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Monday, August 2

  1. msg Link to discussion message posted Link to discussion http://storytelling4life.wikispaces.com/Final+Storytelling+Page
    7:33 pm
  2. page The Tails Video edited This is a story based on the traditional Russian Folktale called "The Tails". I first enc…
    This is a story based on the traditional Russian Folktale called "The Tails". I first encountered it when researching for my Culture research unit in the book called "Tales form Central Russia" by James Riordan. When hearing this story it is easy to thing that this might be an African story, but the African versions of tails include animals burning their tails and that way ending up with a short tail. On this version, the rabbit grabs a piece that fell off the cat's tail when fighting with the dog. The manipulatives are mostly found, some made and totally reusalbe for a different story.
    Marshall, Bonnie. (Translated and retold by) THE SNOW MAIDEN AND OTHER RUSIAN FOLKTALES. A Russian folktale translaed and retold by Bonnie C. Marshall. 2004. 153 p. Libraries Unlimited, Westport,CT. $40.00 ISBN (156308998)
    Riordan, James. TALES FROM CENTAL RUSSIA. Russian tales, Book 1.1976. 285 p. Kestrel Books, Harmondsworth, Middlesex, England. Out of Stock.$12.50 ISBN 0670691542.
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    7:28 pm
  3. page The Tails Video edited ... Russia" by Dan James Riordan. When ... different story. Riordan, James. TALES FROM…
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    Russia" by DanJames Riordan. When
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    different story.
    Riordan, James. TALES FROM CENTAL RUSSIA. Russian tales, Book 1.1976. 285 p. Kestrel Books, Harmondsworth, Middlesex, England. Out of Stock.$12.50 ISBN 0670691542.

    (view changes)
    7:23 pm
  4. page The Tails Video edited Type This is a story based on the traditional Russian Folktale called "The Tails". I fi…
    TypeThis is a story based on the traditional Russian Folktale called "The Tails". I first encountered it when researching for my Culture research unit in the contentbook called "Tales form Central Russia" by Dan Riordan. When hearing this story it is easy to thing that this might be an African story, but the African versions of your page here.tails include animals burning their tails and that way ending up with a short tail. On this version, the rabbit grabs a piece that fell off the cat's tail when fighting with the dog. The manipulatives are mostly found, some made and totally reusalbe for a different story.
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    7:21 pm
  5. page Collaborative Planning Form edited ... D) Identify points of view from the historical context surrounding an event and the frame of r…
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    D) Identify points of view from the historical context surrounding an event and the frame of reference that influenced the participants.
    3. In what specific learning experiences do we want them to engage? Who will be responsible for each? Learning Tasks/Responsible Educators
    This information is clearly described here - but not on the Collaborative Lesson page. This example of motivation is strong, maximizes the benefits of two educations, but it is not reflected anywhere on your actual plan!!!
    Day 1: The librarian will introduce Cinderella by displaying items one at a time from a "book talk box" reflecting story elements from the fairytale. The "book talk box" includes: a pumpkin, a mouse, a magic wand, an apron, a piece of coal, a glass slipper, and a clock set to 12:00. She will prompt students to guess the fairytale in which these items will appear while retelling parts of the story. The classroom teacher will be constructing a chart that will finally reveal the entire "traditional" version of the tale. The librarian will display and booktalk the other versions of the Cinderella story. The initial readings (read-aloud by librarian) would focus on the "enjoyment" and comprehension of the literature.
    The librarian and the classroom teacher would ask the students to complete a KWHL chart on each of the following prior to the introduction of each Cinderella version from the country/culture: Russia, Ireland, Egypt, Mexico, Middle East, Native American, Indonesia. {KWHL chart.pdf}
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    7:12 pm
  6. page Unit Plan edited ... The librarian and the classroom teacher would ask the students to complete a KWHL chart on eac…
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    The librarian and the classroom teacher would ask the students to complete a KWHL chart on each of the following prior to the introduction of each Cinderella version from the country/culture: Russia, Ireland, Egypt, Mexico, Middle East, Native American, Indonesia. {http://www.wikispaces.com/i/mime/32/application/pdf.png} KWHL chart.pdf
    The classroom teacher and the librarian will explain to students that they will be reading many different versions of Cinderella. The classroom teacher and librarian will model and guide students in their culture research.These versions reflect different cultures and students are to view the books as "artifacts" from those cultures. Using these "artifacts" students are to be investigative reporters as they gather information about the cultures from the print and images, categorize and synthesize that information, and compare what they find to factual information sources to determine how reliable each piece of literature is in reflecting a particular culture.
    Day 2: The librarian would chose another Cinderella variant to read aloud to the students while the teacher would model how to locate and record the information in the story elements chart. Students would read each book outlined for this lesson. The teacher and librarian would vary this reading by whole group, small group or partner reading.
    After the initial reading students would re-read the literature (partners/small group) recording the following criteria in a chart: book title, characters, trouble makers, helpers, why chosen, magical events, and ending. (classroom teacher and librarian will monitor the small groups) The teacher and librarian would read a different Cinderella variant while modeling how to locate the information in the literature and record the information in the surface culture chart. (co-teaching)(teacher reads aloud and librarian records on chart)
    Students would re-read the literature (partners/small group) recording the following criteria in a surface culture chart: food, dress, music, language, celebrations, and architecture. (classroom teacher and librarian monitor small groups)
    The teacher and librarian would once again read a different Cinderella variant while modeling how to locate the information in the literature and record the informaton in the deep culture chart. (co-teaching)(librarian reads aloud and teacher records on chart)
    Students would re-read the literature(partners/small group) recording criteria in a deep culture chart: concept of beauty, family structure, courtship practice, work ethic, expressions of humor, body language, societal roles as determined by age, societal roles as determined by class, societal roles as determined by sex, and values. (classroom teacher and librarian will monitor small groups) {http://www.wikispaces.com/i/mime/32/application/msword.png} Deep Culture Chart.doc
    Day 3: Students will take turns sharing their presentation.

