The remaining ruins of the city show that the Shona were skillful builders. After reading the story through, explore the following with students: How do they reflect the culture they come from?
Have a volunteer find Zimbabwe. Katie Shea Grade Level: Have students describe places mentioned. The ruins of three of their stone structures-the Hill Complex, the Great Enclosure, and the Valley Complex-are still visible.
What story does this remind you of? It also helps us keep track of the story in our heads. How do these versions differ? What preliminary conclusions might students make about the girls from these pictures?
They are passed from one generation to another by word of mouth. On one side of the paper have students write one clue they found that helped them figure out this tale was from Africa.
Zimbabwe is in South Africa. Have the students cut out the squares when finished. Have students draw the river on their paper. Explain that the story takes place just south of Nyanda in and near the walled city of Great Zimbabwe.
What expressions do they have on their faces? Reading Focus Activity On the chalkboard create a chart such as the one shown here.
Discuss what goes in each square. Can you think of any folktales you have heard? Build Background Write this question on a large poster pad: Ask students to see if they can find any of these in the book illustrations.
Tell students that the story comes from an African country called Zimbabwe. Ask students to study the illustrations and then comment on the girls.
What is each one doing? There, the Shona sold gold, copper, and ivory to Arab merchants. Have students illustrate cards one day and map the next. Share with students that folktales are stories handed down from one generation to another by word of mouth; these tales are told by ordinary folks.
Students will have an appropriate clue on the back of their storymap. Ask students to note how beauty is treated in this story.
Discuss the placement of each and have students place them accordingly. Then have students find other Caldecott winners to see what made them "the most distinguished" that year. The illustrations in this book were inspired by the ruins and the flowers of an ancient city in Zimbabwe.
What else in the illustrations suggests an African setting? Explain that the modern nation is named after this ancient city. Check for accuracy before students glue them in place. We will be drawing some of the people in the story so pay attention to the details. We will then work on our maps.Mufaro's Beautiful Daughters questions for your custom printable tests and worksheets.
In a hurry? Browse our pre-made printable worksheets library with a variety of. Mufaro’s Beautiful Daughters Page 2 Writing Activities Writing Activities 1. As a whole group, use a Venn diagram to compare and contrast Mufaro’s Beautiful Daughters and.
John Steptoe: Mufaro's Beautiful Daughters Lesson plans and teaching resources Mufaro's Beautiful Daughters Scroll down on the page for cross-curricular lesson ideas. Kindness Just Because Students analyze acts of kindness and selfishness, place events of the story in their proper sequence, describe the setting, and trace a route on a map that shows rivers and mountains.
After hearing Mufaro's Beautiful Daughters, students will be able to create a story map. Students will be able to identify that Mufaro's Beautiful Daughters takes place in Africa. Materials Needed.
MUFARO’S BEAUTIFUL DAUGHTERS By John Steptoe (Lothrop) Themes: African Culture, Relationships BEFORE VIEWING ACTIVITIES Share the book MUFARO’S BEAUTIFUL DAUGH-TERS with the class.
Locate the continent of Africa Mufaros' Beautiful Daughters Author. The lessons and activities in this guide are driven by the Ohio Early Learning and Development Standards () Mufaro’s Beautiful Daughters is the story of a king who is looking for a wife.
The person has to be worthy and beautiful. Mufaro has two daughters. Both are beautiful.Download