📚 Lesson Introduction Breakdown:

"The Poetry Foundation (2021) describes Mother Goose as an often cited author of many
children’s stories, chants, songs, games, and nursery rhymes."
Explanation: The Poetry Foundation says that "Mother Goose" is a name people often use when
referring to the writer of many famous stories and rhymes for children.
Analysis: Mother Goose is not a real person, but a traditional name given to the unknown
authors of popular old rhymes.

"They started in oral or recited form and have eventually been passed down from
generation to generation and have been published many times for many centuries now."
Explanation: These rhymes were first spoken out loud and shared by people before they were
written down and printed.
Analysis: This shows how long-lasting and beloved these rhymes are—they've been around for
centuries!

"The most famous of these are her nursery rhymes that are often identified and published
as Mother Goose Rhymes."
Explanation: The most well-known works connected to Mother Goose are the nursery rhymes,
which are now collected and printed under her name.
Analysis: These nursery rhymes became a staple in children’s literature and continue to
influence early childhood learning.

Now, let's break down each nursery rhyme included in the first part of the lesson:

🐑 1. Baa, Baa, Black Sheep

Text:
Baa, baa, black sheep
Have you any wool?
Yes sir, yes sir, three bags full.
One for the master,
And one for the dame,
And one for the little boy
Who lives down the lane.

Explanation (line-by-line):

 “Baa, baa, black sheep” – This is how a sheep's sound is written (called onomatopoeia).
 “Have you any wool?” – Someone is asking the sheep if it has any wool to give.
 “Yes sir, yes sir, three bags full.” – The sheep answers politely that it has a lot of wool—
three bags full!
  “One for the master,” – One bag is for the man of the house (the boss).
 “And one for the dame,” – One is for the lady of the house.
 “And one for the little boy who lives down the lane.” – The last one is for a nearby child.

Theme/Analysis:
This rhyme may seem simple, but it reflects the social structure of the past—showing how goods
were distributed to different members of a household and community. It may also relate to the
wool industry in England during the 18th century.

🐄 2. Hey Diddle Diddle

Text:
Hey, diddle, diddle,
The cat and the fiddle,
The cow jumped over the moon;
The little dog laughed
To see such sport,
And the dish ran away with the spoon.

Explanation (line-by-line):

 “Hey, diddle, diddle” – Just a playful opening phrase.

 “The cat and the fiddle” – A cat is playing a musical instrument.
 “The cow jumped over the moon” – A silly and magical image of a cow leaping over the
moon.
 “The little dog laughed to see such sport” – A small dog finds it all very funny.
 “And the dish ran away with the spoon.” – Two pieces of kitchenware come to life and
run off together.

Theme/Analysis:
This rhyme is full of nonsense and fantasy. It’s meant to amuse children with its absurd and
imaginative scenes. It encourages creativity and fun.

🐭 3. Hickory, Dickory, Dock

Text:
Hickory, dickory, dock,
The mouse ran up the clock;
The clock struck one,
And down he run,
Hickory, dickory, dock.
Explanation (line-by-line):

 “Hickory, dickory, dock” – These are nonsense syllables, like a rhythm or chant.
 “The mouse ran up the clock” – A little mouse climbs up a clock.
 “The clock struck one” – The clock chimes one time.
 “And down he run” – The noise scares the mouse, and he runs back down.
 “Hickory, dickory, dock.” – Repeats the rhythm to close the rhyme.

Theme/Analysis:
This rhyme introduces children to the concept of time in a fun and memorable way. It uses
rhyme and rhythm to engage early learners.

🐿️4. How Much Wood Could a Woodchuck Chuck

Text:
How much wood could a woodchuck chuck
If a woodchuck could chuck wood?
As much wood as a woodchuck could chuck,
If a woodchuck could chuck wood.

Explanation (line-by-line):

 This is a tongue-twister asking how much wood a woodchuck (a type of rodent) could
throw or move if it had the ability.

Theme/Analysis:
This rhyme is all about sound and fun. It doesn't tell a story but helps children practice
pronunciation and rhythm. It's also a great exercise for memory and language skills

🐑 1. Baa, Baa, Black Sheep

Moral Lesson:
🧵 Sharing is caring. The wool is shared fairly among different people, showing the importance
of generosity and helping others in the community.

🐄 2. Hey Diddle Diddle

Moral Lesson:
🎶 Imagination is powerful and fun. Even though the rhyme is silly and full of fantasy, it shows
that creativity can make people laugh and dream big.
🐭 3. Hickory, Dickory, Dock

Moral Lesson:
⏰ Time is always moving. This rhyme introduces children to the concept of time and routines. It
also reminds us to be aware of our surroundings, just like the mouse who runs away when the
clock strikes.

🐿️4. How Much Wood Could a Woodchuck Chuck

Moral Lesson:
🗣️Practice makes perfect. This tongue-twister helps develop speech, rhythm, and pronunciation.
It teaches us to challenge ourselves and have fun while learning

📘 Lesson 2: “The Owl and the Pussycat” by Edward Lear

📝 Introduction (From the Lesson Info)

"Edward Lear, known for his nonsensical writing..."

Edward Lear was famous for writing funny, imaginative poems that often don’t make literal sense. This
type of writing is called nonsense poetry—it’s meant to entertain and make people smile, often using
made-up words and silly situations.

"...wrote “The Owl and the Pussycat” in his book 'Nonsense Songs, Stories, Botany, and Alphabets'
(1871)."
This specific poem was published in a book full of silly and fun poems.

"The Owl and the Pussycat has three stanzas..."

The poem has three parts (stanzas), and each has eleven lines.

"The poem’s rhyming scheme is ABABCDCD (first stanza), EFEFGHGH (second), and IJIJKLKL (third)."
That just means certain lines rhyme with each other in a pattern, helping the poem sound musical and
fun when read aloud.

"By genre, 'The Owl and the Pussycat' is a narrative poem."

This means it’s a story poem — it tells a story using rhyme and rhythm

🦉 Now let’s go through the poem — Line by Line with Explanations

Stanza I

1. "The Owl and the Pussy-cat went to sea"

👉 An owl (a bird) and a pussycat (a cat) are sailing together on the ocean.
2. "In a beautiful pea-green boat,"
👉 Their boat is painted a soft green color, like peas.

3. "They took some honey, and plenty of money,"

👉 They brought food (honey) and money with them on their trip.

4. "Wrapped up in a five-pound note."

👉 The money was wrapped in a British five-pound note — showing the silliness of how they carry it.

5. "The Owl looked up to the stars above,"

👉 The owl gazes at the stars in the sky — maybe dreaming or feeling romantic.

6. "And sang to a small guitar,"

👉 He plays a little guitar and sings.

7. "O lovely Pussy! O Pussy, my love,"

👉 The owl is singing a love song to the cat.

8. "What a beautiful Pussy you are,"

👉 He compliments her and says she’s beautiful.

9–11. "You are, You are! What a beautiful Pussy you are!"
👉 These lines repeat to create rhythm and emotion — showing how much he loves her.

🔍 Meaning of Stanza I:
The owl and the cat are in love and decide to go on a journey together. The owl sings a sweet love song
during the trip.

Stanza II

1. "Pussy said to the Owl, 'You, elegant fowl!'"

👉 The cat replies, calling the owl a “fowl” (a bird) and compliments his singing.

2. "How charmingly sweet you sing!"

👉 She loves his music and thinks he sings beautifully.

3. "O let us be married! too long we have tarried:"

👉 She wants to marry him. "Tarried" means they've waited too long.

4. "But what shall we do for a ring?"

👉 They need a wedding ring to get married.
5. "They sailed away, for a year and a day,"
👉 They sail for a very long time, searching for a ring — this adds a fairytale feel.

6. "To the land where the Bong-Tree grows"

👉 A made-up, magical place — this is part of Lear’s nonsense style.

7. "And there in a wood a Piggy-wig stood"

👉 They find a pig with something special.

8. "With a ring at the end of his nose,"

👉 The pig has a ring through its nose (like some animals wear).

9–11. "His nose, His nose, With a ring at the end of his nose."
👉 Again, repeating for musical and humorous effect.

🔍 Meaning of Stanza II:

The cat proposes marriage, and the two go on an adventure to find a wedding ring. Eventually, they find
a pig who has one in his nose.

Stanza III

1. "'Dear Pig, are you willing to sell for one shilling / Your ring?' Said the Piggy, 'I will.'"
👉 They politely ask the pig to sell his nose ring for one shilling (an old coin). The pig agrees.

3. "So they took it away, and were married next day / By the Turkey who lives on the hill."
👉 They use the ring to get married. A turkey acts as the priest or officiant — again, funny and
nonsensical.

5. "They dined on mince, and slices of quince,"

👉 After the wedding, they eat fancy food: mince (chopped meat or fruit) and quince (a fruit).

6. "Which they ate with a runcible spoon;"

👉 A “runcible spoon” is a made-up word Lear invented — maybe something like a spork.

7. "And hand in hand, on the edge of the sand,"

👉 The two lovers walk together hand in hand by the sea.

8–11. "They danced by the light of the moon, The moon, The moon, They danced by the light of the
moon."
👉 They celebrate their love under the moonlight. Romantic and peaceful.
🔍 Meaning of Stanza III:
They buy the ring, get married by a turkey, eat a fun meal, and dance happily together — a happy ending
to their love story.

💡 What Is the Poem Trying to Imply? (Theme and Interpretation)

 This poem is about love, imagination, and adventure.

 It shows how love can exist in unexpected places — even between an owl and a cat!
 The story uses nonsense and fantasy to express the beauty of love, creativity, and going on
adventures together.
 It teaches us to follow our hearts, enjoy life’s journey, and embrace the silly, magical parts of life.
 There's also a lesson in kindness and cooperation — they solve problems together, ask politely,
and celebrate simply.

📝 Background Info (From Your Lesson)

"Lewis Carroll, an English poet, wrote in 1871 the greatest nonsensical ballad 'Jabberwocky'."
Lewis Carroll (the same author of Alice in Wonderland) wrote this fun, silly, and imaginative poem. It’s
one of the most famous nonsense poems ever created.

"This poem is a part of 'Through the Looking-Glass, and What Alice Found There'"
This poem appears in Carroll’s second novel, which follows Alice on her adventures in a magical,
backward world.

"Using nonsensical word combinations..."

Carroll made up many strange, imaginary words in this poem. Even though the words are made-up, the
story still makes sense when you imagine it.

"He used a ballad genre to present the conflict of good versus evil..."
The poem is written like a ballad, which is a story in verse. It tells the tale of a heroic battle between a
brave person and a monster (the Jabberwock).

"This poem is appreciated for its appeals in the imagination and to one’s ears."
Even though many words are made-up, the poem still sounds beautiful and exciting — which is why
people enjoy reading or hearing it.

🧩 Now Let’s Break Down the Poem – Line by Line

I’ll explain each sentence and give a simple idea of what it might mean.
📜 STANZA 1: Setting the Scene

’Twas brillig, and the slithy toves / Did gyre and gimble in the wabe:
👉 It was "brillig" (an invented word, maybe like evening), and strange creatures called "slithy toves" were
spinning and twisting around a place called "wabe". This is a fun, nonsense way to describe a strange
land.

