FABULOUS FOLK TALES

Grade Level or Special Area: 4th Grade

Written by: Krystal Kroeker, Colorado Springs Charter Academy, Colorado Springs
Length of Unit: Five lessons (approximately one week (five days); one day = 45 minutes)

I. ABSTRACT
This unit will provide fourth graders with an overview of folk tales from Africa and China and
give teachers lessons to cover the requirements in the Core Knowledge Sequence. Through
reading, class discussion, and activities, students will gain a foundational knowledge of the
elements of folk tales and become familiar with the stories Fire on the Mountain and The Magic
Brocade (or The Weaving of a Dream). NOTE – teach this unit after the History units on Africa
and China. Students need to know the literary terms of character, setting, and plot before this
unit.

II. OVERVIEW
A. Concept Objectives
1. Students recognize how to read and understand a variety of materials. (Colorado
Reading and Writing Standard One)
2. Students understand how to apply thinking skills to their reading, writing,
speaking, listening, and viewing. (Colorado Reading and Writing Standard Four)
3. Students understand how to read and recognize literature as a record of human
experience. (Colorado Reading and Writing Standard Six)
B. Content from the Core Knowledge Sequence
1. 4th Grade Language Arts: Fiction (page 89)
a. Stories
i. Fire on the Mountain (an Ethiopian folktale)
ii. The Magic Brocade (a Chinese folktale) NOTE: - this is also
known as “The Weaving of a Dream,” and will be referred to as
such throughout this unit.
C. Skill Objectives
1. The students will fill out a checklist listing the different elements of a folktale as
contained in the stories Fire on the Mountain and The Weaving of a Dream.
2. The students will create a title page for their reading folders.
3. The students will list different characteristics about the main character, Alemayu
from Fire on the Mountain.
4. The students will list different characteristics about the main character, Leje from
The Weaving of a Dream.
5. The students will write down different parts of the setting from the stories Fire
on the Mountain and The Weaving of a Dream.
6. The students will list events from the stories Fire on the Mountain and The
Weaving of a Dream in the order they occurred.
7. The students will categorize the different elements of folk tales as contained in
Fire on the Mountain and The Weaving of a Dream.
8. The students will compare and contrast one of the elements of a story (character,
setting, or plot) from the two folk tales read in class.

III. BACKGROUND KNOWLEDGE

A. For Teachers
1. Fire on the Mountain by Jane Kurtz
2. The Weaving of a Dream by Marilee Heyer

Fourth Grade, Fabulous Folk Tales 2005 Colorado Unit Writing Project 1
 3. http://falcon.jmu.edu/~ramseyil/tradcarney.htm.
B. For Students
1. Kindergarten: Language Arts: Stories (folktales), page 9
2. Grade 1: Language Arts: Stories (folktales), page 25
3. Grade 1: Language Arts: Literary Terms: Characters, page 26
4. Grade 2: Language Arts: Stories (folktales), page 45
5. Grade 3: Language Arts: Stories (folktales), page 67
6. Grade 4: Language Arts: Literary Terms: Plot, Setting, page 89
7. Grade 4: History: Early and Medieval African Kingdoms, page 93
8. Grade 4: History: China: Dynasties and Conquerors, page 93

IV. RESOURCES
A. Reading folders – these are simple folders with two pockets and brads in the center (all
lessons)
B. The Fire on the Mountain by Jane Kurtz (Lessons One and Two)
C. The Weaving of a Dream by Marilee Heyer (Lessons Three and Four)
D. World Tales of Wisdom and Wonder by Heather Forest (optional for Lessons Three and
Four)
E. Various folktales from Africa and China, especially those listed in the bibliography
(Culminating Activity)

V. LESSONS
Lesson One: What’s a Folktale? (approximately 45 minutes)
A. Daily Objectives
1. Concept Objective(s)
a. Students recognize how to read and understand a variety of materials.
b. Students understand how to apply thinking skills to their reading,
writing, speaking, listening, and viewing.
c. Students understand how to read and recognize literature as a record of
human experience.
2. Lesson Content
a. Fire on the Mountain
3. Skill Objective(s)
a. The students will fill out a checklist listing the different elements of a
folktale as contained in the story Fire on the Mountain.
b. The students will create a title page for their reading folders.
B. Materials
1. Reading folders (I strongly recommend having the reading folders all assembled
prior to this lesson. If you do not choose to do this, you can just hand out the
worksheets during the lesson in which they are needed.) The folders should be in
the following order:
a. Blank piece of white paper (title page)
b. Lined piece of paper (vocabulary page)
c. Appendix C
d. Appendix N
e. Appendix E (each student will have two of these in his reading folder)
f. Appendix H (each student will have two of these in his reading folder)
g. Appendix K (each student will have two of these in his reading folder)
h. Appendix E (each student will have two of these in his reading folder)
i. Appendix H (each student will have two of these in his reading folder)
j. Appendix K (each student will have two of these in his reading folder)

Fourth Grade, Fabulous Folk Tales 2005 Colorado Unit Writing Project 2
 k. Appendix P (gifted and honors students will have Appendix Q instead)
2. Fire on the Mountain by Jane Kurtz
3. Appendix A (one per student – use only if you are not waiting until the end of the
unit to grade students’ work)
4. Appendix B (one copy for the teacher)
5. Appendix C (one per student and one copy made into a transparency)
6. Appendix D (one copy for the teacher)
7. Colored pencils
8. Overhead projector
C. Key Vocabulary
1. Culture refers to the beliefs, skills, and traditions of a certain people group during
a specific time period.
2. A folk tale is a short story that contains the traditional beliefs, legends and tales
of a culture and has been passed down orally through stories.
D. Procedures/Activities
1. Before teaching this lesson, make sure you have read both folk tales listed, the
background information in Appendix B, and have visited the website listed in the
background knowledge section. Also, make sure that your students know the
elements of a story (character, setting, and plot). If you have not yet taught
setting and plot, explain that the setting of a story is the time and place (when and
where it takes place) and the plot is the storyline, which contains a problem and a
solution (According to the Core Knowledge Scope and Sequence, this should be
taught in fourth grade).
2. Have the students create a vocabulary page for this unit on the second page unit
of their reading folders. On the overhead, list the day’s vocabulary words and
their definitions. Talk about the words to make sure the students understand
them. Have the students copy the words into their copybook. Special
Education Accommodation: Have the vocabulary words and definitions typed
out for the student to glue in his copybook.
3. As a way to assess the knowledge of the students and to activate prior
knowledge, ask them what they think are elements (or parts) of a folk tale. Ask
them if they can recall any folk tales they have read – either in school or at home.
Write their ideas on the board or overhead. Students should have read several
folk tales in the previous grades (see background information for specific
location within the Core Knowledge Scope and Sequence).
4. Put Appendix C on the overhead. Tell students this is a checklist of elements
most often found in folk tales. Tell them you are going to read them an
Ethiopian folk tale called The Fire on the Mountain by Jane Kurtz. Tell them to
listen for the elements of a folk tale in the story as you read. Remind students
that modern day Ethiopia was the ancient African Kingdom of Axum.
5. Read the story to the class. Make sure you first read the author’s note on the
very last page. This helps to establish that this is a traditional story and is
important in the Ethiopian culture (an element of folk tales). Allow the
students to sit quietly and enjoy the story as you read.
6. If you have not yet done so, pass out Appendix C to the students. Have them put
this in the folder after their vocabulary page. Have them complete the checklist
for Fire on the Mountain. Depending on your class, this can be done as a whole
class, in pairs, or individually. After the checklist has been completed, discuss
which elements of a folk tale were contained in the story (The story comes from
traditional beliefs, legends and tales of a culture, it is a short story, the hero faced
many obstacles before the end of the story, the first line quickly introduced the

