Community Folk Tales(Grade 3-5)
by: Barbara A. Jansen, Added on Thursday, November 29th 2001.
Author: Barbara A. Jansen, Austin, Texas
Susan Culpepper, Talented & Gifted teacher, Live Oak Elementary, Austin, Texas
Materials/Media: Tall tales, fables, myths from library collection, library resources for finding information determined in task, paper, pencils, materials for publishing picture book, computer lab time, materials for illustrating picture book.
Aim/Objectives: Information, Language Arts and Writing Process Skills (Texas Essential Elements for Third, Fourth, and Fifth Grade). See below for additional objectives.
Audience/Grade Level: Talented and Gifted; Grades 3, 4, 5
Assessment: Teacher/Librarian will assess each student''s process and picture book using the Big6 scoring guide for this project.
Objectives:
Apply the Big6 skills approach to information problem-solving
Develop global meaning by analyzing a piece of text to identify the main idea and to develop a summary (B6 4.2 and 5.1)
Locate information using parts of a book (B6 5.2)
Locate information using the dictionary, encyclopedia, and other library references including database searching strategies (B6 3.2)
Interpret graphic sources in meaningful context (B6 4.2)
Develop note-taking strategies (B6 4.2)
Generate ideas using a variety of prewriting strategies (B6 2 and 4)
Gather information and ideas from a variety of sources including personal experiences and literature (B6 2)
Add, delete, and rearrange information and ideas to first drafts and subsequent drafts to address the purpose and audience effectively (B6 5.1)
Revise to include a variety of word choices (B6 5.1)
Share products of composition in a variety of ways (B6 5.2)
Focus attention on and listen to both adult and peer speakers during large and small group interactionsListen to receive direction, gain information, and enhance appreciation of language Speak fluently in different settings for a variety of purposes and audiences to share information Identify critical attributes of myth, fables, and tall tales (B6 1)
Apply critical attributes in an original folk tale (B6 5)
Incorporate factual information from other communities into an original tale (B6 5)
1. What do we want the students to understand? Various genre incorporates specific critical attributes.
2. What do we want students to be able to do with that understanding? Identify the critical attributes of specific genre.
3. How will students demonstrate their understanding? Write an original myth, tall tale, or fable incorporating appropriate critical attributes and factual information gathered from other communities.
Activities: Big6 #1--Task Definition:
1.1 Mrs. Culpepper explains to class that each student will write an original folk tale incorporating the appropriate critical elements of a tall tale, myth, or fable.
1.2 (In classroom, over appropriate number of days)--Mrs. Culpepper reads several myths to class. In groups of three, students identify the common critical attributes of the stories. (Myth--fictional explanation natural occurrences of locale or origin of a local plant landmark, animal, etc.). Repeat process for tall tales (local legendary heroes whose physical characteristics, personality traits, and accomplishments have been greatly exaggerated) and fables (teach a lesson using animals indigenous to area).
Big6 #2--Information Seeking Strategies:
2.1 (In classroom, presented by Mrs. Jansen--have groups brainstorm and write a list of the sources they can use to get ideas of critical attributes to incorporate into their original tales (local natural occurrences, plants, landmarks, animals, legendary heroes). If students to not identify the Internet as a possible source, add this to the list. Write list on board.
2.2 Groups will determine which sources will best meet their needs and choose two or three from the compiled list (Internet will be one of these). Mrs. Jansen will discuss and show (by drawing on board) how a listserv works.
Big6 #3--Location and Access:
In classroom with Mrs. Culpepper, class writes a Call for Participation for "Community Folk tales" project. The call for participation will include the critical attributes in question form for each participating community to locate.
1. Where is your community located?
2. Are there any unusual landmarks in your area?
3. Are there any plants that have special meaning or background in your area?
4. Are there animals that are unique to your area?
5. Tell us about people who impacted history in your area. Ex: Who is your town named for? Are there local people who have roads, buildings, festivals, etc., named for them?
