teacher: mary harrah date: september 2010 subject

DAY ONE

Teacher: Mary Harrah Date: September 2010 Subject: Language Arts

Lesson Title: Wild and Wonderful, here and there Grades: 10

Instructional Objectives/ Student Outcomes:

RLA.O.10.1.4

apply various pre-reading skills and comprehension strategies for activating prior knowledge and asking questions during reading and post reading for

literary experience examining textual information performing an assigned task

RLA.O.10.1.6

create supportable predictions, generalizations, opinions, inferences and conclusions based upon an analysis of textual information.

RLA.O.10.2.5

plan and incorporate varied note taking skills to organize and synthesize information from print and electronic sources (e.g., Internet research, electronic databases for periodicals and newspapers, print reference materials) into an outline for a composition or research project (introduction, thesis/hypothesis, main points, supporting details/examples, conclusion).

RLA.O.10.3.4

adapt and use active listening strategies to evaluate the message, formulate a strategy and respond to

intended purpose make predictions construct meaning from discussion, speech, or media critique presentation

Rationale:

This lesson will introduce the unit to the students by discussion and debate on the Appalachian image

and how it makes

Essential Question:

How much do I know about West Virginia? How do you perceive different aspects of West

Virginia/Appalachian culture? How do others perceive it?

Management Framework:

10 minutes: warm up- group reading/discussion

5 minutes: online quiz

15 minutes: images of WV

10 minutes: class discussion and reflective writing on heritage, stigmas and traditions of Appalachia

Teaching Strategies/Activities:

Group work (oral, written, auditory, visual), Class led discussion (auditory, visual, oral), Teacher led

discussion (auditory, oral), Individual work (visual, written)

Procedures:

Introduction:

- Begin class by putting students into groups of two or three. Give each group a West Virginia

story that has identifying information blocked out. Have students read the story and respond to

prompting questions:

o Where do you think this story takes place? Why?

o Do you think it is a true story? Why or Why not?

o Do you find the story interesting? Why?

Activities:

- Have each group read their story and discuss their answers as a class

- Reveal to class that each story took place in West Virginia

- Ask students to list words to how they see West Virginia; have them list words that people

outside of Appalachia may use…. Appalachian or Hillbilly?

- PowerPoint:

o As a class do the “How much do you know about West Virginia?” quiz

o How would you describe West Virginia? Ask students to list words to describe how they

see West Virginia, have them list words that people outside of Appalachia may use

o Describe these images and what they make you think.

Closure:

- Have students complete West Virginia Worksheet and put in unit notebook.

Assessment Strategies:

- Students will demonstrate the ability to share information and their point of view by using

deductive reasoning as well as researched facts.

- Students will demonstrate their current knowledge and perception of West Virginia culture

Material/Resources:

White board/dry erase markers

Computer/projector/PowerPoint

West Virginia Worksheet

West Virginia Worksheet

Five things you learned about West Virginia:

1.___________________________________________________________

2.___________________________________________________________

3.___________________________________________________________

4.___________________________________________________________

5.___________________________________________________________

Write a brief response on what these images make you think or feel:

Image one:

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_________

Image two:

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_________

Image three:

_____________________________________________________________________________________

_____________________________________________________________________________________

____________________________

Image four:

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_________

How do you think that West Virginia is similar or different from other parts of the world?

Are you proud to be from West Virginia? Why or why not?

DAY TWO



Instructional Objectives and Students Outcomes:

RLA.O.10.1.4



RLA.O.10.1.10

extend vocabulary by developing and using new terms and phrases found in reading classical literature and informational texts using various strategies:

context clues affixes suffixes multiple meanings etymologies

RLA.O.10.2.5


Rationale:

This lesson will give students background information on Homer Hickam Jr. and an introduction to the

book Rocket Boys.

Essential Question:

What is Rocket Boys all about?


Lesson length: 45 minutes

10 minutes: Warm up

15 minutes: Homer Hickam Jr. information

15 minutes: Read First Chapter

5 minutes: Handout Vocabulary list


Deductive Reasoning, Read Aloud, Stretch and Sketch

Procedures:

Introduction:

-Begin class by showing the “October Sky” trailer and having students write what they think.

Does this make you interested to read the book? Why or why not?

http://www.youtube.com/watch?v=gnX6yU8PJHE

Activities:

- Discuss with class the biography of Homer Hickam. Have students record 10 facts and place in

notebook.

http://www.homerhickam.com/about/bio.shtml

- Read first chapter aloud to class. To check for comprehension, every five minutes do ‘stretch to

sketch’ and draw something from that section of reading.

Closing:

- Reading comprehension writing assignment: When Homer’s grandfather says that Homer will be

just like his father, why does his mother get so upset and repeat “No, you’re not.”? (p. 15)

Homework: Read chapter two and three. Students are to fill out a Reading Log (attached) weekly as

they read the text and place in their portfolio notebook.


Student Learning:

- Students will identify ten facts about the life of Homer Hickam.

- Students will display reading comprehension through “stretch to sketch” exercise.

- Students will display reading comprehension through brief written quiz.

Materials/Resourses:

Computer/projector

Youtube trailer

http://www.youtube.com/watch?v=gnX6yU8PJHE

http://www.homerhickam.com/about/bio.shtml

Book Rocket Boys

Homer Hickam’s biography

ROCKET BOYS VOCABULARY GUIDE

Directions: Look up all definitions for the words you do not know. Be able to spell all the words. Be able

to write context sentences for each word below as assigned. Prepare for a quiz on the words.

abhorred

abolish

abominable

absolve

acceleration

admonished

affliction

affronted

aloft

anointed

apparition

arc

astonished

astronaut

avail

avenger

awe

banishment

bastion

brawn

cavort

chagrin

chagrined

confounded

crag

craning

crude

defiance

dialect

dumbfounded

furrow

futility

guile

harassment

infatuation

interceded

intimidation

jaunting

laconic

launch

loutish

malignancy

memoir

mortified

mucking

nefarious

obscure

perpetrator

pessimist

ploy

prodigious

recession

render

retaliation

rifling

salutatorian

satellite

scrip

shaft

shuttle

spunk

Sputnik

strategy

surreptitiously

tipple

valedictorian

ventilate

vigil

DAY THREE



Instructional objectives/Student Outcomes:

RLA.O.10.2.1

define topic from assigned subject/prompt and compose narrative, informative, descriptive and persuasive writings using the five-step writing process (pre-writing, drafting, revising, editing, publishing) for specific audiences by employing writing strategies that are modeled in various types of literature.

RLA.O.10.2.6

classify and prioritize different drafting strategies for specific writing tasks to frame a clear, logical progression of ideas in argumentative writing, research writing, literary analysis, and creative and reflective writing.

RLA.O.10.2.8

incorporate different transitional sentences to signal progression of ideas within and between paragraphs as well as appropriate phrases to signal organizational patterns.

RLA.O.10.1.10

extend vocabulary by developing and using new terms and phrases found in reading classical literature and informational texts using various strategies:

context clues affixes suffixes multiple meanings etymologies

RLA.O.10.1.5

evaluate the author’s use of specific information in text (e.g., author’s purpose/perspective, main/supporting details, specific facts, statistics, definition, figurative/nonfigurative words).

RLA.O.10.1.6


RLA.O.10.1.3

extend the amount of independent reading with emphasis on fiction and nonfiction.

Rationale:

This lesson will teach students what a memoir is and aid them in beginning to create their own.

Essential Question:

What is a memoir?


5 minutes: warm up- vocabulary

15 minutes: what is a memoir?

20 minutes: reflective writing

5 minutes: vocabulary quiz


Group work, class led discussion, teacher led discussion, individual work

Procedures:

Introduction:

- Students may work in groups of two to three. Use first five words from vocabulary list. Each

student is to be able to spell, define and use in a sentence. Students are expected to

independently use the vocabulary organizer chart (attached) by recording 10 words per week

and keeping in their unit notebooks. There will be a quiz at the end of class.

Activities:

- Lead a discussion with the class- Characteristics of a memoir:

o It focuses and reflects on the relationship between the writer and particular person,

place, animal or object.

o It explains the significance of the relationship.

o It leaves the reader with one impression of the subject of the memoir.

o It is limited to a particular phase, time period, place or recurring behavior in order to

develop the focus fully.

o It makes the subject of the memoir come alive.

o It maintains a first person point of view.

