Brief Description

Prior to this lesson students will have been involved in two-week unit reading/studying folktales.  They will have learned the elements of a folktale, and kept track of reading various folktales from around the world on a map.  They will also have had experience comparing two similar tales in a Venn diagram.  Class discussions and readings will have occurred before we begin this culmination of the folktale unit.

For this lesson students will connect to the Internet, read and analyze stories/folktales written by other students from around the world, then write their own short folktale to be published on line.  This lesson will take approximately 6-8 one hour lessons.  (One lesson to read/record the tales, one-two lessons to web ideas, one-two lessons to write the rough draft, two to revise and edit before final submission takes place)

Standards and Frameworks

Technology Standards

1T-E2. Demonstrate increasingly sophisticated operation of technology components
2T-E2. Exhibit legal and ethical behaviors when using technology and information and discuss consequences of misuse
3T-E1. Use formatting capabilities of technology tools for communicating and illustrating
3T-E3. Publish and present information using technology tools
4T-E2. Use technology tools for individual and collaborative writing, communication and publishing activities to create curricular related products for audiences inside and outside the classroom
5T-E1. Locate information from electronic resources

R-E1.Use structural analysis skills such as identifying root words, prefixes, suffixes and word origins to decode words unfamiliar in print
R-E2.Use reading strategies such as making inferences and predictions, summarizing, paraphrasing, differentiating fact from opinion, drawing conclusions, and determining the author’s purpose and perspective to comprehend written selections
R-E3.Analyze selections of fiction, nonfiction and poetry by identifying the plot line (i.e., beginning, conflict, rising action, climax and resolution); distinguishing the main character from minor ones; describing the relationships between and motivations of characters; and making inferences about the events, setting, style, tone, mood and meaning of the selection
W-E1.Use correct spelling, punctuation, capitalization, grammar and usage, along with varied sentence structure and paragraph organization, to complete effectively a variety of writing tasks
W-E2.Write a personal experience narrative or creative story that includes a plot and shows the reader what happens through well-developed characters, setting, dialog, and themes and uses figurative language, descriptive words and phrases
W-F1.Use the writing process, including generating topics, drafting, revising ideas and editing, to complete effectively a variety of writing tasks

Academic

• During independent computer time, or in the lab, students' will read and analyze folktales written by other students from around the world.  They will write a critique for a minimum of three folktales and list elements found.
• Using the Kidspiration program students’ will web their folktale ideas. Their web must include story elements. (idea or title, characters, setting, beginning, middle, end, problem, solution, and at least 3 folktale elements)
• Using a Word document, students will write, revise, and edit their own folktale. Folktales must include all story elements and at least 3 folktale elements. (ex:  magic, royalty, good/evil people, Once upon a time…)

• Using the Internet, students will access and read stories written by other children. They will record information on the Folktale recording sheet.
• Using Microsoft Word, students will write the final draft of their folktale, with minimal errors in formatting, spelling, and sentence formation.

• Students must have general knowledge of being able to access the Internet, move from page to page by clicking the back button.
• Students must have general knowledge of maximizing/minimizing documents
• Students must have basic knowledge of  *Kidspiration program - webbing component (may use paper pencil webs if Kidspiration is not available)
• Students must have basic knowledge of Microsoft Word – changing font, spell check, editing and revision.
• Students must know how to save their Word document to a floppy disk, or the server, and be able to access it at a later time.
• Students must know how to print their documents.

• Written instructions by the computer for independent computer work on how to access the folktale website http://www.kids-space.org/story/story.html
• Worksheet – Student Folktales from Around the World (to critique the folktales)
• Kidspiration to create a web and write the rough draft. **Can use pencil/paper to web ideas and write rough draft if necessary.
• Computer Lab – Microsoft word to write final copy of Folktale.
• Floppy disk per student to save final copy of Folktale.
• Aver Key - or any other Computer to TV cable connection device - allowing students to share folktales on TV monitor (optional)
• Folktale web address (above) to fill out form and submit folktale. **The teacher must have filled out a class form prior to submitting student work. Students must have a class password in order to submit work to this website.

Accommodations for Special Needs

Gifted students – This lesson allows students to be creative in their thinking as they create their own tale.  If they finish early, as some do, they may have the option of helping another student with the writing or technology process, or they may include illustrations or morals to their tale.

LEP (Limited English Proficient) students – students may be paired up with another student and write the tale together.  They will be given the opportunity to read with someone else, as well as write with another student.  They should be given the opportunity to type some of the story from the rough draft, and learn how to save on a disk.

ADD/ADHD students – Break down the task. Have students read one story and critique it.  Then at a later time have them read another story.  Students can use headphones to help block out distractions.  Instead of writing a rough draft students may want to tell it into a recorder first, then listen and write it down.

Special Education students – Break down the task.  Work with a buddy and read the stories together.  Share the written critique with the buddy so the Spec. Ed. Student doesn't have to write everything down.  When writing the story, have the student list what happened first, second, third, or have them record it in a tape recorder and have one of the "computer-literate" students "transcribe" the story for them.

Procedures

1. Meet with students to explain the task:  Read folktales written by other students from around the world, critique the elements of the tales, write your own folktale. (See attached website directions and worksheet)
2. Students will go to the following site either during independent classroom computer time or in the lab during class computer time: http://www.kids-space.org/story/story.html
3. Students will select the Folktales, then scroll down the page and select various countries from which to read folktales.
4. As students read the tales, they fill in the critique sheet on at least three tales.  (See attached document)
5. Using Kidspiration (or paper/pencil), students will create a web/outline, of their own folktale.  The web must include the following ideas:  Title, characters, minimum of 3 folktale elements, problem, solution, setting, plot (beginning, middle, end).
6. Using a Word document, students will write a rough draft of their folktale and print it out.
7. Students will meet with a peer to revise/edit their tales.
8. Students will turn in a final rough draft for teacher approval to write final copy.
9. Students will complete a final copy using a Word document and save it to their disk (or server).
10. Students will share tales with the rest of the class either by reading it orally or putting it on the Aver Key.
11. Students who have permission will submit their tales to the Storybook website http://www.kids-space.org/story/story.html and/or the school website.

(NOTE:  The teacher must have filled out a class form before students may submit work.  Students will need a class password in order to submit work.  This is one of the websites safety issues)
 
 

Technology:

• Teacher observation on how well students utilize the computer to access URL addresses, Kidspiration, Word, Aver Key, print documents - Note: Because this is a generic rubric, it can be used individually for each of the above components or altogether.

RUBRIC:
0 – Student needs help with all technology access
1 – Student needs some help with technology
2 – Student needs a little help with technology
3 – Student needs no help with technology

• Students will be graded on their printed web from Kidspiration.  The web must include the following ideas:  Title, characters, minimum of 3 folktale elements, problem, solution, setting, plot (beginning, middle, end)

(suggestion - 11 points total – one point for each area)
• Students’ stories will be graded on the six traits of writing rubric:

 
Six Traits Rubric
The six traits rubric is a six-point scale, with six being the highest score and one being the lowest score.  Each of the six traits has descriptors for the individual score (6-5-4-3-2-1).
A great site to visit that has the criteria written out for each score is:
http://www.geocities.com/ginnyks/sixtraitupdate.html
Once you are in this site, scroll down and click on scoring six traits.  From there you can click on any trait, read about it, then click on 6+1 Traits Writing Scoring Guide which will give you the six scoring levels of that trait.

Teachers may create a slip of paper that looks like the one below (or create a stamp):

   Six-Trait Scoring Rubric
 
Ideas    _______           Word Choice _______

Organization  _______   Fluency          _______

Voice   _______             Conventions _______