All mimsy were the borogoves, / And the mome raths outgrabe.
👉 More strange creatures! The "borogoves" were sad and droopy ("mimsy"), and "mome raths" were
making odd sounds ("outgrabe").
🔍 This stanza sets the magical, mysterious, and slightly creepy atmosphere.

📜 STANZA 2: A Warning!

“Beware the Jabberwock, my son! / The jaws that bite, the claws that catch!”
👉 A father warns his son about the dangerous Jabberwock, a scary beast with sharp teeth and claws.

“Beware the Jubjub bird, and shun / The frumious Bandersnatch!”

👉 He also warns him about two other strange and dangerous creatures: the Jubjub bird and the
Bandersnatch, which is "frumious" — a made-up word combining "furious" and "fuming".

🔍 This stanza introduces the conflict — a young hero is being told to beware of monsters in a wild,
unknown land.

📜 STANZA 3: The Hero Prepares

He took his vorpal sword in hand; / Long time the manxome foe he sought—
👉 The son grabs his magical sword (the “vorpal sword”) and searches for his scary enemy (the “manxome
foe” = dangerous monster).

So rested he by the Tumtum tree / And stood awhile in thought.

👉 He pauses to rest and think under a strange tree, called the "Tumtum tree".

🔍 This stanza builds suspense — the hero is preparing mentally and physically for the upcoming fight.

📜 STANZA 4: The Battle Begins!

And, as in uffish thought he stood, / The Jabberwock, with eyes of flame,
👉 While deep in thought, suddenly — the Jabberwock appears, its eyes burning with anger!

Came whiffling through the tulgey wood, / And burbled as it came!

👉 The Jabberwock moves noisily through the thick, dark forest, making strange sounds as it approaches.

🔍 This stanza shows the monster entering, and the tension rising — it's time for action!

📜 STANZA 5: The Victory

One, two! One, two! And through and through / The vorpal blade went snicker-snack!
👉 In just a few sword moves, the hero slashes the beast with his magic sword.

He left it dead, and with its head / He went galumphing back.

👉 The Jabberwock is defeated. The hero cuts off its head and proudly returns, walking with joy
("galumphing" = galloping + triumphing).

🔍 This stanza shows the climax — the monster is defeated, and good wins over evil.

📜 STANZA 6: The Celebration

“And hast thou slain the Jabberwock? / Come to my arms, my beamish boy!”
👉 The father is proud and excited. He hugs his "beamish boy" (another made-up word — maybe meaning
shining or joyful).

“O frabjous day! Callooh! Callay!” / He chortled in his joy.

👉 They celebrate with nonsense cheer. “Frabjous” means fabulous + joyous, and “Callooh! Callay!” are
joyful cries.

🔍 This stanza is the happy ending — the hero is rewarded, and peace returns.

📜 STANZA 7: Return to the Beginning

’Twas brillig, and the slithy toves / Did gyre and gimble in the wabe:
All mimsy were the borogoves, / And the mome raths outgrabe.
👉 The poem ends with the same lines as the beginning — returning to the magical setting, like a
storybook closing.
💬 What Is the Poem Trying to Imply? (Meaning & Theme)

Even though it's full of nonsense words, we can understand the main ideas:

🌟 Main Themes:

1. Good vs. Evil:

A young hero defeats a dangerous beast to protect himself or others.
2. Bravery and Heroism:
The boy shows courage, goes on a quest, and succeeds — a classic hero’s journey.
3. Imagination and Creativity:
Carroll uses completely made-up words, yet we still understand the story. It shows how powerful
the imagination can be.
4. Celebrating Nonsense:
The poem is fun, silly, and joyful — showing that not everything needs to make perfect sense to
be meaningful or enjoyable.

✅ Summary of the Lesson

Part What It Teaches

Background Info Carroll used nonsense poetry to create a magical adventure.

Poem Structure 7 stanzas, full of invented words and rhymes.

Storyline A brave boy defeats a monster, returns as a hero, and is celebrated.

Meaning Bravery, imagination, and joy can be found in even the strangest of stories.

📝 BACKGROUND INFO (from the lesson)

"Little Red Riding Hood and the Wolf" by Roald Dahl (The Poetry Archive, 2021)
Roald Dahl was a famous British author known for stories with dark humor and clever twists (Matilda,
Charlie and the Chocolate Factory, etc.). In this poem, he rewrites Little Red Riding Hood in a more sassy,
bold, and unexpected way.

It’s a narrative poem, meaning it tells a story in verse form, using rhymes.

📖 POEM EXPLANATION (Line by Line)

"As soon as Wolf began to feel / That he would like a decent meal,"
👉 The Wolf is hungry and wants something better than usual to eat.

"He went and knocked on Grandma’s door. / When Grandma opened it, she saw"
👉 The Wolf goes to Grandma’s house. She answers the door.

"The sharp white teeth, the horrid grin, / And Wolfie said, 'May I come in?'"
👉 Grandma sees the scary Wolf grinning. He politely asks to come inside.

"Poor Grandmamma was terrified, / 'He’s going to eat me up!' she cried."
👉 Grandma is scared and knows the Wolf wants to eat her.

"And she was absolutely right. / He ate her up in one big bite."
👉 Yep, she was right. The Wolf gobbles her down in one bite.

"But Grandmamma was small and tough, / And Wolfie wailed, 'That’s not enough!'"
👉 Grandma didn’t satisfy his hunger. She was small and chewy.

"'I haven’t yet begun to feel / That I have had a decent meal!'"
👉 The Wolf is still hungry — he wants more food.

"He ran around the kitchen yelping, / 'I’ve got to have a second helping!'"
👉 He complains and wants another meal right away.

"Then added with a frightful leer, / 'I’m therefore going to wait right here / Till Little Miss Red Riding
Hood / Comes home from walking in the wood.’"
👉 He decides to stay and wait for Red Riding Hood, thinking she’ll make a better meal.

"He quickly put on Grandma’s clothes, / (Of course he hadn’t eaten those)."
👉 Like in the original story, he disguises himself as Grandma by wearing her clothes.

"He dressed himself in coat and hat. / He put on shoes, and after that / He even brushed and curled
his hair, / Then sat himself in Grandma’s chair."
👉 The Wolf goes all out with his disguise. He gets dressed, grooms himself, and waits.

"In came the little girl in red. / She stopped. She stared. And then she said,"
👉 Little Red Riding Hood arrives. She immediately notices something strange.

"'What great big ears you have, Grandma.' / 'All the better to hear you with,’ the Wolf replied."
👉 This is directly from the original fairy tale — the girl comments on Grandma's features.

"'What great big eyes you have, Grandma,’ / said Little Red Riding Hood."
👉 She keeps commenting on the strange features.
"'All the better to see you with,’ the Wolf replied."
👉 He keeps playing along.

"He sat there watching her and smiled. / He thought, I’m going to eat this child."
👉 The Wolf is secretly thinking about eating Red — he’s pretending to be Grandma still.

"Compared with her old Grandmamma / She’s going to taste like caviar."
👉 He thinks she’ll be much tastier than Grandma — a real treat.

"Then Little Red Riding Hood said, 'But Grandma, / what a lovely great big furry coat you have on.’"
👉 Red Riding Hood is suspicious and clever. She doesn’t follow the script exactly.

"'That’s wrong!' cried Wolf. 'Have you forgot / To tell me what BIG TEETH I’ve got?'"
👉 The Wolf is annoyed — she missed the part about his big teeth, which he wants her to notice before
he eats her.

"'Ah well, no matter what you say, / I’m going to eat you anyway.’"
👉 He gives up pretending and decides to attack her.

"The small girl smiles. One eyelid flickers. / She whips a pistol from her knickers."
👉 Surprise! Red Riding Hood is not helpless — she pulls out a gun from her underwear!

"She aims it at the creature’s head / And bang bang bang, she shoots him dead."
👉 She shoots and kills the Wolf right there. Total reversal of the classic story!

"A few weeks later, in the wood, / I came across Miss Riding Hood."
👉 The narrator says he saw Red later on in the forest.

"But what a change! No cloak of red, / No silly hood upon her head."
👉 She’s changed — more mature, no more red cloak.

"She said, 'Hello, and do please note / My lovely furry wolfskin coat.’"
👉 She used the dead wolf to make a coat out of his fur. Fierce!

🎯 WHAT DOES THE POEM MEAN / WHAT IS IT TRYING TO IMPLY?

🌟 Themes:

1. Female Empowerment:
In this version, Red Riding Hood is not helpless. She defends herself and takes control of the
situation.
2. Twisting Expectations:
The poem plays with your expectations. You think it’ll follow the old tale, but instead, it flips the
ending and surprises you.
 3. Dark Humor:
Roald Dahl loves using funny violence and unexpected events to make the story more exciting
and a little bit shocking.
4. Revenge and Survival:
Red Riding Hood doesn’t just survive; she thrives — and even turns the wolf into a fashion
statement.

🧠 STORY ANALYSIS AND ELEMENTS

Here’s the literary breakdown:

Element Details

Title Little Red Riding Hood and the Wolf

Author Roald Dahl

Genre Narrative poem (retelling of a fairy tale)

Setting Grandma’s house, forest

Characters Wolf, Grandma, Little Red Riding Hood

Plot The wolf eats Grandma, tries to eat Red, but she kills him and wears his coat

Conflict Wolf wants to eat Red; Red is prepared and fights back

Climax Red surprises the Wolf by pulling out a gun

Resolution Red kills the Wolf and moves on, now powerful and independent

Tone Humorous, bold, unexpected

Moral / Lesson Don’t underestimate others; stand up for yourself; be brave and clever

✅ Final Takeaway:

Roald Dahl’s version of Little Red Riding Hood is a funny, modern retelling that teaches us to be smart,
fearless, and independent — even in the face of danger. It also reminds us that stories don’t always have
to end the way we expect. 💥

📚 Background of the Poem

"Life Doesn’t Frighten Me" by Maya Angelou

This poem was written in 1993 by Maya Angelou, a legendary American poet, storyteller, activist, and
autobiographer. She is known for writing about strength, identity, courage, and the Black experience.
  The poem is written from the perspective of a brave young speaker who refuses to be scared by
things that usually frighten children.
 It’s written in free verse — meaning it doesn’t follow a strict rhyme pattern.
 The theme of the poem is bravery, courage, and inner strength — even in the face of scary or
dangerous situations.

✍️Line-by-Line Explanation of the Poem

"Shadows on the wall"

🔹 This refers to something scary that children might see in their rooms at night — but the speaker
mentions it first to show confidence.

"Noises down the hall"

🔹 Strange or spooky noises at night — another common fear.

"Life doesn’t frighten me at all"

🔹 The speaker says boldly: these things don’t scare me. This line repeats often to show confidence.

"Bad dogs barking loud"

🔹 Loud, angry dogs can be scary — but not to the speaker.

"Big Ghosts in a cloud"

🔹 Imaginary ghosts in the sky — the speaker dismisses them too.

"Life doesn’t frighten me at all"

🔹 Repetition again — she refuses to be afraid.

"Mean old Mother Goose"

🔹 Refers to old fairy tales or characters — even scary ones don’t scare her.

