The+Weaving+of+A+Dream

[] = Folktales, Myths, Legends =

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍ The Chinese folktale, __The Weaving of a Dream__, is retold and illustrated by Marilee ‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍ Heyer. In this story a widow weaves a beautiful brocade, but ends up being heartbroken when the brocade is carried away by the wind to the fairies of Sun Mountain. After two of her sons do not return with the brocade, the youngest son is successful in retrieving it, thus reviving his mother and causing her dream to come true. = Infusing ELA Folktale Unit with Technology =

MA.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. MA.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. MA. **4.** Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on //grade 5 reading and content//, choosing flexibly from a range of strategies. a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase. b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., //photograph//, //photosynthesis//). c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.
 * Tool I : Introduction Wordle  **
 * Speaking and Listening :Gr.5**
 * Language Standard:Gr.5**

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 * Activity:**Students will be introduced to the story by first analyzing a wordle of vocabulary words. The words were derived from the paragraphs given in the developing vocabulary selection of **__Fast As The Wind__**. The wordle will be used for discussion in asking students what they think this story will be about? Upon examining the wordle, main ideas and details can be pulled out. They can categorize words that seem to go together. Students can be asked if they know the meaning of the words. Students will be asked if they can tell anything about the culture of the story by the words on the wordle. The wordle could also be used to focus on parts of speech. Ex. Write down all the nouns from the wordle.


 * Best Practices:** Wordles can be used to spark or activate the interest of students to what they will be learning. Research shows that there are great cognitive benefits when students have been prepared to learn by their teachers. According to the authors of __The Skillful Teacher-Building Your Teaching Skills__, "Techniques that activate students' current knowledge about a topic not only get students' minds into a state of interest and heightened awareness, but can prevent the dreaded Charlie Brown Syndrome" (Saphier, Haley-Speca & Gower p.168) The "Charlie Brown" analogy relates to students that feel self defeated before they even start a lesson. Wordles can be used in a variety of ways. Students can use the words of a wordle to pull out main ideas and details to place in a top down web which is a best practice of Keys to Literacy. As an opener to the unit on folktales each student could also be asked to write one sentence of what they know about foltales then wordle it. Then you could see what seems to be the most common words that show up on the wordle for the class. This could lend to great discussion as well as give the teacher an understanding of the prior knowledge of the class. This could be done with partners or in groups as well. This is a best practice in that it creates opportunities for student - student interactions.

Click on link below for the wordle. [|Wordle - Weaving of a Dream Vocabulary]

MA.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. MA.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. MA.4.Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on //grade 5 reading and content//, choosing flexibly from a range of strategies. a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase. b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., //photograph//, //photosynthesis//). c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.
 * Tool 2: Vocabulary- Spelling City **
 * Reading Standards for Literature:Gr.5**
 * Speaking and Listening: Gr.5**
 * Language Standards Gr.5:**


 * Activity:** Spelling City would be used to introduce and reinforce the vocabulary. Spelling City is a wonderful interactive tool where students can focus on the vocabulary words that the teacher has programmed in for the story being read. With this site students are able to use games to learn the spelling, pronunciation, meaning, and correct usage of the words. There is a vocabulary section where students can interactively play games as Match It, Which Word, and Sentence Unscramble. Students can also be using a writing section where they can do sentence writing practice or write a paragraph using the words. They are able to review, proofread, and revise. The spelling section involves games with hang mouse, word search unscramble, audio word match, and missing letters. When students have had enough practice with these words they can then go on to be tested. Students get a score and even a certificate upon completion.


 * Best Practices:**This program allows for differentiation which is a best practice. The whole class could be working on an assignment or you could assign certain students to work on particular parts depending on their needs. . Students are able to go at their own pace. This would be helpful for SPED and ELL students. This is also a best practice because it engages students in active learning experiences. Students are working interactively with the Spelling City. It also provides, recieves, and uses regular, timely, and specific feedback which is a best practice. Not only can students work on this at school, but students would be able to have access to Spelling City at home allowing the teacher to use it as a homework assignment.

