Subject: ELA Grade: 6 Unit: 4

Unit # 4: Folktales Around the World

Length: 30 days

Stage 1: Desired ResultsReading Standards for LiteratureRL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.RL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.RL.6.3 Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.RL.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.RL.6.9 Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.RL.MA.8.A Identify the conventions of legends and epics (e.g., the hero, quest, journey, seemingly impossible tasks) in historical and modern literary works.RL.6.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Writing StandardsW.6.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well -structured event sequences.W.6.3a.Engage and orient the reader by establishing a context and introducing a narrator and/orcharacters; organize an event sequence that unfolds naturally and logically.W. 6.3b.Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.W.6.3c.Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.W. 6.3d Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.W.6.3e Provide a conclusion that follows from the narrated experiences or events.W.MA.6.3.A- Demonstrate understanding of traditional literature by writing short narratives, poems, or scripts that use the conventions of myths, legends, or epics (e.g., explanations of natural phenomena; the hero’s journey, quest, or task.)W.6.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, and trying a new approach.W.6.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Language StandardsL6.3 Use knowledge of language and its conventions when writing, speaking, reading, and listening.L.6.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.

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L.6.4a Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.L.6.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.L.6.5c Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, frugal, thrifty).L.6.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Speaking and Listening StandardsSL6.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.SL6.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Unit OverviewThis unit will explore world cultures through critical readings of folktales. Students will learn to: cite textual evidence in order to support inferences, determine connotative and denotative meanings of words, use a plot diagram to write a summary of fictional text, compare and contrast texts in different genres, perform a folktale using criteria for oral performances, and use the conventions of folktales to write an original folktale.

Understandings1. Folktales provide insights into different

cultures.2. There are common themes and motifs in

folktales from around the world.3. Folktales have endured because of their

oral tradition.4. Folktales are characterized by their

identifiable conventions.

Essential Questions1. How can folktales connect us to other

cultures?2. In what ways are folktales similar to

and different from other genres?3. How are culture and tradition conveyed

through folktales?4. How has oral tradition helped folktales

endure?

Knowledge: Students will know…1. There are specific elements unique to

folktales.2. Words have connotative and denotative

meanings that affect the reader’s perspective.

3. There are specific conventions used in oral storytelling.

Vocabulary:

Skills: Students will be able to …1. Compare and contrast folktales with

readings from other genres.2. Determine the meanings (both

connotative and denotative) of words and phrases as they are used in sixth grade texts.

3. Write a summary of a folktale that is distinct from personal opinions or judgments.

4. Write a replica of traditional literature following the conventions of a folktale.

5. Use specific narrative writing techniques in their original folktale

6. Perform a folktale using the conventions

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legend, denotative, connotative. of oral storytelling

Stage 2: Assessments Students will write an original folktale and tell it to the class. Students will write a summary of a folktale. Students will perform a Readers’ Theater folktale script Compare/contrast (Venn Diagram) folktales with readings from other genres Close readings of folktales.

Stage 3: Learning PlanSummary of Key Learning Events and Instruction:

1. Introduction to Folklore (2 days)2. Denotative and Connotative Meaning3. Folktale Close Reading (3 days)4. Summarizing a Folktale (3 days)5. Compare and Contrast (2 days)6. Original Legend7. The Importance of Oral Tradition8. Reader’s Theater (3 days)9. Folktale Close Reading (3 days)10. Writing an Original Folktale (6 days)

Instructional Notes (may include): Connections to Prior Knowledge :

Connections to Future Knowledge :

Common Misconceptions :

Instructional Strategies : Differentiation for Struggling Learners and ELLs: Leveled texts, Graphic organizers, storyboards, vocabulary assistance in close readings; Interdisciplinary Connections: This unit contains many African and Asian folktales, which connect to the social studies curriculum.

