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Communication Arts

Fun with Folk Tales

Third Grade

Assessment Summary

In this task students will demonstrate understanding of elements

common to folk tales. They will write an original folk tale thatwould be considered for publication in a childrens magazine. Afterstudents have completed their folk tale, they will create an oral/visualpresentation that will be presented to a second grade audience.

1998 Pattonville School District

Show-Me Classroom Performance Assessments

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Goal 1 Goal 2 Goal 3 Goal 4

Students in Missouri publicschools will acquire theknowledge and skills t o

gather , ana lyze and a pplyinformation and ideas.

St udents in Missouri publicschools will acquire theknowledge and s kills t ocommunicate effectivelywithin and beyond the

classroom.

Students in Missouri publicschools will acquire theknowledge and skills t o

recognize a nd solveproblems.

St udents in Missouri publicschools will acquire theknowledge and skills t o

make decisions and act asresponsible members of

society.

Content Standards

B ig Idea : P a t t erns help us understa ndour w orld.

Essent ial Question(s):Wha t a re the simila r cha ra cteristics offolk ta les? Wha t a re the differences offolk ta les? Wha t a re th e story element sth a t ma ke a piece of literat ure a folk

tale?

Show-Me St a nda rds a nd G oa ls:CA 1-speaking a nd w ritingsta nda rd En glish (including

gram ma r, usage, punctua tion,spelling, capitalization)CA 4- w rit ing form a lly (such as report s,na rra tives, essay s) a nd informa lly (such

a s outlines, notes) Framework (District Curriculum):

Complex Reasoning Processes

ComparingClassifyingAbstracting

InductionDeductionAna lyzing P erspectivesE rror Ana lysisConstr ucting SupportD ecision Ma kingProblem SolvingInvestigationE xperimenta l Inq uiryInvention

Fun with Folk Tales


1.6 Discover and evaluatepatterns and relationships in

information, ideas, amdstructures.

2.1 Plan and make written,oral, and visualpresentations for a variety

of purposes andaudiences.

Reproduced with permission of McREL Institute,2550 S. Parker Road, Suite 500, Aurora, CO 80014Telephone (303) 337-0990

Copyright 1993 by McREL Institute. All rights r

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Instructional Activities

Prerequisite Knowledge Students Need:1. Students need to know and understand the five elements of a folk tale ( magic, problem, solution,cultural element, moral).

2. Students need to be familiar with the writing process (rough draft to publishing).

3. Students must have an understanding of necessary vocabulary; folk tale, culture, moral, solution,original, oral, visual.

4. Students need to be able to work effectively in a cooperative learning group.

5. Students need to be able to discuss a piece of literature.

6. Students need to have experience working in literature study group format.

Pre-Assessment Activities:Students will read a sampling of folk tales representing four different cultures. The sequence for each story

requires an independent reading and response in their reading logs, followed the next day by a group reading and

discussion in literature study groups.

1. Independent reading: Students will read the required folk tale.

2. Reading response log:

Students will answer comprehension questions about their folk tale after independent reading.

What is the setting of this story?

Who are the characters in the story?

What is the moral of this story?

Students will generate five think questions about the story. A think question generates a discussion. example;

What would you do if... Why? Compare? Predict? Which did you like best?

Students will write three clues from the story that tell about the setting.

3. Read Around: Students will meet in a literature study group to read a folk tale representing one of four

different cultures. Study groups will meet until all four stories are read and discussed. Students will begin discussion

from their think questions in the reading response log and will also be looking for patterns as they compare folk tales.

In addition each group will discuss a set of teacher generated questions:Was there fantasy or magic in this story? If so, describe it.

Describe the main characters in this story.

Was there a conflict in the story? If so, how was it resolved?

What clues can you use to identify the culture from which this folk tale was originated.

What was the author trying to teach you through this folk tale? How could you use what youve learned in

your own life?

Read the words the author uses to begin the story.


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4. Cultural Clue Calamity: This activity should be used after all four folk tales have been read

and discussed. Teacher will have the name of each culture represented by the four folk tales written on cards.

Students will be divided into groups. Each group will choose one card and based on evidence from their reading write

clues on chart paper that would represent that culture. Students may use their reading logs as a guide. A reporterfrom each group will present their groups clues to the class and the class will try to guess which culture is being

described. As a conclusion the teacher may want to conduct a discussion about the similarities and differences

between these cultures. Display group charts in the room for future reference.

5. Comparison charts:

1. Teacher will model for the class a comparison chart to be kept in student reading logs.

2. After reading the second folk tale, students will begin to find similarities and differences between folk

tales and will record them on their comparison chart. See sample.

3. After reading the second folk tale literature study groups will begin to make a group comparison chart

using their reading logs as a guide.

4. After all four folk tales have been read and discussed by each group, the teacher will facilitate a class

comparison chart based on the information presented by each group.

