Conclude this discussion by asking students for examples of the trickster in American culture - e.g., Tom Sawyer, Ramona Quimby, Lucy Ricardo, Bugs Bunny, etc. To close the lesson, have each student write and deliver orally an original trickster story reflecting the values and concerns of his or her culture. Students might also visit art museums in your area or contact people in your community who are knowledgeable about non-European cultures, particularly those informed about current developments in these artistic traditions. Students who pursue a visual motif across cultural borders can produce a bulletin board or web page exhibit of the artworks they collect, along with a descriptive catalog that introduces the motif and explains its varied significance. Those who explore a literary motif can produce an anthology, again with an introduction explaining the motif's character and significance.
Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts.
Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiencees for a variety of purposes. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities. National Geography Standards 10.