Resources:Literary Texts: Poems: “Selfishness” by Edgar Albert Guest

Literary Texts: Stories/Novels:

From Favorite Folktales from Around the World, edited by Jane Yolen:“The Toad Bridegroom”“The Tall Tales”“The Prayer That Was Answered”“The Old Man and Woman Who Switched Jobs”

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From Language of Literature, McDougal Littell, 2001 edition:“Why Monkeys Live in Trees” (p. 831)“The Legend of the Hummingbird” (p. 835)“In the Land of Small Dragon” (p. 805)“The Frog Who Wanted to Be a Singer” (p. 847)“The Living Kuan-Yin” (p. 838)“Where the Girl Rescued her Brother” (p. 851)

Found online:

“Aunty Misery” www.miamisci.org/tec/auntystory.html“The Spider Weaver” http://www.rcsdk8.org/ourpages/auto/2010/8/24/39400743/Tales.pdf“The Three Feathers” www.pitt.edu/~dash/grimm063.html“The Lion’s Share” http://ancienthistory.about.com/library/bl/bl_aesop_lionsshare.htm

Readers’ Theater scripts:The Magic Brocade (from http://www.aaronshep.com/rt/RTE26.html)The Gifts of Wali Dad (from http://www.aaronshep.com/rt/RTE07.html)Master Man (from http://www.aaronshep.com/rt/RTE27.html)The Elephant’s Child (from www.thebestclass.org/rtscripts.html)The Magic Porridge Pot (from www.thebestclass.org/rtscripts.html)

Informational Texts

“The Battle of Rosebud” internet article

Arts, Music, Media

Online folktale performance: http://education.asianart.org/explore-resournces/video/magic-paintbrush-artbabble OR http://www.youtube.com/watch?v=YVSzTvvDOcc

Readers’ Theater performance (The Legend of Larry Lightning): http://www.aaronshep.com/rt/ChamberReaders.html

Lesson Plans

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Lesson 1: Introduction to Folklore (Day 1)Lesson Summary:

In advance of the lesson, set up 5 stations, one for each example of folklore (listed under materials), and divide students into 5 groups.

At the beginning of class, give students the Folktale Observation Template. Explain to students that folktales have many common elements, and they will read some folktales today to try to identify these elements.

Explain to students that for each of the 5 stories, they will read the folktale and then list (on the template) any important elements/characteristics that they notice in the story and give an example.

Students should rotate in groups between all 5 stations. When they come to a station, they should take turns reading the folktale aloud and then collaboratively decide what to put on their template. Depending on the length of the period, they should have about 10 minutes at each station.

If students have difficulty generating elements, cue them by asking them to notice things about the characters, setting, plot, theme, and word choices that might be different from other genres.

Learning ObjectivesRL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.Materials

Suggested Folktales:“Aunty Misery” (folktale)“The Spider Weaver” (creation myth)“The Three Feathers” (fairy tale)“The Lion’s Share” (fable)“The Tall Tales” (tall tale)

Folklore Observation Template

Lesson 2: Introduction to Folklore (Day 2)

Lesson Summary:

Prior to the lesson, divide students into 5 groups (you could use the same 5 groups as Day 1 of this lesson).

Distribute the handout, “What is Traditional Literature?” Read and discuss the first page of the handout with students. Assign each of the 5 groups one of the remaining sections of the handout (Setting,

Character, Plot, Theme and Conflict, or Style). Each group must read aloud their section of the handout and then, on chart paper, list the

key ideas from the section. Next to their key ideas, they should include specific examples from their Folklore Observation Template that was completed on Day 1. For example, if they read the “plot” section and list “sets of three,” they could give the example of the three feathers and three brothers from “The Three Feathers.”

Each group should present their chart paper to the class. Chart papers should remain posted throughout the rest of the unit.

As an alternative to this lesson, students could do a jigsaw activity with the handout.Learning Objectives

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RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.MaterialsCompleted Folklore Observation Template (from Day 1 of lesson)“What is Traditional Literature?” handoutChart paper

Lesson 3: Denotative and Connotative meaningsLesson Summary:

Begin with the Denotative/Connotative Word Sort Activity in which students group a set of words by their meanings and associations. Tell students they should be able to defend why they grouped the words in the way they did. This will prompt conversations about figurative and literal meanings.

Write “house” and “home” on the board and discuss the difference between the words. Ask questions such as: What does each word mean? What do the words make you think of? How does each make you feel? Explain the difference between denotation (the literal definition of a word) and connotation (the feelings that a word elicits).

Have students participate in the word sort activity again, this time focusing on creating categories based on denotative and connotative meanings.