"Lions on the loose"

🔹 Dangerous animals — she’s still not afraid.

"They don’t frighten me at all"

🔹 She stands strong even in wild or threatening situations.
"Dragons breathing flame / On my counterpane"
🔹 Dragons — fantasy monsters — are imagined on her bed covers ("counterpane" means bedspread).
But even in her imagination, she stays brave.

"That doesn’t frighten me at all"

🔹 Reaffirming her fearlessness.

"I go boo / Make them shoo"

🔹 She fights fear by scaring the scary things back — taking control.

"I make fun / Away they run"

🔹 She laughs at scary things — making them powerless.

"I won’t cry / So they fly"

🔹 She won’t show fear or tears — and fear itself disappears.

"I just smile / They go wild"

🔹 Even when fear comes, she smiles — and it can’t touch her.

"Life doesn’t frighten me at all"

🔹 Repeating her brave mindset again.

"Tough guys fight / All alone at night"

🔹 Even when people act tough or threatening, she’s not scared — especially in dark, lonely situations.

"Life doesn’t frighten me at all"

🔹 She stays calm, not afraid of conflict or danger.

"Panthers in the park / Strangers in the dark"

🔹 Dangerous animals and mysterious people — still, she’s fearless.

"No, they don’t frighten me at all"

🔹 Confidence continues — no hesitation.

"That new classroom where / Boys all pull my hair"

🔹 Even new, uncomfortable social situations (like being teased at school) don’t scare her.
"(Kissy little girls with their hair in curls)"
🔹 She may be annoyed by them too, but she handles it. These are things children often face.

"They don’t frighten me at all"

🔹 She refuses to be intimidated — even by social pressure or teasing.

"Don’t show frogs and snakes / And listen for my scream,"

🔹 Frogs and snakes are common fears. Others may try to scare her with them.

"If I’m afraid at all / It’s only in my dreams"

🔹 She admits that maybe she gets scared sometimes — but only in dreams, not in real life.

"I’ve got a magic charm / That I keep up my sleeve,"

🔹 She imagines she has a secret power — a charm that protects her. This symbolizes her inner strength
and confidence.

"I can walk the ocean floor / And never have to breathe"
🔹 She's powerful in her imagination — like a superhero. Nothing is impossible for her.

"Life doesn’t frighten me at all / Not at all / Not at all"

🔹 Final lines: full confidence. She repeats it for emphasis — she's strong, fearless, and unstoppable.

🌟 Overall Meaning of the Poem

This poem is about the power of self-belief. The speaker may be young, but she shows incredible
strength and courage. Maya Angelou uses simple images — ghosts, dragons, strangers — to represent
everyday fears. But the message is clear:

“Don’t let fear control you — you are stronger than your fear.”

Even if scary things are around you, you can face them with courage, imagination, and confidence.

📖 Poem Analysis & Elements

Element Details

Title Life Doesn’t Frighten Me

 Element Details

Author Maya Angelou

Genre Lyric/Narrative Poem

Tone Brave, playful, confident

Speaker A child or childlike voice who shows strength

Mood Empowering, bold

Themes Courage, fear, imagination, self-confidence

Imagery Dragons, ghosts, lions, strangers — all symbols of fear

Repetition “Life doesn’t frighten me at all” — repeated to reinforce courage

Symbolism "Magic charm" = personal strength and protection

Conflict Inner fear vs. bravery

Resolution Fear is defeated by bold thinking and self-trust

✅ Moral or Lesson of the Poem

 Believe in yourself.
 Fear is only powerful if you let it control you.
 Use your imagination and inner strength to overcome challenges.
 Bravery doesn't mean you're never afraid — it means you stand tall anyway

✍️Line-by-Line Explanation of the Poem

"Shadows on the wall"

🔹 This refers to something scary that children might see in their rooms at night — but the speaker
mentions it first to show confidence.

"Noises down the hall"

🔹 Strange or spooky noises at night — another common fear.

"Life doesn’t frighten me at all"

🔹 The speaker says boldly: these things don’t scare me. This line repeats often to show confidence.
"Bad dogs barking loud"
🔹 Loud, angry dogs can be scary — but not to the speaker.

"Big Ghosts in a cloud"

🔹 Imaginary ghosts in the sky — the speaker dismisses them too.

"Life doesn’t frighten me at all"

🔹 Repetition again — she refuses to be afraid.

"Mean old Mother Goose"

🔹 Refers to old fairy tales or characters — even scary ones don’t scare her.

"Lions on the loose"

🔹 Dangerous animals — she’s still not afraid.

"They don’t frighten me at all"

🔹 She stands strong even in wild or threatening situations.

"Dragons breathing flame / On my counterpane"

🔹 Dragons — fantasy monsters — are imagined on her bed covers ("counterpane" means bedspread).
But even in her imagination, she stays brave.

"That doesn’t frighten me at all"

🔹 Reaffirming her fearlessness.

"I go boo / Make them shoo"

🔹 She fights fear by scaring the scary things back — taking control.

"I make fun / Away they run"

🔹 She laughs at scary things — making them powerless.

"I won’t cry / So they fly"

🔹 She won’t show fear or tears — and fear itself disappears.

"I just smile / They go wild"

🔹 Even when fear comes, she smiles — and it can’t touch her.

"Life doesn’t frighten me at all"

🔹 Repeating her brave mindset again.
"Tough guys fight / All alone at night"
🔹 Even when people act tough or threatening, she’s not scared — especially in dark, lonely situations.

"Life doesn’t frighten me at all"

🔹 She stays calm, not afraid of conflict or danger.

"Panthers in the park / Strangers in the dark"

🔹 Dangerous animals and mysterious people — still, she’s fearless.

"No, they don’t frighten me at all"

🔹 Confidence continues — no hesitation.

"That new classroom where / Boys all pull my hair"

🔹 Even new, uncomfortable social situations (like being teased at school) don’t scare her.

"(Kissy little girls with their hair in curls)"

🔹 She may be annoyed by them too, but she handles it. These are things children often face.

"They don’t frighten me at all"

🔹 She refuses to be intimidated — even by social pressure or teasing.

"Don’t show frogs and snakes / And listen for my scream,"

🔹 Frogs and snakes are common fears. Others may try to scare her with them.

"If I’m afraid at all / It’s only in my dreams"

🔹 She admits that maybe she gets scared sometimes — but only in dreams, not in real life.

"I’ve got a magic charm / That I keep up my sleeve,"

🔹 She imagines she has a secret power — a charm that protects her. This symbolizes her inner strength
and confidence.

"I can walk the ocean floor / And never have to breathe"
🔹 She's powerful in her imagination — like a superhero. Nothing is impossible for her.
"Life doesn’t frighten me at all / Not at all / Not at all"
🔹 Final lines: full confidence. She repeats it for emphasis — she's strong, fearless, and unstoppable.

🌟 Overall Meaning of the Poem

This poem is about the power of self-belief. The speaker may be young, but she shows incredible
strength and courage. Maya Angelou uses simple images — ghosts, dragons, strangers — to represent
everyday fears. But the message is clear:

“Don’t let fear control you — you are stronger than your fear.”

Even if scary things are around you, you can face them with courage, imagination, and confidence.

📖 Poem Analysis & Elements

Element Details

Title Life Doesn’t Frighten Me

Author Maya Angelou

Genre Lyric/Narrative Poem

Tone Brave, playful, confident

Speaker A child or childlike voice who shows strength

Mood Empowering, bold

Themes Courage, fear, imagination, self-confidence

Imagery Dragons, ghosts, lions, strangers — all symbols of fear

Repetition “Life doesn’t frighten me at all” — repeated to reinforce courage

Symbolism "Magic charm" = personal strength and protection

Conflict Inner fear vs. bravery

Resolution Fear is defeated by bold thinking and self-trust

✅ Moral or Lesson of the Poem

 Believe in yourself.
 Fear is only powerful if you let it control you.
 Use your imagination and inner strength to overcome challenges.
  Bravery doesn't mean you're never afraid — it means you stand tall anyway.

Let me know if you'd like a visual summary, mini quiz, or study guide to help you review this

✅ Sentence 1:

"In this module, we were able to revisit the poems of our childhood and adolescents— the
Mother Goose Rhymes and some few famous short poems for children and adolescents,
particularly The Owl and the Pussycat by Edward Lear, Jabberwocky by Lewis Carroll,
Little Red Riding Hood by Roald Dahl, and Life Doesn’t Frighten Me by Maya Angelou."

🟡 What this means: This lesson helped you go back and study poems that many people read or
hear when they are kids or teenagers. These include:

 Mother Goose Rhymes – old traditional poems or nursery rhymes.

 The Owl and the Pussycat – a silly, romantic story-poem.
 Jabberwocky – a nonsense poem with made-up words that still tells a story.
 Little Red Riding Hood – a funny twist on the classic fairy tale.
 Life Doesn’t Frighten Me – a poem about bravery, written in a strong voice.

🔎 What it’s trying to imply: You’re learning to see deeper meaning in poems you may already
know — not just to enjoy them, but to understand how they teach us values, lessons, and
creativity.

✅ Sentence 2:

"Through our required readings and our writing activities, we were able to describe the
authorship and attributions of Mother Goose rhymes..."

🟡 What this means: By reading and writing, you learned about who wrote (or is believed to
have written) the Mother Goose rhymes — even though “Mother Goose” is not a real person,
but a name used for traditional stories and rhymes passed down through generations.

🔎 What it’s trying to imply: It wants you to understand the origins of these rhymes — that
they come from history and are important in the development of literature for children.

✅ Sentence 3:
"...and discuss their values to the young’s cognitive development, speech, reading,
language, creativity, history, mathematics, physical, social and emotional aspects of the
children’s development."

🟡 What this means: You also talked about how these poems help children grow and learn in
many ways. Let’s break this down:

 Cognitive development – improves thinking and memory.

 Speech – helps kids practice speaking sounds and words.
 Reading & language – makes learning to read fun and rhythmic.
 Creativity – sparks imagination and storytelling.
 History – teaches about the past and old traditions.
 Mathematics – some rhymes involve counting or patterns.
 Physical – action rhymes help with movement and coordination.
 Social – teaches kids how to interact with others.
 Emotional – helps them understand and manage feelings.

🔎 What it’s trying to imply: These rhymes and poems are more than just fun — they are tools
that help kids grow in all areas of life. They play a big role in early education and personal
development.

📚 Overall Meaning of the Lesson:

This module is teaching you that:

 Childhood poems (like nursery rhymes and short verses) have real educational value.
 These works help build important skills in children — from speaking and reading to
being creative and social.
 Even as older students, looking back at these poems helps us understand how stories
shape the way we think, learn, and grow

Absolutely! Let’s break this down sentence by sentence, so you can fully understand the
meaning and significance of each part of Lesson 1: History and Values of Children and
Adolescents’ Picture Books – History.

Sentence 1:

"As can be remembered, the history of children’s literature was discussed in Module 1."

✅ Explanation:
This sentence reminds you that you’ve already learned about the background of children’s
literature in an earlier module (Module 1). It’s telling you that this new lesson is connected to
what you've already studied, so you should try to recall that information as a foundation.

