Learning Unit
Can You Stretch The Truth?

CONTENT KNOWLEDGE

ESSENTIAL QUESTIONS

*In what ways do Folk Tales influence our lives?

*Why are listening skills important through out life?

*How is it possible for one person to influence the world?

INITIATING ACTIVITY

DAY 1:

Each student will bring in one apple. The class will graph the different types of apples. Then the class will discuss the location of where the apples are grown and compare & contrast the different types of apples. Teacher will read 'Johnny Appleseed' while students enjoy their apples. (Apples will be washed before they are eaten)

DAY 2:

Teacher will read a different Folk Tale from list (See Attachment A). Students will compose a list of the characteristics of a Folk Tale using 'Johnny Appleseed' and the Folk Tale just read. List will be posted for daily reference.

LEARNING EXPERIENCES

Activity: Listening Skills

Students will view segments of 'Jeopardy' and 'The Simpson's'. The class will discuss: 1. How do you win money on 'Jeopardy'? (must listen to the answers & answer must be in question form) 2. Would the characters on 'The Simpson's' make good contestants on 'Jeopardy'? (tell why they do not listen to others)

The class will discuss the handout labeled Steps to Being a Good Listener. (See Attachment B-Characteristics of a Good Listener)

Teacher will read a Folk Tale from the list (Attachment A). Then students will take a quiz on that Folk Tale.

**This activity also helps students to prepare for the New York State English Language Arts test given in 4th grade.

Assessment: Teacher observation of a game of Simon Says and quiz on Folk Tale

Resources: Video Segments and handout

Activity: Map Skills

Using an overhead map of the USA, teacher will discuss geographic grids (longitude-north, south lines and latitude-east, west lines), compass rose and keys. Students will take turns giving directions from NY to other Folk Tale locations. Students will make a compass rose and learn the mnemonic for remembering directions-Never Eat Shredded Wheat. In small groups students will give directions to others. Ask students where did the Folk Tale characters we've read about live or where did the story take place. Locate a map on the computer. Discuss the Folk Tales location and relationship to New York. How far is it? Point out key to help tell distances. Is New York NSEW from this Folk Tale location? Point out compass rose. Sum up with class creating 'Steps to reading a map'.

Assessments: Teacher observation

Resources: Map of USA, Weekly Reader Map Skills

Activity: History and Definition of Folk Tales

Teacher will introduce the term 'Folk Tale' and related vocabulary. Introduction will include examples-ask students for a celebrity's name, description of how great he/she is. As students begin to exaggerate in their descriptions, explain that is how Folk Tales are perpetuated. Brainstorm using KWL. Provide formal definition of Folk Tales and read a short example.

Assessment: Teacher observation

Resources: 'World Myths and Legends' Joanne Suter (ed)

'Eric Carle's Treasury of Classic Stories for Children' Aesop, Hans Christian Andersen and the Brother Grimm selected, retold and illustrated by Eric Carle

Activity: Steps to the Internet

Teacher will use whole group discussion around a computer to explain how to access the Internet.

1. Turn on the computer.

2. Choose "Student File" and click on.

3. Click on the icon Netscape.

4. Type in the topic you wish to search.

In groups of 2-3, students will work together to access the Internet. (Teacher must designate the search topic for the student)

Using the computer, students will design a graphic of the steps to the Internet.

Assessment: Teacher observation and student's graphic design

Activity: Use of the Internet

1. List 2-3 options for accessing the Internet to practice (shaping) that skill.

2. The class will access the Internet and search USA MAP. Students will use the map they find to locate states that the Folk Tales read took place. Students will then fill in these states on a blank map of the USA.

Assessment: Collection of students' maps

Resources: Blank map of the USA

Activity: Steps to the Writing Process

Teacher will review the writing process using the "Writing Process Chart" (see Attachment C). Using sentence strips the class will compose a Folk Tale following the writing process. Teacher will read the class' Folk Tale aloud. Corrections will be made and a final copy will be written and read. Students will take turns copying the final draft onto chart paper.

Assessment: Teacher observation

Resources: Writing Process Chart

Activity: Write own Folk Tale

Students will pick a character or a known celebrity and write story in draft form (double spaced). Folk Tale must be about something good this person did eg., helping someone. As students re-read their stories, have them add multiple adjectives. With the addition of these adjectives the legend will become larger than life. Students will edit and write final copy.

Assessment: Teacher observation and students Folk Tales

Resources: Writing Process Chart

Activity: Oral Presentation

Teacher will model both proper and improper ways to give an oral presentation. Students will generate a list of good oral presentation characteristics. This list will be made into a checklist-poster to be used as students practice their own oral presentations. Students can practice presentation with other students or use a tape recorder.

Assessment: Teacher observation

Resources: Tapes and Tape recorders

CULMINATING PERFORMANCE

Activity: Students' Play and/or Students' Books

In groups of 4 or 5, the students will choose one student's written Folk Tale and present it as a play. The play will be practiced in class remembering the oral presentation skills. The final performances will be presented to parents and other classes within the building.

Students will compose and illustrate a Folk Tale. The books can be read to other classes and placed in the library for all to enjoy.

Assessment: Rubric

ORAL PRESENTATION RUBRIC

(4)

The actor always uses a clear voice which can be heard well. The rate of the oral presentation is appropriate. The actor consistently makes eye contact with the audience. The presentation has a very clear introduction, body of information, and conclusion. The presentation is no longer than 15 minutes.

(3)

The actor usually uses a clear voice which can be heard well. The rate of the presentation is sometimes appropriate. The presenter makes eye contact most of the time. The presentation has a clear introduction, body of information, and conclusion. The oral presentation was within the required time.

