reading, focusing on tone and delivery. Ensure students highlight language that hints at the theme. |
| 4 | Theme Discovery Activity | 5 minutes | Distribute printable theme discovery cards. Instruct students to fill these out with their insights, key phrases, and potential themes while referring back to the text. |
| 5 | Random Check/Collection | 3 minutes | Collect or randomly check the filled theme discovery cards. Provide students with specific instructions on how to submit them, ensuring students understand this is informal and no presentations are required. |
| 6 | Closing Discussion | 2 minutes | Conduct a quick wrap-up discussion, encouraging students to share their thoughts on the themes identified. Reinforce the importance of supporting their ideas with textual evidence. |
| 7 | Exit Ticket | 1 minute | Students will complete an exit ticket reflecting on how the author’s choices impacted their understanding of the theme. |
This structured lesson plan aims to engage students actively and promote deeper understanding of literary themes through interactive methods, aligned with curriculum standards.
"Good morning, everyone! Today we are going to explore themes in a folktale, specifically 'Two Legs or One' by Joseph Sherman. First, let’s have a brief discussion. Can anyone tell me what they think a 'theme' is?
[Allow students to respond.]
Great! A theme is the underlying message or central idea of a story. It's what the author wants you to think about long after you've finished reading. Let’s think of a few examples. Who can name a well-known story and share its theme?
[Facilitate a brief discussion with student contributions.]
Thanks for sharing! Themes can be found in many stories, and today we’ll dive into how themes work in 'Two Legs or One.'"
"Now let’s talk about the folktale we’re going to read—'Two Legs or One.' The story is written by Joseph Sherman, who draws from traditional narratives but adds his own unique twist.
[Project a slide with a brief bio of Joseph Sherman.]
This folktale is set in a fantastical world and tackles some interesting ideas about choices and identity. Before we read, I want you to keep in mind what we just discussed about themes. Think about the message the author might be trying to convey.
Let’s set our expectations for reading: we’ll read together, and I encourage you to highlight any phrases or words that you think might indicate the theme. Ready to dive in?"
"Okay, everyone, let’s start reading 'Two Legs or One.' We can do this as a class; I’ll read the first paragraph, and then we can switch to partner reading. Remember to pay attention to tone and delivery.
[Begin reading the text aloud, then switch to partner reading.]
As you read, highlight any language you think hints at the theme or reflects a deeper meaning of the story. Let’s take about ten minutes to get through it."
"Time's up! I hope you found some interesting phrases in the story. Now, I’m going to hand out theme discovery cards.
[Distribute the cards.]
On these cards, I want you to jot down some insights, key phrases you highlighted, and potential themes you think are present in the story. Use the text as your guide. You have five minutes to work on this."
"Alright, everyone! Time to collect those theme discovery cards. I’ll walk around and check each of your cards randomly.
[As you collect cards, reiterate instructions.]
Just to be clear, there’s no need for presentations today. This is an informal check to see what you’ve discovered about the theme. Let’s make sure everyone submits their cards."
"Now that we’ve wrapped up the activity, let’s have a quick discussion. Who would like to share what theme or themes they identified?
[Encourage a few students to share their thoughts.]
That’s wonderful! Remember, it’s important to support your ideas with evidence from the text. This adds depth to your analysis and shows your understanding."
"Before we end class today, I want each of you to complete an exit ticket. On this ticket, reflect on how the author's choices impacted your understanding of the theme.
[Hand out or provide access to the exit ticket.]
Take just one minute to write your thoughts down, and then we’ll finish up for today. Thank you for your participation!"
| Slide Number | Image | Slide Content |
|---|---|---|
| 1 | {Image: A classroom with students engaged} | - Introduction to today's topic: Themes in 'Two Legs or One' |
| - Brief discussion on what a 'theme' is | ||
| - Examples of themes from well-known stories | ||
| 2 | {Image: A portrait of Joseph Sherman} | - Introduction of the folktale 'Two Legs or One' |
| - Author: Joseph Sherman, known for blending traditional narratives with unique twists | ||
| - Setting: A fantastical world exploring choices and identity | ||
| 3 | {Image: A group reading together} | - Class reading of 'Two Legs or One' |
| - Importance of tone and delivery | ||
| - Highlighting phrases indicating the theme | ||
| 4 | {Image: A theme discovery card} | - Theme discovery activity introduced |
| - Students use theme discovery cards to jot down insights and key phrases from the story | ||
| - Five minutes allotted for this activity | ||
| 5 | {Image: Teacher collecting cards} | - Random check and collection of theme discovery cards |
| - Informal check to review students' discoveries about themes | ||
| - Submission of cards required | ||
| 6 | {Image: Students discussing in pairs} | - Closing discussion on identified themes |
| - Encouragement to support ideas with evidence from the text | ||
| - Importance of analysis and understanding | ||
| 7 | {Image: Exit ticket form} | - Exit ticket reflection on author's choices and understanding of the theme |
| - One minute to complete | ||
| - Appreciation for participation |
| Question | Answer |
|---|---|
| What is the definition of a theme in a folktale? | |
| Can you give an example of a well-known story and its theme? | |
| What are some interesting ideas tackled in the folktale 'Two Legs or One'? | |
| How does Joseph Sherman incorporate traditional narratives in his storytelling? | |
| What should you pay attention to while reading regarding the theme? | |
| What insights did you note from the theme discovery activity? | |
| Why is it important to support your ideas with evidence from the text? | |
| How did the author's choices affect your understanding of the theme? |
What do you think the author, Joseph Sherman, wants us to learn about choices and identity in 'Two Legs or One'? Can you find a specific part of the text that supports your answer?
How do you think the setting of the folktale influences the themes presented in the story? Can you give an example?
If you could add a new character to 'Two Legs or One', what kind of character would it be and how would they influence the theme of the story?
In your opinion, what role do you think the illustrations (if any) in the folktale play in conveying the theme? How do they enhance or change your understanding of the text?
Can you think of a personal experience that relates to the theme you identified in 'Two Legs or One'? How did that experience shape your view of the story?