Online Task 1

Folktale

List some of the well-known folktales from Malaysia .

Paddy That Turns To Gold
Greed Does Not Pay
The Clever Servant
The Disobedient Boy
Unlucky Is Belang
The Cursed Princess
How Malacca Got Its Name
The Curse Of Batu Gajah

List some of the possible issues found in The Son of the Turtle Spirit

In the Chinese belief, some spirits are said to commit adultery with human men / women. This normally takes place during the seventh month of the Chinese calendar where it is believed that the gates of hell are opened during this period.

It is also known in the Chinese culture that some turtles has spirits which manifests at night and disappear at dawn before the sunrise.

The Chinese community may shift their ancestral / elders remains if the necessity arises. For example, they may shift their ancestral / elders remains upon the request of the dead one through their dreams or they may shift the remains if they find a more suitable place to bury it. The costs of shifting the remains are quite expensive not only in the story but also in the real life. The Chinese community has a strong belief system that the location of the burial ground is very important because it affects the wealth and the well-being of the deceased descendants. In this story, it is stated clearly in the 8th paragraph that “the sons and grandsons of anyone buried there would certainly rise to high honours.”

Fables

Are those issues universal in nature or are they only relevant in the Chinese culture?

It is  only relevant in the Chinese culture.  

What are the other morals that can be gotten from the other fables by Aesop? List at least two


The Goose That Laid the Golden Eggs - Greed often overreaches itself

The Fox And The Grapes - It's easy to despise what you cannot have


Myths

One well-known literary figure from the Elizabethan age used Ovid’s Pyramus and Thisbe as a model to one of his famous plays. Who is he and what is the play?

He was a well known poet and he wrotes topics of love, abandoned women and also mythological transformations. The play is Pyramus and Thisbe.

Legends


List some of the popular legends we have in Malaysia


Sang Kancil and the Crocodiles
Sang Kancil Helps Kerbau
Bawang Putih Bawang Merah
Badang
Mat Jenin
Si Tanggang
 1. Who is Thomas Malory?

Sir Thomas Malory  was an Englist writer, the author or compiler of Le Mort   d’Arthur.


2. When was Le Mort d’Arthur written?


    Written in 1469

3. How many books/ parts are there in LMDA?

    8 books / 2 volumes


4. What is book 8 about?

The adventures of Tristram: his birth, coming of age and slaying of    Marhaus. King Mark's marriage to La Beale Iseult in Cornwall and Tristram's marriage to Iseult la Blanche Mains in Brittany. His rivalry with Palomides or the love of Iseult, and his friendship with Lamorak on the Isle of Servage.

5. Who were the two people who had an affair?

Lancelot and Guinevere

 6. Book 6 has a strong connection to a popular modern fiction which is now a 
    movie. What is the title of the popular modern fiction?

Lancelot and the Lord of the Distant Isles, or the "Book of Galehaut" Retold

7. State three well-known facts about King Arthur/ his time as a King

 1) Arthur was the son of Uther and Igraine 
2) Arthur was raised by Ector, who had a son named Kay 
3) Arthur was ignorant of his birthright as he grew up
++++++++++++++++++++++++++++++++++++++++++


Think of 2 ways in which you can use folktales/fables/myths or legends in the classroom. Explain briefly.

Teachers can play their roles by using folktales/fables/myths or legends in their lesson. It will make teaching become more interesting. Teachers can be story teller for student and for sure students like that way because they love to hear it instead of reading it from books.

Folktales/fables/myths or legends can be used as a research theme, a topic for writing and discussion, an art or drama project as well as just letting the story be a great tale. The important point, I think, in using folk tales in the classroom, is that by involving the students in the use of all senses in the exploration of the story, they not only gain a deeper understanding of the story, they also gain a deeper understanding of themselves and the world in which they live.

Some other activities are as follow :

1.  Simplify the language used in the story. 
2.  Turn the story into dialogue form.
3. Brainstorm on the important issues found in the folktales/fables/myths or legends.
4. Using role-play and simulation in the classroom. The best example is the mock trial.
5. Rewrite alternative endings for the folktales/fables/myths or legends.
6.  Write their opinions about the characters and the story.
7. Carrying out drama activities based on the folktales/fables/myths or legends in the classroom.
8. Reading comprehension.
9. Identification of plot, characters, themes, point of view, settings, symbols, metaphors, tone, style, irony and etc.
10. Sequencing activities such as unscrambling the events, filling in the missing events or charting the development of the plot.
11. Paraphrasing or retelling of the story such as gap filling exercises, summary writing and story telling sessions where students take turns to narrate the story until it is completed.
12. Predicting the events in the story.
13. Linking / perceiving relationships such as identifying the cause-effect relationship of characters and events in the plot.
14. Analysing conflict in characters.
15. Responding to characters in texts.
16. Insight into characters in literary texts. Examples of activities are matching characters and traits, inferring characters’ traits, perceiving characters and analysing character relationships.
17. Using extrinsic visual support to teach folktales/fables/myths or legends in the classroom. Examples of extrinsic visual support are illustrations and pictures, maps, photographs (including slides), objects, video recordings and so on.

These activities can be carried out either individually or in group.