5. By the end of the lesson students should be able to identify the five elements of a folk tale.

5. Story mapping:Students will critically analyze each of the four folk tales read by using a graphic organizer to

identify magic, problem, solution, cultural element, and moral. See sample.

7. Persuasive Paragraph:Students will choose one of the four folk tales. Using the story map completed for

that folk tale, they will write a paragraph explaining how a reader knows this story is a folk tale. The paragraph needs

to include examples from the story that represent the particular culture.


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Assessment Activity

Teacher Directions:

What the students will do-1. Students will write an original folk tale using the five elements found in all folk tales.2. Students will present an oral/visual presentation of their folk tale for a second gradeclass.

Script for Task-Overview: Teacher will read the prompt to give students a general idea of the unit.Task One/Writing the Folk Tale

Day One: Today you will begin writing a folk tale using your understanding of the fiveelements common to all folk tales. Begin your writing by using the story map to explore differentpossibilities of your own original folk tale. Make sure your brainstorming activities include the fiveelements of a folk tale. (Teacher will use an overhead to model this process for the students.)(Teacher may want to provide time to share pre-writing ideas.)

Day Two: Today you will use your pre-writing ideas to begin writing a rough draft ofyour folk tale. Keep in mind that the editor will be looking for folk tales that are in their finalform and have undergone steps in the writing process. Remember to include details that representthe culture you wish to portray. (Teacher will take students through the writing process as theycontinue to create their folk tales.)

Task Two/ PresentationToday you will use your folk tale to create an oral/visual presentation for students in second

grade. Lets talk about possible ways to present your folk tale. (Teacher will chart studentexamples)

Example:Visual/Oral Presentation Ideas

Illustrated book Create a song or rapStory diorama Make an audio tapeStory Scroll StorytellingPoster MuralBook review Make a video

Student Reflection:When both activities are complete, students will reflect on whatthey did, what they learned, and how they would do the tasks differently to improve next time.

This should be done using the student reflection sheet provided.

Time required for Task- This assessment is used as a culmination to a unit on folktales.

Pre-assessment Activities 2-3 weeksWriting Folk Tale 1-2 weeksPresentation 1week


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Suggested Materials-* One folk tale from each of the four different cultures--SeeBibliography.* Reading response log

* Elements of a Folk Tale graphic organizer--See attached* Student reflection sheet--See attached* Reading response log* Chart paper/markers* Cooperative learning checklist--See attached* Materials for presentation (Construction paper, mural paper,shoe boxes, poster board, markers, colored pencils, videos, audio tapes, etc.)

Interdisciplinary Links-Social Studies: The cultural elements of folk tales would be an excellent springboard to

activities related to the relationship between country and continent, map skills of various regions,and concepts of community.

Math: Students could use elements of their folk tales to create word problems and thenshare them in with the class.

Teaching Tips-1. During literature study group teacher may want to use a cooperative learning check list

as a self-assessment tool for group work. (see attached)2.During the pre-assessment activities the teacher may want to use a variety of media to

extend the students understanding of culture as it is used in the four different regions. (Video,Audio tapes, Read-aloud stories, storyteller.)

3.This unit would be best taught at the latter half of the year when students are familiarwith the writing process and have had experience working in literature study groups.

4.The Folk Tale would be a good piece for the students writing portfolio.

Extensions- Using specific examples from their folk tale, students will write a letter tothe editor explaining how their folk tale uses the common elements and demonstrates anunderstanding of a particular culture.


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Prompt

Kids Magazine publishes student writing. TheFebruary issue is featuring folk tales written bychildren in grades 3-6. They need your help. Youare to create an original folk tale using the five folktale elements. Your folk tale should show evidenceof the writing process. It should include a beginning,middle, and end, follow a logical sequence of events,and uses details to describe the main character.

In addition, the second grade teachers would likeyou to introduce their students to folk tales. Theywould like for you to share your folk tale using acreative oral or visual presentation. Somepossibilities might include; making an illustratedbook, story diorama, story scroll, mural, storytelling,book review, video. Use your imagination.


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Holistic Scoring GuideFun with Folk Tales

1998 P a tt onville School Dist rict

Performance Cr ter aLevels

4ExceptionalWriter: Readyto send.

3Experienced

Writer: Readywith a fewminorrevisions.

2DevelopingWriter: Needssome work

1Limited Writer:Still underconstruction

P ossess the f ive elements of a folk ta le ; magic, culture,problem, solution, moral.

Includes a beginning, middle, and end. P lot fo llows a logica l sequence of events. Deta i ls are used to descr ibe how the main chara cter looks

and ac t s . Uses an or igina l idea r a ther than jus t a re tel ling. Uses some advanced writ ing techniques (ie. dia logue,

allitera tion, onomat opoeia, simile)

P ossess four or five elements of a folk tale; magic, culture,

problem, solution, moral. Includes a beginning, middle and end. P lot fo llows a logica l sequence of events. Deta i ls are used to descr ibe how the chara cter acts . Uses some or iginal ideas w hile having fea t ures of another

folk tale. May or may not show a dvanced writ ing techniques (ie.

dialogue, alliteration, onomatopoeia, simile)

At tempts folk ta le but is missing one or tw o of theelements.

