Time_LessonDesign.html

School District of Grand Island

Technology Integration Experiences (T.I.E.) Lesson Plan

Folktales

Name	Marty Johnson
Building	Starr Elementary
Curriculum Area	Language Arts
Grade Level	Second
Concept	Folktales are stories that include fables, fairy tales, and legends. They were first told orally then written down.
Brief Description of Lesson	Students will demonstrate their understanding of folktales by writing an original folktale.
Nebraska State Curriculum Standards	Reading: 4.1.5 and 4.1.6
District Curriculum Objectives	Language Arts: Reading Goal #4 - Print and Purpose Indicator - Exposes, reads, responds, and analyzes varying genres and forms Language Arts: Writing Goal #3 - Forms and Genres Indicator - Writes across a variety of genre. Language Arts: Writing Goal #2 - The student will develop the six trait characteristics of effective writing while using the writing process. Language Arts: Reading Goal #5 Indicator - Uses software to synthesize and present information
Nebraska State Technology LEARNS Competencies	Goal # 3 Productivity Tools: Use a variety of media and technology resources for directed and independent learning activities. Goal # 5 Technology Research Tools: Use technology resources to gather, process and report information.
District Technology Objectives	Word Processing Internet: access teacher identified web sites via bookmarks
Hardware Needed	Computer Lab
Computer to Student Ratio	1:2 while accessing teacher identified web sites
Software Needed	Claris Works
Amount of time needed online	Approximately 1/2 hour per student
URLs of Sites	http://www.math.technion.ac.il/~rl/Anderson/ http://darsie.ucdavis.edu/tales http://www.enigmagraphics.com/stories/index.htm gopher://gopher.etext.org:70/100/Gutenberg/etext91/aesop11.txt.gz

Lesson Design

1. Capture the attention of the learners by connecting them to the concept in a personal way.

Students in pairs brainstorm for five minutes all the fairly tales they have heard or read.

2. Guide the students to reflect on the activity.

Pairs share list with whole group.
Discuss those named that are unfamiliar to most students.
Students vote on favorite fairy tale.

3. Give the learners a new and wider view of the concept by connecting to their personal knowing of the concept.

Each student draws a character or object from his/her favorite fairy tale.

4. Provide an acknowledged body of information related to the concept.

Present information on the elements of folktales and connect to stories from step 1.
Prepare students to read Bringing the Rain to Kapiti Plain by Aardema (from Africa), Two of Everything by Lily Toy Hong (from China), and The Legend of the Indian Paintbrush by dePaola (from the United States).

5. Provide a hands-on activity for practice and mastery of the elements of the concept.

Able students independently read the three stories from step 4. Provide support needed for other students to read the stories.
Students find folktales on web sites bookmarked by teacher to read with a partner.

6. Learners apply the concept to a constructive project.

Students write an original folktale.

7. Refine and edit work.

Students revise and edit folktales with partners and with the teacher.
After folktales have been revised and edited, students type and print stories.

8. Share the work with others.

Take time for each student to share his/her folktale with the rest of the class.

Assessment Rubric

Example of student work

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