Discuss the groupings the students developed and record them on a denotation/connotation word chart. Keep this chart posted for the remainder of the unit so that students can add to it and continue to analyze word meanings.

Explain homework: Sports Team Names: Denotation/Connotation Activities

Learning ObjectivesL.6.5c Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, frugal, thrifty).Materials:Denotative/Connotative Word Sort ActivitySports Team names: Denotation and Connotation ActivityChart Paper

Lesson 4: Close Reading of “The Toad-Bridegroom” (Day 1)Lesson Summary:

Students should read the folktale “The Toad-Bridegroom” silently, annotating the text as they read by underlining words they don’t know, putting a question mark by confusing parts, etc…

Learning ObjectivesRL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.RL.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.L.6.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.L.6.4a Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.L.6.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

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Materials“The Toad-Bridegroom”

Lesson 5: Close Reading of “The Toad-Bridegroom” (Day 2)Lesson Summary:

In a large group, the teacher should ask students to list the main events from “The Toad-Bridegroom.”

Teacher should clear up any confusion about what actually happened in the text. Teacher reads aloud the excerpt from “The Toad-Bridegroom” from the close reading

worksheet. Teacher guides students through the first part of the close reading, modeling how to find

evidence in the text.Learning ObjectivesRL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.RL.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.L.6.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.L.6.4a Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.L.6.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

MaterialsClose reading worksheetLesson 6: Close Reading of “The Toad-Bridegroom” (Day 3)

Lesson Summary: Teacher should guide students in completing and discussing the remaining close reading

questions.

Learning ObjectivesRL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.RL.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.L.6.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.L.6.4a Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.L.6.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

MaterialsClose reading worksheet

Lesson 7: Summarizing a Folktale (Day 1)Lesson Summary:

Teacher should begin by using the Plot Diagram to review (or teach) the parts of a fictional story.

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Remind them about the “story mountain” they used during writing workshop in elementary school

Using the folktale “The Toad-Bridegroom” from the close reading, teacher should model (with student input) how to identify the parts of that story and enter them into the Plot Diagram.

Learning Objectives:RL.6.3 Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.Materials:

Plot Diagram“The Toad-Bridegroom”

Lesson 8: Summarizing a Folktale (Day 2)Lesson Summary:

Prior to the lesson, teacher should divide students into groups of 4 students each. Teacher should review the plot diagram process from Day 1 and tell students that today

they will be using the plot diagram from yesterday to write a group summary of “The Toad-Bridegroom.”

Teacher should explain to students that a fictional summary can be written by describing, in order, the events of a plot diagram and that the summary should NOT include personal opinion or judgments. This may be different from previous “summaries” that students have written, where they have been expected to include their own opinion/review of a book.

Teacher should briefly discuss (and have on chart paper) some transition words specific to a chronological summary (such as “In the beginning,” “Following this,” “After that,” and “Finally”).

Using their completed plot diagram from yesterday and the transition chart, groups should write a summary of “The Toad-Bridegroom.” (1 summary per group).

Teacher should display the Fiction Summary Rubric. Groups should share their summaries, with teacher and students commenting on how the summaries would score on the rubric. Special attention to be paid to making sure that the summaries do not include personal opinions or judgments.

Learning Objectives:RL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.RL.6.3 Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.Materials:Completed Plot Diagram from Day 1“The Toad-Bridegroom”Fiction Summary Rubric

Lesson 9: Summarizing a Folktale (Day 3)Lesson Summary:

Students will choose from six leveled folktales (see below). Note: Teacher should “guide” students toward an appropriately leveled folktale.

Students should form groups with those who chose the same folktale. Each group will read their folktale together and fill out the Plot Diagram together. For homework, each student should write a summary of the folktale he/she read, using the

Plot Diagram.

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Teacher should score the summaries using the Fiction Summary Rubric.Learning Objectives:RL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.RL.6.3 Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.Materials:

Lower reading level:“Why Monkeys Live in Trees”“The Legend of the Hummingbird”

Middle reading level:“In the Land of Small Dragon”“The Frog Who Wanted to Be a Singer”

High reading level:“The Prayer That Was Answered”“The Old Man and Woman Who Switched Jobs”

Plot DiagramFiction Summary Rubric

Lesson 10: Compare and Contrast (Day 1)Lesson Summary:

Teacher will explain the definition of a legend: A traditional historical tale (or collection of related tales) popularly regarded as true but usually containing a mixture of fact and fiction.

