Day 1: Introduction to Folktales and Their Humor

Standards

• CCSS.ELA-LITERACY.RL.7.2: Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
• CCSS.ELA-LITERACY.RL.7.4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds on a specific verse or stanza of a poem or section of a story or drama.
• CCSS.ELA-LITERACY.RL.7.3: Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

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Learning Objectives (I can statements)

• I can identify key characteristics of folktales and explain how humor is used in them.
• I can determine the theme and central idea of a folktale.
• I can analyze how the setting, characters, and plot work together to create humor.

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Success Criteria

• I can describe the main features of a folktale.
• I can explain how humor influences the story's message or theme.
• I can give examples of how characters or situations create humor.

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Materials Needed

• Printed dyslexia-friendly versions of the folktale “The Tale of Sundiata” (an African folktale) and “Brer Rabbit and the Tar Baby” (a folktale from African American tradition with humor elements).
• Whiteboard and markers
• Graphic organizer handouts for story elements
• Sticky notes

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Lesson Activities

1. Opening (5 minutes)

• Begin by asking students, “What do you think a folktale is? Can you think of any folktales you know?”
• Briefly introduce what folktales are: traditional stories passed down through generations, often featuring cultural lessons and humor.
• State learning objectives with “I can…” statements on the board.

2. Direct Instruction (10 minutes)

• Introduce the two folktales, explaining their cultural origins.
• Read aloud (or listen to a recording) of “Brer Rabbit and the Tar Baby” using dyslexia-friendly text.
• Pause to identify humor: ask students what made the story funny or clever. Write examples on the board.

3. Guided Practice (10 minutes)

• In pairs, students read the dyslexia-friendly excerpt of “The Tale of Sundiata” (focus on a humorous or clever moment).
• Using a graphic organizer, students identify:
  • Characters
  • Setting
  • Plot highlights
  • Examples of humor
• Circulate to support understanding and differentiate as needed:
  • For students needing extra support, provide sentence starters and oral discussion prompts.
  • For advanced learners, challenge them to predict how humor affects the story’s theme or message.

4. Group Discussion (10 minutes)

• Groups share their findings with the class.
• Discuss as a whole: How does humor help make the folktale memorable or impactful?
• Introduce theme identification, relating humor to the story’s underlying message.

5. Reflection and Exit Ticket (5 minutes)

• On a sticky note, students write “One way humor is used in folktales is…”
• Collect notes as an informal assessment of understanding.

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Differentiation

• Offer audio versions of texts and dyslexia-friendly font (e.g., OpenDyslexic).
• Use visuals and graphic organizers to scaffold comprehension.
• Provide sentence frames for written or oral responses.
• Encourage peer support and small-group collaboration.

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Extension

• Advanced students research an additional folktale from a different culture and prepare a 2-minute presentation about its use of humor.

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Day 2: Analyzing Humor Techniques in Folktales

Standards

• CCSS.ELA-LITERACY.RL.7.4: Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds on a specific verse or stanza of a poem or section of a story or drama.
• CCSS.ELA-LITERACY.RL.7.5: Analyze how a drama’s or story’s plot unfolds and how the characters respond or change as the plot moves toward a resolution.
• CCSS.ELA-LITERACY.W.7.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information clearly.

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Learning Objectives (I can statements)

• I can analyze specific humor techniques used in folktales.
• I can explain how humor supports the plot and character development.
• I can write an explanation of how humor contributes to the folktale’s theme.

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Success Criteria

• I can identify examples of humor such as exaggeration, irony, and wordplay.
• I can explain the role humor plays in the story’s plot.
• I can clearly write about how humor supports the folktale’s message.

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Materials Needed

• Copies of the folktale “Anansi and the Moss-Covered Rock” (A West African folktale featuring humor).
• Chart paper or whiteboard for humor techniques list.
• Writing paper or computers/tablets for writing activity.

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Lesson Activities

1. Warm-Up Review (5 minutes)

• Ask students to recall one humorous moment from the previous folktales.
• Briefly discuss how humor affected the story.

2. Direct Instruction (8 minutes)

• Introduce common humor techniques used in folktales (exaggeration, irony, surprise, wordplay).
• Read selected excerpts from “Anansi and the Moss-Covered Rock” aloud, emphasizing humor.
• Highlight and model identification of humor techniques.

3. Guided Practice (10 minutes)

• Students work in small groups to find examples of humor techniques in the folktale.
• Each group lists examples on chart paper or a whiteboard.
• Groups share examples and discuss how each example helps develop the plot or character.

4. Independent Writing (12 minutes)

• Prompt: “Explain how humor in ‘Anansi and the Moss-Covered Rock’ helps tell the story and express its theme."

• Students write a paragraph, using sentence starters if needed:

  • “In this folktale, humor is shown through…”
  • “This technique is effective because…”
  • “It helps the reader understand that…”

• Provide writing checklists that include focus on clarity, use of examples, and explanation.

5. Closing Reflection (5 minutes)

• Ask a few students to share their paragraphs aloud.
• Restate the learning objectives and ask students to say one new thing they learned about analyzing humor today.

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Differentiation

• Provide graphic organizers to outline writing.
• Allow oral responses or use speech-to-text tools for students who struggle with writing.
• Offer sentence starters and vocabulary banks.
• Challenge advanced learners to compare humor techniques used in multiple folktales studied.

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Extension

• Students create a short folktale or comic strip incorporating one or more humor techniques analyzed in class and share with peers.

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Final Notes for Teachers

• Use dyslexia-friendly fonts and provide text in multiple formats (audio, visual).
• Encourage peer collaboration to engage diverse learners.
• Incorporate technology where possible (audio recordings, writing software).
• Make humor a fun, interactive entry point into cultural stories, increasing motivation and cultural appreciation.

This two-day unit builds critical thinking, cultural literacy, and writing skills tightly aligned with Common Core standards, while providing flexible pathways for all learners in your 7th grade classroom.