- Explain to class that they will be writing their own memoir. Brainstorm together some topics

they can focus on to begin their writing.

- Give students some quiet time to reflect and begin their writing. A writing prompt:

o “I guess it’s fair to say there were two distinct phases to my life in West Virginia:

everything that happened before October 5, 1957 and everything that happened

afterward (p. 16).” Can you tell about one single event in your life that changed your life

dramatically?

- Put essay in unit writing section.

Homework: Read chapters four and five

Closure:

-Give students a quiz on words from warm up exercise. Say the word, have the students write the word,

definition and use it in a sentence.


- Students will display their understanding of a memoir by beginning one of their own experience.

- Students will display comprehension of vocabulary words by doing well on quiz.

Materials and resources:

White board/ dry erase markers

Rocket Boys

DAY FOUR




RLA.O.10.1.3


RLA.O.10.1.4



RLA.O.10.1.5


RLA.O.10.1.7

interpret and explain the author’s choice of literary devices used to construct meaning and define the author’s/reader’s purpose:

symbolism imagery irony satire cadence scansion flashback foreshadowing Freytag’s pyramid (exposition, rising action, climax, falling action,

catastrophe, denouement)

RLA.O.10.1.8

interpret and explain the relationships of the literary elements (e.g., setting, plot, , point of view, theme, conflict, characterization, voice, tone, mood) within specific genres.

RLA.O.10.2.2 construct a clearly worded and effectively placed thesis statement to develop a

composition that addresses the assigned topic.

RLA.O.10.2.8


Rationale: Students will learn to use descriptive language.

Essential Question: What descriptive words, phrases or ideas can be used to describe an object?

Time management framework:

5 minutes: Vocabulary warm up

5 minutes: book discussion

10 minutes: imagery discussion

10 minutes: group activity

10 minutes: independent work

5 minutes: closing activity with vocabulary

Procedures:

Introduction:

- Students may work in groups of two to three for warm up exercise. Using next five vocabulary

words, each group must spell, define and use in sentence.

Activities:

- Homer Hickam Jr. uses so much description and imagery in his story that really helps the reader

visualize what he is talking about. Discuss some of the images as a class:

o Description of his house and surrounding houses. P.2-3

o P.33- “The hoot-owl miners were the safety and the rock-dust crew…”

o P.36- “Then and arc of fire lifted up and up into the darkness, turning and cart wheeling

and spewing bright sparks.”

o P. 54- “winter storm clouds scudded in, got snagged on our hills, and stayed.”

- Discuss types of descriptive language:

o Adverbs, adjectives, metaphors, similes.

- Group activity- Split the class into groups of three to four.

o Give each group a piece of paper with an object or picture on it (examples: a parrot,

lasagna, centipede) have the groups write a short description of their object. Be sure to

encourage them to branch out, not to just describe the looks, but the action, smells etc.

o Without letting the class know their object, have each group read theirs to see if the

class can figure out what they are describing.

- Individual Activity: Think of something significant in your life and describe it in great detail.

Homer Hickam did a beautiful job describing his home in Coalwood, can you do the same?

Conclusion:

- Quiz on vocabulary words.

Homework: Read chapter six


Students will display comprehension of descriptive language through group and individual writing

activity.

Students understanding of vocabulary words will be measured by written quiz.

Materials:

White board/ markers

Rocket Boys

Pictures/words to describe

Vocabulary list

Day Five




RLA.O.10.1.3


RLA.O.10.1.4



RLA.O.10.1.5


RLA.O.10.1.7




RLA.O.10.1.8


RLA.O.10.2.2

construct a clearly worded and effectively placed thesis statement to develop a composition that addresses the assigned topic.

RLA.O.10.2.8


Rationale: Student will develop a narrative describing their theory of a character.

Essential Question: Who are the characters so far in the book? Why are developing characters

important?

Time Management Framework:

Warm up:

10 minutes- character chart

20 minutes: developing character group activity

15 minutes: individual writing

Procedures:

Introduction:

- Students are to work independently to complete character chart for chapters one through six

Activities:

- Split students into groups of four. Give each group a bag with miscellaneous item (examples: cosmetics, newspapers, magazines, airline tickets, photographs, music, clothing, keys, etc.)

- Each group is to decide what kind of character can be created from the items given them. Encourage them to discuss who the person may be, what their interest are, what’s going on in their life, etc.

- After the group decides on the basic characteristic s, each student is to independently compose a written description of their character to share with the class.

- Have each group reconvene and decide on two of the character descriptions to share with the class.

- Following a class discussion on creating a character, each student is to work independently to write a brief composition on someone they know that has made an impact in their life- a parent, teacher, friend etc.

Closing:

- Have the students review the three compositions that they have created this week. Describing an event that changed their life, and object of importance and a person of impact. This will be a starting point for their memoir. Each memoir should be two to three pages. Rough draft will be collected on eleventh day of unit. Final draft is to be included in portfolio.

Homework: Read chapters 7-8

Materials:

Character worksheet

Character prompts

White board/dry erase marker

Rocket Boys

Character Identification Chapters 1-6

Write the name of the character that matches the description.

Mr. John Dubonnet, Reverend "Little" Richard, Billy Rose, Quentin, Chipper, Poppy, Ginger, Daisy Mae,

Mrs. Dantzler, Dandy, Roy Lee, O'Dell, Mimmie, Poteet, Sherman

1. __________ "He easily pulled away from me with athletic grace, his muscles like small coiled

springs, his shoes sending up little puffs of black grit as he ran."

2. __________ "…in his Dugout clothes, a tight pair of draped and pegged black pants, brown

loafers, a pink shirt with black piping, and hair thoroughly lacquered down into a swept-back DA.

He had a date for the Saturday-night dance at the teen hangout in War and was headed that

way right after the launch."

3. __________ "I could hear (his) uneven gait, his left leg slung in an arc at each step, his built-up

shoe scuffing the slack. Polio had given his leg a twist and turned it thin as a sapling."

4. __________ "…the BCMA's chief scrounger, a natural job for the son of Red Carroll, Coalwood's

garbageman. (He) also came up with various schemes to make money to buy our materials."

5. __________ "…a darkly handsome lad with an aquiline nose, piercing blue eyes, and severely

straight black hair. His trademark was a battered old leather briefcase he carried around

everywhere he went. (He) had a way of talking that sometimes defied translation, all delivered

in a pseudo-English accent."

6. __________ "…the pastor of the Mudhole Church of Distinct Christianity at the mouth of

Mudhole Hollow. He didn't know much about science and math, but he knew a lot about

everything else."

7. __________ Cocker spaniel; slowly retrieved a stick when it was thrown.

8. __________ Pet dog; barked at miners going home as they passed the Hickam's fence.

9. __________ Coalwood's union chief who rarely missed one of the rocket launches. Gary High

School classmate of Homer and Elsie Hickam.

10. __________ In 1941, he had both of his legs cut off in the Coalwood mine. He had moist blue

eyes, stringy arms, and a toothless mouth.

11. __________ A meek and quiet woman who spent most of her time at the cooking stove on

visits.

12. __________ The Hickam's pet calico cat.

13. __________ The Hickam's pet chipmunk.

14. __________ "She had hair the color and sheen of mercury and the figure of Marilyn Monroe.

Her deep blue eyes were large and expressive and her lashes were long and curled at the end.

She laughed a lot and she had fine, straight, very white teeth. She was how I imagined a queen

would look."

15. __________ "The Dantzlers' youngest daughter. I always thought she was a pretty girl. She had

the face of an alert pixie, a dimple in her right cheek, brown curly locks, and big amber eyes that

always seemed to be a second away from mischief."

DAY SIX




RLA.O.10.3.4



RLA.O.10.3.5

understand, evaluate and create media communications.

RLA.O.10.3.6

properly use private and public information.

RLA.O.10.3.7

plan, create, organize, and present an age appropriate media product that demonstrates an understanding of format, purpose, audience, and choice of medium.

RLA.O.10.2.7

summarize, paraphrase, and use direct quotations correctly and effectively in a writing/research project in order to avoid plagiarism; recognize copyright laws and public/private domain.

RLA.O.10.2.3

evaluate, analyze, and synthesize into one’s writing a variety of informational media using primary and secondary sources.

