John Henry - John Henry: An American Legend by Ezra Jack Keats

Citation:
Keats, E. J. (1965). John henry: An american legend. New York, NY: Alfred A. Knopf, Inc.

Summary:
Ezra Keats' John Henry includes his version of the legend as well as his original illustrations. Students will definitely take note of the illustrations in this text - they are bold, vibrant, and abundant. Keats' version of John Henry's story follows John Henry as a child (born with a hammer in his hand), until his death after defeating the steam drill. Keats' eye-catching illustrations, fast-paced story, and heavy emphasis on determination and willpower makes this text a great choice for the classroom.

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 Indicator 2 - 1.1 - Analyze the details that support the expression of the main idea in a given literary text.
Lesson Objectives:
The student will find evidence in the text to support the main idea.
Materials:
1. A copy of John Henry by Ezra Keats for every student.
2. Light bulb outlines on white paper - the teacher should pre-cut the light bulbs out for the students to write on.
3. Writing and drawing supplies - crayons, markers, pencils, etc.
Procedures:
1. TTW talk to students about "main idea" in literature.
2. After discussing with the class and providing examples, TTW read aloud the text to the class.
3. TTW initiate a discussion about what they believe to be the main idea of John Henry. The teacher should provide support for the students during this task. One possible main idea could be that through hard work and determination, anything is possible.
4. After the class has settled on a main idea, the teacher will ask the students why they believe this. What is in the story that makes us think this is the main idea? At this time, TTW guide the students to see that the events that take place in the story create the main idea. TTW point out a specific instance in the text that supports the main idea.
5. After providing the students with several examples, TTW group the students into small groups.
6. The students will work together to look through the text for more support of the main idea (The teacher should be providing support for the groups at this time).
7. When the group locates a sentence that supports the main idea, they will write the sentence on the main idea light bulb. The students will be allowed to draw an illustration on the light bulb to depict the sentence as well.
8. After the students have filled out several light bulbs, TTW talk with the class about what the groups have come up with. TTW place the finished light bulbs on the "Main Idea" bulletin board.

Paul Bunyan - American Legend: Paul Bunyan by Marianne Johnston

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:

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:

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.

Paul Bunyan - Paul Bunyan by Stephen Krensky

Citation:
Krensky, S. (2007). Paul bunyan. Minneapolis, MN: Millbrook Press, Inc.

Summary:
Stephen Krensky's Paul Bunyan is a part of his "On My Own Folklore" collection that makes folktales accessible to children by presenting the tales in engaging, child-friendly language. In this text, Krensky describes Paul's "larger than life" childhood, his struggles with being so large, and finding his niche in the lumberjack world.

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 Indicator 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:
1. The student will respond to Paul Bunyan by Stephen Krensky through either writing, creative dramatics, or the visual arts.
Materials:
1. Several copies of Paul Bunyan by Stephen Krensky.
2. Writing supplies (pencils, paper, crayons, markers)
3. Paul Bunyan props (overalls, blue sheet, miniature items)
4. Paint supplies (paint, paintbrushes, pencils, large sheets of paper)
Procedures:
1. TTW conduct a guided reading session of Paul Bunyan by Stephen Krensky.
2. After the students have a firm understanding of the story, TTW allow students to choose one of three centers.
Center 1: The Writing Center - the student will re-read the end of Paul Bunyan by Stephen Krensky. The student will then make up what happens next in the story and write their own Paul Bunyan folktale. The center will also provide crayons and markers if the student would like to provide illustrations.
Center 2: The Creative Drama Center - the students in this center will work together to act out the Paul Bunyan story.
Center 3: The Visual Arts Center - the students will use paint supplies to depict what happens in the Paul Bunyan story.
3. After the centers, the students will meet back up as a class to informally present the work they have completed.

Pecos Bill - Pecos Bill by Steven Kellogg

Citation:
Kellogg, S. (1986). Pecos bill. New York, NY: William Morrow and Company, Inc.

Summary:
Pecos Bill by Steven Kellogg chronicles the adventures of Pecos Bill from his childhood with coyotes, to his first rodeo, to reuniting with his travelling family. I think this version could be a great text for the class library because the language is simple and the illustrations provide guidance. I particularly like this text because of the illustrations - every page is covered with illustrations that compliment the text beautifully.

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 2.6 - The student will access and use information from a variety of sources.
ELA Indicator 2-6.3 - Create categories (for example, solids and liquids) to classify information.
Lesson Objectives:
1. The student will compare and contrast Pecos Bill by Steven Kellogg and Pecos Bill by Stephen Krensky.
Materials:
1. Pecos Bill by Steven Kellogg
2. Pecos Bill by Stephen Krensky
Procedures:
1. After reading Pecos Bill by Stephen Krensky, the teacher will conduct a read aloud of Pecos Bill by Steven Kellogg.
2. TTW place a venn diagram on the board.
3. TTW guide the students to think about which parts of young Pecos' life are similar and which parts are different in the two stories.
4. After completing the chart, TTW ask the students to think about why the two stories are different. TTW guide the students to understanding that folktales are influenced by storytellers and are not set in stone.

Pecos Bill - Pecos Bill by Stephen Krensky

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:

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 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.

Introduction

The following books selected for this blog accompany Standard 2.1:

The student will demonstrate an understanding of cultural contributions made by people from the various regions of the United States.

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)

According to the supporting documents for this indicator, second grade is the first time students are introduced to these American folklore characters. It is important for students to gain an understanding of these stories and to be able to recall the subject matter presented. I selected books that presented the material in a child-friendly way and have created activities that engage students in these stories.