Folktale+Unit+by+Ginny,+Sue+&+Marie

Folktales, Myths & Legends - A Genre Study __Orphan Boy by Ginny Sullivan__

The Weaving of A Dream by Sue Nunes

__Her Seven Brothers by Marie Sullivan__

Lesson 6: Final Project - Digital Storytelling **Activity:** After reading numerous folktales the final project of the unit would be for students to write their own folktale. Students would be expected to incorporate the traditional folktale characteristics that would have been discussed throughout the unit. Students would view other digital storytellings to help with ideas. They would compare and contrast those watched. Teachers should watch the video of how to have students write their own story. This is a step by step process that would be extremely helpful to the teacher. This folktale would be published and shared digitally.

Writing Standards Pre-K–5 a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use dialogue and description to develop experiences and events or show the responses of characters to situations. c. Use a variety of transitional words and phrases to manage the sequence of events. d. Use concrete words and phrases and sensory details to convey experiences and events precisely. e. Provide a conclusion that follows from the narrated experiences or events. || ** 3. ** Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events. d. Use concrete words and phrases and sensory details to convey experiences and events precisely. e. Provide a conclusion that follows from the narrated experiences or events. ||
 * ** 3. ** Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
 * ** MA.3.A. ** Write stories, poems, and scripts that use similes and/or metaphors. || ** MA.3.A. ** Write stories, poems, and scripts that draw on characteristics of tall tales or myths, or of modern genres such as mysteries, fantasies, and historical fiction. ||

Speaking and Listening Standards Pre-K–5 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 Some students can connect with their learning at optimum levels when encouraged to tap into their artistic ability through their drawings or paintings. Other students may choose to use props in telling their story and then shoot still pictures. Those who like to write can show their level of creativity with their stories. Cooperative effort or individual endeavor? Storybird, Powerpoint, Photostory or Windows Movie Maker? This project is ideal for **differentiated instruction**. It taps into many of the multiple intelligences. **Inquiry-based learning (design model)** is an effective way to teach children how to learn, not what to learn. This project opens up endless possibilities for problem solving and collaboration with peers (**cooperative learning**). Each of these creative mediums can be shared digitally and requires thoughtful decision making... 21st Century Skills!
 * 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.
 * ** 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. ||
 * ** 6. ** Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See grade 5 Language standards 1 and 3 on page 39 for specific expectations.) ||
 * Best Practices:**

**Teacher lesson plan video for classroom digital storytelling** media type="youtube" key="P5yi8R5l9e4" width="425" height="350" align="center"

Click the link below for Photostory samples from former BHMCS students. Shawn R's is an animated version. Student Photostory Projects