Folklore Lesson Plan Kindergarten and Elementary School

In this post we have selected excellent suggestions and ideas ready for your Early childhood education folklore lesson plan.

O Folklore DayBrazilian is celebrated annually in August 22.

Folklore is the culture of a people, the set of cultural traditions knowledge, beliefs, customs, dances, songs and legends of individuals in a particular nation or locality.

The term folklore originated through a neologism created by the British William John Thoms (1803-1885), who put together the English words folk (which means "people") and lore (which means “knowledge”).

Thus, folklore takes on the literal meaning of "knowledge of the people" or “what people do”.

Folklore is the way of acting, thinking and feeling of a people or group with the qualities or attributes that are inherent to it, regardless of the place where time and culture are located. It's not just the past, the tradition; he is alive and is connected to our lives in a very strong way. That's why it's so important to get to know him.

Folklore knowledge is what we informally learn in the world, through social interaction – orally or by imitation. It is universal, although local or regional adaptations take place as a consequence of collective additions.

See too: Activities about folklore.

early childhood education folklore lesson plan

Main goal:

• Become aware of our cultural heritage by searching through folk literature.

Specific objectives:

• Know what folklore is and its origin;
• Rescue the importance of folklore;
• Search for legends, parlendas, beliefs, proverbs...

Contents:

• Song;
• Lock languages;
• Hunting words;
• Crusades;
• Divinations;
• Folds and drawings.

Strategies: Reading informative and literary texts;

• Making and illustrating a booklet;
• Illustration of popular phrases;
• Toy making;
• Exhibition of work carried out.

Resources:

• Various books;
• Scrap for mockups;
• Colored papers;
• Colored cardboards;

Assessment:

• Participation;
• Interest;
• Creativity;
• Responsibility;

Check out others Ideas and Suggestions for working theFolklore Day.

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Folklore Early Childhood Lesson Plan – The Brazilian Folklore

Justification

The need to keep the culture of the people alive in order to provide and disseminate the knowledge and information so necessary in the construction of our history led me to develop this project, which helps to understand "Today", based on previous experiences, rescuing "yesterday", without it being erased with time and new generations do not have access to their origin.

Main goal: Have knowledge of Brazilian folklore, identifying its characteristics and values.

Specific objective:

• Rescue traditions;
• Valuing Brazilian folklore;
• Rescue games and folk songs;
• Stimulate the child and their imagination;

Development

• Informative conversation collecting data you already know and what you don't, telling stories and legends, with questions.

what do you know

what they don't know

would like to know

• Telling the story of Saci Pererê, explaining his physical characteristics, values, and attitudes.
• Free drawing of folklore characters.
• Tongue twister work;
• Geometric shapes, with drawings of folklore characters,
• Parlendas;
• “What is it, what is it?”,
• Mathematical games;
• Modeling with clay of characters from Folklore;
• Folk rhymes;
• Legends rewriting

Resources

• Stereo;
• Logical blocks;
• Video;
• Teaching materials (cardboard, chalk, colored pencils);
• story books;
• Scraps;

Assessment

• Through informal conversation;
• Creating texts about the entire project

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Kindergarten folklore lesson plan and early grades

Justification:

• At preschool age, children are going through a transition in their behavior as they are beginning to merge a behavior previously only formed by reflexes (from when they were babies), with a new phase: a language. In this transition, the child feels the need to pretend to be someone, to fantasize about situations. Hence all the symbology reflected in make-believe games. They live in an imaginary world where they are able to think and act imitating different situations. With this, we see the importance of working Folklore. Here, we think of Folklore as a big puzzle, a big toy, in which each piece is fundamental: the dances, the legends, the games, the parlendas, the riddles, the songs, the recipes, the toys, etc. These are the pieces that make up this game called Brazilian culture. The more you play with this game, the more you get to know our country's culture, so it couldn't stay out of the pre-school space.

Objective:

• To promote the integral development of children, within an environment with playful and educational proposals, as the culture of a people is a precious asset that must be cultivated. And our goal is to dust off the word Folklore and play with the possibilities it offers.

