Standard 2.B. Cultural Groups and Identity

Robin Adamopoulos

ENGL 538 Bilingualism

Portfolio Statement

Summer 2004

Dr. Vila

TESOL Domain 2:

Standard 2.b. Cultural Groups and Identity

Portfolio Statement: Trickster Tales Lesson Plan

This was a lesson plan I developed for ENGL 538 Bilingualism in the summer of 2004. This lesson plan also includes modifications for special needs students. The artifact selected for Technology Standard VI: Assistive Technology is an interactive graphic organizer designed for use with this lesson. I selected this lesson for TESOL Domain 2, Standard 2.b. Cultural Groups and Identity because the lesson involves using multicultural literature and tapping into the cultural knowledge that the students bring to the classroom to build strategies for reading comprehension.

This lesson was adapted from Young and Ferguson (1998) which appeared in a compilation of articles edited by Michael Opitz. The lesson is based on schemata theory: the more students know about a topic before they read, the more they can comprehend and learn from the reading. Trickster Tales and animal folktales are common to many cultures. This particular lesson talks about the “pícaro” or trickster of Spanish origin. But, the lesson is designed to provide opportunities for students and parents to contribute tales from their own cultures and create stories for publication.

After discussing the basic elements of a trickster tale, the class will read a variety of trickster tales from many cultures. The lesson is designed to teach “story grammar” and the organization of text as well as motivate students’ interest in reading—students select their own materials to read. Writing is also fostered in this lesson through journal responses to the materials the students selected and the writing process in creating a story using the trickster tale as a template.

By building on cultural background knowledge, the teacher can motivate students to contribute to the class and obtain literacy skills: reading comprehension and creative and expository writing. The students’ cultural knowledge becomes an asset to the learning environment. Students have knowledge they can use to comprehend the reading, and they can use this knowledge in creating meaningful, purposeful writing – their own Trickster Tales. This is also a fun way to share cultures and learn about the values of different cultures as we discuss the morals or lessons to be learned from reading the Trickster Tales.

Reference:

Young, Terrell A. and Phyllis M. Ferguson. (1998). “From Anansi to Zomo: Trickster

Tales in the Classroom.” Literacy Instruction for Culturally and Linguistically Diverse Students. Michael F. Opitz, editor. Newark, DE: International Reading Association. 258-274.