Sentence 2:

"We have learned that the invention of the printing press during the Renaissance period (1400 to
1700) ushered the beginning of the printed children’s literature."

✅ Explanation:
This tells us that the printing press (a machine that made it easier to print books) was a big
turning point. During the Renaissance (a period of cultural rebirth from around 1400 to 1700),
printed books for children began to appear for the first time. Before this, most stories were told
orally or written by hand.

📚 Why it's important:

Because of the printing press, more children could access stories and books, and literacy slowly
began to grow.

Sentence 3:

"We also learned that during this era, the first ever picture book was printed, and it is Jan
Komenský’s Orbis Sensualium Pictus (meaning The Visible World or The World Around Us in
Pictures)."

✅ Explanation:
The first picture book ever printed was created during this time. It was called Orbis
Sensualium Pictus, and the author was Jan Komenský (also known as Comenius). The title
means "The Visible World in Pictures."

🖼️Why it's important:

This book combined words with images, making it easier and more engaging for children to
learn new concepts—this is the foundation of modern picture books.

Sentence 4:

"It was first published in 1658 and was originally in Latin and German languages (British
Library, n.d.)."
✅ Explanation:
The book came out in 1658 and was written in Latin and German, two widely used languages
in Europe at that time.

🌍 Why it's important:

This shows the European origins of children's picture books and how they were meant for
education, often in formal or religious settings.

Sentence 5:

"The chapbooks emerged also during this era."

✅ Explanation:
Another form of children’s (and adult) reading material called chapbooks appeared during this
same historical period.

📘 What are chapbooks?

They were small, cheaply made books sold by traveling vendors—sort of like pocket-size
magazines or mini-books.

Sentence 6:

"Chapbooks are small and cheap books sold on the streets and were intended for both children
and adults."

✅ Explanation:
This sentence further clarifies that chapbooks were affordable and easy to access, sold publicly
rather than in expensive shops. Both children and adults read them.

📖 Why it's important:

They helped spread stories and information even to poor or working-class people.

Sentence 7:

"Some chapbooks are alphabet books, prayer books, and almanacs."

✅ Explanation:
These are examples of educational chapbooks.

 Alphabet books: Teach letters

  Prayer books: Teach religion
 Almanacs: Contain calendars, weather forecasts, and events

Sentence 8:

"Others contain fairy tales, ghost stories, and news about politics, crimes, disasters, songs,
riddles, biographies, heroes, religious tales, fortune telling, adventures, travels, jests,
prophecies, and many other subject matters (Richardson, 2014)."

✅ Explanation:
Besides education, chapbooks also entertained. They had:

 Fairy tales, like Cinderella

 Ghost stories, crime reports, adventure tales
 Even fortune telling and funny stories (jests)

📚 Why it's important:

These books show that children's literature wasn’t just for learning—it was also for fun, fantasy,
and real-world info.

Sentence 9:

"During the 18th to early 19th centuries era (1700 to 1830), many notable progresses in
children’s literature occurred, and one of them was the children’s book publication by John
Newbery."

✅ Explanation:
From 1700 to 1830, children’s literature evolved a lot. One major improvement was that books
were created specifically for children. A man named John Newbery led this movement.

🧠 Think of him as the “father of children’s publishing.”

Sentence 10:

"John Newbery (1713-1767) was an English publisher and a bookshop owner in London."

✅ Explanation:
This gives background on Newbery. He owned a bookshop in London, and his job was to
publish and sell books.
Sentence 11:

"His publishing house was the first to publish children’s books like the famous A Little Pretty
Pocket-Book and Little Goody Two-Shoes and the publication of the first collection of nursery
rhymes that were associated with Mother Goose (Encyclopædia Britannica, 2021)."

✅ Explanation:
Newbery was the first to publish books made just for kids. Famous examples:

 A Little Pretty Pocket-Book (educational and fun)

 Little Goody Two-Shoes (moral story)
 He also published Mother Goose nursery rhymes!

🎉 Why this matters:

He proved that books could be both enjoyable and instructive, and he influenced all future
children’s publishers.

✅ Final Summary:

This lesson is trying to show:

 How children’s picture books began and evolved over time

 The printing press and Jan Komenský’s picture book were major milestones
 Chapbooks brought literature to the public affordably
 John Newbery created the idea of publishing fun, moral, and educational books just
for kids

Let me know if you'd like help connecting this history to today’s children's books, or want
visuals or a summary chart!

Of course! Let's break down this lesson sentence by sentence, so you can clearly understand
what it's trying to say about the values of picture books for children.

Sentence 1:

"EBSCO (2017) stated that children can benefit from picture books because they can (1)
build language skills; (2) inspire visual thinking; (3) increase engagement; and (4) deliver
fun."
✅ Explanation:
This sentence gives us four major reasons why picture books are valuable to children,
according to EBSCO (a research database). Let's quickly break down each one:

1. Build language skills – Picture books help children learn how to speak and understand
language better.
2. Inspire visual thinking – The images help kids develop creativity and make connections
between pictures and ideas.
3. Increase engagement – They grab children’s attention more than plain text.
4. Deliver fun – They make reading an enjoyable experience, encouraging a love for books.

📌 Big Idea: Picture books are not just entertainment—they're tools for learning language,
comprehension, and creativity.

Sentence 2:

"New interesting words are encountered and rhythm and rhyme in picture books aid in
remembering of vocabulary."

✅ Explanation:
Children learn new words when they read or listen to picture books.
Many of these books use rhythm and rhyme (like songs or poems), which helps kids
remember the words more easily.

🎵 Example: Think of “The Cat in the Hat” by Dr. Seuss – the rhyming style makes it catchy and
memorable.

📌 Big Idea: Rhyming and playful language in picture books helps build a child’s vocabulary in
a fun way.

Sentence 3:

"When reading picture books, the illustrations aid in children’s understanding of the story
and the unfamiliar words that they encounter therein; thus, the illustrations help increase
their comprehension of the text."

✅ Explanation:
The pictures in a book act like clues. When kids don’t know a word, they can look at the
illustration to figure out its meaning.
This helps them understand the story better, even if they can’t read every word yet.
🎨 Example: If a child sees the word “giraffe” and a picture of a tall animal with a long neck, they
connect the word with the image.

📌 Big Idea: Pictures help kids guess the meaning of words and follow the story, which builds
reading comprehension.

Sentence 4:

"Moreover, through the illustrations or pictures in books, the parents and teachers are
able to read to children the stories in books more lively, facilitative, perceptible, and
engaging."

✅ Explanation:
Pictures help adults (like teachers or parents) read stories in a more fun and expressive way.
It becomes easier to explain and dramatize parts of the story. The illustrations make the story
more visible (perceptible) and interesting (engaging).

🎭 Example: A teacher can point to the angry face of a character and say, “Oh no! He looks
mad!”—helping the child feel the emotion too.

📌 Big Idea: Adults can teach better and children can understand better when stories are read
alongside illustrations.

Sentence 5:

"The attention, reaction, and participation of the children are more drawn and elicited,
and thus more fun and enjoyable for them."

✅ Explanation:
Because of the colorful and expressive images, children pay more attention, respond more,
and join in during reading time.
This means they are more focused, excited, and active in the learning experience.

🧠 Example: A child might laugh at a silly illustration or shout out what they think will happen
next in the story.

📌 Big Idea: Picture books make learning interactive and enjoyable, which helps kids stay
interested and learn more effectively.

✅ Final Summary:
This passage explains that picture books are not just for fun—they are powerful tools for
helping children:

 Learn and remember new words

 Use pictures to understand stories
 Enjoy reading with active attention
 Be engaged and emotionally involved
 Learn better when adults read with expression using visuals

Let me know if you'd like a diagram, summary chart, or teaching ideas based on this!

Great! Let's break down Lesson 2: Children’s Picture Books for Online Reading and
Analysis line by line, and I’ll help you fully understand what each sentence is saying and what it
implies. Then, I’ll provide you with a summary and literary analysis of the four listed children’s
picture books.

📘 Sentence-by-Sentence Explanation of the Lesson Text

"The Internet has aided the printing press in making the children’s picture books more
available."
✅ Meaning: Thanks to the internet, we can now access children’s picture books easily online,
just like how the printing press once made books more accessible to the public.

"Due to the restrictions of the Covid-19 pandemic, you may not be able to buy these or
physically go to our university library to hold a copy of these and read..."
✅ Meaning: Because of COVID-19 lockdowns or safety concerns, students may not be able to
buy or borrow physical copies of books.

"...these four of the most famous children’s picture books have electronic texts which you
can read online."
✅ Meaning: The lesson gives you four famous picture books, and you can read their digital
(online) versions.

"Read and analyze these then in terms of their literary and visual elements."
✅ Meaning: You're expected to study not only the story (literary) but also how the pictures
(visual elements) help tell the story.

📚 Story Summaries and Analyses

🐛 1. The Very Hungry Caterpillar by Eric Carle

📖 Story Summary:
The story follows a little caterpillar who hatches from an egg and starts eating more and more
food every day. After eating too much, he gets a stomachache, then eats a leaf to feel better.
Eventually, he forms a cocoon and transforms into a beautiful butterfly.

📌 Literary Elements:

 Plot: Simple and predictable – helps children anticipate what comes next.
 Characters: The caterpillar is the main character.
 Theme: Growth, change, days of the week, counting, and healthy eating.
 Setting: Nature – the life of the caterpillar.

🎨 Visual Elements:

 Bold, colorful illustrations.

 Repetitive layouts to reinforce counting and sequencing.
 Die-cut pages help kids interact physically with the book (in print form).

✅ Purpose:
To teach counting, the days of the week, and the lifecycle of a butterfly in a fun and engaging
way.

🎩 2. The Cat in the Hat by Dr. Seuss

📖 Story Summary:
Two kids are bored at home when a tall, mischievous cat in a hat shows up. He brings chaos but
also fun, along with two troublemakers named Thing 1 and Thing 2. In the end, the cat cleans up
and disappears just before their mom comes home.

📌 Literary Elements:

 Plot: Mischief and resolution.

 Characters: The Cat, the kids, the fish, Thing 1 & Thing 2.
 Theme: Responsibility, chaos vs. order, fun with limits.
 Language: Rhymes, repetitive phrases, rhythm make it easy to read and remember.

🎨 Visual Elements:

 Cartoonish, exaggerated expressions and characters.

 Bold red, blue, white, and black color scheme.
 Visual rhythm matching the rhyming tone.
✅ Purpose:
Teaches imagination, creativity, and consequences in a playful manner.

🌳 3. The Giving Tree by Shel Silverstein

📖 Story Summary:
A boy and a tree love each other. As he grows up, the boy keeps taking from the tree—its apples,
branches, trunk—until nothing is left but a stump. The boy (now an old man) sits on the stump,
and the tree is happy.

📌 Literary Elements:

 Plot: The evolving relationship between the boy and the tree.
 Characters: The boy and the tree.
 Theme: Unconditional love, selflessness, growing up, giving vs. taking.
 Tone: Gentle, sad, reflective.

🎨 Visual Elements:

 Minimalistic black-and-white drawings.

 Simple yet expressive illustrations that show emotional growth.
 Sparse text emphasizes the message.

