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Chapter Four - Teaching Pourquoi stories & Fables | Stigaard David…

- - - - Conflict
        
        It is connected with the moral of the story
        
        Is one-dimensional
      - Characters
        
        In the fable there are animals that act like humans and personify an attribute. They are wearing clothes and speak like humans.
        
        The owl is wise
        
        The fox is astute
      - Resolution
        
        The resolution of the conflict must lead to the reader a life lesson
      - Actions of the character
        
        The actions of the character can be developed in one or two event throught the narrative
      - Setting
        
        Generally is irrelevant to the plot (problem and character) and it is mentioned in the beginning of the fable
        
        "In the middle of the jungle"
        
        "One day"
        
        "In a freezing day"
    - - To teach is important to hold a background knowledge to make it meaningful to students.
        
        Life Lesson
        
        Explicit morals behind the story.
        
        Students learn the importance as personified, the actions to resolve a problem and finally the resolutions refer to the moral or life lesson.
        
        Techniques
        
        Comprehending time and Setting
        
        This setting is shown to the readers in pictures, not in the narrative. We need to state in the beginning of the story.
        
        Independent writing of Fables
        
        The student can craft his own stories using the elements that compound a fable.
        
        Read-Aloud Activities
        
        It helps students to understand the fable elements.and this applies.
        
        Identifying types of Characters
        
        In fables the characters are animals, we need to state what personalities they have.
        
        Understanding the author’s style
        
        It's important to understand that any author builds his story but all have the same way, they used dialogue to set the conflict and characters.
        
        Following the plot
        
        This part is to understand the events that happen throughout the narrative.
        
        Small-Group guided reading
        
        Encourage students to read and develop his skills to comprehend the story and characters.
        
        Questions for writing fables
        
        Let them have the opportunity to ask about the elements such as the plot, characters, morals and resolutions on fables.
  - - - Panchatantra
        
        This kind of fable is longer and was written for adults. The use of intelligence can resolve or explain mysteries or dilemmas.
      - La Fontaine’s fables
        
        This type of fable is in verse and they are short as Aesop's fables
      - Aesop's Fables
        
        The most notable characteristic is that clever animals are inside these types of fables.
- - - - Pattered Beginning
        
        Emphatize the time of the story rather than the setting
      - Setting
        
        If given
        
        Empathize a culture or a country
      - Characters
        
        are either animals, people, or nature
        
        There is a (Main Character) MC and (supporting characters) SC that helps the MC. The MC changes by the end of the story.
      - Conflict
        
        One dimensional and centers on why or how something changed from the way it used to be to how it is today
      - Plot development
        
        Linear and revolves around character's action to solve the question of how and why
        
        The resolution should lead us to the answer to the question.
    - - People or a person as the MC
        
        Explain characteristics of a group of people
      - Nature as the MC
        
        Explain the creation or attributes of a specific force of nature
      - Animal as the MC
        
        Explain animals characteristics
  - - - Brainstorm the idea of Pourquoi Stories
        
        Questioning
        
        We explain the use of Pourquoi Stories
        
        Stories were used to answer questions because there was no scientific information
    - - Read-Aloud Activities
        
        Students will use a modeled Pourquoi map question to fill up and the teacher will read the story,
      - Understanding Patterned beginnings
        
        Used by Storytellers to alert the listener that the story will begin. Students learns how to identify a patterned beginning Pourquoi Story.
        
        This pattern is often "When" the story took place
      - Evaluating Setting
        
        Use the Notes, Subtitles, Pictures, or Questions to determine the setting of the story
      - Identifying types of characters
        
        Use questions such "Who" or "What" about the characters to identify the main character and the supporting characters
      - Clarifying the conflict
        
        The problem of the Pourquois Story is often stated as a question in the title. The teacher also can use questions such as "What was the problem?" or "How was different long ago"? to help students
      - Following plot development
        
        discover the story's reason for why the world is the way it is today.
      - Small-Group Guided reading
        
        Let students explore others Pourquoi tales and use questions for students to fill up in the stories they choose.
      - Independent Writing of Pourquoi Stories
        
        Students will create their own Pourquoi Stories following and the processes of writing:
        
        Prewriting -
        Drafting - Revising - Editing -
        Publishing
        
        To create their own Porquoi story they will need to:
        Brainstorm some questions, create a Pourquoi Map and use it to plan their story