Introduce the legend “Where the Girl Rescued Her Brother,” a popular Native American legend.

Students should read aloud the legend in small groups, or teacher can lead a class reading. Students should fill out a Plot Diagram for the legend. For homework, students should write a summary of the legend.

Learning Objectives:RL.MA.8.A Identify the conventions of legends and epics (e.g., the hero, quest, journey, seemingly impossible tasks) in historical and modern literary works.

RL.6.9 Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.Materials:“Where the Girl Rescued Her Brother”Plot Diagram

Lesson 11: Compare and Contrast (Day 2)Lesson Summary:

Have some students share their summaries of “Where the Girl Rescued Her Brother.” As a class, read the nonfiction article “Battle of the Rosebud” and discuss. Teacher should model using a Venn Diagram to compare and contrast the two readings.

The teacher can prompt students for ideas to fill in the circles and then stop after a few ideas and have the students continue filling it out with pairs or own their own.

Prompts for Venn Diagram:

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What is the topic of both readings?What is the main idea of “Battle of the Rosebud?”What is the main idea of “Where the Girl Rescued Her Brother?”Who is the main character(s) in the nonfiction article?Who is the main character(s) in the legend?What is the purpose of the nonfiction article (to inform, persuade, or entertain)?What is the purpose of the legend?What is the style and word choice like in the article?What is the style and word choice like in the legend?

For homework, students should write a paragraph in response to the question, “Which of the two readings do you think most effectively portrayed The Battle of the Rosebud? Why? Give evidence from the text to support your answer.”

Learning Objectives:RL.MA.8.A Identify the conventions of legends and epics (e.g., the hero, quest, journey, seemingly impossible tasks) in historical and modern literary works.RL.6.9 Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.

Materials:

“Where the Girl Rescued Her Brother”“Battle of the Rosebud”Venn diagram

Lesson 12: Writing Your Own LegendLesson Summary:

Remind students the definition of “legend” Today they will create their own short legend during class. Their legend can be written in

the form of a short narrative, a poem, or a script. Conference with students as they work. Have students pair-share at the end of class. Note: This work will also serve as a pre-assessment for the original folktale which is

written later in the unit.Lesson ObjectivesW.MA.6.3.A- Demonstrate understanding of traditional literature by writing short narratives, poems, or scripts that use the conventions of myths, legends, or epics (e.g., explanations of natural phenomena; the hero’s journey, quest, or task.Materials: Lesson 13: The Importance of Oral TraditionLesson Summary:

Warm-up: Teacher will post a chart paper with the title Oral Tradition, and two subtitles, Definition, and Why It Is Important. Class will spend five minutes generating a definition of oral tradition and why it is important; teacher will record this on the chart paper and add information as needed (7 minutes).

Definition: (a community's cultural and historical traditions passed down by word of mouth or

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example from one generation to another without written instruction).

Why It Is Important: (Because of oral tradition, it is possible for a society to transmit oral history, oral literature and other knowledge across generations without a writing system).

Video: Students will watch a video of The Magic Paintbrush, a traditional folktale from China, presented by the Asian Art Museum of San Francisco. The video is 12 minutes.

After watching the video the teacher will lead a class discussion of the following:

Summary of the “The Magic Paintbrush” (whole class)– 5-7 minutes—refer to Plot Diagram

What a good presentation looks like/sounds like (in small groups of three or four) – 5-7 minutes

Student groups report to the whole class, while teacher will record the qualities of a good presentation on chart paper.

Class will have an anchor chart of what a good presentation looks like and sounds like. 7-10 minutes

Wrap-up/Ticket to leave: Teacher will give all students a notecard. Students place their name on the notecard and try to answer the following questions. 5 – 7 minutes

What is oral tradition?

Why is oral tradition important?

What does a good oral presentation look like?

What does a good presentation sound like?

Learning ObjectivesSL.6.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Materials:Notecards for the wrap up (one per student)Chart paper

Plot Diagram

Video: The Magic Paintbrush (http://education.asianart.org/explore-resournces/video/magic-paintbrush-artbabble OR http://www.youtube.com/watch?v=YVSzTvvDOcc Lesson 14: Readers’ Theater (Day 1)Lesson Summary

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Review the anchor chart “Qualities of a Good Presentation” from previous lesson. Introduce Readers’ Theater by showing students the video clip of adults performing

Readers’ Theater. Ask students to record any observations/what they notice during the video clip. Have a discussion about observations.