(2)

The actor uses somewhat of a clear voice which is not always heard well. The rate of the presentation is inconsistent with the material presented. The presenter makes little eye contact with the audience. The presentation may not have an introduction, body of information, and conclusion. The oral presentation may not be within the required time.

(1)

The actor uses an unclear voice. The rate of the presentation is inappropriate. There is no eye contact with the audience. The presentation has no clear introduction, body of information, and conclusion. The oral presentation did not come close to meeting the required time.

(0)

The actor did not give an oral presentation.

Rubric for Written Book

(6)

Combines ideas in a variety of sentences, develops topic strongly, contains precise description and details, has well-developed sequential order, shows originality, uniqueness, and inventiveness and contains few or no mechanical/usage error.

(5)

Contains sentences, adheres to topic, has appropriate description and details, uses appropriate sequencing, reveals effective expression, contains some mechanical/usage errors.

(4)

Contains phrases, devotes adequate attention to topic, includes adequate descriptions and details, uses sequencing noticeably, has noticeable originality and creativity, has repeated weakness in mechanics/usage.

(3)

Contains word groups, has limited attention to the topic, includes limited descriptions and details, has limited use of sequence, has limited originality and creativity, has mechanical/usage errors not serious enough to interfere with the writer's purpose.

(2)

Contains some related words, confuses attention to topic, includes very little description and details, confuses use of sequence, contains little originality and creativity, contains mechanical/usage errors that interfere with writer's purpose.

(1)

Has unrelated words or random letters, does not adhere to the topic, does not include description and details, does not develop a sequential order, lacks originality and creativity, contains numerous mechanical/usage errors.

(0)

Does not complete a written book.

CONNECTIONS TO STATE LEARNING STANDARDS

Content Area: English Language Arts

Level: Primary

MST2.2.2

Standard: Information Systems

Knowledge of the impacts and limitations of information systems is essential to its effective and ethical use.

Benchmarks: Understand that when an individual creates something on a computer, the created work is that person's property, and only that person has the right to change it.

MST5.2.5;5.3.2

Students use graphic and electronic tools to process information.

ELA2.1.1*3*5*

Standard: Language for Literary Response and Expression

Listening and Reading

Benchmarks: Apply reading skills to a variety of literature of different genres. Understand basic literary elements. Read aloud familiar stories, poems and passages with attention to rhyme, flow and meter.

ELA2.2.2*3*

Standard: Language for Literary Response and Expression

Speaking and Writing

Benchmarks: Identify the main idea or theme of a story. Write stories, poems and songs using basic literary elements.

SS3.1.3*5+

Standard: Geography can be divided into six essential elements which can be used to analyze important historic, geographic, economic and environmental questions and issues. The six elements include: the world in spatial terms, places and regions, physical settings, human systems, environment and society, and the use of geography.

Benchmarks: Know the location of school, home, neighborhood, community, state and country. Know ways in which people depend on the physical environment.

BIBLIOGRAPHY

Aardema, Verna. (1975) Why Mosquitoes Buzzz in People's Ears. New York: Dial Books for Young Readers.

Carle, Eric (retold). (1988) Eric Carle's Treasury of Classic Stories For Children by Aesop, Hans Christian Anderson and Brothers Grimm. New York: Scholastic.

Farley, Carol. (1977) Mr. park Buys a Story. Illinois: Albert Whitman & Co.

Kimmel, Eric A (retold). (1994) The Three Princes-A Tale From the Middle East. New York: Holiday House.

Kratoville, Betty Lou (adapted by). (1977) Aesops Fables. California: High Noon Books.

Martin, Rafe & Shannon, David. (1992) The Rough Face Girl. New York: G.P. Putnam's Sons.

San Souci, Robert D. (1989) The Talking Eggs. New York: Dial Books for Young Readers.

Shannon, George (retold). (1991) More Stories to Solve: 15 Folk Tales from Around the World. New York: A Beech Tree Paperback Books.

Sierra, Judy (retold). (1977) The Mean Hipna-A Folktale from Malawi. New York: Lodestar Books.

Stevens, Janet (retold). (1993) Coyote Steals the Blanket-A Ute Tale.

Suter, Joanne. (1992) World Myths and Legends-Regional America. California: Fearon/Janus.

White, Anne Terry (retold). (1964) Aesop's Fables. New York: Random House Books.

ATTACHMENT A

INTERNET

Aesop's Fables-Online Collection http://www.pacificnet.net/johnr/aesop/

Fairy Tales and Folk Tales http://www.darfie.ucdavis.edu/tales/

S.R.O.'s Aesop's Fables Page http://attila.stevens-tech.edu/tales/

Tales of Wonder http://darsie.usdavis.edu/tales

The Johnny Appleseed Homepage http://www.msc.cornell.edu/-weeds/SchoolPages/Appleseed/welcome.html

Yahoo-Folk Tales & Fairy Tales http://search.yahoo.com/search?p=fairy+tal

ATTACHMENT B

CHARACTERISTICS OF A GOOD LISTENER

1. LOOK AT THE PERSON WHO IS SPEAKING.

2. KEEP YOUR HAND CLEAR OF OBJECTS AND YOUR EYES ON THE SPEAKER.

3. DO NOT INTERRUPT THE SPEAKER.

4. RAISE YOUR HAND (AFTER THE SPEAKER HAS FINISHED) IF YOU HAVE ANY QUESTIONS.

__________________________________________________________________________

ATTACHMENT C

STEPS TO THE WRITING PROCESS

1. BRAINSTORM/PLANNING eg. webbing/outline

2. WRITE FIRST DRAFT-skip lines between sentences

3. RE-READ

4. REWRITE AS NEEDED

5. HAVE IT READ BY AT LEAST THREE FRIENDS FOR MEANING

6. EDIT-spelling, punctuation and grammar

7. WRITE FINAL COPY