Fourth Grade, Fabulous Folk Tales 2005 Colorado Unit Writing Project 3
 setting and main character, in the end the problem was resolved, the hero was
happy, and the bad guy was punished, there were good and bad characters, and
the story featured a smart peasant outsmarting his master.) Note this on the
transparency copy of Appendix C (save for Lesson Three).
7. Allow the students to create a title page for this unit on the first sheet in their
reading folders. The title is “Fabulous Folk Tales.” They need to include this
title as well as the title and author of the story read today (Fire on the Mountain
by Jane Kurtz). They should include a picture to illustrate the story. Let them
know that they will be adding one more title, author, and picture to this page, so
they need to leave plenty of blank space. Have them use colored pencils to
complete their title page.
E. Assessment/Evaluation
1. The discussion generated during this lesson will serve as a way for the teacher to
assess the students’ knowledge of folk tales, as well as their understanding of the
story Fire on the Mountain.
2. Students will also be assessed on the completion of their title page (use Appendix
A to grade, but wait until the end of Lesson Three or the end of the unit).
3. Students will be assessed on their vocabulary page at the end of this unit (use
Appendix A to grade).
4. Students will also be assessed by the checklist they completed in their folders
(use Appendix D to grade). Note – folders can either be graded every day, or
collected and graded at the end of the unit.

Lesson Two: Fire on the Mountain (approximately 45 minutes)

A. Daily Objectives
1. Concept Objective(s)
a. Students recognize how to read and understand a variety of materials.
b. Students understand how to apply thinking skills to their reading,
writing, speaking, listening, and viewing.
c. Students understand how to read and recognize literature as a record of
human experience.
2. Lesson Content
a. Fire on the Mountain
3. Skill Objective(s)
a. The students will list different characteristics about the main character,
Alemayu from Fire on the Mountain.
b. The students will write down different parts of the story’s setting.
c. The students will list events from the story in the order they occurred.
B. Materials
1. Reading folders
2. Fire on the Mountain by Jane Kurtz
3. Appendix A (one per student – use only if you are not waiting until the end of the
unit to grade students’ work)
4. Appendix E (one per student)
5. Appendix F (one copy for the teacher)
6. Appendix H (one per student)
7. Appendix I (one copy for the teacher)
8. Appendix K (one per student)
9. Appendix L (one copy for the teacher)
10. Colored pencils
11. Overhead projector

Fourth Grade, Fabulous Folk Tales 2005 Colorado Unit Writing Project 4
 C. Key Vocabulary
1. Injera is sour pancake-like bread known eaten in Ethiopia.
2. The krar is a stringed instrument similar to a harp or lyre.
3. Mesob is the Ethiopian word for the small, traditional woven tables where people
gather to share a communal meal.
4. A shemma is a light cloak.
5. Wat is a very hot and spicy stew; usually made with chicken and eaten with
injera.
D. Procedures/Activities
1. Review with students some of the elements of folk tales found in Fire on the
Mountain (The story comes from traditional beliefs, legends and tales of a
culture, it is a short story, the hero faced many obstacles before the end of the
story, the first line quickly introduced the setting and main character, in the end
the problem was resolved, the hero was happy, and the bad guy was punished,
there were good and bad characters, and the story featured a smart peasant
outsmarting his master.)
2. On the overhead, list the day’s vocabulary words and definitions. Talk about the
words to make sure the students understand them. Have the students copy the
words into their reading folders. Special Education Accommodation: Have the
vocabulary words and definitions typed out for the student to glue in his folder.
3. Review with students the elements of a story (characters, setting, and plot). If
they are not already in the students’ reading folder, pass out Appendices E, H,
and K. Have them write in Alemayu’s name at the top of Appendix E and Fire
on the Mountain by Jane Kurtz on the top of Appendices H and K.
4. Once again, read Fire on the Mountain. This time have the students take notes
and fill in their character, setting, and plot worksheets. Note – the setting
worksheet is a bit unusual. Have the students imagine they are the main
character in the story and have them write down what they would have
experienced with their five senses. Special Education Accommodation:
Choose the one worksheet you would most like your student to work on, and
only have him fill out one of the three sheets. Make sure he fills out the same
sheet for both this lesson and Lesson Four.
5. As you read, make sure to pause especially after section in the story that you feel
the students need to copy onto their worksheets.
6. When you have finished reading the story, allow students to pair up with each
other and compare notes, adding any details they may have missed. Depending
on your class, you may also want to review these sheets together as a whole class
(See Appendices F, I, and L, but be aware that these are just samples of what the
students may have put, but they are by no means all inclusive). Please note that
there is a wide range of responses students may put. Examples could be literal
(“he smelled smoke”) or figurative (“he smelled trouble”).
E. Assessment/Evaluation
1. Students will be assessed on their vocabulary page at the end of this unit (use
Appendix A to grade).
2. The students will be assessed by the completion of the character, setting, and plot
worksheets they filled out (use Appendices A, F, I, and L to grade.)

Lesson Three: Elements of a Folk Tale (approximately 45 minutes)

A. Daily Objectives
1. Concept Objective(s)
a. Students recognize how to read and understand a variety of materials.

Fourth Grade, Fabulous Folk Tales 2005 Colorado Unit Writing Project 5
 b. Students understand how to apply thinking skills to their reading,
writing, speaking, listening, and viewing.
c. Students understand how to read and recognize literature as a record of
human experience.
2. Lesson Content
a. The Magic Brocade (also known as The Weaving of a Dream)
3. Skill Objective(s)
a. The students will fill out a checklist listing the different elements of a
folktale as contained in the story The Weaving of a Dream.
b. The students will categorize the different elements of folk tales as
contained in Fire on the Mountain and The Weaving of a Dream.
c. The students will complete the title page for their reading folders.
B. Materials
1. Reading folders
2. The Weaving of a Dream by Marilee Heyer
3. World Tales of Wisdom and Wonder by Heather Forest (optional tape of the story
The Magic Brocade)
4. Appendix A (one per student – use only if you are not waiting until the end of the
unit to grade their title page)
5. Appendix C (already in reading folders; also use transparency copy from Lesson
One)
6. Appendix N (one per student; may also make one transparency copy)
7. Appendix O (one copy for the teacher)
8. Colored pencils
9. Overhead Projector
C. Key Vocabulary
1. If something is essential, it is absolutely necessary.
D. Procedures/Activities
1. Briefly review yesterday’s lesson by talking about the characters, setting, and
plot from Fire on the Mountain. (The main characters were Alemayu, his sister,
and their master. It took place long ago in Ethiopia. Alemayu won a bet with his
master that he could spend all night in the cold air of the mountains with only a
thin cloak to keep him warm.)
2. On the overhead, list the day’s vocabulary word and definition. Talk about the
word to make sure the students understands it. Have the students copy the word
into their reading folders. Special Education Accommodation: Have the
vocabulary word and definition typed out for the student to glue in his folder.
3. Have the students refer to Appendix C. Discuss what elements of a folk tale
were contained in Fire on the Mountain. (The story comes from traditional
beliefs, legends and tales of a culture, it is a short story, the hero faced many
obstacles before the end of the story, the first line quickly introduced the setting
and main character, in the end the problem was resolved, the hero was happy,
and the bad guy was punished, there were good and bad characters, and the story
featured a smart peasant outsmarting his master.)
4. Inform the students that you are now going to read a folk tale from China called
The Weaving of a Dream by Marilee Heyer. Tell them to listen for the elements
of a folk tale in the story as you read.
5. Read the story to the class. Make sure you first read the last paragraph of the
summary of the story. This is located inside the front flap of the book. This
helps to establish that this is a traditional story and is important in the
Chinese culture (an element of folk tales). Allow the students to sit quietly and

