Anansi and turtle

Anansi and Turtle
by Olabanji and Kat Temitope

School Journal, Part 1 Number 4, 2009

Readability (based on noun frequency) 8–9 years

Overview
In this retelling of a traditional tale, Anansi the spider is paid back for his greed by
Turtle. The story’s introduction explains the tradition of telling “moonlight stories” in
Nigeria.
The story involves Anansi and Turtle playing tricks on each other, and some students
may need support to understand how they work. The story allows for strong links to
be made to oral language, particularly oral storytelling traditions and the variations
that traditional stories gather when they are retold many times.
[An audio version of this text is also included on School Journal Part 1 and Part 2 CD
2009.]
This text includes:
• some compound and complex sentences, which may consist of two or three
clauses;
• some words and phrases that are ambiguous or unfamiliar to the students, the
meaning of which is supported by the context or clarified by photographs,
illustrations, diagrams, and/or written explanations;
• a straightforward text structure;
• figurative language, such as metaphors, similes, or personification;
• some abstract ideas that are clearly supported by concrete examples in the text
or easily linked to the students’ prior knowledge;
• some places where information and ideas are implicit and where students need to
make inferences based on information that is easy to find because it is nearby in
the text and there is little or no competing information.
Reading standard, end of year 4

Options for curriculum contexts
English (level 2, purposes and audiences)
• Show some understanding of how texts are shaped for different purposes and
audiences.
Social sciences (level 2)
• Understand how cultural practices reflect and express people’s customs,
traditions, and values.
Key competencies
• Thinking
• Using language, symbols, and texts

Teacher Support Material for “Anansi and Turtle” School Journal, Part 1 Number 4, 2009
Accessed from www.schooljournal.tki.org.nz
Copyright©New Zealand Ministry of Education Page 1 of 6

• Relating to others.
For more information refer to The New Zealand Curriculum.
The following example explores how a teacher could use this text, on the basis of an
inquiry process, to develop a lesson or series of lessons that supports students’
learning within an English curriculum context. Depending on the needs of your
students, another context might be more appropriate.

Suggested reading purpose
To enjoy and discuss a traditional tale from Nigeria

Links to the National Standards and the Literacy Learning
Progressions
Your students are working towards the reading standard for the end of year 4.
By the end of year 4, students will read, respond to, and think critically about texts
in order to meet the reading demands of the New Zealand Curriculum at level 2.
Students will locate and evaluate information and ideas within texts appropriate to
this level as they generate and answer questions to meet specific learning
purposes across the curriculum.
Reading standard, end of year 4
Students can:
• meet their purposes for reading by employing specific comprehension strategies,
such as:
o identifying and summarising main ideas (using their knowledge of text
structure)
o making and justifying inferences (using information that is close by in the text)
o making connections between the text and their prior knowledge to interpret
figurative language;
• recognise the features and purposes of some common text types and use this
knowledge to navigate and understand texts.
Reading progressions, end of year 4

Key vocabulary
• Words and phrases, including “Nigeria”, “customary”, “exclaimed”, “All the same”,
“bulged”, “laden”, “unbuttoned”.
Refer to Sounds and Words (http://soundsandwords.tki.org.nz) for more information
on phonological awareness and spelling.

Prior knowledge
Prior knowledge that will support the use of this text is:
• personal experiences:
o tricks and deceptions and how they work
o familiarity with hospitality and manners, such as sharing food with guests,

washing hands before eating, polite ways of speaking
• literacy-related knowledge: traditional stories and their structure and
characters, in particular, other Anansi stories.

Features of the text
These features may support or challenge the students depending on their prior
knowledge.
• The introduction, which gives a context of time, place, and purpose to the story
• The straightforward text structure, which uses the familiar features of traditional
stories – talking animals, tricks, a moral or message, the use of contrasting
characteristics such as greed and generosity or sharing
• Knowledge of the patterns and devices of traditional stories, which can be used to
support predictions – repeated actions, tricks played by one character on another
(“turning the tables”)
• The names of one of the authors, Olabanji Temitope, and his tribe, Yoruba
• Yams, which are very different from what we call yams in New Zealand (the yam
in the story is more like taro or kūmara).

Suggested learning goal
To explore the features in a traditional tale to identify the moral of the story

Success criteria
To support our understanding of the text, we will:
• make connections to traditional tales and fables we have read
• identify features that are similar to those in other tales
• predict what might happen in the story
• identify and discuss the moral of the story.

A framework for the lesson
How will I help my students to achieve the learning goal?

Preparation for reading
English language learners
Remember that English language learners need to encounter new vocabulary: many
times; before, during, and after reading a text; and in the different contexts of
reading, writing, speaking, and listening. You will need to decide on the specific
vocabulary and language structures that are the most appropriate in relation to the
purpose for reading and explore these with your students before they read the text.
Scaffold the students’ understanding of the context by providing some background to
the text and any necessary prior knowledge. Also support the students with some
pre-reading experiences, such as jigsaw reading, partner reading, or specific
activities to explore and develop vocabulary. For more information and support with
English language learners, see ESOL Online at www.esolonline.tki.org.nz


Before reading
• Discuss traditional tales and fables the students already know. “What are some of
the features of these stories?” “What makes them different from other stories we
read?”
• If possible, have the students read another Anansi story the day before, or read
one aloud to them. Discuss the ideas behind these kinds of traditional stories,
eliciting the fact that there is often a message, moral, or teaching purpose. “Keep
this in mind as we read this story. I wonder what the moral or message of this
story might be?”
• Share the purpose for reading, the learning goal, and the success criteria with the
students.

