3321 Mon. Night Chapter 6

I agree with what the writer says about traditional literature. I say it serves a great purpose and should not be regraded as of no value. In the book it gives purposes why traditional literature is valuable. Some purposes are: it preserves significant events that define a group and shape its culture, it teaches values and the foundations of cultural beliefs to the young. Also, it explores human consciousness, and it entertains.
These stories have no particular author because they are passed down from generation to generation. Children should also know these stories because of the character, language patterns, and themes that are often referred to in in everyday life. Traditional stories, because of the origins, have elements that possess unique qualities that help distinguish one genre from others.
The elements are the plot, which is usually simple and often sequential, some are cumulative, that is, the events repeat. The setting, which are often deliberately vague, using description such as "Once upon a time?" Characterization, which is frequently symbolic and rarely developed as actual people with strengths. The style, because these stories arose from the oral storytelling tradition, they provide readers with the opportunity to hear the cadences and common expressions of the culture where the story originated. The theme and motifs, are not only to entertain by also to instruct; usually featuring themes important to the culture from which they originated. Variants occur because these stories come down to us through countless retelling over time, their details have changed and evolved.
I like the section called Guidelines for Selecting High-Quality Traditional Literature this section guides the teacher in how to select good quality traditional literature for the classroom. Storytelling is not only a great way to share a traditional story, but it can be modified to fit the audience. It is a great way for the special needs students to work on their listening skill, speech, relate to their peers. There are a number of activities a teacher could do with these students. One activity is to have a sequential line with the students. That is, to have each student tell the story one section at a time until the whole story is told. Another activity is to have them individually or in groups draw pictures of the story and tell it as they remember it. Still, a third activity is a picture strip of the story; have the students cut out and glue pictures of the story in sequential order.