Fourth Grade, Fabulous Folk Tales 2005 Colorado Unit Writing Project 6
 enjoy the story as you read. NOTE – this story is also on tape. As an option,
students could listen to the story rather than having it read to them.
6. Have the students complete the checklist in Appendix C for The Weaving of a
Dream. Depending on your class, this can be done as a whole class, in pairs, or
individually. After the checklist has been completed, discuss which elements of
a folk tale were contained in the story. (The story comes from traditional beliefs,
legends and tales of a culture, it is a short story, the hero faced many obstacles
before the end of the story, the first line quickly introduced the setting and main
character, in the end the problem was resolved, the hero was happy, and the bad
guy was punished, there were good and bad characters, there were elements of
magic, and the story contains a lot of repetition.) Note this on the transparency
copy of Appendix C.
7. If you have not already done so, pass out Appendix N to the class. Have students
fill this out (again, this can be done individually, in partners, or as a class on the
overhead).
8. Based on the information in Appendix N, ask the class is they can make any
inferences about which elements of a folk tale are essential to all folk tales. Why
do they think this? (The students should mention that the stories come from
traditional beliefs, legends and tales of a culture, they are short stories, the heroes
faced many obstacles before the end of the story, the first line quickly introduced
the setting and main character, in the end the problem was resolved, the hero was
happy, and the bad guy was punished, and there were good and bad characters.
These are the elements that were contained in both of the folk tales that we read
in class). You may use Appendix O to help facilitate this discussion.
9. Finally, have the students complete their title page by adding the title and author
of the story read today (The Weaving of a Dream by Marilee Heyer). They
should include a picture to illustrate the story.
E. Assessment/Evaluation
1. The discussion generated during this lesson will serve as a way for the teacher to
assess the students’ knowledge of folk tales, as well as their understanding of the
story The Weaving of a Dream.
2. Students will also be assessed on the completion of their title page (use Appendix
A to grade).
3. Students will be assessed on their vocabulary page at the end of this unit (use
Appendix A to grade).
4. Students will also be assessed by the checklist they completed in their folders
(use Appendix D to grade).
5. Students will be assessed by the completion of Appendix N in their reading
folders (use Appendix O to grade).

Lesson Four: The Weaving of a Dream (approximately 45 minutes)

A. Daily Objectives
1. Concept Objective(s)
a. Students recognize how to read and understand a variety of materials.
b. Students understand how to apply thinking skills to their reading,
writing, speaking, listening, and viewing.
c. Students understand how to read and recognize literature as a record of
human experience.
2. Lesson Content
a. The Magic Brocade (also known as The Weaving of a Dream)

Fourth Grade, Fabulous Folk Tales 2005 Colorado Unit Writing Project 7
 3. Skill Objective(s)
a. The students will list different characteristics about the main character,
Leje from The Weaving of a Dream.
b. The students will write down different parts of the story’s setting.
c. The students will list events from the story in the order they occurred.
B. Materials
1. Reading folders
2. The Weaving of a Dream by Marilee Heyer
3. World Tales of Wisdom and Wonder by Heather Forest (optional tape of the story
The Magic Brocade)
4. Appendix A (one per student –use only if you are not waiting until the end of the
unit to grade students’ work)
5. Appendix E (one per student)
6. Appendix G (one copy for the teacher)
7. Appendix H (one per student)
8. Appendix J (one copy for the teacher)
9. Appendix K (one per student)
10. Appendix M (one copy for the teacher)
C. Key Vocabulary
1. A brocade is a rich cloth with a raised design woven on it.
2. An old, ugly, and withered woman is also known as a crone.
3. Maize is another word for corn.
D. Procedures/Activities
1. Review with students some of the essential elements of folk tales as discussed in
lesson three. (The stories come from traditional beliefs, legends and tales of a
culture, they are short stories, the heroes faced many obstacles before the end of
the story, the first line quickly introduced the setting and main character, in the
end the problem was resolved, the hero was happy, and the bad guy was
punished, and there were good and bad characters.)
2. On the overhead, list the day’s vocabulary words and definitions. Talk about the
words to make sure the students understand them. Have the students copy the
words into their reading folders. Special Education Accommodation: Have the
vocabulary words and definitions typed out for the student to glue in his folder.
3. Review with students the elements of a story (characters, setting, and plot). If
they are not already in the students’ reading folder, pass out Appendices E, H,
and K. Have them write in Leje’s name at the top of Appendix E and The
Weaving of a Dream by Marilee Heyer on the top of Appendices H and K.
4. Once again, read The Weaving of a Dream. This time have the students take
notes and fill in their character, setting, and plot worksheets. Note – the setting
worksheet is a bit unusual. Have the students imagine they are the main
character in the story and have them write down what they would have
experienced with their five senses. Special Education Accommodation:
Choose the one worksheet you would most like your student to work on, and
only have him fill out one of the three sheets. Make sure he fills out the same
sheet as he did for lesson two. NOTE – this story is also on tape. As an option,
students could listen to the story rather than having it read to them
5. As you read, make sure to pause especially after section in the story that you feel
the students need to copy onto their worksheets.
6. When you have finished reading the story, allow students to pair up with each
other and compare notes, adding any details they may have missed. Depending
on your class, you may also want to review these sheets together as a whole class

Fourth Grade, Fabulous Folk Tales 2005 Colorado Unit Writing Project 8
 (See Appendices G, J, and M, but be aware that these are just samples of what
the students may have put, but they are by no means all inclusive). Please note
that there is a wide range of responses students may put. Examples could be
literal (“he smelled smoke”) or figurative (“he smelled trouble”).
E. Assessment/Evaluation
1. Students will be assessed on their vocabulary page at the end of this unit (use
Appendix A to grade).
2. The students will be assessed by the completion of the character, setting, and plot
worksheets they filled out (use Appendices A, G, J, and M to grade.)