6. Does your area have unusual natural occurrences such as weather phenomena?
Students watch Mrs. Jansen post the Call for Participation
In library, students locate sources and information within sources to find the same information about Round Rock so this can be sent to participating schools.
Big6 #4--Use of Information:
4.1 and 4.2 In library, students read literature and view video tape about Round Rock, taking notes as appropriate to answer questions. Students will use data charts and write "treasure" words to answer questions. Mrs. Jansen will present a mini-lesson (review) of the structure of data charts and the revised "trash-n-treasure" method of note-taking.
Big6 #5--Synthesis:
5.1 When information from participating schools is collected, students will individually write a rough draft using ClarisWorks, incorporating the information located from another community into their original tall tale, myth, or fable. They will apply writing process skills. As needed, they will revisit B6 2, 3, and 4 to find out additional information about the community they are using. For example, they will need to locate it on a map and an encyclopedia so that they can write about the appropriate climate and biome and add any other interesting information. The art teacher, Mrs. McCarthy, will lecture the class about the format of a picture book--illustrations and text layout. Students finish draft of folk tale and layout text and sketch appropriate illustrations on "galley sheets."
5.2 Students create and bind picture book, using ClarisWorks to publish text.
Big6 #6--Evaluation:
Students compare their product (during B6 5.1 and 5.2) to the predetermined set of criteria listed in the B6 scoring guide for this project to ensure that they meet the descriptors for "proficient" or "excellent" before turning in their picture book. They fill out the final self-evaluation instrument administered by Mrs. Jansen. They will read their picture books to students in first grade.
Comments:
This the lesson plan "Community Folk Tales" that the teacher of Talented and Gifted and I collaboratively wrote. I hope it will encourage many of you to participate in our project. As the students stated in the Call, your students do not have to be in the talented and gifted class, just capable of obtaining the specified information for your community and using the information from other communities in a creative way! Please consider participating.