✅ Purpose:
Encourages readers to reflect on love, sacrifice, and appreciation.

🐾 4. Where the Wild Things Are by Maurice Sendak

📖 Story Summary:
Max misbehaves and is sent to his room. There, he imagines sailing to a land of "Wild Things"
and becomes their king. Eventually, he misses home and returns, where his dinner is waiting.

📌 Literary Elements:

 Plot: Fantasy escape and return.

 Characters: Max and the Wild Things.
 Theme: Emotions, imagination, home, and love.
 Narrative Style: Simple, poetic language.

🎨 Visual Elements:

 Art gradually takes over more space as Max gets deeper into his imagination.
 Dark, mystical illustrations of the Wild Things.
  Expressive faces and magical scenery.

✅ Purpose:
Helps children explore imagination and emotions like anger, loneliness, and love.

🔍 Key Takeaways

 Picture books are not just fun—they develop children's reading, thinking, and
emotional skills.
 Analyzing these books means looking at what the story teaches and how the pictures
help tell that story.
 Each book teaches different values or lessons using a combination of simple words and
strong visuals.

Would you like help creating a visual comparison chart or activity ideas for these books?

Great! Let’s break down and analyze each of the fables you shared from Aesop’s Fables. I’ll
explain each fable sentence by sentence, help you understand what each part is trying to say, and
give you the moral, characters, plot, and theme of each story. Let’s begin with:

1. The Hare and the Tortoise

A hare one day ridiculed the short feet and slow pace of the Tortoise…
🟢 The Hare made fun of the Tortoise for being slow. This sets up the contrast between them: the
fast Hare and the slow Tortoise.

…who replied, laughing: “Though you be swift as the wind, I will beat you in a race.”
🟢 The Tortoise confidently says he can win a race even though he is slow. This shows his
determination and belief in perseverance.

The Hare, believing her assertion to be simply impossible, assented to the proposal…
🟢 The Hare thinks it’s impossible that the Tortoise could win, so he agrees to race. He’s
overconfident.

…and they agreed that the Fox should choose the course and fix the goal.
🟢 A neutral animal, the Fox, sets the rules of the race to make it fair.

On the day appointed for the race the two started together.
🟢 The race begins.
The Tortoise never for a moment stopped, but went on with a slow but steady pace straight
to the end of the course.
🟢 The Tortoise doesn’t rush but keeps moving forward without stopping.

The Hare, lying down by the wayside, fell fast asleep.

🟢 The Hare thinks he has plenty of time to rest because he's fast. This shows laziness and
arrogance.

At last waking up, and moving as fast as he could, he saw the Tortoise had reached the
goal…
🟢 The Hare wakes up too late—the Tortoise already won!

…and was comfortably dozing after her fatigue.

🟢 The Tortoise is resting after finishing the race, which she won.

Moral: Slow but steady wins the race.

🟢 Consistent effort beats overconfidence and laziness.

🔍 Analysis:

 Characters: Hare (fast but arrogant), Tortoise (slow but determined), Fox (judge)
 Theme: Perseverance, humility, consistency
 Lesson: Being consistent and hardworking is better than being fast but careless.

2. The Tortoise and the Eagle

A tortoise, lazily basking in the sun, complained to the sea-birds of her hard fate, that no
one would teach her to fly.
🟢 The Tortoise envies birds and wishes she could fly.

An Eagle, hovering near, heard her lamentation and demanded what reward she would
give him if he would take her aloft…
🟢 The Eagle overhears and offers to "help" her—for a reward.

“I will give you,” she said, “all the riches of the Red Sea.”
🟢 The Tortoise promises a big reward, even though she likely cannot give it.

“I will teach you to fly then,” said the Eagle; and taking her up in his talons he carried her
almost to the clouds…
🟢 The Eagle grabs her and flies high with her.

…suddenly he let her go, and she fell on a lofty mountain, dashing her shell to pieces.
🟢 The Eagle drops her, killing her. The “help” was a trick.
The Tortoise exclaimed in the moment of death: “I have deserved my present fate…who
can with difficulty move about on the earth?”
🟢 The Tortoise realizes she tried to be something she was not, and it cost her her life.

Moral: If men had all they wished, they would be often ruined.
🟢 Wanting things that don’t suit us or going beyond our nature can be dangerous.

🔍 Analysis:

 Characters: Tortoise (ambitious but foolish), Eagle (cunning, cruel)

 Theme: Be content with who you are. Ambition without wisdom is dangerous.
 Lesson: Don’t envy others or try to be something you're not—it could backfire.

3. The Fox and the Goat

A fox one day fell into a deep well and could find no means of escape.
🟢 The Fox is in trouble and can’t climb out.

A Goat, overcome with thirst, came to the same well, and seeing the Fox, inquired if the
water was good.
🟢 The Goat arrives, thirsty, and asks if the water is safe.

Concealing his sad plight under a merry guise, the Fox indulged in a lavish praise of the
water…
🟢 The Fox lies and pretends everything is fine. He praises the water to trick the Goat.

…encouraging him to descend.

🟢 He tricks the Goat into jumping in too.

The Goat, mindful only of his thirst, thoughtlessly jumped down…

🟢 The Goat doesn’t think ahead—he acts on impulse.

…but just as he drank, the Fox informed him of the difficulty they were both in…
🟢 Once the Goat is trapped too, the Fox reveals the truth.

…“If,” said he, “you will place your forefeet upon the wall…I will run up your back and
escape…”
🟢 The Fox suggests using the Goat to climb out.

The Goat readily assented and the Fox leaped upon his back…safely reached the mouth of
the well and made off as fast as he could.
🟢 The Fox escapes and leaves the Goat behind.
“You foolish old fellow! …you would never have gone down before you had inspected the
way up…”
🟢 The Fox insults the Goat for not thinking ahead.

Moral: Look before you leap.

🟢 Think carefully before making decisions.

🔍 Analysis:

 Characters: Fox (clever but deceitful), Goat (naive and rash)

 Theme: Deception, impulsiveness
 Lesson: Don’t trust too easily; always think of the consequences.

4. The Shepherd Boy and the Wolf (The Boy Who Cried Wolf)

A shepherd boy beside a stream “The wolf, the wolf” was wont to scream…
🟢 The Boy often falsely cried for help, claiming a wolf was coming.

And when the villagers appeared, He’d laugh and call them silly-eared.
🟢 He thought it was funny when the people came to help for no reason.

A wolf at last came down the steep— “The wolf, the wolf – my legs, my sheep!”
🟢 One day, a real wolf comes. The boy cries for help again.

The creature had a jolly feast, Quite undisturbed on boy and beast.
🟢 This time, nobody helps. The wolf eats the sheep—and possibly the boy too.

For none believes the liar forsooth, Even when the liar speaks the truth.
🟢 Once you lose trust, people won’t believe you—even when you’re honest.

🔍 Analysis:

 Characters: Shepherd boy, villagers, wolf

 Theme: Honesty, consequences of lying
 Lesson: Don’t lie or joke about serious things; people may stop trusting you.

5. The Swan and the Goose

A rich man bought a swan and a goose—That for song, and his for use.
🟢 A man has two birds: a swan (for singing) and a goose (for eating).
It chanced his simple-minded cook One night the swan for goose mistook.
🟢 The cook mistakenly grabs the swan instead of the goose to cook.

But in the dark about to chop The swan in two above the crop…
🟢 He’s about to kill the swan.

He heard the lyric note and stayed The action of the fatal blade.
🟢 The swan sings, and the cook realizes the mistake in time.

And thus we see a proper tune Is sometimes very opportune.

🟢 The swan’s song saved its life.

🔍 Analysis:

 Characters: Swan (beautiful, musical), Goose, Cook, Rich Man

 Theme: Identity, misjudgment, timing
 Lesson: Being true to your nature (the swan’s song) can save you. Right timing matters.

Let me know if you’d like a printable summary, creative activities, or a PowerPoint outline to go
with these stories!

Hans Christian Andersen, a renowned Danish author, penned numerous fairy tales that have
captivated readers for generations. Two of his most celebrated works are "The Emperor's New
Clothes" and "The Little Mermaid." Below is an analysis of each story, including their
summaries, literary elements, and underlying themes.

1. The Emperor's New Clothes

Summary: This tale revolves around an emperor obsessed with his attire. Two conmen pose as
weavers and offer to create a magnificent suit that is invisible to those who are incompetent or
foolish. Eager to showcase his discernment, the emperor commissions the suit. His ministers, not
wanting to appear unworthy, also pretend to see the nonexistent fabric. Ultimately, the emperor
parades through the city in his "new clothes," and it takes the candid observation of a child to
reveal the truth: the emperor is wearing nothing at all. Melli OBrien+2Wikipedia+2The Prindle
Institute for Ethics+2

Literary Elements:

 Characters: The main characters include the vain Emperor, the deceitful weavers, the
sycophantic ministers, and the innocent child.
 Setting: A fictional kingdom where the events unfold.
 Plot: The narrative follows a linear progression: the introduction of the weavers, the
deception they perpetrate, the emperor's public display, and the child's revelation.The
Prindle Institute for Ethics
  Theme: The story critiques vanity, self-deception, and the fear of truth, highlighting the
perils of conformity and the importance of honesty.The Prindle Institute for
Ethics+1SuperSummary+1

Analysis: Andersen's tale serves as a satirical commentary on human nature and societal
dynamics. The emperor's vanity blinds him to the obvious truth, while his ministers' fear of
appearing incompetent leads them to perpetuate the falsehood. The child's candid exclamation
underscores the value of innocence and untainted perception in discerning reality. This narrative
encourages readers to question societal norms and the authenticity of those in power. DCMP

2. The Little Mermaid

Summary: This poignant story tells of a young mermaid who becomes enamored with a human
prince after rescuing him from a shipwreck. Yearning to be part of his world and gain an
immortal soul, she strikes a deal with a sea witch: in exchange for her voice, she receives human
legs, though walking causes her immense pain. Despite her sacrifices, the prince marries another,
leading the mermaid to face a dire fate. Offered a chance to return to the sea by killing the
prince, she chooses instead to sacrifice herself, ultimately transforming into a spirit of the air.
Wikipedia+2Financial Times+2Dawson English Journal+2Wikipedia

Literary Elements:

 Characters: The central figures include the Little Mermaid, the Prince, the Sea Witch,
and the mermaid's family.Financial Times
 Setting: The narrative transitions between the underwater realm and the human world,
emphasizing the mermaid's feelings of alienation.
 Plot: The story follows the mermaid's journey of sacrifice, unrequited love, and ultimate
transformation.Financial Times
 Theme: Themes of longing, sacrifice, unfulfilled desires, and the pursuit of an immortal
soul are prevalent, reflecting Andersen's exploration of human emotions and existential
quests.Financial Times

Analysis: Andersen delves deep into the human condition through the mermaid's experiences.
Her yearning to transcend her aquatic existence and obtain an immortal soul symbolizes a quest
for spiritual fulfillment. The physical pain she endures mirrors the emotional anguish of
unrequited love and the sacrifices made in its pursuit. Unlike the sanitized adaptations that offer
a happy ending, Andersen's original tale presents a bittersweet conclusion, emphasizing themes
of selflessness and the complexities of desire. Financial Times

Both stories showcase Andersen's profound understanding of human nature and societal
constructs. While "The Emperor's New Clothes" satirizes vanity and collective denial, "The
Little Mermaid" offers a melancholic exploration of sacrifice and the yearning for something
beyond one's reach. These tales continue to resonate, inviting readers to reflect on their own
values and the societal norms they navigate
Great! Let’s go through Lesson 3: The Grimm Brothers’ Fairytales step by step, breaking
down the lesson and the stories “Rapunzel” and “Hansel and Gretel” so you fully understand
what they’re trying to teach and how to analyze them.