Contents

a) Conceptual: Build concepts with children about what folklore is through their experiences.

b) Procedural: Allow children to appropriate knowledge of human culture such as new ways of playing, singing, dancing, talking, etc.

c) Attitudinal: Encourage appreciation and respect for the different ways of living of different groups and people.

Areas:

a) Personal and Social Training: socialization, respect, valuing the other, autonomy, initiative.

b) Oral and Written Language: speech, dialogue, argumentation, parlenda, travalingua, riddles, songs, writing, recipe, reading, legends, informative texts.

c) Nature and Society: history of toys and games, different ways of singing, playing and telling stories.

d) Movement: dancing, playing.

e) Music: songs.

f) Art: dramatization of legends.

g) Mathematics: construction of toys (shapes, colors, measurements, recipes).

Resources:

• books and magazines (information sources), scrap, colored paper, glue, scissors, CDs with stories and songs, toys, costumes, camera, photographic film.

Assessment:

• The observation of the children's forms of expression, their involvement in activities and satisfaction in their own productions will be an instrument for monitoring the work that will help in the evaluation and re-planning of the action educational.

Culminating Activity:

• Exhibition for parents of the Folklore Project and, through photos, research materials, materials collected and made by children and presentations.

We also suggest these other ideas for working the folklore week

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Folklore Lesson Plan Early Childhood Education at School

The history of humanity is permeated by symbolism resulting from the beliefs and traditions of each of the peoples who, through contact and the existing cultural variety, it delineates its historicity and marks its identity traits in the world.

The historical experience of a people builds its lifestyle, its traditions, customs, beliefs, and such interconnected elements form its culture.

Justification:

Folklore is the strongest expression of the way of life of each social group. Thus, taking into account the importance of cultural manifestations in the life of the population and the need for its preservation, we developed this project, in an attempt to perpetuate this important element of identity cultural. Therefore, popular knowledge is one of the starting points for pedagogical practice, thus seeking to expand knowledge, understanding and analysis of Brazilian folklore through dialogue with students, questions about their own experiences about the various legends, games, toys, parlendas, songs, tongue twisters, etc., leading them to research the theme in question.

Goals:

• Valuing cultural manifestations;
• Encourage to expand oral language;
• Encourage writing in its various modalities;
• Stimulate rhythm, creativity and pleasure through the circle songs.

Structure/Resources:

Activities will be proposed to rescue popular culture through: legends, parlendas, rhymes, games, tongue twisters, and riddles.

The activities will be developed individually and collectively with teacher and student interaction.

Students will research manifestations of Brazilian popular culture, create drawings that can illustrate the texts (parlendas, tongue twisters, short stories) worked on in the classroom referring to the theme.

For this, we will use:

• Search in LIED and with family members;
• Color paint program, writer;
• Games and games; Reading and ordering texts;
• Representation of songs and parlendas;
• Subtitled story;
• Puzzles about characters from legends and memory games.

Procedures:

Conversation and registration (probing prior knowledge);

• Explain what folklore is: they are legends, superstitions, parlendas, jokes, riddles;
• Search with parents for known legends; Socialize the legends in the classroom, through retellings;
• Choose, through voting, the students' favorite legends;
• Draw up a graph with the result of the vote (take advantage of and work on problem situations in mathematics);
• Ask students (in pairs) to rewrite some legends;
• Survey the tongue twisters known to the class;
• Socialize the tongue twisters and organize reading sheets for each of them;
• Take the sheets home with the tongue twisters so they can read;
• Read some riddles to the class, who try to figure out the answers;
• Organize a riddle championship in the room;
• Representation of nursery rhymes and parlendas
• Manufacture of mobiles referring to the worked parts
• Promote internet searches.

Assessment:

As this theme is rich in content and activities to be developed, enabling a good performance in the work of the content mentioned above, it is concluded that this is a relevant topic for the development of skills and competences previously cited.