Lesson Five: Compare and Contrast (approximately 45 minutes)

A. Daily Objectives
1. Concept Objective(s)
a. Students recognize how to read and understand a variety of materials.
b. Students understand how to apply thinking skills to their reading,
writing, speaking, listening, and viewing.
c. Students understand how to read and recognize literature as a record of
human experience.
2. Lesson Content
a. Fire on the Mountain
b. The Magic Brocade (also known as The Weaving of a Dream)
3. Skill Objective(s)
a. The students will compare and contrast one of the elements of a story
(character, setting, or plot) from the two folk tales read in class.
B. Materials
1. Reading folders
2. Appendix P (one per student; may also make into a transparency)
3. Appendix Q (one copy for each gifted/honors student; may also make into a
transparency)
4. Appendix R (one copy for the teacher)
5. Appendix S (one copy for the teacher)
6. Overhead projector
C. Key Vocabulary
None
D. Procedures/Activities
1. As a review of Lesson Four, have students review the characters, setting, and plot
from The Weaving of a Dream. (The main characters were Leje, his brothers,
and their mother. It took place long again in the land of China. Leje’s mother
had lost her magic brocade and Leje went to rescue it from the fairies of Sun
Mountain.)
2. If you have not yet done so, pass out Appendix P to the students.
3. Randomly assign students a number (one, two, or three). The students who are
number ones will be comparing and contrasting the two characters from the two
folk tales. The students who are number twos will be comparing and contrasting
the two settings from the two folk tales. The students who are number threes will
be comparing and contrasting the two plots from the two folk tales. Special
Education Accommodation: Make sure to assign this student to the group for
which he has filled out his worksheets!
4. Have students complete Appendix P. They need to list at least five differences
and three similarities between the folktales. They also need to make sure they
answer the question at the bottom of the page! Gifted/Honors

Fourth Grade, Fabulous Folk Tales 2005 Colorado Unit Writing Project 9
 Accommodation: Have students fill out Appendix Q instead of Appendix P.
This adds a third dimension to the Venn Diagram. These students can also
compare and contrast a third character/setting/plot from another story. This may
be a story they have read, a story from a basal reader you have read in class, or
one of the Core Knowledge novels (for example Robin Hood) you have read as a
class (Robin Hood is the example used in Appendix S). For this activity, they
need to have five differences, but only one similarity listed.
5. This assignment can be done in a variety of ways. Students can work
individually if you want to use this as the final assessment for the unit. You may
also allow them to work in pairs or small groups if you are using another means
to assess them (see the culminating activity for other final assessment ideas).
6. If this is not to be the final assessment, then discuss the differences and
similarities each found in each element (character, setting, plot). Put
transparency copies of the Venn Diagram on the overhead and fill in as a class.
You may also do this for the gifted and honors students – even through you may
have only had one or two students do this option, it would still be a great activity
to do as a whole class!
E. Assessment/Evaluation
1. Students will be assessed by the completion of this page in their reading folders
(use either Appendix A and Appendix R or S to grade).
2. Students will be assessed on their vocabulary page at the end of this unit (use
Appendix A to grade).
3. If you have not yet done so, collect and assess reading folders at this point (use
Appendices A, D, F, G, I, J, L, M, and O to grade).

VI. CULMINATING ACTIVITY (choose one)

A. Have a “folk tale” area set up in the classroom with various Chinese and African folk
tales and fairy tales available for the children. Have each student pick a story from this
area to read independently (see Bibliography for a list of suggested stories). The student
then makes a mobile telling the setting, character, and plot of the story (pass out
Appendix T to the students to use as a rough draft or practice). Have them make the
mobile from construction paper or cardstock. They may attach the different sections with
yarn or string and the whole thing can hang from a hanger. Have them illustrate the front
of the mobile and use words on the back. The students can then use this mobile to retell
the story they read to the rest of the class.
B. Using the elements of a folk tale learned in class, students may write their own folk tale
to share with their classmates.

VII. HANDOUTS/WORKSHEETS
A. Appendix A: Assessment Tools
B. Appendix B: Background Information on Folk Tales
C. Appendix C: Elements of a Folk Tale Checklist
D. Appendix D: Elements of a Folk Tale Checklist Answer Key
E. Appendix E: Character Worksheet
F. Appendix F: Character Worksheet Example from Fire on the Mountain
G. Appendix G: Character Worksheet Example from The Weaving of a Dream
H. Appendix H: Setting Worksheet
I. Appendix I: Setting Worksheet Example from Fire on the Mountain
J. Appendix J: Setting Worksheet Example from The Weaving of a Dream
K. Appendix K: Plot Worksheet
L. Appendix L: Plot Worksheet Example from Fire on the Mountain

Fourth Grade, Fabulous Folk Tales 2005 Colorado Unit Writing Project 10
 M. Appendix M: Plot Worksheet Example from The Weaving of a Dream
N. Appendix N: Essential Elements
O. Appendix O: Essential Elements Answer Key
P. Appendix P: Venn Diagram
Q. Appendix Q: Venn Diagram for Gifted/Honors Students
R. Appendix R: Venn Diagram Example
S. Appendix S: Venn Diagram Example for Gifted/Honors Student
T. Appendix T: Example of Mobile

VIII. BIBLIOGRAPHY
A. Arkhurst, Joyce Cooper. The Adventures of Spider; West African Folk Tales. Boston:
Brown Little, 1964. 0-316-05107-1.
B. Carney, Stacy. “Folktales: What are They?” Internet School Library Media Center [On-
line]. Available URL: http://falcon.jmu.edu/~ramseyil/tradcarney.htm.
C. Chang, Margaret Scrogin. Da Wei’s Treasure. New York: Margaret K. McElderry
Books, 1999. 0-689-81835-1.
D. Cheng’en. Adventures of Monkey King. Monterey, CA: Victory Press, 1989, 0-962-
07651-1.
E. Cheng’en. The Making of Monkey King. Union City, CA: Pan Asian Publications, 1998.
1-572-27043-8.
F. Chin, Charlie. China’s Bravest Girl: The Legend of Hua Mu Lan. Emeryville, CA:
Children’s Book Press, 1993. 0-893-23912-0.
G. Demi. The Dragon’s Tail and Other Animal Fables of the Chinese Zodiac. New York:
H. Holt and Co., 1996. 0-805-03446-3.
H. Denman, Gregory A. Sit Tight, and I'll Swing You a Tail: Using and Writing Stories with
Young People. Portsmouth, NJ: Heinemann, 1991. 0-435-08548-4.
I. Diakité, Baba Wagué. The Hatseller and the Monkeys. New York: Scholastic, 1999. 0-
590-96069-5.
J. Diakité, Baba Wagué. The Hunterman and the Crocodile. New York: Scholastic, 1997.
0-590-89828-0.
K. Diakité, Baba Wagué. The Magic Gourd. New York: Scholastic, 2003. 0-439-43960-4.
L. Forest, Heather. World Tales of Wisdom and Wonder (Sound Recording). Little Rock,
AR: August House Audio, 2001. 0-874-83673-5.
M. Heyer, Marilee. The Weaving of a Dream. New York: Viking Kestrel, 1986. 0-670-
80555-6.
N. Kimmel, Eric. Anansi and the Magic Stick. New York: Simon and Schuster Books for
Young Readers, 2001. 0-689-83271-0.
O. Kurtz, Jane. Fire on the Mountain. New York: Simon and Schuster Books for Young
Readers, 1994. 0-671-88268-6.
P. Lake, Mary Dixon. The Royal Drum: An Ashanti Tale. Greenvale, NY: Mondo, 1996.
1-572-55125-9.
Q. Louie, Ai Ling. Yeh-Shen: A Cinderella Story from China. New York: Philomel Books,
1982. 0-399-20900-X.
R. Mbugua, Kioi wa. Inkishu: Myths and Legends of the Maasai. Nairobi, Kenya:
Jacaranda Designs, 1994. 9-966-88497-1.
S. Palazzo-Craig, Janet. Emerald Tree: A Story from Africa. Mahwah, NJ: Troll
Communications, 1996. 0-816-73988-9.
T. Poole, Amy Lowry. How the Rooster Got His Crown. New York: Holiday House, 1999.
0-823-41389-6.
U. Robbins, Sandra. How the Turtle Got Its Shell: An African Tale. New York: See-More’s
Workshop, 1990. 1-882-60104-1.