Read and discuss the Readers’ Theater Fact Sheet detailing what Readers’ Theater is, how it will be used in the classroom, and tips for an effective Readers’ Theater reader. This sheet should be kept in the student’s binder, or a folder for future reference.

Students will be divided into small groups and each group will be given a different script (teacher should divide students into groups and assign scripts before lesson).

As a group, students will do a close read of their script using the Readers’ Theater Script Analysis Worksheet.

Learning ObjectivesRL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.L.6.5c Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, frugal, thrifty).SL.6.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

MaterialsSuggested Readers’ Theater Video Clip:(The Legend of Larry Lightning) http://www.aaronshep.com/rt/ChamberReaders.html

Readers’ Theater Fact Sheet

Suggested Readers’ Theater scripts:

The Magic Brocade (from http://www.aaronshep.com/rt/RTE26.html)The Gifts of Wali Dad (from http://www.aaronshep.com/rt/RTE07.html)Master Man (from http://www.aaronshep.com/rt/RTE27.html)The Elephant’s Child (from www.thebestclass.org/rtscripts.html)The Magic Porridge Pot (from www.thebestclass.org/rtscripts.html)

Readers’ Theater Script Analysis worksheetLesson 15 Readers’ Theater (Days 2 and 3)Lesson Summary

Continue and complete the Readers’ Theater Script Analysis worksheet from the previous day’s lesson.

Students will choose roles and practice performing their script/folktale, using the Readers’ Theater Rubric.

(Day 3) Students will present their script/folktale to the class in the style of Readers’ Theater. As each group presents, students in the audience should write down what folktale characteristics they hear/see in the performance. Debrief this after each performance.

Teacher should use the rubric as students/groups perform.Learning ObjectivesRL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.L.6.5c Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, frugal, thrifty).

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SL.6.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

MaterialsReaders’ Theater Script AnalysisReaders’ Theater rubricLesson 16: Close Reading of “The Living Kuan-Yin” (Day 1)Lesson Summary :

Students should read the folktale “The Living Kuan-Yin” silently, annotating the text as they read by underlining words they don’t know, putting a question mark by confusing parts, etc…

Learning Objectives:RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.RL.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.L.6.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.L.6.4a Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.L.6.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.Materials:“The Living Kuan-Yin”

Lesson 17: Close Reading of “The Living Kuan-Yin” (Day 2)

Lesson Summary: In a large group, the teacher should ask students to list the main events from “The Living

Kuan-Yin.” Teacher should clear up any confusion about what actually happened in the text. Teacher reads aloud the excerpt from “The Living Kuan-Yin” from the close reading

worksheet. Teacher guides students through the first part of the close reading.

Learning Objectives:RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.RL.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.L.6.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.L.6.4a Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.L.6.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Materials:“The Living Kuan-Yin”Close Reading Template

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Lesson 18: Close Reading of “The Living Kuan-Yin” (Day 3)Lesson Summary:

Teacher should guide students in completing and discussing the close reading questions. For homework, students should read the poem “Selfishness” by Edgar Albert Guest and

write a paragraph comparing and contrasting the theme of this poem with the theme of “The Living Kuan-Yin,” using evidence from both texts.

Learning ObjectivesRL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.RL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.RL.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.RL.6.9 Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.

L.6.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.L.6.4a Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.L.6.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Materials“The Living Kuan-Yin”“Selfishness” by Edgar Albert GuestClose Reading Template

Lesson 19: Writing a FolktaleLesson Summary: Expectations/Brainstorming

Explain that they will be writing an original folktale and this will serve as the final performance assessment (test) for this unit.

Students review the anchor charts from Lesson 1 to review characteristics of folktales. Teacher explains rubric “Planning an Original Folktale” to students. Have students brainstorm in their writer’s notebooks (or blue books) what positive

message about human nature they want to explain. Ask students to “turn and talk” and share their ideas. “Encourage children to listen to each

other’s story ideas with excitement and appreciation” (Calkins). Ask students to think of their characters. What characters will the need to tell the story?

