Citation:
Johnston, M. (2001). American legends: Paul bunyan. New York, NY: Rosen Publishing Group, Inc.
Summary:
Marianne Johnston's Paul Bunyan is a great educational book for students. Before diving into the Paul Bunyan tales, Johnston educates readers about the idea of a legend, information about the lives of loggers, and a history of the Paul Bunyan legend itself to prepare students with background knowledge before reading. The actual Paul Bunyan tales are organized into one page descriptions with large, vibrant illustrations.
Lesson/Activity:
SC State Standards:
Johnston, M. (2001). American legends: Paul bunyan. New York, NY: Rosen Publishing Group, Inc.
Summary:
Marianne Johnston's Paul Bunyan is a great educational book for students. Before diving into the Paul Bunyan tales, Johnston educates readers about the idea of a legend, information about the lives of loggers, and a history of the Paul Bunyan legend itself to prepare students with background knowledge before reading. The actual Paul Bunyan tales are organized into one page descriptions with large, vibrant illustrations.
Lesson/Activity:
SC State Standards:
Social Studies Standard 2-1 - The student will demonstrate an understanding of cultural contributions made by people from the various regions of the United States.
Social Studies Indicator 2- 1.4 - Recall stories and songs about regional folk figures who have contributed to the development of the cultural history of the United States, including Pecos Bill, Brer Rabbit, Paul Bunyan, Davy Crockett, and John Henry. (G, H)
ELA Standard 2.1 - The student will read and comprehend a variety of literary texts in print and nonprint formats.
ELA Standard 2-1.7 - Create responses to literary texts through a variety of methods (for example, writing, creative dramatics, and the visual and performing arts).
Lesson Objectives:
The student will respond to the text through visual arts.
Materials:
Social Studies Indicator 2- 1.4 - Recall stories and songs about regional folk figures who have contributed to the development of the cultural history of the United States, including Pecos Bill, Brer Rabbit, Paul Bunyan, Davy Crockett, and John Henry. (G, H)
ELA Standard 2.1 - The student will read and comprehend a variety of literary texts in print and nonprint formats.
ELA Standard 2-1.7 - Create responses to literary texts through a variety of methods (for example, writing, creative dramatics, and the visual and performing arts).
Lesson Objectives:
The student will respond to the text through visual arts.
Materials:
1. Paul Bunyan by Marianne Johnston
2. Butcher paper
3. Crayons/Markers
Procedures:
1. TTW discuss legends in general and the legend of Paul Bunyan with the class (using the text for assistance).
2. TTW place large pieces of butcher paper on the tables in front of the students.
3. TTW remind the students that legends are influenced by their storytellers. Illustrations are much the same in that illustrations are the illustrator's perspective of the text. Not every illustrator would draw the same pictures for a book. Today, the students will be the illustrators.
4. TTW read each of the three one-paragraph legends (one at a time) in Paul Bunyan by Marianne Johnston without showing the students the illustrations. After the teacher reads each story, the students will draw their illustrations on the butcher paper.
5. The students will then review their illustrations, and TTW conduct a write-aloud, helping the students to combine and re-tell the three stories in their own words.
6. TTW hang the story with illustrations outside the classroom.
Procedures:
1. TTW discuss legends in general and the legend of Paul Bunyan with the class (using the text for assistance).
2. TTW place large pieces of butcher paper on the tables in front of the students.
3. TTW remind the students that legends are influenced by their storytellers. Illustrations are much the same in that illustrations are the illustrator's perspective of the text. Not every illustrator would draw the same pictures for a book. Today, the students will be the illustrators.
4. TTW read each of the three one-paragraph legends (one at a time) in Paul Bunyan by Marianne Johnston without showing the students the illustrations. After the teacher reads each story, the students will draw their illustrations on the butcher paper.
5. The students will then review their illustrations, and TTW conduct a write-aloud, helping the students to combine and re-tell the three stories in their own words.
6. TTW hang the story with illustrations outside the classroom.
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