Fourth Grade, Fabulous Folk Tales 2005 Colorado Unit Writing Project 11
 V. Robinson, Sandra Chisholm. The Rainstick: A Fable. Helena, MT: Falcon Press, 1994.
0-560-44284-0.
W. Seeger, Pete. Abiyoyo Returns. Emeryville, CA: Holiday House, 2001. 0-823-41443-4.
X. Song, Nan Zhang. The Ballad of Mulan. Union City, CA: Pan Asian Publications, 1998.
1-572-27054-3.
Y. Steptoe, John. Mufaros’ Beautiful Daughters. New York: Shephard Books, 1987. 0-
688-04045-4.
Z. Yep, Laurence. Tiger Woman. Mahwah, NJ: BridgeWater Books, 1994. 0-816-73464-
X.
AA. Young, Ed. Lon Po-Po: A Red –Riding Hood Story from China. New York: Philomel
Books, 1989. 0-399-21619-7.
BB. Young, Ed. Cat and Rat: The Legend of the Chinese Zodiac. New York: Henry Holt,
1995. 0-805-02977-X.

Fourth Grade, Fabulous Folk Tales 2005 Colorado Unit Writing Project 12
 Appendix A, page 1
Assessment Tools
Title Page Checklist Yes No

1. Contains the title of the unit,

“Fabulous Folk Tales” _____ _____

2. Contains the title and author of

the story Fire on the Mountain
by Jane Kurtz _____ _____

3. Contains the title and author of

the story, The Weaving of a Dream
by Marilee Heyer _____ _____

4. Contains an illustration for

Fire on the Mountain _____ _____

5. Contains an illustration for

The Weaving of a Dream _____ _____

Fourth Grade, Fabulous Folk Tales 2005 Colorado Unit Writing Project 13
 Appendix A, page 2
Assessment Tools

Vocabulary Page Checklist Yes No

1. Eleven vocabulary words

are listed _____ _____

2. The vocabulary words are

all spelled correctly _____ _____

3. Each vocabulary word has a

correct definition _____ _____

4. The writing is neat and legible _____ _____

Fourth Grade, Fabulous Folk Tales 2005 Colorado Unit Writing Project 14
 Appendix A, page 3
Assessment Tools
(make two copies of this rubric per student; one for each story)

Character Worksheet Rubric

CATEGORY 4 3 2 1 Points
Content All of the One or two of Three or four Five or more of
categories are the categories of the the categories
filled in with are blank or categories are are filled in
accurate have blank or have with accurate
information inaccurate inaccurate information
from the story. information. information. from the story.
Spelling and There are no There is one There are two- There are
spelling or spelling or three spelling more than
Punctuation punctuation punctuation and three spelling
errors. error. punctuation and
errors. punctuation
errors.
Neatness Work is neatly Work has one Work has three Work is
done. or two areas or four areas Illegible.
that are that are
sloppy. sloppy.
Total Æ

Teacher
Comments

Fourth Grade, Fabulous Folk Tales 2005 Colorado Unit Writing Project 15
 Appendix A, page 4
Assessment Tools
(make two copies of this rubric per student; one for each story)

Setting Worksheet Rubric

CATEGORY 4 3 2 1 Points
Content All of the One of the Two or three of Four or more of
categories are categories is the categories the categories
filled in with blank or has are blank or are blank or
information that information that have have
con be the story does information that information that
supported from not support. the story does the story does
the story. not support. not support.
Spelling There are no There is one There are two- There are more
spelling or spelling or three spelling than three
and punctuation punctuation and punctuation spelling and
Punctuation errors. error. errors. punctuation
errors.

Neatness Work is neatly Work has one Work has three Work is
done. or two areas or four areas Illegible.
that are sloppy. that are sloppy.

TotalÆ

Teacher
Comments

Fourth Grade, Fabulous Folk Tales 2005 Colorado Unit Writing Project 16
 Appendix A, page 5
Assessment Tools
(make two copies of this rubric per student; one for each story)

Plot Worksheet Rubric

CATEGORY 4 3 2 1 Points
Content All of the plot One of the plot Two or three of Four or more of
boxes are filled boxes is empty the plot boxes the plot boxes
in with or has are empty or are empty or
important information that have have
events from the is inaccurate or information that information that
story. The not in is inaccurate or is inaccurate or
events are in sequential not in not in
sequential order. sequential sequential
order. order. order.
Spelling and There are no There is one There are two- There are more
spelling or spelling or three spelling than three
Punctuation punctuation punctuation and spelling and
errors. error. punctuation punctuation
errors. errors.

Neatness Work is neatly Work has one Work has three Work is
done. or two areas or four areas Illegible.
that are sloppy. that are sloppy.

Total Æ

Teacher
Comments

Fourth Grade, Fabulous Folk Tales 2005 Colorado Unit Writing Project 17
 Appendix A, page 6
Assessment Tools

Venn Diagram Rubric

CATEGORY 4 3 2 1 Points
Similarities There are three There are only There is only There are no
similarities two accurate one accurate accurate
listed and all similarities similarity listed. similarities
are accurate. listed. listed.

Differences – There are five There are only There are only There are no
accurate three or four one or two accurate
Fire on the differences. accurate accurate differences
Mountain differences differences listed.
listed. listed.
Differences – There are five There are only There are only There are no
accurate three or four one or two accurate
The Weaving differences. accurate accurate differences
of a Dream differences differences listed.
listed. listed.
Question The answer is The answer is The answer is The answer is
supported with supported with supported with not supported
at least three two elements of only one with any
elements of folk folk tales found element of folk elements of folk
tales found in in each story. tales found in tales found in
each story. each story. each story.
Spelling and There are no There is one There are two- There are more
spelling or spelling or three spelling than three
Punctuation punctuation punctuation and punctuation spelling and
errors. error. errors. punctuation
errors.
Neatness Work is neatly Work has one Work has three Work is
done. or two areas or four areas Illegible.
that are sloppy. that are sloppy.

Total Æ
Teacher
Comments

Fourth Grade, Fabulous Folk Tales 2005 Colorado Unit Writing Project 18
 Appendix A, page 7
Assessment Tools
Venn Diagram Rubric (for gifted/honors students)
CATEGORY 4 3 2 1 Points
Similarities There is one There are only There is only one There are no
accurate similarity two accurate accurate accurate
listed between all similarities listed similarities listed similarities listed.
of the stories between all of the between all of the
(three total). stories. stories.

Differences – There are five There are only There are only There are no
accurate three or four one or two accurate
Fire on the differences. accurate accurate differences listed.
Mountain differences listed. differences listed.

Differences – There are five There are only There are only There are no
accurate three or four one or two accurate
The Weaving differences. accurate accurate differences listed.
of a Dream differences listed. differences listed.

Differences – There are five There are only There are only There are no
accurate three or four one or two accurate
story of differences. accurate accurate differences listed.
student’s differences listed. differences listed.

choosing
Question The answer is The answer is The answer is The answer is not
supported with at supported with supported with supported with
least three two elements of only one element any elements of
elements of folk folk tales found in of folk tales found folk tales found in
tales found in each story. in each story. each story.
each story.

Spelling and There are no There is one There are two- There are more
spelling or spelling or three spelling and than three
Punctuation punctuation punctuation error. punctuation spelling and
errors. errors. punctuation
errors.

