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UNIT 3: ANCIENT FORMS AND OTHER STORIES FOR

CHILDREN AND ADOLESCENT
3.0 Intended Learning Outcomes:
a. Understand the significance of ancient literary forms in explaining
the social history of mankind;
b. Appreciate the oral nature of ancient literary forms and examine
how the context of oral
performance shape the meaning of a story;
c. Compare and contrast each literary form; and
d. Design literary activities for children and adolescents.

3.1 Introduction

Ancient literary forms can be used to help children develop strong

reading skills, studying other cultures, model positive character traits, and
discover a love for stories. Since these kind of literature have been passed
down through oral tradition, they were honed for listening making them
easy to remember and share. As a result, it makes it easier for children to
differentiate characters, follow a plotline or recall a sequence of events. Working with ancient literary forms can
also help both children and young adults to develop critical reading skills of phonics, fluency, vocabulary and
comprehension. (Parayno 2013)

3.1.1 Folklore and Folktales

The term “folklore” was invented by an English scholar named William John Thomas in 1846. He
used the word to denote the traditions, customs and superstitions of the uncultured people in a civilized
country. Folklore is a science that embraces observances and customs, notions, beliefs, traditions, superstitions
and prejudices of the common people.

Importance of Folklore
1. Folklore is important in explaining social history of mankind.
2. Folklore is helpful in the study of comparative mythology and science of religion.
3. Folklore helps in the understanding of the relationship between races and on the development of religion,
beliefs and ceremonies.
4. Folklore is of great assistance to the ethnologist, sociologists, historians and students of comparative
mythology and science of religion.

Kinds of Folklore

Kinds of Folklore Example

Folk tales, hero tales, ballads and songs, legends

Traditional literature in narrative form
of places

Traditional customs Local customs, astrology, festival customs, games

Witchcraft, astrology, superstitions practices, su-

Superstitions and beliefs
perstitions beliefs and fancies
Popular sayings, popular nomenclature, proverbs,
Folk speech
jingles, rhymes, riddles
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The earliest forms of literatures were called folk literature. They are traditional narratives that originated
directly from the people. folk literature has no fixed author and no fixed original form. There are certain
qualities common to all folk literature. These are:
1. Concerned more with actions rather than reflection;
2. Concerned with physical heroism; and
3. Concerned with mysterious mysterious and powerful influences—gods, giants, heroes, fairies,
animals and other supernatural beings.

Folktales refers to a traditional narrative of unknown authorship that has been handed down from genera-
tion to generation regardless of its content. These old stories are often called fairy tales because many of them
deal with fairies or magic or any other supernatural element. Some of the characters were animals, mysterious
and powerful influences like gods, giants, heroes who overcome incredible obstacles and win awards and other
supernatural beings.

Origin of Folktales
1. That all folktales originated in India in the Sacred Books of Buddhism and were transmitted by migrations of
people by crusaders and Hebrew gypsies.
2. That many of the tales arose independently among people widely separated geographically and historically.

History of Folktales

The history of folktales begins at the point at which a storyteller, folklorist or anthropologist set
it down in writing. It has been the convention to credit the origin of a folk story to the country in
which it was published. Most often, a story which has been thought of as having originated in the
country in which it was first published had been known in other countries for a long time.

In 1697, a collection of tales called, “Comtes de Ma Mere L’Oye or Tales of My Mother Goose” ap-
peared bearing the name of a Frenchman, Charles Perrault. However, Perrault claimed that the stories
were written by his little son who learned it from his peasant nurse. The front piece of the book
showed three children listening to a story told by an old woman named Mother Goose while she was
spinning. The name Mother Goose was later associated more with nursery rhymes than with tales.

Primary Characteristics of Folktales

1. Has no known individual author.
2. Has no fixed or original form.
3. Has a brief introduction.
4. Adapted to any age.
5. Has a simple plot that is easy to remember.
6. Characters appeal to both children and adults.
7. Has element of magic that appeals to children.

