Unlocking Folktale Connections: Raven vs. Ananses Quests

Exit Ticket: Connecting the Dots - Lesson Plan Modification Content-Literacy Unit: Folktales Around the World Context: A fourth grade teacher is teaching a unit on myths and folktales to begin the school year. By working through a text set of stories from various African, North American, and Asian cultures, students build foundational knowledge about the elements of folktales and mythology across the world. Preparing for LP Modification: Review the topics and concepts that students have been learning in the first few days of the unit, leading up to the Raven lesson. As you learn about the Raven folktale for today’s lesson, consider which prior knowledge might be most useful for students to support and facilitate new learning. Pay particular attention to Anase the Spider. Build your own background knowledge of Raven, the Trickster of Haida and other Pacific Northwest tribes’ mythology, and the story students will read about How Raven Brought Light to the World. Consider the focus standards for the lesson; then complete the student exit ticket below. RL.4.9: Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, traditional literature from different cultures. Notecatcher/Exit Ticket: How is the story of Raven’s quest different from Ananse’s? How are they similar? Explain using evidence from the text. Both Raven and Ananse want to acquire something that will give them more power. Raven wants to have the light, so he can see and move about the world more easily. Ananse wants to own the stories of the world. If he owned