RLA.O.10.2.1

define topic from assigned subject/prompt and compose narrative, informative, descriptive and persuasive writings using the five-step writing process (pre-writing, drafting, revising, editing, publishing) for specific audiences by employing writing

strategies that are modeled in various types of literature.

RLA.O.10.1.6


Rationale: Students will complete a web quest in order to gain a better understanding of West Virginia

and its literature.

Essential Question: What do I know about my state? What poetry and other writing do I enjoy from

West Virginia?


10 minutes: Group reading- “patchwork dreams”

35 minutes: web quest


Class led discussion (auditory, visual, oral), Teacher led discussion (auditory, oral), Individual work

(visual, written)

Procedures:

Introduction:

- As classes, read “Hardworking Mountaineer Spirit,” have students write a brief reflective writing

on their perspective of work ethics after reading this article.

- Instruct class to collect their belongings to head to computer lab.

Activities:

- Students are to complete web quest.

Closure:

- Collect students’ web quest work sheet.

- Assign homework- read pages

Homework: read Rocket Boys chapter 9-10


- Students’ comprehension will be evaluated by work completed on web quest worksheet

Material/Resources:


“Hardworking Mountaineer Spirit” article

Computer lab

Web quest worksheet

DAY SEVEN




RLA.O.10.1.1

research and analyze historical, cultural, and biographical influences on literary and informational texts.

RLA.O.10.1.2

compare and contrast literary styles according to genre.

RLA.O.10.1.3 extend the amount of independent reading with emphasis on fiction and nonfiction.

RLA.O.10.1.4



RLA.O.10.1.5


RLA.O.10.1.6


RLA.O.10.1.7


symbolism imagery irony satire cadence scansion flashback

foreshadowing Freytag’s pyramid (exposition, rising action, climax, falling action,


RLA.O.10.1.8


RLA.O.10.2.7


Rationale: Students will gain an understanding of the coal industry in West Virginia.

Essential Question: What is the impact of coal mining?


Five minutes: warm up- class discussion

Fifteen minutes: teacher led discussion on coal mining

Fifteen minutes: internet research

Ten minutes: reflective writing




Procedures:

Introduction:

- Allow a student led discussion on the coal mining industry in West Virginia

- Ask students what they know and want to know. Write responses on board while students fill

out KWL chart during discussion

Activities:

- Lead a discussion on the coal mining industry in West Virginia and its effects on the miners

- Send students to computers, if not available for each student, use projector to go to

http://www.coal-miners-in-kentucky.com/CoalMinersPoetry-page-6.html

Closure:

- Students are to write a reflective paper, using their KWL to tell what they learned about coal

mining and their feelings on the subject. How do these poems correlate with Homer’s depiction

of coal mining in Rocket Boys?

Homework: Finish reflective writing. Read chapter 11- Remind students to be filling out Reading Logs.


- Students’ prior knowledge will be evaluated during in-class discussion at beginning of class.

- What the students learned will be demonstrated in reflective writing.

Material/Resources:


KWL Charts

Coal mining information

Computers/ projector




DAY EIGHT

Teacher: Mary Harrah Date: September 2010

Subject: Language Arts



RLA.O.10.3.3

model a variety of roles in various settings to listen actively, understand the intended message, evaluate, enjoy and/or respond to an oral message:

critique oral/visual information relate experiences in third person collaborate to achieve a goal mediate to reach a consensus deliver an extended extemporaneous speech participate in a panel/round table discussion

RLA.O.10.3.2

formulate and deliver grammatically correct messages, as well as evaluate and adapt strategies for developing credibility, such as speaking truthfully and creating clear and logical messages (e.g., supporting ideas with evidence and emotional appeals in light of purpose, audience and context).

RLA.O.10.2.7


RLA.O.10.1.3 extend the amount of independent reading with emphasis on fiction and nonfiction.

RLA.O.10.1.4



RLA.O.10.1.5


RLA.O.10.1.6


RLA.O.10.1.7




RLA.O.10.1.8


Rationale: Students will display comprehension on Rocket Boys reading thus far.

Essential Question: What’s going on with Homer Hickam and the Rocket Boys?


10 minutes: Rocket Boys quiz/vocab quiz words 1-15


15 minutes: group work

10 minutes: class discussion




Procedures:

Introduction:

- Give students quiz on rocket boys and vocabulary 1-15

Activities:

- Give students about ten minutes to reflect on what they have read so far. Here are some ideas

for writing:

o What is Homer Hickam’s view of West Virginia? How is that reflected in his writing?

o Talk about how coal mining is portrayed in the book? What do you think? (Try to

correlate to yesterday’s discussion.)

o Why do you think that Sputnik was such an inspiration to Homer?

o Predict what will happen in the rest of the story.

- Put students into groups of four. Give each group a question to discuss and share with the class.

o As you read this memoir, did you begin to feel as if you knew the people involved? Did

you like them? Do you think you'd have been happy to live in Coalwood in the late

1950's? If you had, what position in it would you have wanted? Coal miner? Foreman?

Teacher? Housewife? Preacher? Doctor? Rocket Boy or Girl? Football Star?

o How would you describe Sonny's father? Why does Homer Senior take Sonny into the

mine, risking Elsie's wrath? Why does he arrange for rocket materials when he seems so

antagonistic to the rocket building? How does the conflict between his mom and dad

motivate Sonny? Why was Geneva Eggers so important in Sonny's understanding of his

father?

o Do you think Homer Senior and Elsie love each other? What is the principle cause of

their conflicts? What is the importance of the mural Elsie is painting in the kitchen? Why

is Homer Junior called "Sonny" in the book? Why did his teachers insist on calling him by

that nickname rather than the one his mother wanted?

o In the first paragraph of the book, Homer writes that his hometown was "at war with

itself over its children." What does this mean?

Closure: Assign homework read chapters 12 and 13


Students reading comprehension will be evaluated by reading comprehension quiz, reflective writing

and class discussion.

Material/Resources:

Rocket Boys

White Board/Dry Erase Marker

Prompt Questions

Reading Comprehension quiz

Vocabulary list

DAY NINE





RLA.O.10.1.1


RLA.O.10.1.2


RLA.O.10.1.3


RLA.O.10.1.4



RLA.O.10.1.5


RLA.O.10.3.1

plan, research background of topic, and communicate in different settings (e.g. interpersonal, small group, whole group, panel, round table, debate) and for different purposes:

inform persuade relate entertain

RLA.O.10.3.2 formulate and deliver grammatically correct messages, as well as evaluate and

adapt strategies for developing credibility, such as speaking truthfully and creating clear and logical messages (e.g., supporting ideas with evidence and emotional appeals in light of purpose, audience and context).

RLA.O.10.3.3



RLA.O.10.3.4



RLA.O.10.3.5

understand, evaluate and create media communications

Rationale: Students will learn about West Virginia authors and poetry and songs.

Essential Question: How is West Virginia poetry unique?


20 minutes: warm up reading poetry

20 minutes: “Where I’m From Poem”

5 minutes: sharing/homework




Procedures:

Introduction:

- Use computer and projector to look at different poetry. Have students take turns reading aloud.

o Explosion at Winco No. 9-

http://www.perugiapress.com/books/bookpage.php?year=2004&pagetype=sample

o Folk songs- http://www2.ferrum.edu/applit/studyg/west/htm/tradmenu.htm

o “I am a modern day Appalachian Woman” - http://www2.ferrum.edu/applit/

o “Appalachian Home” http://www2.ferrum.edu/applit/

o Other poems available in handouts.

- Allow students to find ones they like from book and handouts and volunteer to share.

- Discuss what the classes opinions are on the poetry. Can they relate?

Activities:

- Read “Where I’m From” to the class

- Discuss the imagery in the poem.

- Students are to mimic this style of poem and create their own “Where I’m From” poem

- Share example

Closure:

- Allow students to share their progress on poem

- Assign homework chapter 14


Students will be evaluated through class discussion and writing assignment.

Material/Resources:

White board/ dry erase marker

Computer/projector

Poetry handouts and websites

“Where I’m From”


http://www2.ferrum.edu/applit/studyg/west/htm/tradmenu.htm

http://www2.ferrum.edu/applit/


DAY TEN





RLA.O.10.3.2


RLA.O.10.3.3



RLA.O.10.3.4 adapt and use active listening strategies to evaluate the message, formulate a strategy and respond to


RLA.O.10.1.1


RLA.O.10.1.2


RLA.O.10.1.3


RLA.O.10.1.4



RLA.O.10.1.5


Rationale: Students will understand components of a folktale.