Neatness Work is neatly Work has one or Work has three or Work is Illegible.
done. two areas that are four areas that
sloppy. are sloppy.

Total Æ
Teacher
Comments

Fourth Grade, Fabulous Folk Tales 2005 Colorado Unit Writing Project 19
 Appendix A, page 8
Assessment Tools
Mobile Retelling Project Rubric
CATEGORY 4 3 2 1 Points
Lots of vivid, Some vivid, The audience can The audience has
Setting descriptive words are descriptive words are figure out when and trouble telling when
used to tell the used to tell the where the story took and where the story
audience when and audience when and place, but there isn't takes place.
where the story takes where the story takes much detail (e.g.,
place. place. once upon a time in
a land far, far away).

The main characters The main characters The main characters It is hard to tell who
Characters are named and are named and are named. The the main characters
clearly described The described (through audience knows very are.
audience knows and words and/or little about the main
can describe what actions). The characters.
the characters look audience has a fairly
like and how they good idea of what
typically behave. the characters look
like.
It is very easy for the It is fairly easy for the It is fairly easy for the It is not clear what
Problem audience to audience to audience to problem the main
understand what understand what understand what character(s) face.
problem the main problem the main problem the main
character(s) face and character(s) face and character(s) face and
why it is a problem. why it is a problem. but it is not clear why
it is a problem.

The solution to the The solution to the The solution to the No solution was
Solution to problem is easy-to- problem is easy-to- problem was a little attempted or it was
Problem in understand and is
logical. There are no
understand and is
somewhat logical.
hard to understand. impossible to
understand.
Story loose ends.

The storyteller The storyteller The storyteller The storyteller

Accuracy of includes all major includes all major includes all major forgets major points
Retelling A points and several
details of the story
points and one-two
details of the story
points of the story
s/he is retelling.
of the story s/he is
retelling.
Story s/he is retelling. s/he is retelling.

The student turns in The student turns in The student turns in The student turns in
Mobile an attractive and a complete mobile of a complete mobile of an incomplete mobile
complete mobile of the story in the the story, but the of the story.
the story in the correct format format was not
correct format. correct.

Total Æ
Teacher
Comments

Fourth Grade, Fabulous Folk Tales 2005 Colorado Unit Writing Project 20
 Appendix A, page 9
Assessment Tools

Folk Tale Assignment Rubric

CATEGORY 4 3 2 1 Points
Organization The story is The story is The story is a Ideas and
very well pretty well little hard to scenes seem to
organized. One organized. One follow. The be randomly
idea or scene idea or scene transitions are arranged.
follows another may seem out sometimes not
in a logical of place. Clear clear.
sequence with transitions are
clear used.
transitions.
Elements of At least three of Two of the Only one of the There are no
the elements of elements of folk elements of folk elements of folk
Folk Tales folk tales tales discussed tales discussed tales discussed
discussed in in class are in class are in class
class are included in the included in the included in the
included in the story. story. story.
story.
Spelling and There are no There is one There are two- The final draft
spelling or spelling or three spelling has more than
Punctuation punctuation punctuation and punctuation three spelling
errors in the error in the final errors in the and punctuation
final draft. draft. final draft. errors.
Neatness The final draft The final draft The final draft The final draft is
of the story is of the story is of the story is not neat or
readable, clean, readable, neat readable and attractive. It
neat and and attractive. It some of the looks like the
attractive. It is may have one pages are student just
free of erasures or two erasures, attractive. It wanted to get it
and crossed-out but they are not looks like parts done and didn't
words. It looks distracting. It of it might have care what it
like the author looks like the been done in a looked like.
took great pride author took hurry.
in it. some pride in it.
Total Æ
Teacher
Comments

Fourth Grade, Fabulous Folk Tales 2005 Colorado Unit Writing Project 21
 Appendix B
Background Information on Folk Tales

Folktales (or folklore) are defined as "stories that grow out of the lives and imaginations of the
people, or folk." They are heard and remembered, and they are subject to various alterations in the course
of retellings. They are a form of traditional literature that began as an attempt to explain and understand
the natural and spiritual world. The origin of the folktale lies in the oral tradition, until the twelfth
century, when first literary sources began to circulate in Europe. As they are passed through a culture,
some folktales may pass in and out of written literature (for example, the “Rip Van Winkle” story), and
some stories of literary origin may cross over into oral tradition (for example, the anecdote about George
Washington and the cherry tree). Nevertheless, an essential trait of folktales—and all folk literature—is
their passage from one generation to another, by word of mouth.

A folk tale is a short story that comes from the oral tradition. Folk tales often have to do with
everyday life and frequently feature wily peasants getting the better of their superiors. In many cases, the
characters are animals with human characteristics. They often contain elements of magic, wonder, and
enchantment. The main emphasis is on the plot, and they contain repetitive elements to help in the
memory process. Universal human emotions such as love, hate, courage, kindness, and cruelty appear in
bold, broad strokes on the canvas of folk tales.

There are several distinctive elements of folktales. First is the introduction, which introduces the
leading characters, time/place of the story and the conflict or problem to be faced. These may be short
such as "Once upon a time" or "Back in the days when the animals could talk." Setting is also stock such
as a road or a bridge or in a forest. Following the introduction is the development. Here the action mounts
steadily until it reaches a climax, where the problem or conflict will be resolved. Typically, the hero or
heroine faces many obstacles and is usually reduced to helplessness before the climax. Finally, comes the
conclusion, which is usually "short and sweet." Everything is resolved-- the heroes and heroines are
happy and the villains are punished. One convention conclusion is "and they lived happily ever after." A
very distinctive element of folktales is the importance of the plot and the shallowness of the characters
and setting.

For children, the appeal of folktales lies in the qualities that youngsters respond to in a story. The
tale starts quickly with action throughout. Children often enjoy the humor in such stories. They also
appeal to a child's sense of justice--good is rewarded and evil is punished. Characters are generally
stereotyped--good or bad. The rhyme and repetition of many folktales attract children. Stories are usually
short and with a definite conclusion.

Fourth Grade, Fabulous Folk Tales 2005 Colorado Unit Writing Project 22
 Appendix C
Elements of a Folk Tale Checklist
Put a check on the line if it is true of the story.

Fire on the Mountain The Weaving

of a Dream

1. The story comes from traditional beliefs,

legends and tales of a culture _________ ________

4. They are short stories _________ ________

5. The story features a smart peasant

outsmarting his or her master _________ ________

4. Animals have human characteristics

(such as being able to talk) _________ ________

5. There are elements of magic _________ ________

6. The hero faces many obstacles before

the end of the story _________ ________

7. The first line quickly introduces the

setting and main character/s _________ ________

8. In the end the problem is resolved, the

hero is happy, and the bad guys are punished _________ ________

9. There are good and bad characters _________ ________

10. The story contains a lot of repetition _________ ________

Fourth Grade, Fabulous Folk Tales 2005 Colorado Unit Writing Project 23
 Appendix D
Elements of a Folk Tale Checklist Answer Key
Put a check on the line if it is true of the story.

