Fun with Folk Tales Assessment Summary Third Grade

Show-Me Classroom Performance Assessments
Communication Arts
Fun with Folk Tales
Third Grade
Assessment Summary
In this task students will demonstrate understanding of elements
common to folk tales. They will write an original folk tale that
would be considered for publication in a children’s magazine. After
students have completed their folk tale, they will create an oral/visual
presentation that will be presented to a second grade audience.
© 1998 Pattonville School District
Fun with Folk Tales
Content Standards
Big Idea: Patterns help us understand
our world.
Essential Question(s):
What are the similar characteristics of
folk tales? What are the differences of
folk tales? What are the story elements
that make a piece of literature a folk
tale?
Show-Me Standards and Goals:
CA 1-speaking and writing
standard English (including
grammar, usage, punctuation,
spelling, capitalization)
CA 4- writing formally (such as reports,
narratives, essays) and informally (such
as outlines, notes)
Framework (District Curriculum):
Goal 1
Goal 2
Complex Reasoning Processes
Comparing
Classifying
Abstracting
Induction
Deduction
Analyzing Perspectives
Error Analysis
Constructing Support
Decision Making
Problem Solving
Investigation
Experimental Inquiry
Invention
Reproduced with permission of McREL Institute,
2550 S. Parker Road, Suite 500, Aurora, CO 80014.
Telephone
(303) 337-0990
Copyright © 1993 by McREL Institute. All rights rese
Goal 3
Goal 4
Students in Missouri public Students in Missouri public Students in Missouri public Students in Missouri public
schools will acquire the
schools will acquire the
schools will acquire the
schools will acquire the
knowledge and skills to
knowledge and skills to
knowledge and skills to
knowledge and skills to
gather, analyze and apply
communicate effectively
recognize and solve
make decisions and act as
information and ideas.
within and beyond the
problems.
responsible members of
classroom.
society.
1.6 Discover and evaluate
patterns and relationships in
information, ideas, amd
structures.
2.1 Plan and make written,
oral, and visual
presentations for a variety
of purposes and
audiences.
© 1998 Pattonville School District
Fun with Folk Tales
Instructional Activities
Prerequisite Knowledge Students Need:
1. Students need to know and understand the five elements of a folk tale ( magic, problem, solution,
cultural element, moral).
2. Students need to be familiar with the writing process (rough draft to publishing).
3. Students must have an understanding of necessary vocabulary; folk tale, culture, moral, solution,
original, oral, visual.
4. Students need to be able to work effectively in a cooperative learning group.
5. Students need to be able to discuss a piece of literature.
6. Students need to have experience working in literature study group format.
Pre-Assessment Activities:
Students will read a sampling of folk tales representing four different cultures. The sequence for each story
requires an independent reading and response in their reading logs, followed the next day by a group reading and
discussion in literature study groups.
1. Independent reading: Students will read the required folk tale.
2. Reading response log:
Students will answer comprehension questions about their folk tale after independent reading.
What is the setting of this story?
Who are the characters in the story?
What is the moral of this story?
Students will generate five “think” questions about the story. A think question generates a discussion. example;
What would you do if... Why? Compare? Predict? Which did you like best?
Students will write three clues from the story that tell about the setting.
3. Read Around: Students will meet in a literature study group to read a folk tale representing one of four
different cultures. Study groups will meet until all four stories are read and discussed. Students will begin discussion
from their think questions in the reading response log and will also be looking for patterns as they compare folk tales.
In addition each group will discuss a set of teacher generated questions:
Was there fantasy or magic in this story? If so, describe it.
Describe the main characters in this story.
Was there a conflict in the story? If so, how was it resolved?
What clues can you use to identify the culture from which this folk tale was originated.
What was the author trying to teach you through this folk tale? How could you use what you’ve learned in
your own life?
Read the words the author uses to begin the story.
© 1998 Pattonville School District
Fun with Folk Tales
4. Cultural Clue Calamity: This activity should be used after all four folk tales have been read
and discussed. Teacher will have the name of each culture represented by the four folk tales written on cards.
Students will be divided into groups. Each group will choose one card and based on evidence from their reading write
clues on chart paper that would represent that culture. Students may use their reading logs as a guide. A reporter
from each group will present their groups clues to the class and the class will try to guess which culture is being
described. As a conclusion the teacher may want to conduct a discussion about the similarities and differences
between these cultures. Display group charts in the room for future reference.
5. Comparison charts:
1. Teacher will model for the class a comparison chart to be kept in student reading logs.
2. After reading the second folk tale, students will begin to find similarities and differences between folk
tales and will record them on their comparison chart. See sample.
3. After reading the second folk tale literature study groups will begin to make a group comparison chart
using their reading logs as a guide.
4. After all four folk tales have been read and discussed by each group, the teacher will facilitate a class
comparison chart based on the information presented by each group.
5. By the end of the lesson students should be able to identify the five elements of a folk tale.
5. Story mapping: Students will critically analyze each of the four folk tales read by using a graphic organizer to
identify magic, problem, solution, cultural element, and moral. See sample.