社区民间故事 ( 3- 5年级 )
由芭芭拉 A. Jansen,在 2001 年11 月29 日星期四添加。
作者: 芭芭拉 A. Jansen ，奥斯汀,德克萨斯州
苏珊 Culpepper ，一位有才能和天才的老师, 居住在橡木小屋,奥斯汀 , 德克萨斯州
材料/媒体:吹牛大话，寓言,图书馆收藏的神话, 能解决问题的馆藏资源，纸，铅笔，制作画册的素材，充足的计算机实验时间，例证画册的资料。
目标/目的: 信息，语言艺术和写作技巧( 德克萨斯三,四，五年级基本的要求) 其他目的见下。
听众/等级水平: 有才能和天赋的3,4,5年级学生
评价: 针对该项目，老师和图书馆员评价每位学生的过程，并给参照Big6 评分标准制作的画册打分。
目的:
培养应用 Big6方法解决问题的能力
通过分析了解文章主体思路，并写出概要(B64.2 和 5.1)
检索书中的有用信息(B65.2)
运用信息搜索策略在字典，百科全书和图书馆参考书（包括数据库）中查找有用信息(B63.2)
筛选其中的有用信息(B64.2)
培养记笔记的技能 (B64.2)
运用写作构思策略，概括思路 (B62 和 4)
整合各种有用信息包括个人的经验和文学 (B62)
增加,删除,对第一草稿和之后的草稿排列，把组织好的信息充分的表达出来 (B65.1)
斟酌修改其中的字词(B65.1)
用多种方式展示作品 (B65.2)
关注和听取其他小组成员和大人的意见和建议
对所得的成果有效的评价 (B6 1)
从多方面流利地表述自己，使大家了解信息 (B6 6)
找出神话，寓言和吹牛大话中的有用信息 (B6 1)
将找到的有用信息整合到创作的民间故事中 (B6 5)
借助其他的社区的信息，校正故事的正确性 (B6 5)
1. 我们想要学生了解什么? 所收集的各类信息。
2. 我们想要学生通过理解能够做什么? 找出特定类中的有用信息。
3. 学生如何表达他们所理解的观点? 结合其他的社区的信息，有效整合所收集的有用信息，创作一则的神话，吹牛大话或寓言。
活动:
Big6#1—任务定义:
1.1 Culpepper 太太要求每位学生整合找到的有用信息，创作出一则吹牛大话，神话或寓言。
1.2 (在教室中,几天内)--Culpepper 太太读了不同类型的神话。三组学生必须找出故事的共同特征。 (神话-- 虚构于自然现象，植物，路标，动物等等). 同样吹牛大话 (过分渲染夸大了地方英雄传奇色彩) 和寓言(通过动植物的视野反映这个世界)。
Big6#2-- 数据搜索策略:
2.1 (在教室中上课时, Jansen 太太让各小组借助头脑风暴，列出他们通常用来有效整合信息的信息检索工具。 (自然现象，植物，路标，动物,传奇色彩的英雄) 如果学生没有把英特网作为一个可用工具,把它添加到目录。 在白板上写出目录。
2.2小组讨论决定哪些工具最符合他们的要求，从目录中选择二到三个 (英特网也可以是其一) . Jansen 太太将会讨论和展示 出listserv 如何工作(写在白板上)。
Big6#3—信息检索策略:
学生们和 Culpepper 太太一起为 " 社区民间故事 " 计划为写分发的邮件。 分发给每个社区的邮件将以问题形式涵盖各个关键信息。
1. 你住在哪个区?
2. 在你的区有什么不寻常的标牌吗?
3. 你的区域有什么具有特别意义或背景植物吗?
4. 你的区有什么稀有动物吗?
5. 告诉我们关于你的区域写入历史的名人。例如:你们的城镇是以谁的名字命名的?有没有以当地居民名字命名的道路，建筑物，节日等等?
6. 你的区域有特殊的自然现象发生，如天气现象?
学生配合 Jansen 太太把邮件分发出去
在图书馆中，学生利用资源检索关于岩石的信息，并把收集的信息送到参加学校。
Big6#4—运用信息:
4.1 和 4.2 在图书馆，学生们阅读关于回合岩石的著作和观看视频录像带, 轮流做笔记以便回答问题之用。 学生利用数据图表，写出关键字回答问题。 Jansen 太太将会利用一微型- 数据图表的结构课 (讨论) 和校正 "冗余-和-关键字" 方法所记的笔记。
Big6#5—集成:
5.1 当从参加学校收集到信息之后,学生独立利用ClarisWorks整合从其他社区的资料，创作一篇吹牛大话，神话或寓言。该过程中他们将会应用写作技巧。如果有需要，学生可以再次回顾B62,3, 和 4 寻找关于他们所需的其他社区的信息。例如，他们将需要一张地区地图和一套百科全书，以便能写出有关相应的气候和生物群系，增加其他的有趣数据。 美术老师,McCarthy 太太, 将会讲解关于画册的方法和格式要求。 学生完成民间故事和画册草稿，描绘出略图并附加适当例证。
5.2 学生开始制作画册, 使用 ClarisWorks 以文本出版。
Big6#6—评价:
在上交产品之前，学生将他们的画册(在 B65.1 和 5.2 期间) 和列出的Big6评分标准比较，使之符合 " 优 " 或 "良、 " 标准。 最后填写由 Jansen 太太管理的自评表格。他们所制作画册将会给第一等级的学生看。
意见:
这门课的" 社区民间故事 " 计划是一位有才能和天赋的老师和我一起协作完成的。我希望能有更多人参与我们的计划。正如学生在邮件中陈述的, 你的学生不一定要很有才能和天赋, 仅仅只要能巧妙的搜集和整合本社区和其他的社区的资料! 希望您能考虑参加。
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