📘 Lesson Introduction: Sentence-by-Sentence Explanation

"Jacob Ludwig Carl Grimm and Wilhelm Carl Grimm are Germans and are popularly
known as the Grimm Brothers..."
✅ This tells us who the Grimm Brothers are — two German siblings who are famous for
collecting and writing fairy tales.

"...authors of the world famous Cinderella, Rapunzel, Sleeping Beauty, Snow White, Little
Red Riding Hood, Hansel and Gretel, and many others."
✅ The sentence lists some of their most well-known fairy tales, many of which have become
global classics and even adapted into movies by Disney.

"As students in this subject, you are required to have an online reading of the following:"
✅ You are expected to read two of their stories online: Rapunzel and Hansel and Gretel.

📖 Story 1: Rapunzel

🔗 Read here

🧵 Plot Summary:

 A couple wants a child. The wife craves a plant called rapunzel from the witch’s garden.
 The husband steals it; the witch catches him but agrees to let them go if she can take the
baby.
 The child is named Rapunzel and raised by the witch in a tower.
 A prince hears her singing, climbs the tower using her hair, and they fall in love.
 The witch finds out, sends Rapunzel away, and tricks the prince. He falls and is blinded.
 After wandering, he finds Rapunzel again. Her tears heal his eyes, and they live happily
ever after.

🔍 Story Analysis:

 Theme:
o Freedom vs. Imprisonment – Rapunzel is physically locked in the tower, but
emotionally she seeks freedom and love.
o Love conquers adversity – Despite being blinded and separated, love leads them
back to each other.
 Characters:
 o Rapunzel – Innocent, kind, but strong in spirit.
o The Witch – Controlling, manipulative, symbolic of overprotective or harmful
authority.
o The Prince – Curious, romantic, and determined.
 Moral/Lesson:
o Overprotection and control can backfire.
o True love and perseverance can overcome hardship.
 Literary Elements:
o Setting – A magical forest, a tall tower.
o Conflict – Rapunzel’s isolation, the witch vs. prince.
o Climax – When the witch finds out about the prince.
o Resolution – They reunite and heal together.

📖 Story 2: Hansel and Gretel

🔗 Read here

🧵 Plot Summary:

 Hansel and Gretel’s parents are poor and plan to abandon them in the woods.
 Hansel drops breadcrumbs to find their way back, but birds eat them.
 They find a house made of candy owned by a witch who eats children.
 The witch locks Hansel up and fattens him up. Gretel tricks the witch and pushes her into
the oven.
 The siblings escape, take treasure from the witch’s house, and return home.

🔍 Story Analysis:

 Theme:
o Resourcefulness and bravery – The children, especially Gretel, use cleverness to
survive.
o Survival under hardship – Shows how children can overcome even the darkest
situations.
o Family betrayal – The parents abandon them, reflecting real-life poverty
struggles.
 Characters:
o Hansel – Clever, calm under pressure.
o Gretel – Brave, quick-thinking.
o The Witch – Evil, greedy, symbolic of danger disguised as comfort.
 Moral/Lesson:
o Stay alert; appearances can be deceiving.
o Courage and cleverness are powerful tools.
 Literary Elements:
o Setting – Enchanted forest, candy house.
 o Conflict – Witch trying to harm the children.
o Climax – Gretel pushes the witch into the oven.
o Resolution – They return home safe and rich.

✏️Summary of What the Lesson Is Trying to Teach:

1. Understanding Fairy Tales:

This lesson introduces you to some of the most famous traditional stories by the Grimm
Brothers.
2. Cultural & Literary Value:
These stories reflect lessons, fears, and values of the time they were written and still carry
morals that apply today.
3. Reading Comprehension & Analysis:
You're expected to read the stories and analyze them — focusing on theme, characters,
morals, and storytelling elements.
4. Connection to Modern Learning:
Even though these stories are old, they can be explored through digital means (online
reading) and used for teaching language, values, and culture.

Would you like me to help you compare these Grimm tales with Andersen’s or Aesop’s stories
next? Or maybe help with a visual analysis or activity idea?

Absolutely! Let’s go through Lesson 4: One Thousand and One Arabian Nights Stories step
by step, sentence by sentence, explaining what it means and diving into the stories and their
elements to help you fully understand. I’ll start with the lesson content first, then move on to
each of the main stories mentioned.

📘 LESSON TEXT EXPLANATION

"Ashliman (2013) has electronic texts on Alibaba and the forty thieves, a tale from One
Thousand and One Arabian Nights Stories."
This sentence tells you that D.L. Ashliman (a scholar of folklore) has made available an online
version of "Ali Baba and the Forty Thieves," which is one of the many stories included in the
collection called One Thousand and One Nights, also known as Arabian Nights.

"You are required to read these two retold and translated versions of Alibaba and the forty
thieves that you can access in the following:"
Here, you're instructed to read two versions of the same story:

 A retold version by Andrew Lang (simplified/adapted for easier reading)

  A translated version by Richard F. Burton (closer to the original Arabic tone and style)

"Culture Trip, Ltd. (2021) also provides electronic texts of the following 10 stories from the
One Thousand and One Arabian Nights Stories."
Besides the two versions of Ali Baba, you're also supposed to read ten other stories available
online from the Culture Trip website.

Now let’s move to each story you need to understand. I’ll give you a summary, key characters,
plot points, and literary elements.

🌟 1. Ali Baba and the Forty Thieves

Summary:
Ali Baba, a poor woodcutter, discovers a group of 40 thieves who open a secret cave with the
words “Open Sesame!” Inside the cave are treasures. Ali Baba takes some treasure, but the
thieves find out and try to kill him. With the help of his smart servant girl, Morgiana, Ali Baba
defeats them.

Characters:

 Ali Baba – the honest and humble hero

 Cassim – his greedy brother who dies due to his greed
 Morgiana – clever servant girl who saves Ali Baba
 The Forty Thieves – antagonists

Moral:
Greed leads to destruction, while cleverness and honesty can save lives.

Literary Elements:

 Theme: Greed vs. humility, intelligence over brute force

 Setting: Ancient Middle East, forest and cave
 Plot Structure: Exposition (Ali Baba finds cave), Conflict (thieves seek revenge),
Climax (Morgiana kills the thieves), Resolution (Ali Baba lives safely with the treasure)
 Symbol: “Open Sesame” – magical access to wealth/secrets

🌟 2. Shahryar and Scheherazade

Summary:
King Shahryar marries a new woman every day and kills her the next morning, angry over a past
betrayal. Scheherazade volunteers to marry him and survives by telling a fascinating story every
night but never finishes it. This keeps her alive for 1001 nights until the king falls in love with
her and stops the killings.

Characters:

 King Shahryar – bitter and vengeful ruler

 Scheherazade – brave, wise storyteller

Moral:
Wisdom and storytelling can heal even the most wounded hearts.

Literary Elements:

 Framing device: All stories in the Arabian Nights are stories Scheherazade tells.
 Theme: Redemption, the power of stories, female intelligence
 Conflict: Scheherazade vs. death

🌟 3. Aladdin’s Wonderful Lamp

Summary:
A poor boy, Aladdin, is tricked by a sorcerer into finding a magic lamp. The lamp holds a genie
who grants wishes. With the genie’s help, Aladdin becomes rich and marries a princess, but the
sorcerer returns to steal the lamp.

Characters:

 Aladdin – clever and lucky boy

 Sorcerer – evil magician
 Genie – magical servant
 Princess Badroulbadour – Aladdin’s love interest

Moral:
Don’t be greedy, and use power wisely.

Literary Elements:

 Magical Realism: Lamp, genie

 Plot Devices: Wish fulfillment, disguise
 Setting: Arabian kingdom

🌟 4. The Three Apples

Summary:
A man finds a dead woman in a chest. The Caliph orders a detective to solve the crime. In the
end, it turns out the husband killed his wife by mistake because he believed she betrayed him.
The detective solves it, and the husband is forgiven.

Theme: Justice, misunderstanding, mercy

Moral: Jumping to conclusions can destroy lives.

🌟 5. The Tale of the Hunchback

Summary:
A series of people accidentally cause the death of a hunchback and pass the blame to each other.
In the end, it’s revealed that no one is to blame because the man died of choking before anyone
else touched him.

Theme: Justice, fate, humor

Literary Element: Dark comedy and coincidence

🌟 6. The Vizier and the Sage Duban

Summary:
A sage cures a king of leprosy. The vizier becomes jealous and accuses the sage of treason. The
king executes the sage, only to realize too late that the sage was loyal.

Moral: Trust and don’t listen to jealous people blindly.

🌟 7. The Fisherman and the Jinni

Summary:
A poor fisherman finds a sealed jar and opens it, releasing an evil jinni who wants to kill him.
The fisherman tricks the jinni back into the jar using clever storytelling.

Theme: Intelligence beats brute power

Literary Element: Story-within-a-story (meta storytelling)

🌟 8. The Lovers of Bassorah

Summary:
A love story between two young people who suffer due to the jealousy and manipulation of
others. In the end, love triumphs.

Moral: True love overcomes hardship.

🌟 9. The Three Princes and the Princess Nouronnihar

Summary:
Three princes compete to win the love of Princess Nouronnihar by bringing magical gifts. In the
end, they must unite to save her life, and one is chosen for marriage.

Theme: Unity, brotherhood, fair competition

🌟 10. The Seven Voyages of Sinbad the Sailor

Summary:
Sinbad tells of his seven dangerous sea voyages full of monsters, treasures, and strange lands. He
always escapes and returns wiser and richer.

Theme: Adventure, bravery, human curiosity

Literary Device: First-person narrative

If you'd like, I can go deeper into each story one at a time with more line-by-line or paragraph
analysis, literary structure, or even comparisons. Let me know which you'd like to begin with!

Let’s go step-by-step with Lesson 1: Filipino Folktales, focusing on understanding the

meaning of each sentence, analyzing the stories, and identifying the literary elements. We'll
begin with the first folktale, and later, I’ll help you with the second one.

📖 STORY 1: The Broken Bamboo Vessel

(Northern Samar, Philippines)

✨ INTRODUCTION (Explaining sentence by sentence)

“Long ago, God was close to his people.”

  This sets the story in a time when God interacted directly with humans, highlighting a
magical or mythological tone typical in folktales.

“Sometimes, he would wander on earth to talk with them.”

 God visits earth like a person. This human-like trait (anthropomorphism) is common in
folktales to make characters relatable.

“One day, he went down from heaven to look for the wisest man on earth.”

 God wants to find the wisest human, hinting that the story is about wisdom and how
people show it.