7. Persuasive Paragraph: Students will choose one of the four folk tales. Using the story map completed for
that folk tale, they will write a paragraph explaining how a reader knows this story is a folk tale. The paragraph needs
to include examples from the story that represent the particular culture.
© 1998 Pattonville School District
Fun with Folk Tales
Assessment Activity
Teacher Directions:
• What the students will do1. Students will write an original folk tale using the five elements found in all folk tales.
2. Students will present an oral/visual presentation of their folk tale for a second grade
class.
• Script for TaskOverview: Teacher will read the prompt to give students a general idea of the unit.
Task One/Writing the Folk Tale
Day One: Today you will begin writing a folk tale using your understanding of the five
elements common to all folk tales. Begin your writing by using the story map to explore different
possibilities of your own original folk tale. Make sure your brainstorming activities include the five
elements of a folk tale. (Teacher will use an overhead to model this process for the students.)
(Teacher may want to provide time to share pre-writing ideas.)
Day Two: Today you will use your pre-writing ideas to begin writing a rough draft of
your folk tale. Keep in mind that the editor will be looking for folk tales that are in their “final
form” and have undergone steps in the writing process. Remember to include details that represent
the culture you wish to portray. (Teacher will take students through the writing process as they
continue to create their folk tales.)
Task Two/ Presentation
Today you will use your folk tale to create an oral/visual presentation for students in second
grade. Let’s talk about possible ways to present your folk tale. (Teacher will chart student
examples)
Example:
Visual/Oral Presentation Ideas
Illustrated book
Create a song or rap
Story diorama Make an audio tape
Story Scroll
Storytelling
Poster
Mural
Book review
Make a video
Student Reflection: When both activities are complete, students will reflect on what
they did, what they learned, and how they would do the tasks differently to improve next time.
This should be done using the student reflection sheet provided.
• Time required for Task- This assessment is used as a culmination to a unit on folk
tales.
Pre-assessment Activities
2-3 weeks
Writing Folk Tale
1-2 weeks
Presentation
1week
© 1998 Pattonville School District
Fun with Folk Tales
• Suggested Materials* One folk tale from each of the four different cultures--See
Bibliography.
* Reading response log
* “Elements of a Folk Tale” graphic organizer--See attached
* Student reflection sheet--See attached
* Reading response log
* Chart paper/markers
* Cooperative learning checklist--See attached
* Materials for presentation (Construction paper, mural paper,
shoe boxes, poster board, markers, colored pencils, videos, audio tapes, etc.)
• Interdisciplinary LinksSocial Studies: The cultural elements of folk tales would be an excellent springboard to
activities related to the relationship between country and continent, map skills of various regions,
and concepts of community.
Math: Students could use elements of their folk tales to create word problems and then
share them in with the class.
• Teaching Tips1. During literature study group teacher may want to use a cooperative learning check list
as a self-assessment tool for group work. (see attached)
2. During the pre-assessment activities the teacher may want to use a variety of media to
extend the students’ understanding of culture as it is used in the four different regions. (Video,
Audio tapes, Read-aloud stories, storyteller.)
3. This unit would be best taught at the latter half of the year when students are familiar
with the writing process and have had experience working in literature study groups.
4. The Folk Tale would be a good piece for the student’s writing portfolio.
• Extensions- Using specific examples from their folk tale, students will write a letter to
the editor explaining how their folk tale uses the common elements and demonstrates an
understanding of a particular culture.
© 1998 Pattonville School District
Fun with Folk Tales
Prompt
“Kid’s Magazine” publishes student writing. The
February issue is featuring folk tales written by
children in grades 3-6. They need your help. You
are to create an original folk tale using the five folk
tale elements. Your folk tale should show evidence
of the writing process. It should include a beginning,
middle, and end, follow a logical sequence of events,
and uses details to describe the main character.
In addition, the second grade teachers would like
you to introduce their students to folk tales. They
would like for you to share your folk tale using a
creative oral or visual presentation. Some
possibilities might include; making an illustrated
book, story diorama, story scroll, mural, storytelling,
book review, video. Use your imagination.
© 1998 Pattonville School District
© 1998 Pattonville School District
Fun with Folk Tales
Holistic Scoring Guide
Performance
Crite
iteria
Levels
4
Exceptional
Writer: Ready
to send.
3
Experienced
Writer: Ready
with a few
minor
revisions.
2
Developing
Writer: Needs
some work
1
Limited Writer:
Still under
construction
• Possess the five elements of a folk tale; magic, culture,
problem, solution, moral.
• Includes a beginning, middle, and end.
• Plot follows a logical sequence of events.
• Details are used to describe how the main character looks
and acts.
• Uses an original idea rather than just a retelling.
• Uses some advanced writing techniques (ie. dialogue,
alliteration, onomatopoeia, simile)
• Possess four or five elements of a folk tale; magic, culture,
problem, solution, moral.
• Includes a beginning, middle and end.
• Plot follows a logical sequence of events.
• Details are used to describe how the character acts.
