Lesson Overview:

Folktales have been the inspiration for many contemporary stories. The theatrical production Brothers of the Knight is based on a Grimm Brothers’ folktale called The Twelve Dancing Princesses. In this lesson, students read both of the stories and act out four main events in each of the tales. A writing prompt comparing the 12 dancers in each tale concludes the lesson.

Length of Lesson:

Two 45-minute class periods

Notes:

This lesson is particularly suitable for grades 3-4.

Instructional Objectives:

Students will:

• define the term "folktale."
• identify three common elements of Brothers of the Knight and The Twelve Dancing Princesses.
• identify three elements of Brothers of the Knight and The Twelve Dancing Princesses that are different.
• create and act out, in large groups, four scenes from each story.

Supplies:

• Simple costume props like a cape, a goblet, a choir robe, and a large purse
• Brothers of the Knight by Debbie Allen (see Teacher References section for complete bibliographic information)
• The Twelve Dancing Princesses by the Brothers Grimm (see Teacher References section for complete bibliographic information)
• The True Story of the Three Pigs by Jon Scieszka (see Teacher References section for complete bibliographic information)

Instructional Plan:

Warm Up

Discuss the following vocabulary terms with the students:

adaptation: the process of changing something so that it becomes suitable to a new or special application or situation

folktale: a story passed down verbally from generation to generation

variation: something slightly different from another of the same type

Explain to students that folktales are stories passed down verbally from generation to generation. Some tales, like "Cinderella," have variations that can be found in almost every culture on earth. Ask students if they are familiar with the folktale "The Three Pigs." Tell the students that you, as a class, are going to retell the tale of "The Three Pigs."

Have the students sit in a circle. Once they are seated, begin the tale by stating “Once upon a time…” and point to a student to pick up where you leave off. The student repeats this process until the tale is completed. If the story is completed before every member of the class contributes, then restart the tale. Make sure students realize that there may be slight variations in the details and plot of the tale. Only one person can tell the tale at a time. No one can assist in the sequence or facts. If the tale gets off-track, another student (or the teacher) may correct it once called upon.

Discuss the variations in the versions that were told. How do they compare with the plot of the tale told in the circle? Some versions have the pigs eaten as the wolf goes from house to house, other variations do not. Some versions have the wolf going down the chimney and getting boiled in the pot once he gets to the third pig’s house. Other versions have the wolf trying to trick the third pig three times before the pig out tricks him and eats him.

Introductory Activity

Hold up The True Story of the Three Pigs by Jon Scieszka. Many students will be familiar with this version of the story, in which the wolf serves as the narrator. Read it to the students and ask them to note the variations in the way the characters are described and what each character seems to want.

Discuss the similarities and differences in the verbal tale of "The Three Pigs" and Scieska’s version. Keep the focus on character interpretation, settings, and events.

Have the students identify three events in "The Three Pigs" and The True Story of the Three Pigs. Then ask for volunteers to act out these three events from each story. Don't give these students time to rehearse; they should improvise the scenes on the spot. The class should look for clarity in character interpretation, events, and setting. Model for the students how to give helpful suggestions to the performers to make the work clearer. The performers should try to make adjustments and perform the scene again. Give the students a few minutes after the performance to write a reflection on how the stories were alike and different. They should include as many details as possible. Ask for three volunteers to share what they observed.

Tell students that The Twelve Dancing Princesses is a folktale that the Brothers Grimm found in several regions of Germany. Explain that director/choreographer Debbie Allen adapted it for a modern theatrical production and made many changes. For example, she switched the princesses to boys. Divide the board into three sections with the titles: characters, setting, and events. Have students copy this chart onto a piece of paper or a journal. Read The Twelve Dancing Princesses and Brothers of the Knight to the students. As you read, the students should makes notes on their charts. Record suggestions onto the board and students add to their findings in their journals or papers.

Independent Activity

Divide the class into four groups. Two groups will work on The Twelve Dancing Princesses and two groups will work on Brothers of the Knight. In each group, assign a director (the boss), a writer (recorder), costumer (decides on the clothing) and a designer (arranges the space) to each group. All group members can act out the scenes. The groups decide on four scenes to present. Give students half an hour to practice these pieces.

On the board, post a Assessment Rubric of what each story and performance must contain to get a good grade.

Each group should present their stories to the class. Each student should then answer a Writing a Letter Handout comparing The Twelve Dancing Princesses and Brothers of the Knight and return it to the teacher.

Assessment:

As each group performs, complete the Assessment Rubric. Evaluate each of the prompts comparing the two stories. Were there three examples of elements that were the same and three examples of elements that were different? Were there any details supporting each example?

Extensions:

The dog, Happy, tells the story in Brothers of the Knight. How would the stories change if told from the point of view of the fathers? The soldier or Sunday? The youngest child? The oldest child?

Have students tell and perform the tales as if they were soap operas, reality programs, or news programs.

Sources:

Print:

• Allen, Debbie. Brothers of the Knight. New York: Dial Books for Young Readers, 1999.
• Grimm, Jacob and Wilhelm Grimm. The Twelve Dancing Princesses and Other Tales from Grimm. New York: Dial Books for Young Readers, 1986.
• Marshall, James. The Three Little Pigs. New York: Dial Books for Young Readers, 1989.
• Mayer, Marianna. Twelve Dancing Princesses. Illustrated by Kinuko Craft. New York: William Morrow & Co. 1989.
• Scieszka, Jon. The True Story of the 3 Little Pigs! New York: Viking Kestrel, 1989.

Authors:

• Mary Beth Bauernschub, Teacher
  Kingsford Elementary School
  Mitchellville, MD