Reading and discussing the text
Refer to Effective Literacy Practice in Years 1 to 4 for information about deliberate
acts of teaching.

Page 2
• Read the introduction aloud. Identify where Nigeria is on a map. You may need to
explain some aspects of the illustration, for example, the grandmother and her
clothing; the moon (not a sun!) and the stars that are out at same time. “Why
would you tell stories under the moon?” Prompt students to consider
entertainment in times or places that don’t have television – or electric lights. If
there are students who have experiences of oral storytelling, they might like to
share some of their family traditions.
• Discuss what is meant by “retold by” and that some stories are told over and over
again. Sometimes they have been written down. Retelling is a traditional way of
telling and passing on stories (and news). Associate this with stories that are
familiar to the students, and note that many families tell similar stories.

Page 3
• The first sentence introduces traditional story features: “One day”, an animal with
a name, animals wearing clothes (as shown in the illustration), and animals doing
“human” things such as cooking dinner and sitting down to eat together. Spend a
few minutes making these features explicit.
• “Customary”: help the students make connections with customs they know, such
as sharing a meal, feeding a visitor, using manners and polite forms of speech
(“Please”), giving a compliment.
• Prompt the students to think about the things that happen in traditional tales. “I
wonder what might happen in this story?” Discuss tricks and how Anansi might
trick Turtle.

Page 4
• Discuss hand washing. Link this to familiar habits. “What might happen next?
Why do you think that?”
• At the end of the page, review predictions and clarify what the students think is
going to happen and why they think that.


• Make connections with manners and family routines – Anansi apologises in the
first line then tells Turtle off again for having dirty hands.
• “What might happen next?” “Who is the cleverer of the two?” Help the students
understand that Turtle has worked out that Anansi knows Turtle’s hands will get
dirty. “What might Turtle do?”

Page 6
• “All the same” may need explaining, especially since it is on a new page.
• “I wonder why Anansi didn’t just offer Turtle the cloth he was using to clean his
hands?”
• Examine the careful language of manners – Turtle thanks Anansi and invites him
to dinner. “Why do you think Turtle is so polite?” Students will be learning about
the characters of Anansi and Turtle as well as the “turning the tables” feature of
these stories (the punishment or come-uppance usually fits the crime). Make
connections with other traditional tales.
• Anansi’s eyes “bulged” – discuss what this means and why his eyes would bulge.
“What does this tell us about the character of Anansi?”

Page 7
• Identify the setting and how it is different from the place Anansi lives. Ask the
students to predict what might happen next.
• Use the words and illustrations to consider the food Turtle has prepared and how
this fits with the traditional story feature of animals with human characteristics.
• “How can Anansi get to the table?” Make connections with diving for food (for
example, some students may have families who dive for pāua or other seafood)
or with trying to stay down under water when swimming.
• Have the students make further predictions by asking them “How will Anansi get
down? What will Turtle do?”

Pages 8–9
• Let the students read to the end of the story, then clarify the ending: “I wonder
who was smarter?”
• Discuss Anansi’s solution and review other predictions.
• Review the features of traditional tales and how this story fits the familiar
patterns, including the ending.

After reading
• Discuss how Anansi tricked Turtle – “What did he use?” (manners). Turtle used
the same trick (good manners) on Anansi. Help students to make connections
within the text to see that Anansi was tricked by his own trick. Introduce the
expression “Turning the tables”.
• Discuss the fact that traditional stories often have a message or moral. Have the
students think, pair, and share their ideas for what the message might be.
• Reflect with the students on how well they have met the learning goal and note
any teaching points for future sessions. For example, “How did making
connections with other traditional tales and fables help you to understand this

text?” Note any teaching points for future sessions.

Further learning
What follow-up tasks will help my students to consolidate their new learning?
• Explore other traditional tales or fables. Some School Journal titles include “Little
Donkey” (JJ 25), “The Spider Who Wanted Spots” (JJ 25), “Two Trees” (JJ 27), or
“Kiu and Ugauga” (SJ 1.4.04).
• Use a Venn diagram to explore the similarities and differences between two
traditional tales, for example, two Anansi stories, or this story and a version of an
Aesop fable (for example, Hare and Tortoise, Fox and Crow).
• Listen to the audio version of the story.
• Students could: write a story of their own based on a traditional tale format; use a
known tale and turn it into a Turtle/Anansi story; or create a fable around a
problem scenario. Students could also retell this or other stories from the point of
view of another character.
• Encourage oral storytelling in class, allowing time for the students to tell stories in
pairs, groups, or with the class. If possible, draw on family, whānau, and
community resources to strengthen and enrich storytelling. See also the oral
language handbooks, Learning through Talk: Oral Language in Years 1 to 3 and
Learning through Talk: Oral Language in Years 4 to 8.


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