“He brought with him a bamboo vessel that was broken.”

 The bamboo container is symbolic. Since it’s broken, it already represents a challenge or
a test.

“As he walked, he saw a man.”

“Would you fill this for me?” He asked giving the man the bamboo vessel.

 God gives a task that seems simple, but it’s secretly a test of wisdom or insight.

“The man obeyed at once. He tried to fill the vessel several times, but because it was broken, it
could not hold water.”

 The man is obedient but doesn’t realize the task is impossible. This shows effort without
questioning logic.

“The ground became muddy where he filled the vessel.”

 His repeated attempts were useless; there’s a consequence to trying without thinking
deeply.

“The vessel must have a hole in it,” he muttered to himself. He looked at it against the rays of the
sun and found that his hunch was right.”

 He begins to analyze but still goes back to doing the same thing, hoping for a miracle.

“He was afraid to return it empty. So he started filling it again hoping that God would work a
miracle to help him. Eventually, he became tired. He brought the empty vessel back.”

 He gives up, but still returns respectfully. His fear overrules his reasoning. This shows
submission, not wisdom.

“Please forgive me, Lord. I really don’t know how to fill your vessel,” apologized the man.”
  Admits failure, which is honest, but not wise. God, however, is not angry.

“God did not mind him for he knew that it was an impossible task.”

 This confirms it was indeed a test of wisdom—not obedience or effort.

“But he went on nevertheless to find out who could give the best reason for not being able to do
the task.”

 God is not looking for someone who blindly tries, but for someone who understands the
situation.

“He met another man. He gave the man the bamboo vessel to fill...”

 The same process happens again with multiple people—all failing, trying to fix it or just
obeying without questioning the situation.

“Now, in another part of the town he went to, there was a woman who gave birth to an unusual
baby.”

 The story now introduces someone special, possibly magical or gifted.

“As soon as he was born, the child could already talk.”

 This shows the child is very wise or supernatural from birth.

“He was playing sungka on the ground. He just dug holes for his pebbles in the ground.”

 The game of sungka (a traditional Filipino game) is used symbolically—it involves

strategy and forethought.

“God told the child to fill the bamboo vessel. Then it began to drizzle.”

 The child is also given the same test.

“The child took the vessel, and spoke: Please lift my sungkaan and bring it to the house so that it
will not be flooded.”

 The child indirectly tells God: “I’ll do the impossible task if you do the impossible too.”
It’s clever and shows awareness.

“God, because he was God, laughed. He knew that the child knew that the toy couldn’t be taken
away from the ground just as it was impossible for the bamboo vessel to get filled.”

 God is amused because the child is the first to recognize the truth behind the task. The
child shows understanding, creativity, and insight—true wisdom.
“God finally found the wisest man.”

 The story ends by praising wisdom over obedience or strength.

🌟 ANALYSIS OF LITERARY ELEMENTS

Element Description

Characters God, several men, a wise child

Setting Long ago, in a place where God walked the earth (mythical time)

Plot God tests people to find wisdom using an impossible task—filling a broken bamboo vessel

Conflict Person vs. task (logical test)

Theme True wisdom means understanding the nature of a task—not just following orders blindly.

Moral Wisdom is not about effort alone but understanding and reasoning.

✅ LEARNING OBJECTIVES CHECK

1. Enumerate the literary elements of children and adolescent’s literature:

o Character
o Setting
o Plot
o Conflict
o Theme
o Moral or message
2. Analyze the literary elements in this text:
o ✔ Character: Diverse characters (from ordinary men to a gifted child) show
different responses to a test.
o ✔ Setting: A magical past where divine beings walk the earth adds to the wonder
and learning.
o ✔ Conflict: Highlights the clash between effort and wisdom.
o ✔ Theme: Wisdom is better than mindless obedience.
o ✔ Moral: Think before you act.

Do you want me to go over “The Magic Ring” next in the same way—with sentence-by-
sentence explanation, story analysis, and literary elements?
📖 STORY 2: The Magic Ring

(Northern Samar, Philippines)

✨ EXPLANATION (Sentence-by-sentence)

“Long ago when God was still close to the people, there was a man named Juan.”

 This sets the story in a mythical time. The name Juan is a common Filipino everyman character in
folktales. It signals a simple, perhaps foolish, but lucky or blessed character.

“He was a good-for-nothing fellow. Having no work, he just roamed the town aimlessly.”

 Juan is described as lazy or useless, which foreshadows an unexpected twist—many Filipino

stories show underdogs succeeding.

“In today’s language, he is an ‘istambay’ (local word for ‘stand by’).”

 Istambay is a Filipino slang for someone who idles or loiters around—making the character
relatable and humorous to local readers.

“One day, he went to the city. Near the king’s palace, he felt nature calling. So he went near the fence
and urinated.”

 This ordinary act accidentally causes something major in the story. Folktales often include
humorous or unexpected incidents.

“We don’t know how it happened, but the princess became pregnant.”

 This absurd sentence shows the magical realism or mythical logic in folktales. Something
impossible happens without explanation.

“The king thought and tried to guess as to who could be the father. The more he thought, the more he
became furious. But he couldn’t do anything.”

 The king is angry but helpless. This builds tension and mystery.

“Months passed and the princess delivered a baby boy.”

 The child’s identity becomes important, tying into fate and destiny, common in folklore.

“When the baby learned to walk, the king sent messengers to announce that all men who were of
marriage age should gather in the town square.”
  This is a strategy to let the child "choose" his father, revealing a magical or instinctive connection
between father and son.

“He thought of doing this for he believed that the child, even if he had not seen his father, would
surely identify him in a crowd.”

 The king has faith in destiny and the child’s instincts—another magical idea.

“On the first day, all the men were there. The child was in their midst. The king observed keenly the
behavior of the child. But the child was engrossed at play. He did not even look at the crowd.”

 The plan fails. The child is just a child, unaware of what’s happening.

“The next day, he sent the same announcement. The men gathered again. Juan, at this moment, was
passing by.”

 Juan wasn’t invited. He stumbles into the scene by accident—a typical trait of Juan in folktales.

“He saw the crowd. He went near it and tried to elbow his way to the center to see what was there.”

 Curious and unaware of what’s going on, Juan ends up becoming the center of attention.

“At that instant, the child looked up and saw him. Taking a fancy at him, the boy ran and gathered his
arms around Juan’s knees.”

 The child chooses Juan as his father, possibly guided by fate or magical instinct.

“At once, the king had Juan surrounded by the guards. ‘So, you are the father of this son! Get the boy
and the princess and go away from here, you scoundrel!’”

 Without any further proof, Juan is forced into marriage and responsibility. It’s funny but also
highlights how fate overrules facts in folktales.

“On you will depend the lives of my daughter and grandson. Take good care of them or you will lose
your life.”

 A royal threat forces Juan to act responsibly now. He must prove he is worthy.

“Shocked, Juan couldn’t say a word. It was the king making the pronouncement.”

 Juan has no choice, even though he’s innocent. But this leads to his transformation.

“The princess tried to reason out the king. She even told him that she did not know Juan, that this was
the first time she saw him. But the king would not listen.”

 This shows the king is rigid, ignoring the truth to preserve honor or control the situation.
“Juan, despite his apprehensions, took the princess and her son home.”

 He takes on a new role, starting a journey of growth and challenge.

“He was worried about the food to give them. He brought them near the river bank. Then he gathered
twigs to make flooring on the branches of the miyapi tree.”

 They live in poverty, reflecting how difficult life suddenly became. But this also shows Juan’s
effort to provide.

“He asked them to sit on the flooring while he went looking for food.”

 He shows responsibility now—he’s growing as a character.

“The mother and the son were crying. After a while, it started to rain. It was a heavy downpour. The
water of the river began to rise.”

 Rising conflict. The family is in danger and helpless. Juan must do something.

“Meanwhile, Juan where he went saw a palata.”

 A mysterious talking fish enters the story—common magical helper in folklore.

“The fish, seeing him tearful, asked him about his problem, and Juan unraveled his tale of woe.”

 Juan shares his hardship. This confession earns him the sympathy of the magical creature.

“The fish sympathized with him.”

 Like many magical helpers, the fish responds to kindness or innocence.

“‘Get this ring from my snout and plant it in the middle of the river bank. Then say, if you are a magic
ring, give me a house fit for the princess and her child,’ instructed the fish.”

 The magic ring becomes the central magical object—similar to fairy tale items like Aladdin’s
lamp.

“Juan did as he was told. In a wink of an eye, there was a house, much bigger and more elegant than
the palace!”

 The magic transforms their lives instantly. Juan’s luck, combined with obedience, pays off.

“He got the princess and the child and the three of them went up. Then he asked the ring for a bridge
to connect their house to the king’s palace.”
  Juan not only improves his life but reconnects with the king—establishing equality or even
superiority.

“In short, the king and Juan’s instant family became the best of friends. Everyone lived happily ever
after.”

 A classic fairy tale ending where the underdog wins. The lesson: kindness and patience can lead
to magical blessings.

🌟 ANALYSIS OF LITERARY ELEMENTS

Element Description

Characters Juan, the King, the Princess, the child, magical fish

Setting A mythical kingdom in the Philippines (near river, palace, city)

Juan accidentally becomes a father and husband, struggles to survive, receives magical help,
Plot
and transforms his family’s future

Conflict Man vs. fate / Man vs. circumstance

Theme Destiny, kindness brings reward, transformation from poor to blessed

Life can change through faith, magic, and kindness—even for someone like Juan. Magical
Moral
help often comes to those in need.

✅ Learning Objectives Applied

1. Enumerate the Literary Elements

o ✔ Characters
o ✔ Setting
o ✔ Plot
o ✔ Conflict
o ✔ Theme
o ✔ Moral/message
2. Analyze the Elements in the Story
o The story of Juan uses magical elements, a foolish yet lucky protagonist, and a test of
fate, which is very common in Filipino folktales.
o It also connects to young readers by showing how even the most unlikely person can be
heroic.

Great! Let’s go through Lesson 2: Filipino Legends following the same step-by-step method:
📚 Lesson 2: Filipino Legends
Based on Gil et al., 1994; Cole, 1916 (as cited by Project Gutenberg, 2008)

🌟 STORY 1: The Origin of the Cock

✅ Sentence-by-sentence Explanation

“This is a story of long ago when the Filipinos still believed in many gods.”

 Introduces us to the pre-colonial belief system of Filipinos—polytheism (belief in many

gods).

“They had a supreme god called Bathala, and a number of lesser gods and goddesses
besides.”

 Bathala is the chief deity in Filipino mythology—like Zeus or Odin in other cultures.

“Moreover, they worshipped the spirits of their ancestors, whom they called anitos, and
from whom they asked favors.”

 Anitos are ancestor spirits; Filipinos believed these spirits could bless or guide them.

“On one of the green islands of the Philippines there lived a man of great virtue and vast
wisdom.”

 This introduces the main human character—wise, good, and likely to receive blessings.

“But more than that, he possessed a profound humility of heart…”

 Highlights the Filipino value of humility, important in folklore.

“...which made him attribute his gifts not to his own abilities, but to the benevolence of the
anitos of his family.”