• Uses some original ideas while having features of another
folk tale.
• May or may not show advanced writing techniques (ie.
dialogue, alliteration, onomatopoeia, simile)
• Attempts folk tale but is missing one or two of the
elements.
• Story may not include all parts; beginning, middle and end.
• Plot may or may not follow a logical sequence; or may not
be complete.
• Does not use details to describe how a main character looks
and acts.
• Shows no advanced writing techniques.
• Has made an attempt at writing a story, but has few
elements of a folk tale.
• Story does not include all parts; beginning, middle, or end.
• Plot does not follow a logical sequence and/or is
incomplete.
• No details are used to describe the main characters looks
or actions.
• Shows no evidence of going through the writing process.
© 1998 Pattonville School District
Fun with Folk Tales
Scoring Guide
Mechanics
4
* Student uses complete sentences.
* Uses accurate mechanics (capitalization and punctuation with
minimal errors that do not interfer with content)
* Correct grammar is consistently used.
* Work is neat and writing is easily read.
* Paragraphs are indented.
3
* Student uses complete sentences.
* Only a few mistakes are found in mechanics (capitalization and
punctuation).
* Few if any spelling mistakes are found.
* Work is neat and handwriting is readable.
* Paragraph may or may not be indented.
2
*
*
*
*
*
Student does not always use complete sentences.
Many mistakes in mechanics, spelling, and/or grammar are found.
Spelling errors are inconsistent or many spelling errors exist.
Grammatical errors are consistently found.
Work shows some attempt at neatness and handwriting may not
always be readable.
* Writing is sometimes legible.
* Paragraphs are seldom indented.
1
*
*
*
*
Student does not use complete sentences.
Numerous mistakes in mechanics, spelling, and grammar are found.
No attempt at neatness and handwriting may not be readable.
Story is one paragraph.
© 1998 Pattonville School District
Fun with Folk Tales
Scoring Guide
Presentation
4
Student’s information is unusually well-presented. The important
information of elements are summed up in an interesting and clear
manner, mindful of the audience, context, and the purpose of the
presentation. The presenter effectively uses supporting material
(visuals, models, overheads, videos, etc.) The audience is confident that
the presenter understands what he/she is talking about and
understands the listeners’ interest.
3
The student’s presentation is somewhat interesting and entertaining.
The presentation is clear and mindful of the audience, context, and
purpose of the presentation. The product is through and clear, if
lacking in some neatness. the presenter appears to understand what
he/she is doing.
2
The student’s presentation is not very interesting. The manner of
presentation shows little evidence of planning or practice and does not
show a clear understanding of the folk tale elements. The methods of
the presentation used are adequate, but unimaginative.
1
The student’s presentation is not at all interesting. The presentation
gives little or no evidence of planning and practice, and the final
product looks slapdash. The methods used to display or communicate
the folk tale are inappropriate. The presentation may also be ineffective
because the student has no understanding of a folk tale.
© 1998 Pattonville School District
© 1998 Pattonville School District
© 1998 Pattonville School District
© 1998 Pattonville School District
© 1998 Pattonville School District
Fun with Folk Tales
Student Exemplars
© 1998 Pattonville School District
This is an example of a 4 for criteria and for mechanics on the scoring guides because it meets all
the requirements.
© 1998 Pattonville School District
© 1998 Pattonville School District
© 1998 Pattonville School District
THE TALKING STATUE!!
This is an example of a 2 on critieria and a 3 on mechanics on the scoring guides because it meets all
the requirements for criteria, but there are a few errors in the mechanics.
© 1998 Pattonville School District
© 1998 Pattonville School District
The Magic Hat
This is an example of a 3 for critieria and a 2 for mechanics on the scoring guide because the
criteria meets all those listed for a 3 and for mechanics the story contains mistakes in spelling
and paragraphing.
© 1998 Pattonville School District
© 1998 Pattonville School District
© 1998 Pattonville School District
This is an example of a 3 in criteria and a 2 for mechanics on the scoring guides
because the criteria meets all requirements for a 4 except it does not describe in
detail the main characters. There were many errors in mechanics, spelling and
grammar, but there was an attempt at neatness.
© 1998 Pattonville School District
© 1998 Pattonville School District
© 1998 Pattonville School District
© 1998 Pattonville School District
© 1998 Pattonville School District
MOON
This is an example of a 1 in criteria and mechanics on the scoring guides because there are many mistakes, but shows
attempt at producing a legible product. The student misses the important areas.
© 1998 Pattonville School District
This is an example of a 4 for criteria and a 3 for mechanics on the scoring guide because it meets
all the requirements for criteria. The student uses paragraphs for his/her story.
© 1998 Pattonville School District
© 1998 Pattonville School District
Fun with Folk Tales
Folk Tale Reflections
Tell at least two things you
learned about folk tales.
Tell what you enjoyed doing
the most in writing and
presenting your folk tale.
Describe what was the
hardest thing for you to do
in this project.
What are some things you
might do differently the
next time?
© 1998 Pattonville School District
Fun with Folk Tales
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