Fire on the Mountain The Weaving

of a Dream

1. The story comes from traditional beliefs,

legends and tales of a culture ____X____ ___X____

2. They are short stories ____X____ ___X____

3. The story features a smart peasant

outsmarting his or her master ____X_____ ________

4. Animals have human characteristics

(such as being able to talk) _________ ________

5. There are elements of magic __________ ____X___

6. The hero faces many obstacles before

the end of the story ____X_____ ____X___

7. The first line quickly introduces the

setting and main character/s _____X____ ____X___

8. In the end the problem is resolved, the

hero is happy, and the bad guys are punished ____X_____ ____X____

9. There are good and bad characters ____X_____ ____X____

10. The story contains a lot of repetition _________ ____X____

Fourth Grade, Fabulous Folk Tales 2005 Colorado Unit Writing Project 24
 Appendix E
Character Worksheet

Name of Character__________________________________

Thinks
Sees____________________

Hears_____________

Smells__________________
Says____________
____________________

Loves__________________

Does___________

______________

____________________

Goes_________________________________________________

_____________________________________________________

Fourth Grade, Fabulous Folk Tales 2005 Colorado Unit Writing Project 25
 Appendix F
Character Worksheet Example from Fire on the Mountain

Name of Character_____Alemayu________________________

Thinks he is strong and brave

Sees__beautiful waterfalls

Hears hyenas howling__

Smells_wat cooking
Says “I, too, stayed
in the cold air of
the mountains
throughout the night.”
Loves_his sister_________

Does_work for the

rich man

Goes___to find his sister at the rich man’s house_________

Fourth Grade, Fabulous Folk Tales 2005 Colorado Unit Writing Project 26
 Appendix G
Character Worksheet Example from The Weaving of a
Dream
Name of Character____Leje__________________________

Thinks his mother should

make a weaving of the painting
Sees__ Sun Mountain

Hears his mother’s weeping__

Smells_the burning fire _

Says_”I must bring
back the brocade for
my mother or she will
surely die.”_______

Loves_his mother_______

Does_work chopping

wood to sell for food for

his family_

Goes__through fire and ice to find his mother’s brocade___

Fourth Grade, Fabulous Folk Tales 2005 Colorado Unit Writing Project 27
 Appendix H
Setting Worksheet
Title and Author__________________________________

Mood Sight

When and Where?

Taste Sound

Smell
Touch

Fourth Grade, Fabulous Folk Tales 2005 Colorado Unit Writing Project 28
 Appendix I
Setting Worksheet Example from Fire on the Mountain
Title and Author_The Fire on the Mountain by Jane Kurtz

Mood Sight

Fury, feasting,
Beautiful waterfalls,
boasting, rejoicing
baboons, cattle, the
rich man, fire

When and Where?

Ethiopia; many years ago

Taste Sound

Wat and injera Waterfalls, hyenas

howling, the rich
man yelling, the
shepherd’s flute

Smell
Touch

Wat Shemma, cold, his

sister’s hugs and kisses

Fourth Grade, Fabulous Folk Tales 2005 Colorado Unit Writing Project 29
 Appendix J
Setting Worksheet Example from The Weaving of a Dream
Title and Author_The Weaving of a Dream by Marilee Heyer

Mood Sight

Somber, Beautiful tapestry,

frightening, Sun Mountain,
peaceful, rejoicing fairies, fire, sea of
ice

When and Where?

In China many years ago
Taste Sound

Delicious dinner Crackling fire,

prepared by the weeping of his mother
fairies

Smell
Touch

Smoke from the fire Pain when tooth

knocked out,
burning fire,
freezing ice

Fourth Grade, Fabulous Folk Tales 2005 Colorado Unit Writing Project 30
 Appendix K
Plot Worksheet

1 2

6 3
Title and Author_________

_____________________

_____________________

_____________________

Fourth Grade, Fabulous Folk Tales 2005 Colorado Unit Writing Project 31
 Appendix L
Plot Worksheet Example from Fire on the Mountain

1 2

Alemayu sets off Alemayu works for

to find his sister the rich man,
watching his cows

The rich man

6 3 bets Alemayu
The rich man gives he cannot
Alemayu money and Title and Author survive a
cows; Alemayu night in the
becomes a rich man __Fire on the Mountain cold

____by Jane Kurtz___

Alemayu wins,
4
but the rich man
5 says it does not
The servants trick count since he
the rich man by had seen a fire
preparing a feast in the distance
they don’t let him
eat

Fourth Grade, Fabulous Folk Tales 2005 Colorado Unit Writing Project 32
 Appendix M
Plot Worksheet Example from The Weaving of a Dream

1 2
Leje’s mother buys
The tapestry is
a beautiful painting
finished, but is
and begins to weave
taken away by the
a tapestry
wind

6 3
Title and Author__The___ Leme and Letuie leave
The tapestry
to search for the
magically turns Weaving of a Dream tapestry, but go to
into a real place,
the city instead
where Leje and _by Marilee Heyer__
his mother live

4
Leje searches for the
5 tapestry and accepts
the dangerous mission
Leje retrieves the to go to Sun
tapestry from the Mountain
fairies of Sun
Mountain

Fourth Grade, Fabulous Folk Tales 2005 Colorado Unit Writing Project 33
 Appendix N
Essential Elements

Elements of Folk Tales found in both Fire on the Elements of Folk Tales found in neither Fire on
Mountain and The Weaving of a Dream the Mountain nor The Weaving of a Dream

Elements of Folk Tales found only in Fire on the Elements of Folk Tales found only in The Weaving
Mountain of a Dream

Fourth Grade, Fabulous Folk Tales 2005 Colorado Unit Writing Project 34
 Appendix O
Essential Elements Answer Key
Elements of Folk Tales found in both Fire on the Elements of Folk Tales found in neither Fire on
Mountain and The Weaving of a Dream the Mountain nor The Weaving of a Dream

The story comes from traditional

beliefs, legends and tales of a culture
Animals have human characteristics
They are short stories (such as being able to talk)

The hero faces many obstacles

before the end of the story

The first line quickly introduces the

setting and main character/s

In the end the problem is resolved, the

hero is happy, and the bad guys are
punished

There are good and bad characters

Elements of Folk Tales found only in Fire on the Elements of Folk Tales found only in The
Mountain Weaving of a Dream

The story features a smart peasant

outsmarting his or her master There are elements of magic

The story contains a lot of repetition

Fourth Grade, Fabulous Folk Tales 2005 Colorado Unit Writing Project 35
 Appendix P
Venn Diagram
Fire on the Mountain The Weaving of a Dream

Similarities

On the back of this paper, explain how you know that the stories Fire on the Mountain and The Weaving of a Dream were in fact folk tales.
(Give examples of al least three elements of folk tales that were found in each story.)

Fourth Grade, Fabulous Folk Tales 2005 Colorado Unit Writing Project 36
 Appendix Q
Venn Diagram for Gifted/Honors Students
Fire on the Mountain The Weaving of a Dream
Similarities

On the back of this paper,

explain how you know that
the stories Fire on the
Mountain and The Weaving
of a Dream were in fact folk
tales. (Give examples of at
least three elements of folk
tales that were found in each
story.)