Story may not include a l l par ts ; beginning, middle and end.

P lot ma y or may not fol low a logica l sequence; or ma y notbe complete. Does not use deta i ls to descr ibe how a main chara cter looks

and ac t s . Shows no advanced wr it ing t echn iques .

Ha s m a d e a n a t t e m pt a t w r i t in g a s t or y , b ut h a s f ewelements of a folk tale.

Story does not include a l l par ts ; beginning, middle, or end. P lot does not follow a logical sequence and/or is

incomplete. No deta i ls are used to descr ibe the main chara cters looks

or actions.

Shows no evidence of going through the writ ing process.

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Scoring GuideMechanics

4

* St udent uses complete sent ences.

* U ses a ccura te mecha nics (ca pita lization and punctua tion w ithminima l errors tha t do not int erfer w ith content )

* Correct gram ma r is consist ently used.* Work is neat a nd w riting is easily read .* P ara graphs are indented.

3* St udent uses complete sent ences.

* Only a few mista kes a re found in mecha nics (ca pitaliza tion andpunctuation).

* Few if any spelling mista kes are found.* Work is nea t a nd ha ndw riting is read able.* P ara graph ma y or ma y not be indented.

2* St udent does not alw a ys use complete sentences.

* Ma ny m ista kes in mechanics, spelling, and/or gra mma r a re found.* Spelling errors ar e inconsist ent or ma ny spelling errors exist.* G ra mma tical errors are consistently found.* Work shows some a tt empt a t neat ness a nd ha ndw riting may not

alw a ys be reada ble.* Writ ing is sometimes legible.* P a ra gra phs ar e seldom indented.

1* St udent d oes not use complete sent ences.* Numerous mista kes in mecha nics, spelling, an d gra mma r ar e found.* No at tempt at neatn ess a nd han dw riting may not be reada ble.* St ory is one para graph.


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Scoring GuidePresentat ion

4St udents informa tion is unusua lly w ell-presented. The import a ntinforma tion of element s a re summed up in a n interesting a nd clearma nner, mindful of the a udience, cont ext , a nd t he purpose of th epresenta t ion. The presenter effect ively uses support ing ma t eria l(visua ls, models, overhea ds, videos, etc.) The a udience is confident t ha tthe presenter und ersta nds w ha t he/she is ta lking a bout a ndundersta nds the listeners interest.

3The students presenta tion is somew ha t int eresting a nd entert a ining.The present a tion is clea r a nd m indful of th e a udience, cont ext , a ndpurpose of t he present a t ion. The product is thr ough a nd clea r, iflacking in some nea tness. the presenter a ppears to understa nd w ha the/sh e is doing .

2The st udent s present a tion is not very interest ing. The ma nn er ofpresenta t ion show s lit t le evidence of pla nn ing or pra ctice an d does notshow a clea r underst a nding of th e folk ta le elements. The methods ofthe presenta tion used a re adequa te, but unima ginat ive.

1The student s presenta tion is not a t a ll int eresting. The presenta t iongives litt le or no evidence of pla nning a nd pra ctice, a nd t he fina lproduct looks sla pda sh. The meth ods used t o display or comm unicat e

th e folk ta le a re ina ppropria te. The presenta tion ma y a lso be ineffectivebeca use the student ha s no understa nding of a folk ta le.


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Student Exemplars

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This is an example of a 4 for criteria and for mechanics on the scoring guides because it meets allthe requirements.


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THE TALKING STATUE!!

This is an example of a 2 on critieria and a 3 on mechanics on the scoring guides because it meets athe requirements for criteria, but there are a few errors in the mechanics.


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This is an example of a 3 in criteria and a 2 for mechanics on the scoring guidesbecause the criteria meets all requirements for a 4 except it does not describe indetail the main characters. There were many errors in mechanics, spelling andgrammar, but there was an attempt at neatness.


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MOON

This is an example of a 1 in criteria and mechanics on the scoring guides because there are many mistakes, but showsattempt at producing a legible product. The student misses the important areas.


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This is an example of a 4 for criteria and a 3 for mechanics on the scoring guide because it meetall the requirements for criteria. The student uses paragraphs for his/her story.


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Folk Ta le Reflect ions

Tell a t lea st t w o t hings you D escribe w ha t w a s t he

lea rned a bout folk t a les. ha rdest t h ing for you t o do

in t his project .

Tell w ha t you enjoyed doing Wha t a re some t h ings youthe most in w riting a nd might do differently thepresent ing your folk t a le. next t ime?


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