*English learners are welcome! (Must be able to read an English novel, write English sentences, and participate in a discussion.)
*Introduces important English language arts skills!
*Creative and fun!

This course is Common Core aligned to the grade 3, 4 & 5 English Language Arts standards. It explores some of the overlapping themes and patterns, including the Hero’s Journey, across traditional literature and mythology from different cultures (CCSS.ELA-LITERACY.RL.4.9). In addition to folk tales, myths, poems, novels, and skits (across the Exploring World Stories & Mythology courses), we will read firsthand and secondhand historical texts to place the stories in context (CCSS.ELA-LITERACY.RI.4.3 | CCSS.ELA-LITERACY.RI.4.10). This particular course has an increased focus on skits, in addition to the novel and fairy tales, as well as point of view.

This is a continuation course, which will build on the skills practiced and developed in parts 1 and 2 (https://outschool.com/classes/14758525-6d61-4ab0-b534-e7d5d20eee55?sectionUid=1e837d67-9f83-48fd-aa9a-5e686eecd44a#us9YAKPuNb and https://outschool.com/classes/exploring-world-stories-and-folklore-2-ancient-china-yMk61BL1#us9YAKPuNb), but learners with a basic ability to do the following are welcome to join:
-identify adjectives, nouns & verbs
-use a dictionary to check the meaning of a word
-use a variety of techniques to remember new vocabulary
-write sentences (simple & compound sentences)
-write paragraphs (narrative and informational)
-work independently and collaboratively on assignments
-complete simple research assignments
-read and comprehend a novel independently (or with some support at home)

SCHEDULE:

Week 1: “Snow White”, “Cinderella” & The Wishing Spell (The Land of Stories Series, Book One - The Prologue & Chapters 1 to 3)
Medieval Times, Early Modern France & Victorian Germany
Tuan Cheng-Shih, Charles Perrault & the Grimm Brothers

Week 2: “Goldilocks & the Three Bears”, “Hansel & Gretel”, “The Frog Prince” & The Wishing Spell (Chapters 4 to 8)
Georgian Britain, Victorian Britain & Victorian Australia
Robert Southey, Joseph Cundall & Joseph Jacobs

Week 3: “Little Red Riding Hood”, “Rapunzel”, The Princess and the Goblin (Excerpt) & The Wishing Spell (Chapters 9 to 13)
Germanic Italy (Holy Roman Empire), The Republic of Venice, The Kingdom of Italy (Victorian Period), The Kingdom of France (Louis XIV), German Latvia & the Early Modern Period
Egbert of Liège, Giambattista Basile, Italo Calvino, Charlotte-Rose de Caumont de La Force, Friedrich Schulz & Huang Zhing

Week 4: “Sleeping Beauty”, “The Little Mermaid”, “Three Billy Goats Gruff” & The Wishing Spell (Chapters 14 to 18)
Sweden-Norway (Golden Age) and British West Indies (Victorian Era)
Hans Christian Anderson, Peter Christen Asbjørnsen, Jørgen Moe & George Webbe Dasent

Week 5: “Jack and the Beanstalk”, King Arthur, Mother Goose’s Nursery Rhymes & The Wishing Spell (Chapters 19 to 24)
Norse Scandinavia, Georgian Britain, Victorian England and Scotland
Vikings, Benjamin Tabart, J. Roberts, William Tegg, Edwin Sidney Hartland & Andrew Lang

Week 6: Fractured Fairy Tale Skit Performances

Note: Some fairy tales will be revised for clarity and content (to make them more child friendly). However, we will be reading some of the original less cleaned up versions of fairy tales, so this course may not be suitable for sensitive learners.

We will have a rotating schedule to build up the various reading (literature, informational text, and foundational), writing, speaking, listening, and language skills. Each week day will have a particular focus, as follows:

VISIT IT! (DAY 1)
These classes set the stage for the places and stories that will be covered that week. This will be done by examining the cover of a novel, brainstorming ideas or questions, reading about a country, culture, or historical event, researching background details, or introducing key concepts. There will be focus on nonfiction articles, research, documentaries, and informative/explanatory writing (provide new knowledge, explain a process, or develop a concept by focusing on how or why). Some weeks will be dedicated to planning, revising, and editing our informative/explanatory research projects.

NOTE: Homework should be completed PRIOR TO each class. This may involve posting a written response in our classroom, brainstorming some inquiry questions, completing research, summarizing the information, presenting their findings, editing and revising their work, etc.


EXPLORE IT! (DAY 2)
These classes will be the time to focus on comprehension via exploration of the vocabulary, structure, figurative language, and point of view, as we read and annotate the novel and/or accompanying poems, folk tales, and myths from around the world. There will be opportunities to listen to and read the literature aloud. We will also comment on each others’ completed vocabulary activities in the classroom.

NOTE: Homework should be completed PRIOR TO each class. This will include completing a vocabulary activity and posting it in our classroom.