 He gives credit to the spirits—a sign of respect, showing deep spiritual faith.

“Because of this man’s faith in them, the anitos begged the god of the island to bestow a
special gift on him.”

 His faith is rewarded—typical in legends where good characters are granted power.

“In recognition of the man’s virtue, the kind god gave the man an extraordinary power.”
  A magical gift follows—expect something fantastical next.

“This was the power to change any human being into whatever form he might desire.”

 A rare and powerful gift—transformation magic.

“The man, being wise and virtuous as well, used his power sparingly and intelligently.”

 Important: he is responsible with his power—an example of self-control and wisdom.

“He lived in a big house apart from the town.”

 Suggests isolation, independence, or maybe mystery.

“Next to his home was his slaughterhouse which supplied the town with meat.”

 His trade is meat selling—he’s not just wise but helpful to the town.

“He lived alone, except for a serving man named Lucas.”

 Lucas is introduced—the story’s second main character.

“Lucas was a very lucky servant, for he had only three duties to perform.”

 Lucas had an easy life, suggesting he should be grateful.

“He had to wake up his master at four o’clock every morning.”

“Then, he had to carry meat from the slaughterhouse to the town.”
“His third duty was to announce to his master, at the stroke of ten every night, that it was
time to rest.”

 Three simple tasks—routine and manageable.

“In all other matters, he was the kindest and most lenient master Lucas ever had.”

 The master is good—another reason Lucas should be loyal and obedient.

“However, Lucas was not appreciative of his good luck, and became negligent in his
duties.”

 Lucas becomes careless—this introduces the conflict.

“The master, nevertheless, was patient, forgiving him as often as he forgot his duties.”

 Shows the master’s patience and kindness, further increasing the tension later.
“The day came, however, when the master’s patience was sorely taxed.”

 The climax begins—he’s about to reach his limit.

“The night before, Lucas went on one of his frequent excursions to town...”
“...returning barely in time for his ten o’clock duty. He called his master. Then feeling very
tired after his long walk, he promptly fell asleep.”

 Lucas is irresponsible and lazy, leading to his final mistake.

“Next morning Lucas woke up too late to rouse his master at the usual hour.”
“Fearing his wrath, he slipped away with a basket of meat on his head, and went directly to
town.”

 Instead of facing the problem, Lucas tries to escape.

“On the way to the town, he saw by the roadside a small crowd excitedly watching
something going on.”
“He approached and saw that it was a fast game of chance.”
“Poor Lucas could not resist the temptation to gamble.”

 Gambling is his downfall—a vice in many folk stories.

“It was almost noon when Lucas was reminded of the meat he was to sell.”
“Apprehensively, he left the game and hurried into town.”
“But it was too late.”

 Lucas finally realizes the consequences—but it’s too late.

“The people had bought and cooked their lunch. No one would buy the meat he was
peddling…”

 Another consequence of his irresponsibility—no sales, spoiled goods.

“At last, he realized the unhappy situation and decided to go home.”

“The master was awaiting him.”
“Exasperated, yet controlling himself, he watched Lucas approach.”

 The master is angry but still composed.

“Upon seeing the basket... still full of meat, the master’s patience gave out.”
“In a voice never before heard... he said, ‘You shall never again neglect your duties!’”

 The master finally reaches his breaking point.

“From now on, you will be a fowl and will attend to your duties most faithfully!”
  The transformation begins—he is punished by being turned into a cock (rooster).

“Lucas felt a swirling sensation… wings were flapping in their place.”

“He tried to speak… but only a screech came out of his mouth.”

 Lucas is now a full rooster—unable to speak, just crow.

“He fled in shame… sought refuge among the thick branches of the trees.”

 Symbolic of shame and exile from human life.

“And so, the Filipinos tell us, the cock crows at the stroke of ten every night and again at
four in the morning…”

 Folkloric origin story: why roosters crow at 10 PM and 4 AM.

“...to let his master know the time.”

 The rooster still performs his duties faithfully—even in chicken form.

“And because to this day Lucas is still trying to sell his master’s meat, the rooster wears a
red comb atop his head.”

 The red comb represents the basket of meat on his head—creative explanation!

🧠 LITERARY ELEMENTS – The Origin of the Cock

Element Details

Characters Wise Master, Lucas (servant), Bathala, Anitos

Setting A green island in ancient Philippines

Conflict Lucas vs. his own laziness (man vs. self)

Theme Responsibility, obedience, gratitude

Moral Do your duties well and be grateful for kindness—or suffer consequences.

Plot Lucas fails his duties > gambles > punished by becoming a cock > origin of rooster's behavior

🌕 STORY 2: The Sun and the Moon (Tinguian Legend)

✅ Sentence-by-sentence Explanation
“Once the Sun and the Moon quarreled with each other...”

 Personification of the Sun and Moon—common in myths to explain natural things.

“The Sun said: ‘You are only the Moon and are not much good. If I did not give you light,
you would be no good at all.’”

 The Sun claims superiority—suggesting the Moon depends on it for brightness.

“But the Moon answered: ‘You are only the Sun, and you are very hot. The women like me
better…’”

 The Moon defends herself—saying she is more loved, especially by women at night.

“...for when I shine at night, they go outdoors and spin.”

 Refers to traditional Filipino spinning/weaving work done at night by moonlight.

“These words of the Moon made the Sun so angry that he threw sand in her face…”

 A childish reaction—explains a physical feature (the spots on the moon).

“...and you can still see the dark spots on the face of the Moon.”

 A legendary explanation for the moon’s dark spots.

🧠 LITERARY ELEMENTS – The Sun and the Moon

Element Details

Characters The Sun, The Moon

Setting The sky / mythic time

Conflict Sun vs. Moon (jealousy and pride)

Theme Vanity, rivalry, myth to explain nature

Moral Pride can cause rifts, and even gods are flawed.

Sun insults Moon > Moon defends herself > Sun gets mad > throws sand > Moon's face has
Plot
spots forever

Would you like a side-by-side comparison of the two legends or move on to the next one?
Great! Let's go through the lesson step by step, sentence by sentence, and I’ll break down what it
means in simple terms. I’ll also help you get familiar with the stories and how they connect to
literary elements in children's and adolescent literature.

🔹 Lesson 1: Modern Fables Description and Some Notable Modern

Fabulists

📘 Sentence 1:

"Some notable fables that adhere to the canons of literature have also been produced in the
modern times."

Explanation:
This means that even today, writers continue to create fables (short stories that teach a moral
lesson). These modern fables follow the rules and standards ("canons") of good literature.

📘 Sentence 2:

"As fables, they are as well stories about animate or inanimate objects acting like human beings
or communicating with the human beings."

Explanation:
Fables often include animals, objects, or forces of nature that talk, think, and behave like
humans. For example, a talking rabbit or a wise old tree giving advice.

📘 Sentence 3:

"The modern fable is described as a literary genre that 'has been adapted to adult literature'
(The New World Encyclopedia, n. d.)."

Explanation:
Modern fables are not just for kids. They have been updated to suit adult readers too, with deeper
meanings and complex messages.

📘 Sentence 4:
"One example is George Orwell’s Animal Farm, a satirical animal fable and novel that
figuratively criticizes totalitarianism as a whole; and thus, suitable for adolescents and adults."

Explanation:
Animal Farm uses animals to tell a story that criticizes political systems, especially
dictatorships. Though it looks like a simple story, it has deep political messages—ideal for older
teens and adults.

📘 Sentence 5:

"Antoine de Saint-Exupéry’s The Little Prince is an allegorical novel that is made up of fables,
fairy tales, and elements of allegory that are also best suitable for adolescents and adults."

Explanation:
The Little Prince uses symbolic stories (allegories) to explore important life lessons—like love,
loneliness, and human nature. It seems like a children’s story but speaks to all ages.

📘 Sentence 6:

"James Thurber’s Fables for Our Time and The Beast in Me and Other Animals portray the
modern life’s anxieties."

Explanation:
Thurber’s fables reflect the worries and struggles of people in today’s world. He uses humor and
storytelling to show how people deal with stress, fear, or confusion.

📘 Sentence 7:

"Notable also in this style and genre are James Joyce’s The Fox and the Grapes and The Ant
and the Grasshopper."

Explanation:
These are new versions of classic fables told in a modern way. They still teach lessons, like in
traditional fables, but may use modern language or ideas.

📘 Sentence 8:
"Aside from the aforementioned, some modern fabulists include Leo Tolstoy, Nico Maniquis,
Ambrose Bierce, Sholem Aleichem, George Ade, Don Marquis, Franz Kafka, Damon Runyon,
Dr. Seuss, José Saramago, Arnold Lobel, Ramsay Wood, Bill Willingham, and Acrid Hermit
(The New World Encyclopedia, n. d.)."

Explanation:
These are famous writers who also created modern fables. Some, like Dr. Seuss, are known for
children’s stories with moral lessons. Others, like Kafka and Tolstoy, wrote stories that explore
deeper themes for older readers.

🔹 Lesson 2: Some Modern Fables for Online Reading

Now let’s look at the stories you need to read and what they are about:

📖 1. The Tale of Peter Rabbit by Beatrix Potter

📍Link: https://www.gutenberg.org/files/14838/14838-h/14838-h.htm
Summary:
Peter Rabbit disobeys his mother and sneaks into Mr. McGregor’s garden. He gets into trouble
and learns a lesson about listening to his parents and avoiding danger.
Moral/Lesson: Obey your elders and don’t be greedy.

📖 2. Curious George by Margret Rey

📍Link: https://www.arvindguptatoys.com/arvindgupta/curiousgeorge.pdf
Summary:
George is a curious little monkey who ends up in all sorts of trouble because of his curiosity.
Moral/Lesson: Curiosity can lead to both adventure and danger. You must be careful and
thoughtful.

📖 3. Charlotte’s Web by E.B. White

📍Link: https://cleveracademy.vn/wpcontent/uploads/2016/10/Charlotte_s_Web_.pdf
Summary:
A pig named Wilbur is saved from being slaughtered by a clever spider named Charlotte, who
writes words in her web to make people admire Wilbur.
Moral/Lesson: Friendship, loyalty, and sacrifice can change lives.
📖 4. Winnie the Pooh by A. A. Milne

📍Link: http://www.yourskypeschool.com/book_yss_eng/winniethe-pooh.p
Summary:
A gentle bear named Winnie and his friends go on small adventures, teaching lessons about
kindness, imagination, and friendship.
Moral/Lesson: Value friendship, patience, and joy in simple things.

📚 Learning Goals (from your lesson):

✅ 1. Enumerate the literary elements of children and adolescent literature.

You are expected to list these elements:

 Character
 Setting
 Plot
 Conflict
 Theme
 Style
 Point of View
 Tone and Mood

We can break each one down with examples from the stories if you want!

✅ 2. Analyze each of the literary elements in suitable children and adolescent

texts.

You’ll need to examine:

 Who the main characters are

 What the setting is like
 What happens (the plot)
 What problems are faced (conflict)
 What lessons are learned (theme)
 How the story is written (style, tone, POV)
Would you like me to start analyzing one of the stories using these literary elements, like The
Tale of Peter Rabbit or Charlotte’s Web? I can go step by step.