Creation Stories and Stories Created

Transcription

1 Creation Stories and Stories Created Submitted by: Susan Foster, Greenwood Elementary School (Greenwood Village, CO) Due Date: August 1, 2015 Description: This lesson will introduce students to creation stories from different cultures so that students will be able to identify and understanding the structure, unique characteristics, and purpose of cultural legends. Reading and understanding preselected mentor texts will provide students the foundation needed to write their own original legends. Grade Level: Subject(s): Duration: Grade 4 and up Language Arts & Social Studies Approximately five 60 minute class periods Goal: Students will be able to identify the structure, unique characteristics, and purpose of cultural legends. They will also be able to write an original legend that explains how or why. Objectives: Students will: Compare/contrast preselected creation stories. Identify the following features within each pre selected mentor text: o culture o regional features (such as geography, topography, weather, traditions, etc.) o main character (human, animal, male, female, trickster, wise) o secondary characters (humans, animals, male, female, trickster, wise) o problem that needs to be explained and/or resolved. o how problem was explained and/or resolved Record/document the features listed above on a Tree Map o (Thinking Maps are a Cherry Creek Schools district initiative.) Collaborate and confer with a conference group as features are gathered on a group Tree Map Engage in the writing process to plan, draft, revise, and edit an original legend that explains how or why. Provide feedback to peers using a framed feedback form Reflect on the quality of their polished piece and self evaluate using a rubric Common Core Standards: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. (CCSS: RL.4.1) Determine a theme of a story, drama, or poem from details in the text; summarize the text. (CCSS: RL.4.3) Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures. (CCSS: RL.4.9) Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. (CCSS: W.4.3) Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. (CCSS: W.4.3a) Provide a conclusion that follows from the narrated experiences or events. (CCSS: W.4.3e) Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on other s ideas and expressing their own clearly. (CCSS: SL.4.1) Read for key ideas, take notes, and organize information read (using graphic organizer) b.iv. 1

2 Background Information: As young writers engage in the writing process, it is important for them to become immersed in mentor texts that will provide them with models and inspiration from experienced writers. Because of this, several authentic creation stories have been selected for students to analyze. The Common Core Standards encourage students to gleam insights from a variety of sources. Therefore, students will view a Coast Salish creation story told through the oral tradition. Next, students will read additional preselected creation stories. Materials: 1. Access to YouTube (If able, project the YouTube video onto a SMART Board. Also upload the video to each student s Schoology site so that students can view again on their one-to-one computers.) 2. White construction paper (one piece per group) 3. Markers 4. Preselected copies of creation stories 5. Writing notebooks or access to google drive 6. Rubric (see Supplement 1 and download separately from the website) 7. Framed feedback form (see Page 4) 8. Legend Writer s Memo form (reflection sheet -- see Page 5) Procedures: Day One (Monday) 1. The teacher will introduce the objectives and explain how the use of mentor texts will provide a foundation for students to eventually write their own legend that explains how or why. 2. The class will view the Coast Salish creation story on YouTube at: 3. The teacher will lead the class through a discussion and model how to gather information regarding the components of the legend using a Tree Map with the categories listed in the objectives section of this plan. This will be modeled on chart paper. 4. The teacher will guide the discussion and ideas contributed by students will be recorded on the chart paper. Note: The Coast Salish creation story should be viewed more than once so that students are able to capture as many details as possible; ideas not just about the story but about the region, how the natural setting contributes to the story, and the lesson taught through this story. Day Two (Tuesday) 1. In predetermined conference groups, students will read preselected creation story picture books together as a group. Suggested titles include, but are not limited to the following: o Raven: A Tale from the Pacific Northwest by Gerald Mc Dermott o The Earth Made New: Plains Indian Stories of Creation by Paul Goble o The Star-Bearer: A Creation myth from Ancient Egypt by Dianne Hofmeyr o o The Coming of Night: A Yoruba Creation Myth from West Africa by James Riordan An additional Canadian legend to consider is Raven Brings Back the Sun: A Tale from Canada retold by Suzanne I Barchers. 2. Students will work collaboratively to capture ideas on a Tree Map as modeled on Day One by the teacher. 3. Students will wrap up this day by taking a silent gallery walk to view the Tree Maps created by each conference group. This silent gallery walk will allow students to see what other groups accomplished and allow students to fill in any gaps that their conference group may have missed. Day Three (Wednesday) 1. The teacher will lead a discussion that encourages students to compare and contrast the various creations stories. What were the common threads among all creation stories? What were the differences? What seemed to be most important as each of these cultures communicated their creation stories? 2. Students will begin the brainstorming process and begin the planning process for their own legends. 3. A Circle Map will be used to help students capture possible how & why ideas. 4. A Tree Map will be used to ensure students consider all components of a well-written/communicated legend. 2

3 Day Four (Thursday) 1. Students will be given an uninterrupted writing block. (Pandora on. Room peaceful.) 2. After about 30 minutes, students will stop to give and receive feedback using the Framed Feedback Form. 3. Remaining time will be used for writing, revising, editing, and conferencing. Day Five (Friday) This day will be used for writing, revising, editing and conferencing. Students may conference with a fellow writer or the teacher. Completed stories will be due Monday. Reflection: Once the teacher has completed evaluating each story against a rubric (see Supplement 1), students will read the framed feedback form (see Page 4) and complete a Writer s Memo (reflection piece see Page 5). Evaluation/Assessment: In order to evaluate imagined stories according to the expectations outlined by the Common Core Standards, the attached rubric was designed and will be used as the evaluation tool. Possible Extension/Wrap-Up/Additional Notes: Because it is often difficult to predict the pace of a class when given an open-ended writing assignment like this one, the five-day plan may need to modified or adjusted to allow for the creative process. This five-day plan outlines more of a sequence than a rigid schedule. 3

4 Name: Date: Framed Feedback Form Author s Name: Title of Piece: Mode: Genre: What did the writer do well in this piece? List words that made the piece come to life for you as a reader. Did the writer describe the setting so that you could imagine where the legend took place? What might the writer consider as he/she continues to polish this piece? Yes No Did the writer write a legend that explained how or why? Yes No What lesson was taught through this legend? Did the author indent? Yes No Is spelling accurate? Yes No What should this writer celebrate in this piece? 4

5 Name: Date: Legend Writer s Memo Title of Your Legend: Mode: Persuade Inform Entertain (Please circle one) Genre: 1. What was the inspiration for your legend? 2. How did the mentor texts help you understand the elements of a well-developed legend? Since they represent different cultures, what did you do to create a sense of culture in your story and how did this help your reader? 3. What was the most helpful piece of advice that you received when you shared your piece with a fellow writer? Explain some actual revisions that you made based on their feedback. 5. Considering the feedback that you received on the rubric, what do you feel was the strongest aspect of your creative legend? What would you want to repeat when you write your next creative piece? *Adapted from Katie Wood Ray s Study Driven specifically for Mrs. Foster s writers. (Summer 2015) 5