Wireless Technology
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Wireless Technology

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  • cours - matière potentielle : board
  • cours - matière potentielle : children
WIRELESS TECHNOLOGY reaching to the future Algoma District School Board
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Nombre de lectures 12
Langue English
Poids de l'ouvrage 1 Mo

Exrait

Monroe Public Schools
Elementary Language Arts
Genre Unit
Folktales – Grade 3
Genre definition:
Folktales have been handed down and reflect cultural values. They come Anchor texts:
from an oral tradition and were written down much later hence there are The Three Little
multiple versions. Typically, in the simple plot, good eventually triumphs over Pigs, The Little
evil. Hawaiian Pigs and
the Magic Shark,
Genre purposes: The Three Little
The purpose of a folktale is to tell an entertaining story, to reveal human Javelinas, & The
nature, to kindle imagination, to understand universal qualities of humankind Three Little
(how humans are alike), to convey morals and values, and to instill cultural Elephants
beliefs, values and practices.

Genre characteristics:
Folktales are short and predictable narratives that express deep, universal
emotions (such as joy, grief and jealousy). Intrigue is developed through
repetition of phrases and events. Identical themes are found in tales across
culture. Multiple forms exist (“pourquoi,” trickster tales, fables, fairytales,
tall tales, myths, legends)


GLCE’s:

Students will identify and describe the genre of folktales.

Students will identify and describe character’s thoughts and motivations, story level themes (e.g. good vs.

evil) and main idea in narrative text.

Students will depict the setting, and use thoughts and actions to convey character traits.



Word Study & Recognition/Vocabulary/Dolch Words:

Proper use of quotation marks and capitalization in dialogue



Spelling:

Students will use appropriate environmental sources to fix spelling in folktale story that they write.

Comprehension Strategies/ Literary Devices:

*Inferring
*Prediction
*Character traits across text
*Point of view


Content area connections:

Social Studies – Possibilities to be developed

Geography – location/map skills

Economics – needs/wants, opportunity cost (3 little pigs)

Historical perspective – travel modes



Monroe Public Schools
Spring 2009 * Folk tales have been passed down from generation to generation and reflect cultural
values
* They came from an oral tradition and were not written down until much later, which is
why we have multiple versions.
* Typically it has a simple plot and good eventually triumphs over evil.

- Folk Literature is the big umbrella in which these genres fit underneath:
- Folktales - Fairy Tales - Legends
- Myths - Fables - Pourquoi

- For this unit on folk tales we will include fairy tales, with the only difference being that
fairy tales include magic and royalty

- There needs to be long term immersion in this genre by reading aloud and discussing.

- Mini-lessons should include identifying these literary devices in narrative literature

o foreshadowing
o prediction
o depict setting
o develop a story level theme
o reveal how thoughts and actions convey important character traits across texts
o personification

- Mini-lessons should include identifying the characteristics of folk literature

Folk Tales Fairy Tales

- See Folk Tales and Fairy Tales characteristic webs

Comprehension-

- Read and retell folktales that you have read aloud to them and those that they have read
on their own independently.

- Compare & Contrast different versions of the stories ex. Lon Po Po and the traditional
Little Red Riding Hood (students can use Folk Tale graphic organizer)




Monroe Public Schools
Spring 2009 - All Students will describe, compare, and explain the locations and characteristics of
places, cultures, and settlements.(Social Studies 2.1)

o Locate and describe cultures and compare similarities and differences among the
roles of women, men, and families (Benchmark 1)
o Locate and describe diverse kinds of communities and explain the reason for their
characteristics and locations (Benchmark 2)

- Students should read folktales on their own independently or at a listening center to
self-monitor their comprehension (e.g. predicting, constructing, mental images,
representing ideas in text, questioning, rereading or listening to again, inferring,
summarizing)


Writing-

The culminating activity is for the students to write a folk tale focusing on the 8 main
characteristics of the story, which are patterned beginning, setting, characters, problem, plot,
theme, motifs, and patterned ending.

- Students can use the folk tale characteristics graphic organizer as a prewriting tool.
- Writing mini-lessons need to focus individually on the 8 main characteristics of the story.
- Students should respond to different folk tales that they have had read to them and
ones that they have read on their own.
- Students will use the writing process to write their story (prewriting, rough draft, edit
and revise, peer conferencing, teacher conference, and then publish)

Speaking-

- Students will read published stories to the class, by adjusting their use of language to
communicate effectively with a specific audience in mind.
- Students will emphasize key words and vary the pace of their story when they are
reading it aloud to the class.





