Howard County Secondary Language Arts...


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Howard County Secondary Language Arts...

  1. 1. Marys Unit & Lesson PlansLITERARY ORIGINS: FOLKLORE AND LEGENDS UNIT(Entire Goals and Objectives Posted at Discussions: Unit Ideas)OVERVIEW OF UNIT 12 weekUnit is designed for a 12 week unit of which eleven weeks are used forinstruction, one week for assessments. Lessons are designed for 84minute blocks with two blocks for each class per week. The short 50-minute block (one per week) will be used for targeted Language Strandinstruction and for assessment review when appropriate.Week 1 Class 1 Introductory Week Using Voice Thread to demonstrate what it would be like with astory teller telling stories.Week 1 Class 2 &Week 2 Class 1 Eight Stations (students in groups of 3-4) to Acquaint Studentswith Characteristics of Different Categories of Folklore as follows:The following stations are a work-in-progress and I could use somesuggestions from the group as to both activities and items to include.Station 1: Tall Tales Tales of Exaggeration: View Tall Taleson-line from United Streaming - Discovery Channel (Computer station)Station 2: Legends Tales of Exaggeration: Read 3-4picture books of Legends, both AmericanStation 3: Riddles Reading riddles and activity creatingriddlesStation 4:
  2. 2. Origin Tales Pourquoi Tales: Activity on "Where dowe come from?" with addition of several origin stories via UnitedStreaming (Computer station)Station 5: Fables Tales of Talking Animals: Read 3-4fables and determine characteristics & activity to create one using cloze*to expedite *not technologyStation 6: Folk Songs/ Students investigate what meaning isbehind many of our nursery rhymes such as "Ring Around the Rosie" Nursery Rhymes (Computer station for on-lineinvestigations)Station 7: Use of Language Examples and activities to create cleverword combinations using a Web Quest with FolkloreStation 8: Asian Folklore Activity to plot line Chinese, Japanese,Thai, Indian folklore & later into our categories based on characteristics (coordinates with Asiaunit in Social Studies) (Computer station using a Podcast of areader reading these stories as either they read them in a picture bookor ??)Station 9: Folklore Formula Students review a list of common motifsand elements (see "Elements of a Folktale") and read a familiar story,discuss, and write a paragraph composed by the group as to why the story is/is not a folk tale.Students type their paragraph on Word and print it for submission.(Computer Station)Station 10: Trickster Tales View Trickster Tales on-line from UnitedStreaming - Discovery Channel
  3. 3. (Computer station)While students pass through stations and complete activities, they willalso be completing an organizational chart about characteristics of eachof the above which I developed when I taught this unit in the past.Week 2, Class 2Reserved to finish stations and discuss organizers and construct amaster list of the characteristics and elements of a folk tale.Weeks 3 Class 1Fairy Tales Tales of Magic: Read two versions of thefairy tale "Little Red Riding Hood" ie the original Perrault and Grimmsversions in preparation for next section of unit.Complete a Venn diagram comparing the twoWeeks 3, Class 2 & 4, 5, 6We will be viewing the movie Hoodwinked and looking at how the storyof "Little Red Riding Hood" has changed, from Perrault to Grimm to themovie. Students will be assigned a character (Little Red, the wolf,granny) to watch in all three versions. Discussion (with historicalbackground provided for the first two by the instructor) of changes andthe significance of those changes as they reflect the culture. (Compare &Contrast, Point of View, Folklore as a reflection of society) Students willhave organizers and Venns to work while viewing the movie.(Computer to show movie through Data Projector on wall)(Computer to investigate history of period on teacher-selected websites)Weeks 7, 8, & 9Either in partnerships of two or individually, students will create aFolklore project from the following list or any approved student-proposed project. Students will be using for collaborationso that they can work on the project both in class and as homework and
  4. 4. students may create a podcast, screencast, voicethread, or video toshare their stories.(Computers, video cameras, etc will be needed for these three weeks ofschool.)Possible Projects: • Create a Folklore Story to be read to class • Create a Folklore Play to be performed for class • Create an original folk tale & video tape for presentation to the class • Write, collect, & publish a book of riddles • A trial of a Folklore character • A rewrite of an old folk tale as Hoodwinked was • Series of original art pieces representing a folk tale • A storyboard with pictures of an original folk tale • A comic book or cartoon of a folk tale Check for cartoon web site x-tra • Investigation of modern-day childrens movies to determine if any will become 21st century folk tales • A musical score for a visual (either PowerPoint or filmed folk tale) • An original folk tale told via PowerPoint • A study of todays urban legends & why they fit or do not fit as folktalesWeeks 10 & 11All of the above projects will be shared with the class during the lastfew classes of the fourth quarter.Howard County Secondary Teaching StrategiesLanguage Arts Lesson Plan _x_ Scaffolded QuestioningFormatUnit: Folk Tale Unit ___ Independent Reading ___ Interpretation of PrimaryLesson Title: Introducing Story Sources
  5. 5. Telling - Folk Tales ___ Interpretation of Graphics (maps, graphs, cartoons,Essential Objective(s):Introductory Lesson tables,…) ___ Concept AttainmentGoal 1. The student willdemonstrate the ability to ___ Grouping Strategiesrecognize that folklore preserves _x_ Think-Pair-Sharea community’s cultural beliefs,customs, and history, through the ___ Roundtableoral tradition. ___ Jigsaw a. Summarize the ___ Pairs Check/Review text. _x_ Indep/Group Project b. Paraphrase the text. _x_ Integration of Technology _x_ Audio c. Connect the text to prior knowledge or ___ Formal Writing personal experience ___ Informal Writing ___ Modeling/DemonstrationLesson intended for a short 50 _x_Small/Large Groupminute block ___ Reading (Pre, During, Post) ___ Simulation/Act-it-OutMaterials: ___ Video Clips1. Projection of Exhibit A on ___ Cross-Curricular Connectionsclassroom wall ___ Other___________________2. A short Grimm fairy tale, afable, & The Magical, Mystical, Marvelous Coat3.