Weekly Vocabulary Activities:
Choose one vocabulary activity per week. Just say the magic words, “I’m going to . . .” 

Dance It – Find the verbs in your book and combine them into a dance! Record your dance as you chant the verbs!

Match It – Find the adjectives in your book and match them with the characters, objects, or places they describe. Record the chapter and page number.

Illustrate It – Draw pictures to help your classmates remember the vocabulary.

Sort It – Find patterns in the words and sort them into groups, whether it is by spelling, meaning, grammar, phonetic sound, etc.

Sing It – Combine the words into a song and record it for the class!

Map It – Create a word map or a web of similar and connected words.

Rhyme It – Think of words that rhyme with the vocabulary and make it into a poem.

Chant It – Record yourself chanting the words as you clap out the syllables and the beat.

Create It – Spell out the words with your body, clay, or other materials. Then, photograph them for our class!

Teach It – Confirm the meanings in a dictionary. Then, think of a creative way to teach them to your parents, friends, and classmates.

Write It – Create interesting sentences with the vocabulary. Then, challenge yourself to write a sentence containing as many vocabulary words as possible!

Play It – Design a game for your classmates using the vocabulary words.

Change It – Find the word in the chapter. Then, rewrite that sentence twice using synonyms instead of the original word. Make a conclusion about which word is most powerful. Does the feeling of the sentence change when you change the word?

Break It – Determine whether there are any prefixes or suffixes added to the root. Think of other words that use the same prefix or suffix. Try to find a link to explain the prefix or suffix.

Enjoy It – Use the vocabulary creatively, like in a simile or metaphor, or make your own proverb!


IMAGINE IT! (DAY 3)

These classes will begin with storytelling! The students will take turns retelling the story with a summarizing activity in the classroom (their homework). At the beginning of class, we will briefly respond to the contributions. (I will also respond to each student in more depth in the classroom.) As we discuss the summaries, we will talk about the setting, characters, and plot in increasing depth. Then, we will interact with the story in a creative way with a creating activity (in-class) and make links between the various stories, myths, poems, etc.  

Summarizing: Pick an Activity!
Choose one summarizing activity per week. Just say the magic words, “I’m going to . . .” 

Compare It: Make a chart showing the similarities and differences between the various versions of the fairy tales. (Required assignment)

Journal It – Imagine that you are the character writing in your diary about what you have experienced and how you feel about it.

Riddle It – Create a riddle describing something or someone in the story and have your classmates guess what or who it is.

Draw It - Create a comic illustrating the main events.

Design It – Design something to help the character to solve a problem or conflict.

Map It – Map out the plot on the story mountain.

Graph It – Draw a graph or a series of thermometers reflecting the rising and falling conflicts.

Order It – Put the story in chronological order on a time line (or, another way like a chart) to show when things happened.

Voice It - Have another character tell the story with their thoughts and opinions.

Witness It – Imagine that you are an inanimate object that came alive and witnessed the story. Describe what you saw or heard!

Quote It - Choose the most important three sentences of the passage. Then, record yourself reading them aloud together with voice and sound effects. You may choose to add props. Add the chapter and page numbers with your work.


Creating: Pick an Activity!
Choose one creating activity per week. Just say the magic words, “I’m going to . . .” You may choose to work with a partner or in a small group.

Mix It: Combine multiple fairy tales together into an original story. You may make changes to the stories to make it your own, but the allusions should be clear to the viewers. Then, develop it into a play script. (Required Assignment)

Re-set It: You are the set and stage manager, so change the setting of the story and reimagine it in another country or time period. Rewrite the story to reflect these changes! Then, present your story using sound effects, suitable backgrounds, etc. or create a model of the new setting.

Script It: Create a play script of a scene from the story and perform it. Consider adding music, sound effects, and props.

Convert It: Convert a modern version using a book and adapt it to perform as a skit.

Think It: Develop a scene where the character is alone but is talking out loud (so we can know their thoughts). Write out their monologue and then record it.

Report It: Interview the characters about the events in the book (but also about issues or current events in our world), and have your classmates respond in role. Create a written and oral version. Consider using props, like a microphone, and making it look like you are reporting for a TV station.

Transport It: Transport a character into our world and describe their experiences living in your community.

Transform It: Convert prose to a poem or the other way around without losing the core elements of the setting, characters, and plot.

Freeze It: Write and role play a scene where the character must make a choice. Have everything freeze while they talk through their options and thoughts. Have everything unfreeze as they make their decision.

Advertise It: Create a poster advertising a new version of the story and pitch your idea.

Game It: Design a game comparing the various fairy tales.

Celebrate It: Plan a party with a theme from our book.

Bounce It: Bounce a ball back and forth as you move between this book and another as you make a sentence and compare it in the other story.

Advise It: Write an advise column for living in historical Europe.

Orchestrate It: Choose music for a production of the story with a focus on the mood and themes. Then, describe your choices in writing.