Assignment+4--Lesson+Plan

  =  Folktales: A Reflection of Culture A folklore unit for high school students      =
 * > **Established Goals Directly Addressed:**

|| Students in Wisconsin will read and respond to a wide range of writing to build an understanding of written materials, of themselves, and of others. A.12.2 Read, interpret, and critically analyze literature. A.12.3 Read and discuss literary and nonliterary texts in order to understand human experience.  A.12.4 Students will read to acquire information.

Students in Wisconsin will write clearly and effectively to share information and knowledge, to influence and persuade, to create and entertain. B.12.1 Create or produce writing to communicate with different audiences for a variety of purposes.  B.12.2 Plan, revise, edit, and publish clear and effective writing.

Students in Wisconsin will listen to understand and will speak clearly and effectively for diverse purposes.  C.12.1 Prepare and deliver formal oral presentations appropriate to specific purposes and audiences.

Students in Wisconsin will use media and technology critically and creatively to obtain, organize, prepare and share information; to influence and persuade; and to entertain and be entertained. E.12.1 Use computers to acquire, organize, analyze, and communicate information.  E.12.3 Create media products appropriate to audience and purpose.

Students in Wisconsin will locate, use, and communicate information from a variety of print and nonprint materials. F.12.1 Conduct research and inquiry on self-selected or assigned topics, issues, or problems and use an appropriate form to communicate their findings. || <span style="FONT-FAMILY: Verdana, Geneva, sans-serif"> ·   Universal patterns and themes are evident in folktales. || <span style="FONT-FAMILY: Verdana, Geneva, sans-serif"> ·   What universal patterns and themes are evident in folktales? || <span style="FONT-FAMILY: Verdana, Geneva, sans-serif"> ·   Characteristics of folktales  || <span style="FONT-FAMILY: Verdana, Geneva, sans-serif"> ·   Create a digital recording that includes spoken and music tracks (e.g., Audacity), as appropriate <span style="FONT-FAMILY: Verdana, Geneva, sans-serif"> ·   Create an electronic presentation (e.g., PowerPoint) to present conclusions  || <span style="FONT-FAMILY: Verdana, Geneva, sans-serif">Now that you understand how folktales reflect society, you and your group members will select a version of “Cinderella” (other than the French or German version); read and discuss your version with your group members. What assumptions about the originating culture can you make based upon your understanding of the tale and that culture? Conduct further cultural research to affirm or modify your assumptions. Take notes of your research and conversations. <span style="FONT-FAMILY: Verdana, Geneva, sans-serif"> ·   Create a pamphlet that will guide travelers as to behaviors that are acceptable and not acceptable when visiting that country. <span style="FONT-FAMILY: Verdana, Geneva, sans-serif"> ·   Create a digital audio recording of your country’s version of “Cinderella” to be used by teachers in the elementary school. Use appropriate expression, and integrate appropriate music and sound effects into your performance. <span style="FONT-FAMILY: Verdana, Geneva, sans-serif"> ·   Finally, create an electronic visual and audio presentation that travelers can use to help them better understand the culture of your country. Include a link to your audio performance of “Cinderella” as an example of the country’s folk tradition. At the end of your presentation, include a properly formatted list of reference material used during your research. <span style="FONT-FAMILY: Verdana, Geneva, sans-serif"> ·   Individually prepare a response essay that includes reflection on what went well, what was a disaster, contributions and cooperation of group members and self, grades for all group members, grade of overall project, and suggestions to teacher for improving experience. || <span style="FONT-FAMILY: Verdana, Geneva, sans-serif"> ·   Discuss key questions: what generalizations and principles, similarities and differences, can you discern? How do these compare to/contrast with the version you grew up with? What do these similarities/differences tell you about the original culture, about our culture? <span style="FONT-FAMILY: Verdana, Geneva, sans-serif"> ·   Provide just-in-time instruction in Audacity; include copyright information and citation resources. <span style="FONT-FAMILY: Verdana, Geneva, sans-serif"> ·   Include time at the end of the project for a gallery walk of class presentations. || <span style="FONT-FAMILY: Verdana, Geneva, sans-serif">Cheek, Patricia. “Cinderella: a mirror of culture.” N.d. 1 Aug. 2008. <http://cte.jhu.edu/techacademy/fellows/cheek/webquest/ pcindex.html>. <span style="FONT-FAMILY: Verdana, Geneva, sans-serif">McTighe, Jay, and Grant Wiggins. //Understanding by Design: Professional Development Workbook//. Alexandria, VA: Association for Supervision and Curriculum Development, 2004. <span style="FONT-FAMILY: Verdana, Geneva, sans-serif"> ||
 * > ** <span style="FONT-FAMILY: Verdana, Geneva, sans-serif">Essential Understandings: ** || <span style="FONT-FAMILY: Verdana, Geneva, sans-serif">  ·   A society’s culture and values are evident in its folktales.
 * > ** <span style="FONT-FAMILY: Verdana, Geneva, sans-serif">Essential Questions: ** || <span style="FONT-FAMILY: Verdana, Geneva, sans-serif">  ·   How do folk tales reflect a society’s values and ethics?
 * > ** <span style="FONT-FAMILY: Verdana, Geneva, sans-serif">Knowledge: ** || <span style="FONT-FAMILY: Verdana, Geneva, sans-serif">  ·   The importance and relationships of folktales to a region’s culture
 * > ** <span style="FONT-FAMILY: Verdana, Geneva, sans-serif">Skills: ** || <span style="FONT-FAMILY: Verdana, Geneva, sans-serif">  ·   Research using the Internet and print resources
 * > ** <span style="FONT-FAMILY: Verdana, Geneva, sans-serif">Assessment Evidence :** || <span style="FONT-FAMILY: Verdana, Geneva, sans-serif">Performance Tasks
 * > ** <span style="FONT-FAMILY: Verdana, Geneva, sans-serif">Learning Activities: ** || <span style="FONT-FAMILY: Verdana, Geneva, sans-serif"><span style="FONT-FAMILY: Verdana, Geneva, sans-serif">  ·   Introduce and read Grimm and Perrault versions of “Little Red Riding Hood” in class (see <http://www.pitt.edu/~dash/type0333.html>).
 * > <span style="FONT-FAMILY: Verdana, Geneva, sans-serif">**Resources:** || <span style="FONT-FAMILY: Verdana, Geneva, sans-serif">Ashliman, D. L. //Folklore and Mythology Electronic Texts//. University of Pittsburgh. 2008. 1 Aug. 2008. <http://www.pitt.edu/~dash/folktexts.html>.