Essential Question: What is a folktale?


10 minutes: Warm up

20 minutes: Discuss characteristics of a folktale and values of Appalachians

15 minutes: read folktales




Procedures:

Introduction:

- Have students share their answers of what a folktale is from their web quest worksheet

Activities:

- A Folktale is: story from the oral tradition, handed down, becoming a story of cumulative authorship

o Stories that are told rather than read o Passed from generation to generation o As they are passed down, the stories take on characteristics of the time and place in

which they are told, as well as the personality of the person telling the tale

- Discuss characteristics of folktales

o Universal and timeless themes o Speak to our need to understand and make sense of our existence o About the common person o Include trickster tales o Supernatural elements o Function to validate certain aspects of culture, conformity, escape from frustrations and

repressions as well as geographical and biological limitations, to educate, and to entertain

o Themes such as overcoming difficult situations, rites of passage o Motifs include series of three events or objects or people, youngest child prevails

- Discuss Appalachian values o Strong religious beliefs o Individualism, self-reliance, and pride o Neighborliness and hospitality o Strong sense of family o Personalize–to relate well (be tolerant, respectful) with others; not to confront or

offend o Love of place o Modesty o Sense of beauty o Sense of humor o Strong sense of patriotism o Strong work ethic o Courage

- Do these values still describe West Virginia today? - Put students in groups of two to Read “Jack and the Lump of Gold.” - Have them collaborate to determine which of the characteristics or values are shown in this

folktale- write characteristic and its demonstration in story.

Closure:

Read “Stories you’ll never Forget”

Homework: Finish Final draft of memoir


Students will be assessed through class discussion and group written work.

Material/Resources:


“Stories you’ll never forget”

“Jack and the lump of silver”

Information on folktales

DAY ELEVEN





RLA.O.10.1.1


RLA.O.10.1.2


RLA.O.10.1.3


RLA.O.10.1.4



RLA.O.10.2.5


RLA.O.10.2.7


RLA.O.10.2.8


Rationale: Students will evaluate folk songs to determine if they help to document history.

Essential Question: Can songs help us document history?


10 minutes: warm up writing

20 minutes: Discussion





Procedures:

Introduction:

- Read with class “Can Songs help us Document History?”

- Give students the opportunity to reflect on this essay and write a brief essay. Do they think

songs can help to document history? Why or why not.

Activities:

- Have students use the “cluster/word web” graphic organizer to keep notes on discussion

- Tell about history of Appalachian folksongs and how they tell stories and help record history

- Use songs from Folk Songs from the West Virginia Hills to give each student a song. Instruct

them to read their song and prepare to tell its story to the class.

- While the students work, play a few folk songs.

- Go around the room and allow each student to tell their folksong story

Closure:

- Have the students add to their warm up review. Do they have any different thoughts on songs

writing history?

- Collect final draft of memoir

Homework: Read chapter 15 remind students to continue filling in Reading Log and Vocabulary

Organizer. There will be a vocabulary quiz tomorrow on words 15-30


Students’ comprehension will be assessed from their folksong story as well as their reflective writing.

Material/Resources:

White board/dry erase marker

Folk song information

Folk songs

Folk Songs from the West Virginia Hills

Computer and Pandora radio

DAY TWELVE





RLA.O.10.3.1



RLA.O.10.3.2


RLA.O.10.3.3



RLA.O.10.3.4


intended purpose make predictions construct meaning from discussion, speech, or media

critique presentation

RLA.O.10.3.5 understand, evaluate and create media communications.

RLA.O.10.3.6


RLA.O.10.3.7 plan, create, organize, and present an age appropriate media product that demonstrates an understanding of format, purpose, audience, and choice of medium.

RLA.O.10.1.5


RLA.O.10.1.6


Rationale: To help students gain an understanding of the elements of folktales and the significance of

storytelling.

Essential Question: How do you tell a good story?


10 minutes: warm up

25 minutes: class discussion

10 minutes: groups of two, brainstorm closing




Procedures:

Introduction:

- Read to class “Stories You’ll Never Forget” Reflective writing: Why were folktales such an

important part of Appalachian life? Have you heard a folktale you will never forget?

Activities:

- Read “Screaming Jenny” to the class in a regular tone

- Ask for volunteers to read some Appalachian folktales (Handouts Attached)

- Allow students to share their opinions on the stories or tell if they have heard different

- Show three videos of Appalachian story tellers http://www.youtube.com/watch?v=rgoQhL1S4Sc

–gary carden

- http://www.youtube.com/watch?v=ShyuK5rqIJs&feature=related – nance dude

- While the students watch these clips, have them record five characteristics or thoughts about

the storytelling

- Have a discussion with the class about story telling. What makes it interesting? Why is

storytelling a tradition in Appalachia?

- Read a “Screaming Jenny” in a “story teller” manner to the class.

Closure:

- Vocabulary quiz on words 15-30

Homework: Read chapters 16-17


Students’ comprehension will be evaluated by participation in discussion.

Material/Resources:

Computer/projector


“A story I’ll never forget”

“Screaming Jenny”

Other Folk tales

http://www.youtube.com/watch?v=rgoQhL1S4Sc

http://www.youtube.com/watch?v=ShyuK5rqIJs&feature=related

DAY THIRTEEN




RLA.O.10.2.1


RLA.O.10.2.2

construct a clearly worded and effectively placed thesis statement to develop a composition that addresses the assigned topic.

RLA.O.10.2.3

evaluate, analyze, and synthesize into one’s writing a variety of informational media using primary and secondary sources

RLA.O.10.2.5


RLA.O.10.2.6


Rationale: Students will learn how to write a folktale.

Essential Question: What elements are necessary to write an effective folktale?


5 minutes: take students to computer lab

35 minutes: folktale writing on interactive site

5 minutes: take students back to class




Procedures:

Introduction:

- Tell students to get with the partner they finished class with yesterday and pack up to go to

computer lab

Activities:

- In groups of two Students will go to

http://teacher.scholastic.com/writewit/mff/folktalewshop_index.htm

And follow instructions to write their own folk tale. They will present their folktale in class

tomorrow.

Closure:

- Take students back to class. Tell them to plan on presenting their folktale tomorrow.

Homework: read chapter 18


Students comprehension will be demonstrated by their story telling techniques and elements of

folktale.

Material/Resources:

Computer lab




DAY FOURTEEN





RLA.O.10.3.2


RLA.O.10.3.3



RLA.O.10.3.4



Rationale: Students will demonstrate their ability to write a folktale and present it as a storyteller.

Essential Question: What makes a good folktale and story teller?


45 minutes- Students will present their folktales.


Teacher led discussion (auditory, oral), Individual/group work (visual, oral)

Procedures:

Each pair of students will present their folktale to the class


Students presentation will be evaluated using attached rubric which considers both their story telling

technique and the content of their folktale.

Material/Resources:

Rubric

DAY FIFTEEN





RLA.O.10.3.3



RLA.O.10.3.4



RLA.O.10.3.3



RLA.O.10.3.4 adapt and use active listening strategies to evaluate the message, formulate a

strategy and respond to


Rationale: This lesson is implemented in order to give students a firsthand account of West

Virginia/Appalachian tradition.

Essential Question: Is folklore still a tradition in West Virginia?


30 minutes: Show documentary

25 minutes: West Virginia story teller


Media and written assignment

Procedures:

- Introduce video and hand out worksheet to be filled out in correlation with video

- Watch video http://www.folkstreams.net/film,128

- Students will hear tales from a West Virginia story teller


The students will fill out a worksheet to demonstrate their comprehension on the video “Appalachian

Journey”

Material/Resources:

Computer/projector

“Appalachian Journey” video

Worksheet

West Virginia Storyteller- http://www.wvstorytellers.org/

http://www.folkstreams.net/film,128

http://www.wvstorytellers.org/

Jack and his Lump of Silver

Collected by R. Rex Stephenson

from Raymond Sloan

Originally published in Blue Ridge Traditions.

And in ALCA-Lines: Journal of the Assembly on the Literature and Culture of Appalachia, Vol.

VI (Fall 1999): 6-7.

