Sustainability Project

Transcription

1 Sustainability Project Daniel Boone Elementary School Initial Information Seventh Grade Unit Plan Exploring Culture through Literacy and the Arts Content Area-Language Arts, Social Studies, Performing Arts Students at Boone come from different parts of the world therefore; they bring a lot of their own culture to the classroom, school and community. At this level they have gained knowledge of folktales, culture, literacy structure, and geography in prior grades. Students also have strong background in all components of expressive arts and are able to integrate those fine arts skills into their content area learning. Common Core State Standards (CCSS) Language Arts Objectives CC.RL.7.3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). CC.W.7.3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. CC.W.7.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. CC.RH Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. Class Time 4 6 weeks activities, 50 minute classes. Vocabulary Theme, folktales, culture, oral tradition, internal/external conflict, antagonist/protagonist, plot structure (exposition, narrative hook, rising action etc ), hyperbole, tall tales, dialect, fairy tales, characters, point of view. Boone: 7 th Grade 1

2 Materials Needed by teacher: technological & material Selected Fairytales listed in the activities You Read to Me, I Read to You by Mary Ann Hoberman ipads LCD projector Chart paper Graphic organizers Needed by students: books, handouts, equipment Copies of fairytales for each team or student ipads Graphic Organizer Essential Questions How can we use literature and the universal language of the fine and performing arts to further develop the tapestry of cross-cultural understanding in our diverse school community? Activities Lesson 1: Pre-assessment What are folktales and fairytales? What is culture? Using words and picture to describe the culture of our school and community. Review On a chart paper write the word Traditional Literature ---Have students come up and write a definition or anything that comes to their head when they hear the word. Guide students to identify unique characteristics of the genres (folktales, legends, fairytales, myths, fables) by providing common examples. Explain to students that you will be introducing a unit on Fairytales and assign them the task of using the Internet (ipads) to gather information (at least one factor example) about fairytales. Be sure to document the URL for future reference. Write on index card and create a fairytale tree of facts. You can have them place these cards on a bulletin board or on a chart paper. Have a discussion on fairytales using this research. Read any of these fun fractured fairytales--- You Read to Me, I Read to You by Mary Ann Hoberman o This book has several fairy tales in it for students to partner read. It is told in two voices and uses traditional reading techniques alliteration, rhyme, and repetition. Lesson 2 Read the traditional story of Cinderella from Fairy Tale Hidden Picture Coloring book Discuss the history and common traits among fairy tales and what traits we see in the traditional version of Cinderella. o Good o Evil o Magical Element o Happy Ending As students discuss, teacher lists common traits of fairy tales on chart paper or the Elmo. Boone: 7 th Grade 2

3 Lesson 3-4 Assign each team a different version of the Cinderella. Students will read and look for the common traits. They will complete a graphic organizer. o Paper Bag Princess (YouTube video available for ELL or SPECIAL EDUCATION) o Joe Cinders o Cinderella An Art Deco Love Story o Cinderella Skelton o Cinderella Bigfoot *These fairy tales titles are subject to be changed. Lesson 5 Teams share with the class their graphic organizer. Lesson 6 7 Read another version of Cinderella to the class. Then do a sample Venn Diagram on the Elmo, comparing that version to the traditional Cinderella and analyzing how point of view effects plot. Now students will complete a Venn diagram, comparing their story to another team. Lesson 8 10 Now students will have a chance to explore different versions of Cinderella fairy tales from different parts of world. They will use their ipads to find different versions of Cinderella and look for the following from their book: o Country o Type of Community (rural, urban, etc.) o Foods Mentioned in the Story o Buildings or Homes in the Story o Clothing in the Story o Gender of Main Character o Positive Characteristics of Main Character o Who Lives with the Main Character o Main Character s Wish o The Important Person in the Story o How the Main Character Receives a Wish o Magical Element in the Story o Evil Character o Characteristics of the Evil Character o What Happens to Evil Character/s Lesson Students will make a nine-slide PowerPoint presentation about the book they read and present it to the class. o Slide 1: Title of Book o Slide 2: Country from which it originated o Slide 3: Main Characters o Slide 4: Main Character s wish o Slide 5: Problem/Conflict o Slide 6: Evil component o Slide 7: Magic element o Slide 8: Cultural Element o Slide 9: Ending Boone: 7 th Grade 3

4 Lesson 15 Final Project: Students will have a chance to select a final project. They can work within their group, partner, or individually. The menu of options are as followed: Students can write their own version of Modern Cinderella. This can be a story or a play. They will rehearse and dramatize in front of class. Or Students can publish their story or play into a book. Be creative and add imagery (draw, magazine, locate pictures via internet) and showcase to class. Select one of the fairytales that you have read. Put on a fairytale production with different scenes. Choose a fairytale and write a new script. Students will present the reader s theatre to class. Students can be creative and design a collage/quilt of cultural representations within the fairytales that were read from around the world. Additional/Optional activities depending on time Adopt the point of view expressed by one character and write a letter to another character within the same story. Write a fairytale from the perspective and point of view of an object within the story. Develop the object and give it human qualities and traits. Select a character and discuss how the character changes from the beginning to the end of the story in terms of appearance, attitude and social status. Select a character and create a bio poem. Explore similarities and differences in traditions and symbolism that exist in cultures around the world as expressed within the story. Select a story and discuss how it would be written differently based on cultural implications. Select a story and discuss the gender roles. Analyze the gender roles and discuss the implications. * The content and suggested activities are meant to adapted and modified to suit the needs of intended audiences. Feel free to create additional mini-lessons based on the needs of your students. Projected Outcomes End Product Describe how culture affects traditional literature by presenting a power point or keynote presentation of cultural elements in a chosen fairytale. Apply characteristics of a fairytale to complete a final project and graphic organizer. Reflection/Prediction/Writing This unit will give the students the opportunity to explore various genres of traditional literature from around the world. The students will discuss, make predictions, research and reflect on the different fairytales selected. Students will understand how fairytales and literature reflect components of a culture. Boone: 7 th Grade 4

5 Differentiation ELL Considerations/ Special Education Accommodations and Modifications Preview, re-teach, vocabulary practice before reading and definitions for students to refer to while reading, cognate identification, word repetition, highlight, picture clues, leveled graphic organizer, modify to simpler text, provide native language support and text, activating prior knowledge with instructional text, guided reading groups for extra support with folktale reading, specific research websites identified to provide extra support. Gifted & Talented Provisions Research organizer that requires more in-depth research and connections between plot and cultural context, student menu of choices for final project and these projects assessed with leveled rubrics or checklists, opportunity to complete more than one final project. Boone: 7 th Grade 5