Monroe Public Schools
Spring 2009 Folktale Unit - Third Grade

Possible folktales to use:

Flossie and the Fox One Fine Day
Hansel and Gretel The Princess and the Pea
Three Billy Goats Gruff Anansi the Spider
Borreguita & the Coyoto Goldilocks and the Three Bears
Abuelo and the Three Bears Lon Po Po
Little Red Riding Hood

Lesson 1:

-Read aloud a folktale, choose one from the list above
-After reading the story have students share things that they noticed about the story
and record on chart paper and title it “Folktale Characteristics”
-Then use the chart that you made ahead of time to record the following elements of the
story (Keep this chart because it will be used for the next several lessons and title it
“Story Elements”-- see below for example)

Story Elements Chart

Title Setting Patterned Patterned Theme
Beginning Ending
Little Red In the Woods Once upon a Listen to
Riding Hood time adults,
Don’t talk to
strangers




Lesson 2:

-Read aloud another folktale from the above list
-After reading the story discuss how it is similar to the story read on the previous day
-Add onto the big chart paper with the things that they noticed about the story on the
“Folktale Characteristics” chart
-Then add to the “Story Elements” chart that you started yesterday

Monroe Public Schools
Spring 2009
Lesson 3:

-Read aloud another folktale from the above list
-Then add to the “Story Elements” chart
-Begin a “Character Traits” chart


Character Traits Chart


Character Name Quality or Trait Actions Thoughts
Wolf Evil -He tried to get Inferred: The
to the children children will be
by pretending good to eat
that he was Direct: (It can be
grandma stated by the
-He growled and author or the
cursed character)
Wolf Sly or cunning -He pretended to Inferred: Getting
be sleepy to get into the bed will
into the bed get me close to
the children

Lesson 4:

-Read aloud another folktale from the above list
-Then add to the “Story Elements” chart
-Add to the “Character Traits” chart

Lesson 5:

-Read aloud another folktale from the above list
-Then add to the “Story Elements” chart
-Add to the “Character Traits” chart

At this time, if feel that your class needs more immersion in folktales please continue to
read more stories and follow the format for lesson 5.



Monroe Public Schools
Spring 2009

Lesson 6:

-Read aloud The Three Little Pigs and fill in “Story Elements” chart
-Make a “Character Traits” chart. Then as a class fill out the character traits chart for
this story

Character Traits Chart


Character Quality or Trait Actions Thoughts
Pig 1 Foolish Built a straw Trying to make it
house on his own
Wolf Conniving Went to each Wants to eat the
pigs house and pigs
tried to eat them

Lesson 7:

-Read aloud The Three Hawaiian Pigs and the Magic Shark (hopefully this will be provided
by the district, otherwise please try local library) and fill in “Story Elements” chart
-Then give them their own copy of the “Character Traits” chart-see enclosed sheet
-Students fill in their own copy as you work together to complete it
-Then as a class discuss their charts and add to your class “Story Elements” chart

Lesson 8:

-Front load students with Spanish words:
javelinas-relative of swine
palo verde-desert tree
adobe-a sandy kind of clay used to make bricks
saguaros-a giant cactus
ha’u-it means yes in the language of the desert people

-Read The Three Little Javelinas with a partner, this story is in the Scholastic basal Hit
Series book.
-Then students need to work with partner to complete “Character Traits” chart
-Then as a class discuss their charts and add to your class “Story Elements” chart


Monroe Public Schools
Spring 2009


Lesson 9:

-Put students in groups of 6, one person for each part
-Then pass out the Readers’ Theatre script The Three Little Elephants, you will probably
need to have at least 4 sets of this script for your class
-Then have students read through the play twice or until they know it well enough to fill
out the “Character Traits” chart with their group
-Come back together as a whole group and have a discussion about their “Character
Traits” charts

Lesson 10:

-Pass out Readers’ Theatre scripts again and talk about the aspects of fluency, such as
pauses, emphasis, punctuation cues, and intonation
-Have students model how to use the above aspects of fluency correctly when speaking
-Then have them get back into the same groups as yesterday and apply those aspects of
fluency by practicing their scripts until they get the fluency down correctly
-After that have the groups present their play in front of the class

Lesson 11: (Guided Writing)

-Together as a group we will develop an outline for the class story
-Start to fill in the graphic organizer with the character names and the setting of the
story
-Then sketch a quick picture that reflects your characters and setting
-Then fill in the plot and the sequence of events
-After that fill in the thoughts and actions of characters
-Fill in the beginning sentence and ending sentence

Lesson 12:

-Use the writing process to write the story together as a class. When writing the story
please follow The Three Little Pigs pattern and have three good characters and one bad
character.

Lesson 13:

Monroe Public Schools
Spring 2009 -Students are preparing to write their own story. Pass out both graphic organizers-Plot
Sequence chart and Story Elements sheet
-Then have students draw a detailed picture of their setting and characters
-Students need to also follow The Three Little Pigs pattern with three good characters
and one bad character



Lesson 14: (5 Days)

-Students will finish filling in their graphic organizer
-Students will write their own folktale using the writing process
-Teachers will provide appropriate lessons on effective writing skills, which should include
the use of quotation marks and capitalization in dialogue, subject and verb agreement,
verb tenses, and nouns and possessives.
-Students should utilize environmental sources for correct spelling.

Lesson 15:

-Students will present their folktales to an audience





















Monroe Public Schools
Spring 2009




Name___________________________

Story Elements Chart

Title Setting Patterned Patterned Theme
Beginning Ending







Character Traits Chart



Character Quality or Trait Actions Thoughts





















Monroe Public Schools
Spring 2009







Name ________________________


Plot Sequence Chart


First













Second













Third





Monroe Public Schools
Spring 2009

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