Background on the Tale:

I collected “Jack and his Lump of Silver” from Raymond Sloan in the 1970s. Sloan had been part

of the WPA Federal Writer’s Project in Franklin County, Virginia. When the Writer’s Project

started, Mr. Sloan was working in the WPA office as a typist, and he always told me that he

thought he had been recommended as a folklore collector primarily because he was such a good

typist. During the next two years he collected materials about the “Old Order Dunkers,” then

later he branched out into folk songs, tall tales, play party songs, and tales of ghosts and witches.

However, unlike Richard Chase and James Taylor Adams, who were also with the WPA Writer’s

Project, he collected no Jack Tales.

I met him in the 1970s, and while he was a bit frail in body, his mind was insightful and full of

stories about a time long past. I asked him if he knew any Jack Tales and at first he told me that

he did not. I encouraged him to check through his notes or to try to remember any stories that his

father or grandfather might have told him, that could have the character of Jack in them. I was

convinced that there had to be some Jack Tales on the Eastern slope of the Blue Ridge although

no one, including Chase, had been able to find any.

About a week after this Mr. Sloan called and said that he had been looking over some notes and

he found a story that his father had told him entitled “Jack and his Lump of Silver.” Raymond’s

father’s name was Pedro Sloan and he had taught in a one-room school in Franklin County at the

turn of the century. Raymond believed his father had probably heard this story from one of his

students. Raymond said that his father always allowed the students in his one-room school to tell

him stories on Friday afternoon, if they had been well behaved and done their lessons during the

previous four days. Raymond said that the boys in his father's classroom were “pretty big and

strapping,” and the Friday afternoon storytelling session was the best way to keep the class in

order. Here is the story of “Jack and his Lump of Silver” as Raymond Sloan remembered it.

There is another version of Jack and his Lump of Silver in AppLit, from Wise County. See also

the bibliography page Foolish Jack - or - Jack and his Lump of Silver.

Sloan told this tale to Kip Lornell in Ferrum, VA, in 1979. He also discussed his folktale

collecting in an interview with Lornell in Ferrum in 1976. He said he mostly looked for haunted

house tales and weird, psychic happenings, rather than Jack tales, but he realized once that he

had known a Jack tale and mentioned having told it to Mr. Stephenson. These recorded

interviews are available in the Appalachian College Association's Digital Library of Appalachia.

In the 1979 recording, Jack trades his lump of silver for a cow, which turns out not to be a good

http://www2.ferrum.edu/thanlon/rexweb.htm

http://www.brtraditions.com/

http://www2.ferrum.edu/alca

http://www2.ferrum.edu/applit/texts/JackLump.htm

http://www2.ferrum.edu/applit/bibs/tales/FoolishJack.htm

http://www.aca-dla.org/

milker, then a donkey that talks, a pig, and a grindstone. Sloan comments that when he told the

story to Stephenson, he put in a part about the donkey saying "bray tell me" instead of "pray tell

me."

Jack and his Lump of Silver

This is the story about Jack and his lump of silver. Jack lived in a village that had a few shops.

As I recollect it was called Ferrum. Anyway, there was an apothecary shop, a tavern or two, a

carriage shop, a bakery, a rooming house, and a market place. Both of Jack’s parents were dead,

and a kindly silversmith, who lived at the edge of the village, took Jack into his home and tried

to teach him the trade. But in the metal shop, Jack could only learn to fire the furnace and sweep

the floor. Even though the silversmith was discouraged that Jack was dull, he was fond of him

and did indeed need his willing service around the shop. A last test was customary in those days,

and Jack couldn’t seem to pass it, so Jack remained working for the old silversmith for seven

years. That was the period in which he should have learned the trade.

At last, Jack, felt the urge to go to the big city, and he asked the old silversmith if he could pay

him for his services during the seven-year period. He wanted to take his small fortune and go to

the big town where he could find a job and do what he wanted to do. He was mightily tired of

silver smithin’.

The old silversmith, since he was ready to retire anyway and had no relatives to whom he could

leave his fortune, as small as it was, decided he would do something real nice for Jack. In the

shop he found bits and pieces of silver that had accumulated over the years. These bits of silver

had been thrown into the drawers, until it was quite an accumulation of silver. These pieces he

put into the furnace and melted it into a huge silver lump. When it was cool, he called Jack in

and said, “Jack, here is your fortune. You can go to the big city now and trade it in for whatever

you want. You should get a lot of money for this big lump of silver.”

So Jack told the old silversmith good-bye. Both of them had tearful eyes, and Jack promised to

come back to visit him sometime.

Well, Jack put the lump of silver in his sack which he slung over his back, and under his arm he

put a loaf of bread and started out on his journey. He hadn’t gone very far when he met up with a

man leading a donkey. The man said, “Good morning, my young friend. Where are you going?”

Jack said, “I’m going to the big city.”

The man said, “ Well, would you like to ride? I have a donkey here that I’d be willing to trade

for whatever you might have, and then you could ride the donkey and wouldn’t have to walk.”

Now to Jack that sounded pretty good and he had that lump of silver. When the man looked at

the lump of silver he realized what a huge fortune it was. He readily agreed to let Jack have the

donkey. Now the donkey looked around and realized what was going on, but didn’t speak until

the man had gone on his way with Jack’s lump of silver; Jack climbed up on the donkey’s back.

Then the donkey turned around to Jack and said, “Hee Haw, you sure made a terrible trade there.

I’m worth a lot, but I’m not worth that lump of silver that you let the man have.” And Jack said,

“Well, I needed the ride.”

And the donkey said, “Pray, tell me why you decided to trade for me.”

He replied, “Well, it’s just like the man said. I wanted to ride.”

The donkey said, “Well, I’m hungry. Do you have any money to buy me some oats?” Jack said,

“No. No. The only money I had was the lump of silver.”

So the donkey said, “Well, I can’t get by on just a few blades of grass that I can nibble along side

the road. And, besides I don’t think you’re a very good master and you’re not a very good trader,

either, to trade a lump of silver for me.”

So he and the donkey argued and fussed a little bit. Finally the donkey said, “Jack, I think maybe

you’re a little bit too heavy. You ought to get off my back and walk along side of me and see

how it feels to be back on the road again, 'cos after all, I’m getting hungry and you don't have

any oats and nothing to buy any with.”

Jack was pretty dissatisfied with the trade, and so was the donkey. Pretty soon in the distance

they see’d a man walking along, coming toward them leading a cow. As they approached each

other, the donkey turned around to Jack and said, “Now here’s a man you can trade with. I’m

sure he’ll treat me better than you 'cos he probably will take me to his farm and give me plenty

of oats and corn and things for me to eat. You’re going to the big town and you won’t be able to

feed me after you get there.”

Jack said, “Well, alright. We’ll see what sort of a trade we can strike up.”

When Jack got close enough he said, “My good man, would you like to trade your cow for my

donkey?”

And the man studied the donkey and said, “Yes, but I don’t have anything to pay extra. No boot

to give ya.” Could we swap even? I could use a donkey on my farm to pull a plow and ride

around the farm a little bit.”

The donkey seemed to be pleased with the arrangement 'cos he wanted to get off the highway,

and he certainly didn’t want to go to the big city. So they made an even swap and the man with

the cow said, “Now, let me show ya. In the first place, you got a back to ride on, but when you

get hungry, you can milk her. So you’ll have milk and a ride, too.”

Jack thought that sounded VERY good.

Well, Jack led the cow on down the road; before long he tried to climb up on the old cow’s back,

but the cow bucks and bucks until Jack fell off.

The cow said, “Moo, I don’t like for people to ride on me. I’ll tell you what. You just might as

well take me on down here and trade me to somebody else 'cos I don’t think you’re gonna be a

very good master. Besides, I heard the donkey say that you don’t have any corn or oats to feed

anybody on.”

Jack said, “Well, I don’t but I thought maybe you could give me some milk.”

The cow said, “Welp, you can try but I don’t know whether you’ll find much milk or not.”

So Jack took off his hat and sat underneath the cow and tried to milk her. Finally, the cow turned

around and said, “Look, Jack, it’s not my time of the year to give milk.”

Jack couldn’t get any milk in the hat at all. “It looks like I’ve made another pretty poor trade

here.”

The cow said, “Well, you sure did. You’d better trade me off to somebody else you meet along

the road.”

