Lesson Overview:

In this lesson, students are introduced to the folklore of the pioneers; specifically, the tall tale. Students learn about the characteristics of tall tales through creative writing and improvisational activities. They also learn how authors use figurative language, such as similes and metaphors, to engage readers in a story.

Length of Lesson:

Three 45-minute class periods

Notes:

This lesson is particularly suitable for grade 4.

Instructional Objectives:

Students will:

• become familiar with the components of a tall tale.
• read about popular American folk heroes from pioneer days.
• use the writing process in scripting an original tall tale.
• identify differences between similes and metaphors.
• practice oral communication and storytelling skills.

Supplies:

• Several written versions of American tall tales, including Paul Bunyan and Pecos Bill. (See Sources section for specific recommendations.)

Instructional Plan:

Warm Up

Introduce the literary device called a simile to students. Explain that a simile is a figure of speech in which two things are compared, often using the word like or as. It is used in writing to help the reader or listener understand and visualize a story. Share several examples of similes with students.

Practice creating similes with the class, prompting them with phrases ("An elephant is as big as _________," "The day was as cold as _______," "The rain poured down like _______," etc.) and have students provide words to complete the similes. As a class, compose a simile poem by allowing students to think of as many similes as they can to describe an animal, type of food, event, or place. Encourage students to use creative and imaginative comparisons that would help someone to visualize the thing described.

Have students construct two to three sentences of their own, each including an original simile. Tell students to write their sentences on paper, and when they are finished, tell them to trade their papers with a partner. Ask students to read aloud one of the similes written by their partner. You may also wish to have students physically act out one or more similes (for example, have students stretch their body to be "tall as a skyscraper.")

Introductory Activity

Ask students to brainstorm all the ways they entertain themselves in the evenings. Record responses. Explain that frontier people enjoyed telling exaggerated tales around the camp fire for entertainment. These stories were called "tall tales." Explain that there are common traits of heroes in the pioneer days. Read them a version of Paul Bunyan and Pecos Bill. Compare and contrast the traits of each character.

Ask for two students to volunteer in a role play exercise. Write "Pecos Bill" and "Paul Bunyan" on a slip of paper. Have each of the volunteers draw a paper. Tell the volunteers that they are going to role-play the character that they selected. Their task is to talk about the things they did that morning (getting up, having breakfast, getting to school) in tall-tale style. Their goal is to make the class guess which character they are supposed to be, without making direct reference to the actual tall tales. (For example, "Paul Bunyan" is not allowed to say "I woke up and fed my blue ox.") Give the volunteers five minutes to prepare their narrative, then have them perform it for the class.

Ask the class to vote on who they think is Paul Bunyan, and who is portaying Pecos Bill. Ask what characteristics led them to make their decision.

Read or watch a video of another tall tale. Ask students to identify the characteristics that they think define a "tall tale." Discuss concepts such as exaggeration, humor, characters doing impossible things, and the use of similes. Introduce metaphor to students, and explain how it differs from a simile. (A metaphor is a figure of speech in which a word or phrase that ordinarily refers to one thing is used to directly describe another thing, without using "like" or "as.")

Ask students to write four sentences about the main character of one of the tall tales read with the class. Two sentences should include similes, and two should include metaphors. When they are finished, tell students to trade work with a partner. The partner should circle the similes and put a box around the metaphors in the sentences.

Developmental Activity

Read the class a short narrative story that contains normal characters and a simple plot. Read the story again stopping periodically at key points during the plot. Point to a child and have him or her contribute a plot twist, in the style of a tall tale. Model this first for the children.

For example, if the story begins as follows . . .

"John met Mary at her house. They said hello, and started to walk to school. When they turned the corner, they saw a dog."

. . . you might start off the second version by saying:

"John met Mary at her twelve-story mansion. The house, which was bigger than a football stadium, had solid gold walls that shone as bright as the sun on a summer day. John and Mary said hello and started to walk to school. When they turned the corner, they saw a . . ."

Stop here, and point to a student, who will continue the story. Suggest that the students enhance the characters’ abilities, and encourage them to exaggerate the plot, employ colorful language, and use similes and metaphors.

Independent Activity

Ask students to create their own folk hero and tell how he/she created a natural phenomenon. Take the students through the writing process with the final performance task being a scripted one act original "tall tale." Remind the students to use the conventions of a tall tale: exaggeration, simile, metaphor, humor, colorful idioms, etc.

Allow the students opportunity to perform the "tall tale" play for the class. They may choose to act it out or present it as reader’s theatre.

Note: For tips on using role-play in your classroom to enhance the study of literature, read the ARTSEDGE How-To Bringing the Classroom to Life with Role-Play or the How-To The Basics of Storytelling.

Assessment:

Use the Assessment Rubric to evaluate your students' work.

Extensions:

Have students use the game-like interactive Life in a Sod House. They will explore life as a settler, learn how to build a home, and virtually build their own sodhouse.

Sources:

Print:

• Fleischman, Sid. By the Great Horn Spoon Little, Brown & Company, 1988.
• Kellogg, Steven. Paul Bunyan. Morrow,William & Co., 1985.
• Kellogg, Steven. Pecos Bill. Morrow,William & Co., 1992.
• Khalsa, Dayal Kaur. Cowboy Dreams. McClelland &;38; Stewart/Tundra Books, 1990.

Authors:

• Bernard Franklin,
  Thomas G. Pullen Arts Magnet School
  Landover, MD