Local Legends

 OUR LOCAL LEGENDS

In this task we focused on creative writing. Children studied legends originating from their local area and shared them with partner schools. They produced story boards as a way of presenting these stories. They wrote their own versions of their own legends and of those local to partner schools.

Legends from Poland:

Legends from Poland

Branston Junior Academy

At the start of this task, which was sustained over three weeks, children were presented with a checklist outlining the components needed for completing this writing process, a technique we have adopted from Marcel Lacoma school resulting from previous project meetings.  This ensured that children knew the process through which they would be working and were aware of the way each individual skill would impact on the final piece of work. Summarising story, plot and selecting key events were key skills developed during this task.

Szkoła Podstawowa nr 9 im. Józefa Piłsudskiego w Zespole Szkół nr 3

As the third task was progressing students developed many additional skills apart from writing. By reading local legends from all the partner schools they not only broadened the range of vocabulary, but also reading comprehension was improved. During the process, pupils’ creativity and planning skills developed a lot. They also improved their drawing abilities by making the story boards. Preparing these comic strips had a positive impact on their hand writing and cooperation. While the task was being completed, teachers enriched their resources with the usage of vocabulary cubes inspired by teaching materials from Branston Junior Academy. At the end, students gave opinions about all the legends so it influenced their culture awareness and self-confidence in a very good way.

XIV Istituto Comprensivo Karol Wojtyla

During this task the children have written some stories based on famous legends of their region. The following activities were used: the teacher asks what is a myth and the children start thinking about famous characters of their region (Sport, Movie, Cartoons, etc.) Then each one describes his/her character.

- The teacher chooses three of them and asks children to tell their main characteristics.

The teacher reads a passage about the myth of Alfeo and Aretusa. Children have to answer to some questions concerning time, setting of the story, characters, main events.

 Time :-How can we realize that is the story  set in indefinite time?

Children write a list of definite and indefinite time expressions concerning the story they have heard

Place : What is the set of the story?

Children make a list of possible settings for mythological stories.

Characters: Children tell who are the main characters of the story and what is the difference between human beings and gods.

Main events: After they have written the main events of the story, children try to explain the reason why people invent legends and myths .

The abilities acquired during this activity involve the use of fantasy, imagination and figurative language.                                                    

Ècole Marcel Lacoma

The French traditional tale has a structure and a succession of very specific tests. The teachers read, presented various traditional Guadeloupean tales. The students learned the different stages of the tales. They began to create successively the different parts of their tale based on this structure highlighted. The youngest (5/6 the years) chose the characters and the place. The 7/9 year students invented the first adventures. The 10/11 year students completed then finished the tales. We thus created two tales.

Pooling and creation of a play from one of them in French and in English.

Presentation of this play to other school students and to the partners of the project " O.W.I.W ".