Pretty soon a man come up the road pulling a hog by the neck; the man had tied a rope around

the hog’s neck and was pulling him along. It wasn’t an old hog; it was a young shoat. So when

he got up close to Jack, Jack said, “What’ve you got there?”

And the man said, “This is a young shoat that I’m taking on over to the farm. Want to do some

tradin’? I could use a cow.”

Jack said, “ Yeah, I guess so. Would you wanta swap even?”

The man said, “Sure. we can swap even. You take the young shoat and when you get to town you

can sell it for a good price.”

So they swapped even and Jack started on down the road. But it wasn’t long before the shoat

said, “Jack, I don’t want to go to the town. When we get there I’m afraid someone will take me

over to the butcher’s shop, and I certainly don’t want to go there. What I’d like to do, Jack, is to

live on the farm somewhere, someplace with a bunch of little pigs and have me a family, and

have a happy life. And here you’re taking me to the big city where I don’t know what might

happen to me.”

“Well, that is true. What would you suggest that I do?”

And the shoat said, “First farmer you meet up with, trade me for something or other and then

maybe he’ll take me on to the farm, and I’ll be happy there for a long time and raise a family of

little pigs.”

Now Jack was real sympathetic about that so he said, “All right, we’ll see who we can run into.”

A little further down the road came a man carrying a grindstone on his back. And as they get

closer together, they both look at each other hard and the man puts his grindstone down and said,

“Jack, what have you got there?”

And Jack said, “Well, I got a young shoat that would like to live on the farm if he could. I’m

going to the city, and I don’t know what I’d do with a young shoat after I got into town.” And the

farmer said, “I’ll tell you what. I’ll swap you this grindstone for the pig, and I’ll give that pig a

good home.”

Well, the pig was pleased to death. He said, “Oink, oink, thoink you , thoink you.”

So Jack picks up the grindstone and the man goes on down the road with the pig. The further

Jack goes, the heavier the grindstone got. He hadn’t realized how heavy a grindstone could be. In

the distance Jack could see the steeples and all the buildings in town. He knew he was getting

close to the big city, but he had walked so far with only had a loaf of bread, to eat. He had shared

that with the donkey and now he was really hungry and thirsty. In the distance he spied this well,

all walled up in rock and brimmin’ full of water. As he got closer and closer to the well and he

said, “Somebody has already put a nice fresh bucket of water on the edge.” And sure enough,

there was a bucket of water, just within reach. Jack walked over and set his grindstone down. But

when reached over to get a drink of water that grindstone slips and WHAM!! It falls right down

into the bottom of that well. Jack looked down at the bottom of the well and said, “Good

riddance, grindstone. I don’t have a thing in the world now to worry about. I never was good at

tending property in the first place. I’ll jest walk on into town and see if I can find something to

do there.”

I don’t know what ever happened to Jack. He probably got a job working for some other

silversmith, firing furnaces and sweeping floors and making a living that way.

copyright 2001 R. Rex Stephenson

all rights reserved

MEMOIRS: http://inkspell.homestead.com/memoir.html

Essay for final of rocket boys:

Is this a universal story? Could it be set in other times or is it specific to Coalwood and West Virginia in

the late 50's? The book has been translated into eight languages and people from all over the world say

Homer "told their story" yet they have never held a rocket or even seen a coal mine! The book is

dedicated "To Mom and Dad and the people of Coalwood." Why do you think Homer made that

dedication?

http://www.homerhickam.com/groups/rbos.shtml

info on folk songs:

http://www.life123.com/arts-culture/musical-genres/folk/american-folk-songs.shtml

http://www.mustrad.org.uk/articles/appalach.htm

http://inkspell.homestead.com/memoir.html




West Virginia Web Quest

Go to the sites listed and answer the correlating questions:

http://www.wvculture.org/history/thisdayinwvhistory/thisday.html

What happened on this day in West Virginia?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

http://www.wvexplorer.com/history/

Tell one fact about each area of West Virginia. Name the area, county and fact.

1.__________________________________________________________________________________________________________________________________________________________

2._________________________________________________________________________________________________________________________________________________________

3.__________________________________________________________________________________________________________________________________________________________

4.__________________________________________________________________________________________________________________________________________________________

5.__________________________________________________________________________________________________________________________________________________________

6.__________________________________________________________________________________________________________________________________________________________

7.__________________________________________________________________________________________________________________________________________________________

8.__________________________________________________________________________________________________________________________________________________________



http://www.funtrivia.com/trivia-quiz/Humanities/Appalachian-Folklore-87539.html

Complete the quiz on Appalachian folklore. Print your results and attach to worksheet.

http://www2.ferrum.edu/applit/studyg/crosscurrentsguide.html

Explore this site and print off one piece of Appalachian literature you enjoyed.

http://www2.ferrum.edu/applit/studyg/west/htm/mainmenu.htm

Explore this site and record at least one aspect that you found interesting.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Search the web to find a definition of “Folklore.”

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

*BONUS: Research your hometown and write three facts about it.

1.________________________________________________________________________

2.________________________________________________________________________

3.________________________________________________________________________





All sites were visited ___/10

All questions were thoroughly answered ___/10

Using correct grammar and punctuation ___/10

Bonus question ___/3

RUBRIC FOR REFLECTIVE WRITING EXCERCISES

___/5 RELEVANT TO ASSIGNED TOPIC

___/5 WELL THOUGHT OUT

___/5 PUNCTUATION

___/5 GRAMMAR

___/5 SPELLING

DAY SEVENTEEN


RLA.O.10.1.7




RLA.O.10.1.8


Rationale:

Students will be able to identify literary elements in short story folktales.

Essential Question:

What are literary elements?


10 minutes: PowerPoint- literary elements

10 minutes: interactive literary elements

10 minutes: identify parts of story in The Three Little Pigs/ assign homework

10 minutes: interactive literary elements game


Teacher led discussion, group work, individual work

Procedures:

Introduction:

- Using the PowerPoint provided, discuss vocabulary of literary elements

Activities:

- As a class, complete the Literary Elements of Cinderella at http://www.learner.org/interactives/story/sitemap.html

- Have students individually find the literary elements in Goldilocks and the Three Bears

Closure:

- Divide students into to two groups to play the interactive trivia game at http://www.glencoe.com/sec/literature/course/game/play.phtml?dest=Lit_v52.dcr&width=500&height=300&ini=lesson1.ini&height2=296


Formative/Summative: application of literary terms to Cinderella, Goldie Locks and the Three Bears and the interactive game

Materials/Resources:

White Board and Markers

Computer, projector, PowerPoint, websites referred to above

http://www.learner.org/interactives/story/sitemap.html

http://www.glencoe.com/sec/literature/course/game/play.phtml?dest=Lit_v52.dcr&width=500&height=300&ini=lesson1.ini&height2=296

http://www.glencoe.com/sec/literature/course/game/play.phtml?dest=Lit_v52.dcr&width=500&height=300&ini=lesson1.ini&height2=296

Name __________________________________ Period _______

Plot: Freytag’s Pyramid

Gustav Freytag was a Nineteenth Century German novelist who saw common patterns in the

plots of stories and novels and developed a diagram to analyze them. He diagrammed a story's

plot using a pyramid like the one shown.

Freytag's Pyramid: The Breakdown

1. Exposition: setting the scene. The writer introduces the characters and setting, providing

description and background.

2. Inciting Incident: something happens to begin the action. A single event usually signals the beginning of the main conflict. The inciting incident is sometimes called 'the complication'.

3. Rising Action: the story builds and gets more exciting.

4. Climax: the moment of greatest tension in a story. This is often the most exciting event. It is the event that the rising action builds up to and that the falling action follows.

5. Falling Action: events happen as a result of the climax and we know that the story will soon end.

6. Resolution: the character solves the main problem/conflict or someone solves it for him or her.

http://upload.wikimedia.org/wikipedia/commons/a/af/Freytags_pyramid.svg

7. Dénouement: (a French term, pronounced: day-noo-moh) the ending. At this point, any remaining secrets, questions or mysteries which remain after the resolution are solved by the characters or explained by the author. Sometimes the author leaves us to think about the THEME or future possibilities for the characters. You can think of the dénouement as the opposite of the exposition: instead of getting ready to tell us the story by introducing the setting and characters, the author is getting ready to end it with a final explanation of what actually happened and how the characters think or feel about it. This can be the most difficult part of the plot to identify, as it is often very closely tied to the resolution.

