Skip to contentContribute to ReadWriteThink / RSS / FAQs / Site Demonstrations / Contact Us / About Us

 

 

Contribute to ReadWriteThink

ReadWriteThink couldn't publish all of this great content without literacy experts to write and review for us. If you've got lessons plans, activities, or other ideas you'd like to contribute, we'd love to hear from you.

More

 

Professional Development

Find the latest in professional publications, learn new techniques and strategies, and find out how you can connect with other literacy professionals.

More

 

Reading & Language Arts Community

Did You Know?

Your students can save their work with Student Interactives.

More more

Home › Classroom Resources › Lesson Plans

Lesson Plan

Pourquoi Stories: Creating Tales to Tell Why

E-mail / Share / Print This Page / Print All Materials (Note: Handouts must be printed separately)

 
Grades 3 – 5
Lesson Plan Type Standard Lesson
Estimated Time Six 45- to 60-minute sessions
Lesson Author

Elizabeth Nolan Conners

Weston, Massachusetts

Publisher

International Reading Association

 

Overview

Featured Resources

From Theory to Practice

 

OVERVIEW

Read-alouds of The Story of Lightning and Thunder (a Nigerian tale) and The Story of the Milky Way: A Cherokee Tale introduce the concept of a pourquoi tale, a folk tale that explains how or why something came to exist. Background information on the Nigerian and Cherokee cultures (assembled by the teacher from the listed websites) sets the stage for discussion of how beliefs and customs might influence the narrative and the moral of a story. The class works together to outline the key elements of pourquoi stories, and students read and analyze an additional story using the Pourquoi Reading Worksheet. Working in cooperative groups, students then use these stories as a framework on which to write their own pourquoi tales. Final production is either a skit or illustrated narration of each group's story.

back to top

 

FEATURED RESOURCES

 

back to top

 

FROM THEORY TO PRACTICE

Lancia, P.J. (1997). Literary borrowing: The effects of literature on children's writing. The Reading Teacher, 50(6), 470–475.

  • Being exposed to literature leads to children "borrowing" ideas and incorporating them into their own writing.

  • Children independently borrow elements from a genre and actively use stylistic devices they have read.

  • This literary "borrowing"  is an important stage of children's writing development and is incorporated into this lesson.

back to top