Values of Folktales
1. Gives pleasure and enjoyment to children
2. .Stirs the imagination.
3. Gives insight into life.
4. Used for dramatization.
5. Used for illustration.
6. Develops ear training.
7. Plays a role in the emotional development of children
8. Develops confidence and courage in children against fear of the unknown.
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Types of Folktale Definition Example

Simplest type of tale; has a simple plot and Gingerbread Boy
rhythmical pattern; episodes follow each Johnny Cake
Accumulative or Repetitional
other neatly and logically in a pattern of Pancake
cadenced repetition. The Bun
Stories where animals talk not just with The Three Little Pigs
fellow animals but with human beings; The Tale of Peter Rabbit
Talking beast stories
often the animals are exaggerated charac- Puss in the Boots
terizations of human beings. Three Billy Goats Gruff
Stories about sillies and numb skulls meant Lazy Jack
Drolls or Humorous stories
for fun and nonsense. Epaminondas
Stories that explain primitive man’s idea of
the origin of the universe, mysteries of nat-
King Midas
ural phenomenon, life of gods and goddess-
Tungkung Langit and Alunsina
Myths es, and other pagan divinities, their contact
Jason and the Golden Fleece
with each other and their relation to man.
Baucis and Philemon
It has three types: Greek, Roman and Norse
myths.
Bidasari
Stories about the exploits of a hero and his
Ibalon
heroic acts embody the moral code of a
Epics and hero tales Biag ni Lam-ang
country or a nation; sometimes written in
El Cid
verse, prose and ballads.
Odyssey
An old story containing wonders and mira-
Legend of the Magat River
cles that was handed down without any
Legends Legend of the Pineapple
foundation in history but popularly believed
to be true.
The Monkey and the Turtle
Fictitious story about an animal or an inani-
The Ant and the Grasshopper
Fables mate object which behaves like a human
The Fox and the Grapes
being and has one dominant trait.
The Lion and the Mouse
A large portion of the stories are based on
Cinderella
the element of magic or supernatural;
Fairy Tales Snow White
setting is a visionary or unreal world and is
Sleeping Beauty
usually romanticized.
Folktales using religious elements or beliefs
Religious Tales that are patterned after the morality plays
of the Middle Ages.
Beauty and the Beast
Romance in the folktales is remote and im-
Romance Tales The Goose Girl and the King
personal; characters are stereotypes.

Blue Bird
Realistic Stories Stories that are improbable but possible.
Mr. Vinegar

Desirable Uses of Folktales

1. For entertainment
2. For illustration
3. For dramatization
4. For puppets
5. For storytelling
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Activity 1: Folktale Hunt (100 points)

Note: This will be part of your participation/recitation.
Form a group with three (3) members. Search for at least five (5) local folktales in your community. You
may talk with family members, friends, neighbors and local folklore experts about stories they learned
as a child, especially those with a local “flavor”—a local “eccentric” for instance, or a haunted house.
Find out how the stories were passed on, who told the stories, how people felt about them whether they
were viewed as “tall tales” or true and so forth (the information gathered will serve as a prelude state-
ment to the story). Make a pdf format compilation of the folktales written in either English or Filipino.
You may add illustrations to your stories to make it more appealing. See appendices for the rubric.

3.1.2 Myths

Mythology is a body of myths describing the gods of the people, demigods and legendary human
beings in stories which involve supernatural elements. The term myth has a more specialized meaning and
refers to stories in which gods, goddesses, and other pagan divinities plays a part. It is a story that explains
primitive man’s idea of the origin of the universe and the mysterious of natural phenomenon. The purpose of
the myth is to explain matters in the science of prescientific age. A myth remains a myth as long as the divinity
of its actors is recognized. It is associated with religious rites and beliefs.

Theories on the Evolution of Myths

1. Ancient Greek writer Euhemerus (300 B.C.) believed that the ancient gods were patterned after heroes who
actually lived at one time.
2. Philologists or people who study the growth of language claims that man repeats things that their ancestors
said, understood them in a different sense and because of that, misunderstanding created myths.
3. Anthropologists or people who study the history of the human race tried to explain the cause of natural
phenomena.
4. According to French sociologist Emile Durkheim, myths came from society as a whole. He believed that
people got so excited during their tribal festivities that they thought that a great power came to them
from an object in their camp. This object became a sacred emblem to the tribe.

Sources of Mythology: Greek and roman Mythology

The Romans had no system of mythology of their own. They adopted the mythology of the Greeks, but
changed the names of the gods and even demigods.

