Citation:
Krensky, S. (2007). Pecos bill. Minneapolis, MN: Millbrook Press, Inc.
Summary:
Pecos Bill by Stephen Krensky is a great book for introducing students to the idea of tall-tales and American folklore. The book begins by defining tall-tales and explaining to students that even though these stories are exaggerations, they teach readers about past events and people, and they leave us with impressions about the storytellers. Krensky's book is comprised of several Pecos Bill stories, including the tale about a young Pecos Bill who was raised by coyotes. I think students would particularly enjoy this tale because it describes Pecos as a young child having crazy adventures.
Lesson/Activity:
SC State Standards:
Krensky, S. (2007). Pecos bill. Minneapolis, MN: Millbrook Press, Inc.
Summary:
Pecos Bill by Stephen Krensky is a great book for introducing students to the idea of tall-tales and American folklore. The book begins by defining tall-tales and explaining to students that even though these stories are exaggerations, they teach readers about past events and people, and they leave us with impressions about the storytellers. Krensky's book is comprised of several Pecos Bill stories, including the tale about a young Pecos Bill who was raised by coyotes. I think students would particularly enjoy this tale because it describes Pecos as a young child having crazy adventures.
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)
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 Indicator 2-1.4 - Find examples of devices of figurative language (including simile) and sound devices (including onomatopoeia and alliteration).
Lesson Objectives:
The student will identify the figurative language (hyperbole) in Pecos Bill.
Materials:
1. 1 photocopy of the "Young Boy" story in Pecos Bill by Stephen Krensky for each student
2. 1 highlighter or light colored crayon for every student
ELA Indicator 2-1.4 - Find examples of devices of figurative language (including simile) and sound devices (including onomatopoeia and alliteration).
Lesson Objectives:
The student will identify the figurative language (hyperbole) in Pecos Bill.
Materials:
1. 1 photocopy of the "Young Boy" story in Pecos Bill by Stephen Krensky for each student
2. 1 highlighter or light colored crayon for every student
3. Crayons/Markers
Procedures:
1. This activity should follow a lesson about figurative language, in which the teacher describes and provides examples of hyperbole.
2. TTW initiate a popcorn reading session of the story, "Young Boy" from Pecos Bill.
3. After the students have finished reading the story, TTW arrange the students into groups of four.
4. The groups will locate and highlight the hyperboles in "Young Boy" (with assistance from the teacher if necessary).
5. After the students have found a few hyperboles in the text, TTW bring the class back together as a group to discuss what the author is trying to say with the figurative language. For example, what does the author mean by "The land there was so wide that the sun spent the whole morning crossing from one side to the other"?
6. After the class discussion, each student will pick one hyperbole from the story and draw a "larger than life" picture to depict the hyperbole.
Procedures:
1. This activity should follow a lesson about figurative language, in which the teacher describes and provides examples of hyperbole.
2. TTW initiate a popcorn reading session of the story, "Young Boy" from Pecos Bill.
3. After the students have finished reading the story, TTW arrange the students into groups of four.
4. The groups will locate and highlight the hyperboles in "Young Boy" (with assistance from the teacher if necessary).
5. After the students have found a few hyperboles in the text, TTW bring the class back together as a group to discuss what the author is trying to say with the figurative language. For example, what does the author mean by "The land there was so wide that the sun spent the whole morning crossing from one side to the other"?
6. After the class discussion, each student will pick one hyperbole from the story and draw a "larger than life" picture to depict the hyperbole.
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