How will they describe their characters.

Homework:Write a description of the main characters.

Learning ObjectivesW.6.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well -structured event sequences.W.6.3b Use narrative techniques such as dialogue, pacing, and description to develop experiences,

Framingham Unit Overview Approved May 9, 2013

events, or characters.

MaterialsRubric“Planning an Original Folktale” worksheet

Lesson 20: Narrative Writing Workshop of Original Folktale (Focus: Plot Development)

Lesson Summary: Discuss the plot.  How does the conflict occur?  How will it get resolved? Remind students

that the conflict's resolution should relate to the message. If needed, review the plot diagram from earlier in the unit. Remind students that the plot is the “story arc/mountain” (Calkins). Ask students to write their myth’s plot on the “Plot Diagram Worksheet” or Storyboard. When they have finished, they should their work with a partner. While students are working, teachers can conference with students in order to

differentiate and offer support.

Homework:Write a first draft of your myth.

Learning Objectives:W.6.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.W.6.3a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

Materials: Plot diagram worksheet Storyboard

Lesson 21: Narrative Writing Workshop of Original Folktale(Focus: Dialogue)

Lesson Summary: Discuss dialogue. Ask students to find dialogue in some of the folktales they read and discuss with a partner

what it adds to the text.. Model how to write some lines of dialogue for their folktale. Point out the punctuation rules and starting a new paragraph every time someone speaks. Instruct students to write a short conversation that they will include in their own folktale Conference with students to check their understanding. Encourage students to add dialogue to their original folktale.

Learning Objectives:W.6.3 Write narratives to develop real or imagined experiences or events using effective technique,

relevant descriptive details, and well-structured event sequences.W.6.3b Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

Materials:

Framingham Unit Overview Approved May 9, 2013

Lesson 22: Narrative Writing Workshop of Original Folktale (Focus: Conclusions)

Lesson Summary: Remind students that the resolution (conclusion) is very important and does not just end

the story. It can resolve problems, teach lessons, and make changes.

The Concluding Paragraph Consolidates What Came Before: The conclusion often makes clear how or why this topic is significant. It is highly unusual to introduce new ideas, new arguments, or new evidence in the conclusion. Frequently, a conclusion will connect to the introduction - by answering questions raised there, or through writing devices such as returning to a story or anecdote used in the introduction. In all cases, the purpose is to release the reader from the act of reading and return the reader to the world with some sense of having gained something from reading.

Review some conclusions from folktales read in class. Make a list of specific phrases authors use at the end of folktales (And that is why, So it is

to this day…., And that is how… etc.) All students should reread their first draft and then revise their conclusions. Invite students to share conclusion with writing partners. Teachers can conference to offer differentiation and additional support.

Learning Objectives:W.6.3 Write narratives to develop real or imagined experiences or events using effective technique,

relevant descriptive details, and well-structured event sequences.W.6.3c Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts

from one time frame or setting to another.W.6.3d Use precise words and phrases, relevant descriptive experiences and events.W.6.3e Provide a conclusion that follows from and reflects on the narrated experiences or events.Materials:

Lesson 23: Narrative Writing Workshop of Original Myth (Focus: Editing/Revising)Lesson Summary:

Teacher reads/displays copy of rough draft and asks students for feedback. Model editing by crossing out/fixing/adding to story. Pass out editing checklist (created by teacher). Instruct students to continue their rough drafts in class as teacher walks around to check

in with each student. Tell those who are finished to use the checklist to edit their paper and/or a peer’s paper.

Homework:Final typed folktale due on __________________Learning ObjectivesW.6.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, and trying a new approach.

Materials: Sample story Editing checklist Student papers

Lesson 24: Folktale presentations

Framingham Unit Overview Approved May 9, 2013

Lesson Summary:Students will share their folktales using only their storyboards.Before students start sharing, remind them to apply what they have learned about “What a good presentation looks like.” Especially discuss eye contact, volume, and pronunciation. Let them each practice with a partner to work on these aspects of their presentation.You may want to have the children share in groups of 4 or 5 instead of the whole class.

Learning Objectives: SL6.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.Materials:

Published student folktales

Framingham Unit Overview Approved May 9, 2013