Best Practices: []

Click on link below for Spelling City. [|__http://www.spellingcity.com/view-spelling-list.html?listId=5999900__]



MA.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. MA.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.
 * Tool 3: Building Background - Use of You Tube video on weaving Chinese Brocades **
 * Speaking and Listening :Gr.5**


 * Activity:**To help with building background knowledge I would ask students what they know about the Chinese culture. They could do a think, pair, share in discussing what they know about the Chinese culture. This could be listed on the promethean and discussed. (Like KWL) Students would be shown a fabric similar to a brocade that has the raised threads. Since the story is about a widow weaving a beautiful brocade, I would now also use a video called **The Craftsmanship of Weaving the Nanjing Yunjin Brocades**. This video talks about the history and importance of brocades to the Chinese culture. It then shows the tremendous work involved in weaving a brocade. This will build students’ background knowledge and interest about the Chinese culture and the prestige of brocades as well as the know how of weaving a brocade which will aid in their comprehension of the story.

Using the think, pair, share in discussing what they know about the Chinese culture will help students that are struggling to come up with a response. It allows for opportunities for student-student interactions and creates opportunities for student-teacher interactions which are best practices. It engages students to be an active learner as well. The use of the video and the sample fabric provide students with background knowledge that will aid their understanding of the story and be better able to make connections. Best Practices: []
 * Best Practices:**

Click on link below for video on making the Nanjing Yunjin brocade. media type="youtube" key="xyyQzyvJkgg" width="425" height="350"

MA. 9 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. 4.Read with sufficient accuracy and fluency to support comprehension. a. Read grade-level text with purpose and understanding. b. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. MA.6. Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.
 * Tool 4: Podcast using Audacity **
 * Reading Standards for Literature: Gr.5**
 * Speaking and Listening: Gr.5**

Students would preview the story and make predictions that could be shared with a partner and later discussed as a class. The podcast could be used to just listen carefully and follow along with in their book. This would be used as a model to hear the fluency and expression of the reader. Students then could do their own podcast of a folktale of their choice. They would practice on their fluency and expression.
 * Activity:** I am using a podcast that I made of the story __The Weaving of a Dream__.

The podcast is a best practice as it is a model for the students of reading fluency and expression. It sets, high, meaningful expectations for the students. The podcast could especially be used to help ELL and SPED students having difficulty with the reading. The podcast could also be used for students that were absent. The previewing and making predictions with a partner is a best practice as it allows students to collaborate to share and discuss their predictions. Students doing their own podcast is a best practice because it engages students in active learning experiences. Best Practices: []
 * Best Practices:**

Click below for podcast of the story. media type="file" key="Weaving of A Dream Narration.mp3" width="240" height="20" 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on //grade 5 topics and texts//, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. b. Follow agreed-upon rules for discussions and carry out assigned roles. c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
 * Tool 5: Vodcast (Reader’s Theater)**
 * Speaking and Listening Standards Gr. 5**
 * 2.** Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
 * 4.** Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
 * 5.** Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.


 * Activity:** In this lesson students would view a folktale vodcast made by other students. From this vodcast students would analyze the performance. Students would be asked to evaluate and make a list of what they thought made the Reader’s Theater successful and what things could be improved upon. Students would then do a pair and share with a partner and then with their group. These would be listed on the promethean for further discussion. Students could later work together to make a vodcast doing a Reader’s Theater.

The use of reader’s theater is a best practice in that it allows for students to engage in dramatic, repeated readings that improve fluency and brings gains to comprehension. Reader's Theater can also improve listening and speaking skills, instill confidence, and change reluctant readers into those who really enjoy reading books. The use of doing a reader’s theater also allows for those students that are not good test takers to shine in other ways. This also allows for cooperative learning skills to be utilized. It is a best practice because it engages students in active learning experiences. Best Practices: []
 * Best Practices:**

What is reader's theater and how should it be done? (Be aware that an ad/commercial might pop up before the actual video.) [|__http://www.teachertube.com/viewVideo.php?video_id=84575&title=Readers_Theater__]

Sample Student Reader’s Theater - (Houghton Miffling) media type="youtube" key="0AMQDQS48qE" width="425" height="350"

[|__http://www.youtube.com/watch?v=0AMQDQS48qE__]

Pikulski, John J.. //Fast As The Wind//. Boston, MA. Houghton Mifflin Company, 1993.
 * Bibliography**

Saphier, Jon, Mary Ann. Haley-Speca, and Robert R. Gower. //The Skillful Teacher: Building Your Teaching Skills//. Acton, MA: Research for Better Teaching, 2008. Print.

Schrum, Lynne, and Barbara B. Levin. //Leading 21st Century Schools: Harnessing Technology for Engagement and Achievement//. Thousand Oaks, CA: Corwin, 2009. Print.  Vasinda, S. & McLeod, Julie, (2011). Extending reader's theatre: a powerful match with podcasting. The Reading Teadher, 64(7), 486 - 497.