Values of Myths
1. There is a dramatic quality about myths captures the imagination of the poets and children.
2. Many English poems are filled with classical allusions from myths.
3. Subjects of sculpture and graphic arts are taken from the Greeks and Roman myths.
4. Myths furnish background for the great national epics of all countries.
5. They serve to explain the origin and meaning of many words in everyday use.
6. Myths serve as an aid in the understanding of art and literature.
7. They widen our knowledge about the physical world, the history and civilization of the times in which
the stories originated and about human nature.
8. Myths give answers to questions often asked by children concerning the how, when, why of the ways of
animals, birds, insects, trees, flowers, and other forces of nature.
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GREEKS ROLE ROMANS

Zeus Ruler of the heavens and earth Jupiter
Hera Queen of the heavens Juno
Poseidon God of the sea Neptune
Aphrodite Goddess of love and beauty Venus
Athena Goddess of wisdom Minerva
Apollo God of the sun Apollo
Artemis Goddess of moon and virginity Diana
Ares God of war Mars
Hermes Messenger of the gods Mercury
Heracles Strong man; demigod Hercules
Demeter Goddess of fertility Ceres
Hephaestus God of fire and forge Vulcan
Dionysus God of wine Bacchus
Hades God of the underworld Pluto
Hestia Goddess of hearth/family Vesta

3.1.3 Legends
A legend is a narrative that is partly true and partly imaginary about a particular person, event,
place or natural feature. It is closely allied to history although it is not verifiable. Legend came from Latin
word “legenda” which means “for things to read.” The term was used to designate the life of a saint and
was also applied to portions of scriptures and selections from lives of saints to be read at divine service.

Differences Between Myths and Legends

1. Myth is an interpretation of nature while a legend is the idealization of history.
2. Myths are stories in which god, goddesses and other divinities play a part while legends are stories of
wonders or miracles not only of gods and goddesses but about animal and other things.
3. Legend lies within one or two localities and has one or two characters whose names and sometimes
their motives change with the locality. Myths are found everywhere in one form or another.
4. The legend is usually built into one episode on a single act of a hero.

Values of Legends
1. Legends as a source of children’s literature deals with facts.
2. Legends deals with historical backgrounds. They awaken the national consciousness of children.
3. They develop vivid and fantastic imagination.
4. Some legends give children moral lesson. They serve as a guide on what is right and what is wrong.
5. Legends help acquaint children with the cultural phase of the country.
6. They give pleasure and enjoyment to children.
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Types of Legends According to Subject

1. Legendary Heroes — The legend of Bernardo Carpio
2. Legend about places — Legend of the Magat River
3. Legend about nature — Legend of Mt. Makiling
4. Legend about plants — Legend of the Banana
5. Legend about flowers — Legend of Sampaguita
6. Legend about animals — Legend of the Firefly

Activity 2: If you were a Legend (30 points)

Direction: Write a legend from among the following topics:
(1) How your last name got its name; (2) COVID-19; (3) Social Media; and (4) Your fa-
vorite person.
You may add illustrations to your story. Just credit your sources for images grabbed
online.

3.1.4 Epics and hero Tales

In addition to the stories of gods, goddesses and lesser divinities or demigods, there are also
tales of human heroes. Some of these heroes accumulated so many stories about their names that the col-
lection of these tales make an epic.
The word “epic” comes from the Greek word “epos” meaning a saying or a song. It is a form
of narrative wherein tragedy, comedy, lyric, dirge, and idyll are skillfully blended to form an immortal
work. It is sometimes written in verse like the “Iliad” and sometimes in prose like “Morte d’ Arthur.”
The moral code of a nation and era and all its heroic ideals revealed in the study of the epic
hero of a nation. Not all epics are suitable for children. Some give children an unforgettable literary and
emotional experience. These epics are suitable for older children and for the intermediate grades. There
is a little preaching in the epics but they give a child something to grow on—ideals of conduct in human
form.
Classification of Hero Tales by Nationalityh

Country Epic/Hero Tales

Bernardo Carpio
Philippines
Mariang Makiling
Joe Magarac: Man of Steel
USA Pecos Bill
Buffalo Bill
Beowulf
England King Arthur
Robin Hood
France Roland
The Story of Odysseus
Greece Pandora
The winged Horse
Fin M’Cowl and the Giant
Ireland
Oisin in the Land of the Youth
Heroes of Asgard
Norway
The Making of the Hammer
Switzerland William Tell
India Rama
Spain El Cid (Rodrigo Diaz de Bevar)
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Characteristics of Hero Tales

1. Hero tales are historical, biographical, mythical and legendary stories of heroes.
2. The possess qualities of good adventure which children like: directness of action, singleness of motive,
simplicity of language and vigor in style.
3. The heroes present ideals of life and conduct worthy of emulation.
4. The exploits and deeds of heroes are worth worshipping.
5. The heroes succeed because of the ingenuity, valor, perseverance and other virtues.
6. The style in which the story is told is serious, dignified and there is objectivity.