Story #3
Fourth Grade, Fabulous Folk Tales 2005 Colorado Unit Writing Project 37
 Appendix R, page 1
Venn Diagram Example (Plot)
Fire on the Mountain The Weaving of a Dream
Similarities

Alemayu goes on a journey to

Leje’s mother weaves a
find his sister
beautiful tapestry
There is a
Alemayu makes a bet with the mission to fulfill
Leje’s brothers fail at their
rich man
task
Both characters
Alemayu spends the night alone go on a journey
Leje meets an old woman who
in the cold
helps him on his quest
Both end for
The servants help Alemayu get good for the
Leje finds the palace of the
what the rich man promised him main characters
fairies on Sun Mountain

Alemayu grows to become a rich

The tapestry magically turns
and powerful man
into a real place

Fire on the Mountain and The Weaving of a Dream were folk tales. I know this because they each contained elements of a folk tale.
Both stories come from traditional beliefs, legends and tales of a culture, they are short stories, the heroes faced many obstacles before
the end of the story, the first line quickly introduced the setting and main character, in the end the problem was resolved, the hero was
happy, and the bad guy was punished, and there were good and bad characters.)

Fourth Grade, Fabulous Folk Tales 2005 Colorado Unit Writing Project 38
 Appendix R, page 2
Venn Diagram Example (Character)
Fire on the Mountain The Weaving of a Dream
Similarities

Is an orphan
Has a mother and three brothers
Each loves a
Works for a rich man member of his
Works hard chopping wood for his
family
family
Plays the flute
Both face
Marries the Red Fairy
Outsmarts his master obstacles in
accomplishing
Travels a long way to find his
Travels a long way to find his their mission
mother’s brocade
sister
Both are brave
Receives a pair of magic boots
and courageous
from the old lady

Fire on the Mountain and The Weaving of a Dream were folk tales. I know this because they each contained elements of a folk tale.
Both stories come from traditional beliefs, legends and tales of a culture, they are short stories, the heroes faced many obstacles before
the end of the story, the first line quickly introduced the setting and main character, in the end the problem was resolved, the hero was
happy, and the bad guy was punished, and there were good and bad characters.)

Fourth Grade, Fabulous Folk Tales 2005 Colorado Unit Writing Project 39
 Appendix R, page 3
Venn Diagram Example (Setting)
Fire on the Mountain The Weaving of a Dream
Similarities

Takes place in Ethiopia

Both take Takes place in China
place long
Hears the howling of hyenas
ago Eats a delicious dinner made
by the fairies
Feels hugs and kisses from his
There is a
sister
mood of Experiences pain from fire
celebration and ice
Smells the wat cooking as the
and
servants prepare a feast for
rejoicing in Sees Sun Mountain
their master
each
Hears the weeping of his
Sees a fire in the distance
Both have mother
beautiful
sights

Fire on the Mountain and The Weaving of a Dream were folk tales. I know this because they each contained elements of a folk tale.
Both stories come from traditional beliefs, legends and tales of a culture, they are short stories, the heroes faced many obstacles before
the end of the story, the first line quickly introduced the setting and main character, in the end the problem was resolved, the hero was
happy, and the bad guy was punished, and there were good and bad characters.)

Fourth Grade, Fabulous Folk Tales 2005 Colorado Unit Writing Project 40
 Appendix S, page 1
Venn Diagram Example for Gifted/Honors Student (Character)
Fire on the Mountain The Weaving of a Dream
Similarities
• Has a mother and three
• Is an orphan brothers
• Works for a rich • Works hard chopping wood for
man Both love his family
• Plays the flute a member • Marries the Red Fairy
• Outsmarts his of his • Travels a long way to find his
master family mother’s brocade
• Travels a long • Receives a pair of magic
way to find his boots from the old
Brave
sister lady
and loyal
Protect people
Spend the night weaker than
outdoors themselves

• Has a band of Merry Men Fire on the Mountain and The Weaving
• Loves Maid Marion of a Dream were folk tales. I know this
• Steals from the rich to give to because they each contained elements of
a folk tale. Both stories come from
the poor traditional beliefs, legends and tales of a
• A great archer culture, they are short stories, the heroes
• An outlaw faced many obstacles before the end of
the story, the first line quickly introduced
the setting and main character, in the end
the problem was resolved, the hero was
Story #3 (Robin Hood) happy, and the bad guy was punished,
and there were good and bad characters.)
Fourth Grade, Fabulous Folk Tales 2005 Colorado Unit Writing Project 41
 Appendix S, page 2
Venn Diagram Example for Gifted/Honors Student (Setting)
Fire on the Mountain The Weaving of a Dream
Similarities
• Takes place in Ethiopia
• Takes place in China
• Hears the howling of hyenas
• Eats a delicious dinner
• Feels hugs and kisses from his
made by the fairies
sister Mood of
• Experiences pain from
• Smells the wat cooking as the celebration
fire and ice
servants prepare a feast for their
• Sees Sun Mountain
master
• Hears the weeping of
• Sees a fire in the distance
All take his mother
place long
One part takes ago
One part takes
place out in
place in a
the wild
castle/palace

Fire on the Mountain and The Weaving

• Takes place in England of a Dream were folk tales. I know this
• Eats wild deer because they each contained elements of
a folk tale. Both stories come from
• Smells game roasting over a fire traditional beliefs, legends and tales of a
• Feels blows as he jousts with his Merry Men culture, they are short stories, the heroes
• Hears crows cheering at an archery faced many obstacles before the end of
the story, the first line quickly introduced
tournament the setting and main character, in the end
the problem was resolved, the hero was
happy, and the bad guy was punished,
Story #3 (Robin Hood) and there were good and bad characters.)

Fourth Grade, Fabulous Folk Tales 2005 Colorado Unit Writing Project 42
 Appendix S, page 3
Venn Diagram Example for Gifted/Honors Student (Plot)
Fire on the Mountain The Weaving of a Dream
Similarities
•Alemayu goes on a journey to find • Leje’s mother weaves a
his sister • beautiful tapestry
Both
• Alemayu makes a bet with the rich man • Leje’s brothers fail at their task
characters
• Alemayu spends the night alone in the • Leje meets an old woman who helps
go on a
cold him on his quest
journey
• The servants help Alemayu get what • Leje finds the palace of the fairies on
the rich man promised him Sun Mountain
• Alemayu grows to End in good • The tapestry magically turns into a
become a rich and for the main real place
powerful man characters
A rich man is Both main
outsmarted characters get
married

• Robin Hood becomes an outlaw Fire on the Mountain and The Weaving
• Robin Hood forms a band of Merry Men of a Dream were folk tales. I know this
because they each contained elements of
• Robin and his Merry Men steal from the a folk tale. Both stories come from
rich and give to the poor traditional beliefs, legends and tales of a
• Robin tricks the Sheriff of Nottingham culture, they are short stories, the heroes
faced many obstacles before the end of
• Robin is pardoned by the King the story, the first line quickly introduced
the setting and main character, in the end
the problem was resolved, the hero was
happy, and the bad guy was punished,
Story #3 (Robin Hood) and there were good and bad characters.)

Fourth Grade, Fabulous Folk Tales 2005 Colorado Unit Writing Project 43
 Appendix T
Example of Mobile
(adapted from Sit Tight, and I'll Swing You a Tail: Using and Writing Stories with Young People by
Gregory A. Denman)
Setting and Retelling:
Characters Once upon a time there was a

____________________________

____________________________

____________________________
Plot
One day______________________

____________________________

Episode One ____________________________

____________________________

The first _____________________

____________________________

Episode Two ____________________________

____________________________

The second ___________________

____________________________

Episode Three ____________________________

____________________________

The third ____________________

____________________________

____________________________
Conclusion
____________________________

So finally_____________________

____________________________

____________________________

Fourth Grade, Fabulous Folk Tales 2005 Colorado Unit Writing Project 44