Grade: 2

Duration: 60 minutes

Class Size: 25 students

Subject: English Language Arts (ELA)

Curriculum: International Baccalaureate Primary Years Programme (IB PYP)

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Central Idea

Trickster tales from different cultures use clever characters to entertain and teach important lessons.

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Key Concepts

• Connection: How stories link to culture and identity
• Perspective: Understanding different cultural viewpoints
• Function: How characters’ cleverness drives the story

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Related Concepts

• Character traits
• Plot development
• Cultural diversity

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IB Learner Profile Focus

• Inquirers: Asking questions about stories and cultures
• Communicators: Sharing ideas and listening respectfully
• Open-minded: Appreciating cultural differences in stories

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Learning Objectives

By the end of this lesson, students will be able to:

1. Explain the cultural origins of Anansi the Spider (Africa) and Br’er Rabbit (America) trickster tales.
2. Identify key characters and describe how their cleverness helps them solve problems in the stories.
3. Compare and contrast trickster tales from African and American cultures by discussing similarities and differences.
4. Express understanding creatively through drawing a scene from one of the trickster tales and explaining their work.

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Materials Needed

• Two short trickster tale books or printed story scripts: Anansi and the Moss-Covered Rock and Br’er Rabbit and the Tar Baby (adapted for age appropriateness)
• Whiteboard or chart paper and markers
• Drawing paper and crayons/colored pencils
• Story character cards (small pictures of Anansi, Br’er Rabbit, and supporting characters)
• Venn diagram template for comparison (large poster or printed sheets)

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Lesson Procedures

1. Opening Circle & Engagement (10 minutes)

• Gather students on the carpet for a brief introduction.
• Begin with a question: “Have you ever heard a story about a character who uses their brains instead of strength to solve a problem?”
• Briefly introduce trickster tales as fun stories featuring clever characters from different cultures.
• Show pictures of Anansi the Spider and Br’er Rabbit to activate prior knowledge and curiosity.

2. Story Reading & Exploration (20 minutes)

• Read Anansi and the Moss-Covered Rock aloud with expressive voices and pauses for student reactions.
• Use character cards to highlight main characters as they appear.
• Facilitate comprehension by asking: “How was Anansi clever in this story?”
• Repeat with Br’er Rabbit and the Tar Baby, using the same engaging strategies.
• Pause to note similarities (both use clever tricks) and differences (cultural settings, characters) on chart paper.

3. Guided Discussion & Interactive Comparison (10 minutes)

• Use the large Venn diagram on the board to compare the two stories with student input.
• Discuss:
  • Where do these stories come from?
  • How are the characters similar and different?
  • What lessons might these stories teach us?
• Emphasize respect for different cultures and how stories sometimes teach us to think creatively.

4. Creative Drawing & Storytelling (15 minutes)

• Provide drawing materials and ask students to choose their favorite trickster tale.
• Instruct them to draw an important scene showing the cleverness of the character.
• Walk around and encourage students to think about why their character acted that way.
• After drawing, invite volunteers to share their pictures and explain the clever trick from the story.

5. Closing Reflection & Assessment (5 minutes)

• Reflect together with these questions:
  • What did you learn about trickster tales today?
  • Why is cleverness important in stories?
  • How do these stories help us learn about different cultures?
• Collect drawings to assess understanding of characters and story elements.
• Note participation during discussions and story sharing as informal formative assessment.

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Assessment Criteria (Aligned to IB PYP Language Scope and Sequence)

Criterion	Success Indicators
Understanding cultural context	Student identifies African and American origins of tales and shows awareness of cultural elements.
Character analysis	Student correctly describes the trickster’s clever traits and actions in each story.
Comparison skills	Student participates in Venn diagram discussion and identifies similarities and differences.
Communication & creativity	Student clearly explains their drawing and storytelling ideas.

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Reflection for Teachers

• This lesson supports IB’s transdisciplinary theme How We Express Ourselves by exploring narrative storytelling through diverse cultural lenses.
• Focus on open-mindedness encourages students to appreciate cultural differences while engaging in critical thinking.
• Differentiation possibilities include pairing stronger readers with peers or providing drawing templates to support fine motor skills.
• Consider integrating digital storytelling tools for follow-up lessons to deepen engagement with narrative construction.

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Extensions

• Invite students to research other trickster tales from around the world.
• Create a class book of original trickster stories inspired by Anansi and Br’er Rabbit, encouraging oral storytelling and writing practice.

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This interactive, culturally responsive lesson not only develops foundational reading and comprehension skills but also invites young learners to celebrate diversity through literature, in true IB spirit.