Values of Hero Tales

1. Develop in the child good moral character.
2. Enlarge the child’s vocabulary.
3. Develop the imagination.
4. Give good background to interpret later reading with the allusions to the classic.

3.1.5 Bible Stories

The bible is the sacred book of Christians. It is the basis of the Christian religion. It tells a story with
a special aim—to state the promise of God.

Characteristics of Bible Stories

1. Stories are of religious nature.
2. Language is simple.
3. Contains many phrases.
4. Contains proverbs, poetry and songs.
5. Writer is nameless or anonymous.

Values to Children
1. Helps children to know God.
2. It gives better understanding and appreciation of the bible.
3. Gives moral and spiritual values.
4. It helps children as well as adults to enter into a life dominated by Christianity.
5. Bible stories are good for storytelling and dramatization activities.

3.1.6 Realistic Stories for Children and Adolescents

A realistic story is a story that is convincingly true to life: the places, the people, the actions and
motives seem both possible and plausible.

Characteristics of Realistic Stories

1. Must contain plot with action.
2. Has unity of plot.
3. Has logical development.
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4. The story must be true to human nature.

5. Must have a substantial theme.
6. Style must absorb and interest young readers.

Values of Realistic Stories

1. Children can identify themselves happily and profitably with the hero or heroine of the tale.
2. Gives an insight into real life situations.
3. Satisfy the need to belong.
4. Satisfy the need to love and be loved.
5. Satisfy the need to know.
6. Satisfy the need to achieve.

Term Requirement (100 points)

With your group, write a realistic story about people’s experiences during COVID-19 Pandemic
and create an illustration book out of the story. See appendices for the rubric.

3.1.7 Autobiography and Biography

Autobiography is the story of a person’s life written by himself. It is written from a person’s
memory of his past. In its pure form, an autobiography is an extensive true narrative of an individual’s
life from infancy to death.

Some Reasons for Writing Autobiography

1. To leave a record about their deeds for their families.
2. To comply with the wishes of friends or admirers for an account of his/her personal life.
3. To inspire young people.
4. To help in reform. To teach others to live better lives, to change for the good.
5. To acknowledge the debts which one’s intellectual and moral development owes to others.

Contents of an Autobiography
1. Early life history: birthdate and place, names and age of both parents and siblings, their
occupation, language spoken and early childhood memories.
2. Health: height, weight, hearing, vision, sickness, accidents, handicaps, etc.
3. Education: school attended, scholastic attainment, favorite subject/s, extra-curricular
Activities, leadership, positions held, interesting school experiences.
4. Leisure and interests: hobbies, out of school activities, sports, reading interests, etc.
5. Other experiences: work experiences.

Values of Autobiography
1. For information.
2. For recreational reading.
3. For inspiration to others.
4. For self justification.

Biography on the other hand is a story of a life of a real person written by someone else. It artisti-
cally records the action and recreates the personality of an individual that has actually lived. The biog-
rapher is concerned with the truth . It is a form of history which is applied not to races to masses but to
an individual.

Difference Between Juvenile and Adult Biography

1. Biographies for children are usually short making it an incomplete account of a person’s life.
2. Biographies for the young usually feel that it is the life of a person and to interpret the thoughts of
their character.
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3.3 References

Huck, C. et. al. (2015). Children’s Literature In the Elementary School, 7th Edition, McGraw Hill
Companies Incorporated
Parayno, S. (2013). Children’s Literature. Katha Publishing Co. Incorporated
Writing Rubric. Retrieved from:
file:///C:/Users/ASUS/Documents/Writing-Rubric%20For%20legend.pdf
http://writingresources.benchmarkeducation.com/pdfs/Gr2_U2_EvaluationRubric.pdf
file:///C:/Users/ASUS/Documents/GradingRubric.pdf

Image:
Si Malakas at si Maganda. Retrieved from:
https://www.google.com/search?q=si+malakas+at+si+maganda+backroung+image&tbm
=isch&ved=2ahUKEwiczbbliubvAhUkEqYKHfNtAUwQ2-

1.4 Acknowledgment
The images, tables, figures and information contained in this module were
taken from the references cited above.
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APPENDICES
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APPENDICES
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