  6. 6. 25/4. USB Microphone4. Handouts of 4-5 well-knownfairy tales, fables, riddles5. Color squares to hand out asstudents come in to room to helpplace Them in groups later inclass.Anticipatory Set/Context Setting:Project the picture of the StoryTeller on the wall using LCDRead three short tales as notedabove while sitting on stool justbelow picture on wallDevelopment/Procedures: Differentiation/StrategiesQuestions to students: ___ Tiered assignments First to determine that everyone _x_ Flexible groupingknows what happened in ___ Learning centers Stories ___ Curriculum compacting Have student(s) summarize and/ _x_ Varying questionsor paraphrase stories ___ Independent Projects First with their seat partner, Learning Modalitiesthen to class as whole _x_ Visual Ask what the purpose of each
  7. 7. story might have been _x_ Auditory _x_ Tactile/Kinesthetic First with their seat partner,then to class as whole Modifications ___ Adapting the skill level Tell students that originalstories were told by "story ___ Adapt the number of items ___ Adapt materials tellers" like the one on the wallwho traveled around the ___ Provide learning strategy ___ Provide audio/video/digital countryside telling stories forfood and a place to sleep access Ask if they think that the story _x_ Increase personal assistanceis as it was originally told IEP Goals/Accommodations Take a vote (Based on Student IEP/504 ) ______________________________________ Stop and play a short game of __________"Telephone" pair to pair Ask again if they think that thestory is as it was originally told Take a vote Tell them that we will beexamining folk tales for the next Few weeks and determining whystories were told, why they have lasted, how they havechanged, and if there are stories today that people will be
  8. 8. reading or telling 100 years from today.Transition: Play first slide of (The rest will be used when Italk about possible projects For this unit. At that point I
  9. 9. will need the Help Guide for "Voice Thread"to give to students.) Tell students we are going totake some time today and They are going to be "storytellers." Assign students to groups offour randomly using colored squares Give them hand-out of othershort fables, fairy tales & riddles Assign one per group Have groups of studentspractice their story; Encourage Drama & voice & each studentmust have a part - either read, act, or sound effectsDevelopment/Procedures: Reading Strategies Using picture on wall, mike, and Textvoice thread, _x_Literary ___Informational have students sit in front of Beforepicture on wall and ___ Purpose read/dramatize their story for
  10. 10. the class. ___Prior knowledge ___ Preview ___Voc./Concepts ___ Predict During ___ Chunking ___ Self-monitoring through clarifying questions and notations on text ___ Reread ___ Metacognitive conversation After _x_ Summarize or paraphrase ___ Write BCRs in answer to reading questions ___ Use rubrics General Reading Processes _x_Decoding _x_Vocabulary _x_Fluency _x_Comprehension ___ Reading Apprenticeship® ___ OtherTransition: ASSESSMENT ___ Collect and GradeCongratulate each pair for theirperformances ___ Check for CompletionSummary/Closure: ___ In-Class CheckHave students talk in their group
  11. 11. about what they have learned ___ Rubric ___ ChecklistOne spokesperson from each groupmust report out to the class ___ Peer/Self Assessment ___ Journal/Learning Log(This is also the form of assessment) ___ Portfolio ___ Constructed Response ___ QuizHomework/Enrichment: ___ TestStudents are to bring in their _x_ Presentationfavorite "folk tale" to share in class. ___ Performance Assessment _x_ Informal Assessment ___ Exit Slip ___ OtherI have a picture of just this story teller on a page for display on my wall - larger than life!Exhibit A Teller