Name __________________________________ Period _______

Watch your favorite television show or use your favorite book to answer the following

questions:

1.) What did the author need to explain to viewers in the exposition section? What background

information was given for this show?

2.) What inciting event causes the action to begin to “rise”?

3.) Where does the story peak? Is there a clear climax?

4.) Which events lead up to the conclusion?

5.) How is the story resolved?

DAY SIXTEEN


RLA.O.10.2.1


RLA.O.10.2.8


RLA.O.10.1.2


RLA.O.10.1.3


Rationale:

Students will understand how folktales connect the world through literature.

Essential Question:

How is the world connected through literature?


10 minutes: responsive writing

15 minutes: where is that folktale from?

15 minutes: What is a folktale?


Individual work, teacher led discussion

Procedures:

Introduction:

- Students are to write at least a one page essay on how they believe the world is connected through literature. How is West Virginia’s literature related to literature around the world?

- Give students the opportunity to share their thoughts.

Activities:

- Have students call out their favorite folktales as you list them on the board. Some of the common ones will be Snow White, Three Little Pigs, Hansel and Gretel.

- Ask students to tell where they think the story originated. Write the locations next to the folktale.

- Take a vote as to where they think each one is from.

- Reveal the answers— o Snow White: German

http://www.goodreads.com/story/show/60644-the-true-origins-and-history-of-snow-white-and-the-seven-dwarfs

o The Three Little Pigs: Jewish http://www.surlalunefairytales.com/threepigs/history.html

o Hansel and Gretel: France http://www.surlalunefairytales.com/hanselgretel/history.html

o Goldilocks and the Three Bears: Britain http://www.surlalunefairytales.com/goldilocks/history.html

o Cinderella: China http://www.surlalunefairytales.com/cinderella/history.html

o Beauty and the Beast: Rome http://mtiblog.mtishows.com/tale-as-old-as-time-the-literary-origins-of-beauty-and-the-beast

- (If students list tales that are not included, have them research them for homework.)

- Discussion with class- Were you surprised that Disney didn’t write all of these stories? That they weren’t American? How did they become such a big part of our culture?

- Lead a discussion on folktales/fairytales using the PowerPoint presentation provided.



http://www.surlalunefairytales.com/threepigs/history.html

http://www.surlalunefairytales.com/hanselgretel/history.html

http://www.surlalunefairytales.com/goldilocks/history.html

http://www.surlalunefairytales.com/cinderella/history.html

http://mtiblog.mtishows.com/tale-as-old-as-time-the-literary-origins-of-beauty-and-the-beast

http://mtiblog.mtishows.com/tale-as-old-as-time-the-literary-origins-of-beauty-and-the-beast

Closure:

- Have students take a short quiz to test their knowledge on the content covered.


Diagnostic- Writing Response

Formative- Discussion

Summative- Quiz


White Board/Markers

Computer/projector

PowerPoint presentation

DAY EIGHTEEN


RLA.O.10.1.7




RLA.O.10.1.8


Rationale:

Students will be able to identify the parts of a story according to Freytag’s Pyramid.

Essential Question:

What is Freytag’s Pyramid?


10 minutes: warm up- discover Freytag’s Pyramid in your writing

10 minutes: PowerPoint presentation

15 minutes: Identifying parts of a story in The Three Little Pigs


Individual work, Teacher led discussion, group activity

Procedures:

Introduction:

- Have students take out the folktale that they wrote last week (if they do not have a copy, provide them with a short story.)

- Give students four different colored writing utensils (marker or crayon would be fine) tell the students to underline the rising action, climax, falling action and resolution in their story.

- Ask students if they have ever heard of Freytag’s Pyramid… what do you think it is?

Activities:

- Using the PowerPoint presentation provided, discuss with the students what Freytag’s Pyramid is. Be sure to show students how to plot out the parts of the story on the chart.

- Have students get into groups of two to plot out Freytag’s Pyramid using their choice of a folktale. Instruct students to fold a piece of paper in the middle and then fold each end up. This will make a replica of Freytag’s Pyramid. Have students use their notes and handouts to label the pyramid and identify which parts of their stories goes in which category.

Closure:

- Have each students share their pyramid with the class.

- Assign homework: Watch your favorite television show this evening, or use your favorite book and identify the different parts of the plot. Give each student a handout (attached).


Diagnostic- Warm up- identifying parts of the plot

Formative- plotting the plot on Freytag’s Pyramid using favorite folktale

Summative- homeword


Freytag Pyramid PowerPoint

Handouts

White board/markers

White paper

DAY NINTEEN


RLA.O.10.1.1


RLA.O.10.1.2


RLA.O.10.1.3


RLA.O.10.1.4



RLA.O.10.1.5


RLA.O.10.1.6


RLA.O.10.2.3


RLA.O.10.3.5


RLA.O.10.3.6


Rationale:

Students will discover new folktales and consider the similarities and differences.

Essential Question:

What are some forgotten folktales?


40 minutes: Webquest


Individual and group work

Procedures:

- Students will work to complete the webquest (attached). This activity has individual aspects and parts to be completed as a class, so it is important to be interactive with the students as they work through the process.


Diagnostic, formative and summative assessment will be evaluated as the students work to complete and complete the task. Rubric included.


Computer Lab

Webquest word document

DAY TWENTY


RLA.O.10.2.3


RLA.O.10.2.4

formulate a working research question and identify, organize and consider the relevance of known information to guide further research.

RLA.O.10.1.9

analyze the organizational patterns (e.g. problem-solution, cause-and-effect, textual features including table of contents, headings, sidebars, marginal notes, graphical representations such as tables, timelines, captions, maps, photographs) and ideas in informational and literary texts.

RLA.O.10.1.6


Rationale:

Students will be introduced to the research project that they will be working on in groups to find the link between different cultures through the Cinderella story.

Essential Question:

How is the world connected by the Cinderella story?


Five minutes: warm up activity… what do these pictures make you think of?

Five minutes: Read the story of Cinderella

Fifteen minutes: Cinderella clips—what makes a Cinderella story?

Five minutes: Distribute the Cinderella stories from around the world

Ten minutes: Discuss the guided research project


Teacher led discussion, group work

Procedures:

Introduction:

- Show students a picture of a pumpkin, a mouse, a castle and a glass show. What do these pictures make you think of?

- Read the American version story of Cinderella to the class http://www.archive.org/stream/cinderella00dalziala/cinderella00dalziala_djvu.txt

Activities:

- Show students the following Cinderella Clips http://www.youtube.com/watch?v=tjIssqHQJ6o http://www.youtube.com/watch?v=LT2uorSLsGU&feature=related http://www.youtube.com/watch?v=u8KpX5o3Mvg&feature=related

- These are three different versions of the American classic Cinderella… What are the common themes that make a Cinderella story? A evil step mother? A fairy god mother? A prince? A shoe? Do you think that these elements will be the same in all cultures?

- Prior to class, create groups of 4 students to work together in the research project. Put students into these groups and distribute the Cinderella stories from around the world.

- Introduce the guided research project. Each group has a story from a different place around the world. We are going to work together to see how that story is similar to the version we know, how it is different and how those differences are specific to the culture. We will also study the country from which your Cinderella story comes and find other pieces of literature, historical facts, and other aspects of the culture. Students will work together to prepare a thirty minute presentation. Guidelines for the project are attached.

Closure:

- If time permits, have students begin reading their Cinderella story.


- Formative— class discussion

http://www.youtube.com/watch?v=tjIssqHQJ6o

http://www.youtube.com/watch?v=LT2uorSLsGU&feature=related

http://www.youtube.com/watch?v=u8KpX5o3Mvg&feature=related


Pictures

Cinderella Stories

Video clips

Research guidelines

Research Guidelines

Your presentation must be twenty-five to thirty minutes long. It must include visuals (posters, PowerPoint etc) and all of the required material listed below.

- A summary of your Cinderella story

- Where it is from- documented on a map

- Facts about your country- population, climate, important facts, major historical facts etc.

