The Son of the Turtle Spirit is a Chinese folktale.
List some of the well-known folktales from Malaysia .
a) “Bawang Putih and Bawang Merah”
b) “Badang”
c)"Si Tanggang"
d) The Story of the Coconut Tree
c)"Si Tanggang"
d) The Story of the Coconut Tree
e) Paddy That Turns To Gold.
List some of the possible issues found in The Son of the Turtle Spirit
Some of the issues I have discovered in ‘The Son of the Turtle Spirit’ are:-
1.) In the Chinese belief, some spirits are said to commit adultery with human men / women. This normally takes place during the seventh month of the Chinese calendar where it is believed that the gates of hell are opened during this period. There are some claims which I have read in the newspaper stating that a male spirit impregnated a Chinese woman during the seventh month of the Chinese calendar. So this story reinforces my background knowledge of the spirit in accordance with the Chinese belief system.
2.) It is also known in the Chinese culture that some turtles has spirits which manifests at night and disappear at dawn before the sunrise.
3.) The Chinese community may shift their ancestral / elders remains if the necessity arises. For example, they may shift their ancestral / elders remains upon the request of the dead one through their dreams or they may shift the remains if they find a more suitable place to bury it. The costs of shifting the remains are quite expensive not only in the story but also in the real life. The Chinese community has a strong belief system that the location of the burial ground is very important because it affects the wealth and the well-being of the deceased descendants. In this story, it is stated clearly in the 8th paragraph that “the sons and grandsons of anyone buried there would certainly rise to high honours.”
4.) Regardless of race and religion, we have a common belief system of ‘fate’. The son of the turtle spirit was supposed to place the remains of the rich man’s grandfather in the dragon’s mouth. Instead, he hung the bones on the dragon's horns because he followed his mother’s instructions. Finally, the son of the turtle spirit became the Emperor, and the son of the rich man was his minister. That is why I said that our life depends on our fates. We can only plan for something and work hard for it but as we all know our fate is predetermined by god. Everything in the universe works in accordance to the Almighty’s good will.
Are those issues universal in nature or are they only relevant in the Chinese culture?
Answer: Issues one to three are only relevant in the Chinese culture. Meanwhile the fourth issue is universal in nature regardless of race and religion.
Fables
What are the other morals that can be gotten from the other fables by Aesop? List at least two
The other morals that can be gotten from other fables by Aesop are:
a) It is wise to turn circumstances to good account – The Bat and the Weasel
b) Like will draw like – The Charcoal-Burner and the Fuller
c) In serving the wicked, expect no reward, and be thankful if you escape injury for your pains- The Wolf
and the Crane
b) Like will draw like – The Charcoal-Burner and the Fuller
c) In serving the wicked, expect no reward, and be thankful if you escape injury for your pains- The Wolf
and the Crane
d) Self-help is the best help – Hercules and the Wagoner
e) The loiterer often blames delay on his more active friend- The Traveler and His Dog
Myths
One well-known literary figure from the Elizabethan age is William Shakespearse who used Ovid’s Pyramus and Thisbe as a model to his famous play entitled Romeo and Juliet. The play manages to hold the audiences’ attention until now.
One well-known literary figure from the Elizabethan age is William Shakespearse who used Ovid’s Pyramus and Thisbe as a model to his famous play entitled Romeo and Juliet. The play manages to hold the audiences’ attention until now.
Legends
The popular legends we have in Malaysia are:
The popular legends we have in Malaysia are:
a) The Legend of Mahsuri
b) Kedah's Legendary Fanged King
c) The Magical Lake Of Pregnant Maiden
d) The Legend of Hang Tuah
e) The Legend of Puteri Saadong
f) The Legend of Puteri Gunung Ledang
Look at the questions below. Answers can be found on internet sources. This will help you get a basic understanding of what Le Mort d’Arthur is about.
1. Who is Thomas Malory?
1. Who is Thomas Malory?
2. When was Le Mort d’Arthur written?
Although Le Morte d'Arthur is thought to have been written in 1469, the first known publication was in 1485, by William Caxton.
3. How many books/ parts are there in LMDA?
They are 8 books of LMDA which are:
4. What is book 8 about?
Book 8 is about The Death of Arthur
5. Who were the two people who had an affair?
Sir Launcelot and Queen Genevere
6. Book 6 has a strong connection to a popular modern fiction which is now a movie. What is the title of the popular modern fiction?
“The Noble Tale of the Sangreal”
7. State three well-known facts about King Arthur/ his time as a King
i) Arthur was thrown by the waves on the beach by Merlin’s Cave
ii) He is identified with the known history of a Celtic chieftain of the period who led
his countrymen in the West in their resistance against Saxon invaders.
iii) Arthur’s sword was known as statuies
Think of 2 ways in which you can use folktales/fables/myths or legends in the classroom. Explain briefly.
There are many ways that folktales/fables/myths or legends can be taught in the classroom. I will carry out both group/pair and individual work. Pair work enable teacher to engage students in interactive communication and induce students’ interest in the subject matter. Moreover, it is good to encourage and increase co-operation level among the students. This is vital because the co-operation skill will be applied by the students in the tertiary level and also in their respective careers. While Individual work can make students fell more motivated and committed to their work apart of work harder and perform better.
The examples of some group activities that can be carried out in the classroom are as follows:-
a.) Simplify the language used in the story.
b.) Turn the story into dialogue form.
a.) Simplify the language used in the story.
b.) Turn the story into dialogue form.
c.) Brainstorm on the important issues found in the folktales/fables/myths or legends.
d.) Using role-play and simulation in the classroom. The best example is the mock trial.
e.) Rewrite alternative endings for the folktales/fables/myths or legends.
f.) Write their opinions about the characters and the story.
g.) Carrying out drama activities based on the folktales/fables/myths or legends in the classroom.
The examples of Individual activities that can be carried out in the classroom are as follows:-
a.) Reading comprehension.
a.) Reading comprehension.
b.) Identification of plot, characters, themes, point of view, settings, symbols, metaphors, tone, style, irony and etc.
c.) Sequencing activities such as unscrambling the events, filling in the missing events or charting the development of the plot.
d.) Paraphrasing or retelling of the story such as gap filling exercises, summary writing and story telling sessions where students take turns to narrate the story until it is completed.
e.) Predicting the events in the story.
f.) Linking / perceiving relationships such as identifying the cause-effect relationship of characters and events in the plot.
g.) Analysing conflict in characters.
h.) Responding to characters in texts.
i.) Insight into characters in literary texts. Examples of activities are matching characters and traits, inferring characters’ traits, perceiving characters and analysing character relationships.
j.) Using extrinsic visual support to teach folktales/fables/myths or legends in the classroom. Examples of extrinsic visual support are illustrations and pictures, maps, photographs (including slides), objects, video recordings and so on.
After students finished the task in a time frame given, they will have to to present their work to the class and submit the written version of their task to teacher.
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