- Literary elements and Freytag’s pyramid analysis

- Similarities and differences to the tale we know… how are these distinct to their culture

- Find at least two pieces of literature and one song from your country to share

- Create your own version of the Cinderella story

Day Twenty-One through Twenty-Six


RLA.O.10.1.1


RLA.O.10.1.2


RLA.O.10.1.3


RLA.O.10.1.4



RLA.O.10.1.5


RLA.O.10.1.6


RLA.O.10.1.7




RLA.O.10.1.8


RLA.O.10.1.9

analyze the organizational patterns (e.g. problem-solution, cause-and-effect, textual features including table of contents, headings, sidebars, marginal notes, graphical representations such as tables, timelines, captions, maps, photographs) and ideas in informational and literary texts.

RLA.O.10.2.3


RLA.O.10.2.4

formulate a working research question and identify, organize and consider the relevance of known information to guide further research.

RLA.O.10.2.5


RLA.O.10.2.6


RLA.O.10.2.7


RLA.O.10.2.8 incorporate different transitional sentences to signal progression of ideas within and between paragraphs as well as appropriate phrases to signal organizational patterns.

RLA.O.10.2.9

revise sentences to create specific effects, variety and more precise and concise language:

gerund phrase participle phrase

infinitive phrase clauses

RLA.O.10.3.1



RLA.O.10.3.2


RLA.O.10.3.3



RLA.O.10.3.4



RLA.O.10.3.5


RLA.O.10.3.6


RLA.O.10.3.7

plan, create, organize, and present an age appropriate media product that demonstrates an understanding of format, purpose, audience, and choice of medium.

Rationale:

Students will research using the story of Cinderella in order to study the culture and literature of other countries.

Essential Question:

What are the similarities and differences between the Cinderella stories? How are these countries unique or comparable to ours? How is the world connected through literature?


Fourty minutes will be allotted to students each day to complete a specific task in their research project.


Teacher led discussion, group work

Procedures:

Day Twenty-One

- Students will begin their group projects by making a poster using a picture of the world (attached) and their Cinderella story. They must identify where their story came by marking it on the map. Their poster must include the name of their Cinderella story, the country they are researching, and pictures or words to describe their story.

Day Twenty-Two

- Students must identify at the setting, protagonist, antagonist, point of view and conflict. They must also label Freytag’s Pyramid using their story. Students may make a poster or use PowerPoint to present this information.

Day Twenty-Three

- We will be using the computer lab today. Students have this time to research their country. They must present at least fifteen facts in their presentation. Each student is responsible for finding five facts, recording them on paper and handing it in at the end of the class period.

Day Twenty-Four

- We will be using the computer lab today. During this period, students are to find at least two pieces of literature and one song from their country. Direct students to start here to find their literary pieces: http://dir.yahoo.com/Arts/Humanities/Literature/Cultures_and_Groups

Day Twenty-Five

- Today students will write a brief script and plan a production of their own Cinderella story. They must brainstorm and work together to create their tale, only one person must be the recorder. They must incorporate at least three props.

- Major themes that are included and must be included in the Cinderella story are: o The main character is essentially good, and has special/exemplary qualities o The protagonist has, in the past, enjoyed some measure of security. o However, through some misfortune (i.e. death of a mother) usually not

through their own doing, their situation changes for the worse o The protagonist is left alone, and must fend for him/herself, and he/she

endures this with good grace, thereby proving his/her worthiness o He/she is badly mistreated by those with weak moral values (envy, greed) o A supernatural/mysterious force intervenes and the main character’s

fortunes turn again o His/her goodness is again recognized, and she is once again restored to an

exalted position.

Day Twenty-Six

- Students have this day to finish their projects and prepare for their presentations.


Formative: Each day, students progress will be monitored through interaction.

Diagnostic: Each day students must fill out a peer evaluation form (attached) to determine how the group is working together, and to ensure that all members are equally participating.

Summative: On day Twenty-Two, students are required to hand in five facts on their country.

http://dir.yahoo.com/Arts/Humanities/Literature/Cultures_and_Groups


Poster board, markers, crayons, glue, construction paper

Computers, PowerPoint program, Windows, Internet

Daily Peer Evaluation

Name What contributions did they make to the research and preparation for the research presentation?

Day Twenty-Six through Thirty


RLA.O.10.3.1



RLA.O.10.3.2


RLA.O.10.3.3



RLA.O.10.3.4



RLA.O.10.3.5 understand, evaluate and create media communications.

Rationale:

Students will display their ability to give a formal presentation and present the material which they have learned through their research project.

Essential Question:

What did you learn about your country?


10 minutes: Sample Snacks from the country being presented

30 minutes: Presentation and Evaluation


Teacher led discussion, Student led discussion, group work, and individual work

Procedures:

Introduction:

- Each day, bring in a dish from the country being presented in order for students to sample the different foods.

Activities:

- Each day, a group will present their presentations on their country and the Cinderella story.

- While the group presents, complete the rubric to assess for grades. Have students also fill out the worksheet attached which will assess what they learned (attached).

Closure:

- Students are to fill out an evaluation on their peers presentation.


Diagnostic: KWL chart will assess what the students already know about each country.

Formative/Summative: The What You Learned handout will assess how well students have paid attention to the presentations and what they learned.


Recipes/food - http://www.recipeatlas.com/

Computer/projector

Handouts

http://www.recipeatlas.com/

Name _____________________

WHAT ARE YOU LEARNING?

Name of the country being presented:_______________________________________

KWL- Prior to the group beginning, write down at least two things that you know about the country and what you would like to know. Record at least two things that you learned during the presentation.

What do you know? What do you want to know?

What did you learn?

Name of the Cinderella story_______________________________________________

What parts of the Cinderella story were similar to the version we know?

_____________________________________________________________________________________________________________________________________________________________________________________________________________________

What parts were different?

_____________________________________________________________________________________________________________________________________________________________________________________________________________________

Evaluate your peers:

Student Name What did you like about the presentation?

What would you change?

Comments

Rubric for Final Presentation (120 points)

___ 10 points Summary of Cinderella story was descriptive and thorough.

___ 10 points Documented on a map- Students created a poster that is neat and well organized (4 points), has the location of the clearly marked (4 points) and includes the name of the fairytale (2 points).

___ 20 points Facts about your country- at least fifteen facts are included (one point per fact) and material is presented clearly (5 points).

___ 10 points Literary elements and Freytag’s pyramid included

___ 10 points Similarities and differences to the tale we know… how are these distinct to their culture? Were the clearly defined? What were some symbols that were similar or different?

___ 10 points At least two pieces of literature and one song from your country are included.

___30 points Version of the Cinderella story is creative and well organized (5 points), each member participated (5 points), at least three props were included (5 points), the major themes of a Cinderella story were incorporated (15 points).

___ 10 points Overall presentation the presentation was well planned and organized. All members participated.

___ 10 points Visuals were well organized, neat and effectively used.

The first three weeks of this unit focused on the folktales and other literature of West Virginia. These last three weeks will be devoted to folktales and literature around the world. This unit will show students how the world is connected through literature and we all have that in common.

This unit implements a variety of teaching strategies and interactive activities. Students will be challenged by a guided research project that is centered on the story of Cinderella. They will research different countries around the world in order to broaden their perspective on world literature.

This calendar outlines the planned activities and their allotted times:

Day Sixteen: How the world is connected through literature… where is this story from? Difference between folktale and fairy tale.

Day Seventeen: Folktale/story vocabulary Literary Elements

Day Eighteen: Freytag’s pyramid

Day Nineteen: Forgotten Folktales Webquest Computer Lab

Day Twenty: Introduce Cinderella story project read Cinderella show clips of different Cinderella stories- what are the similarities and differences who are the character and what are the events that make a Cinderella story

Day Twenty-one: Begin group projects- map your story

Day Twenty-two: Identify the literary elements of your Cinderella story

Day Twenty-three: Research your country Computer Lab

Day Twenty-Four: Research: Find at least two pieces of literature from your country and one song Computer Lab

Day Twenty-Five: Create your own version of the Cinderella story

Day Twenty-Six: Finish work on presentation

Day Twenty-Seven: Presentation

Day Twenty-Eight: Presentations

Day Twenty-Nine: Presentations

Day Thirty: Presentations

References






























www.youtube.com

www.edsitement.com

Rocket Boys by Homer Hickam Jr.

Tales and Lore of the Mountaineers by William B. Price

Folk Songs from the West Virginia Hills collected by Patrick W. Gainer

Patchwork Dreams edited by Heidi Muller


http://www.youtube.com/

http://www.edsitement.com/

teacher: mary harrah date: september 2010 subject

Documents