    Motivation: Students will be intrinsically motivated by the novelty of the lesson, as well as extrinsically motivated by a grade.Teacher will start the lesson with one shoe only and start asking to students if they have seen her shoe, then post a poster witha reward for whoever finds her shoe. Students might guess that she is "Cinderella"
    Student-friendly Objectives:
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    7:11 pm
  7. page Unit Plan edited ... Implementation · Process: The Day 1: The librarian will introduce Cinderella by displaying…
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    Implementation
    · Process:
    TheDay 1: The librarian will introduce Cinderella by displaying items one at a time from a "book talk box" reflecting story elements from the fairytale. The "book talk box" includes: a pumpkin, a mouse, a magic wand, an apron, a piece of coal, a glass slipper, and a clock set to 12:00. She will prompt students to guess the fairytale in which these items will appear while retelling parts of the story. The classroom teacher will be taught howconstructing a chart that will finally reveal the entire "traditional" version of the tale. The librarian will display and booktalk the other versions of the Cinderella story. The initial readings (read-aloud by librarian) would focus on the "enjoyment" and comprehension of the literature.
    The librarian and the classroom teacher would ask the students
    to look atcomplete a KWHL chart on each of the following prior to the introduction of each Cinderella variantversion from the country/culture: Russia, Ireland, Egypt, Mexico, Middle East, Native American, Indonesia. {http://www.wikispaces.com/i/mime/32/application/pdf.png} KWHL chart.pdf
    The classroom teacher
    and extractthe librarian will explain to students that they will be reading many different versions of Cinderella. The classroom teacher and librarian will model and guide students in their culture research.These versions reflect different cultures and students are to view the books as "artifacts" from those cultures. Using these "artifacts" students are to be investigative reporters as they gather information using graphic organizers.about the cultures from the print and images, categorize and synthesize that information, and compare what they find to factual information sources to determine how reliable each piece of literature is in reflecting a particular culture.
    Day 1:
    The librarian will introduce Cinderella by displaying items one at a time from a "book talk box" reflecting story elements from the fairytale. The "book talk box" includes: a pumpkin, a mouse, a magic wand, an apron, a piece of coal, a glass slipper, and a clock set to 12:00. She will prompt students to guess the fairytale in which these items will compareappear while retelling parts of the story. The classroom teacher will be constructing a chart that will finally reveal the entire "traditional" version of the tale. The librarian will display and contrast eachbooktalk the other versions of the Cinderella variantstory. The initial readings (read-aloud by librarian) would focus on the "enjoyment" and givecomprehension of the literature.
    The librarian and the classroom teacher would ask the students to complete
    a multimedia presentationKWHL chart on each of the following prior to the introduction of each Cinderella version from the country/culture: Russia, Ireland, Egypt, Mexico, Middle East, Native American, Indonesia. {http://www.wikispaces.com/i/mime/32/application/pdf.png} KWHL chart.pdf
    The classroom teacher and the librarian will explain to students that they will be reading many different versions of Cinderella. The classroom teacher and librarian will model and guide students in their culture research.These versions reflect different cultures and students are to view the books as "artifacts" from those cultures. Using these "artifacts" students are to be investigative reporters as they gather information about the cultures from the print and images, categorize and synthesize that information, and compare
    what they have learned.find to factual information sources to determine how reliable each piece of literature is in reflecting a particular culture.
    Motivation: Students will be intrinsically motivated by the novelty of the lesson, as well as extrinsically motivated by a grade.Teacher will start the lesson with one shoe only and start asking to students if they have seen her shoe, then post a poster witha reward for whoever finds her shoe. Students might guess that she is "Cinderella"
    Student-friendly Objectives:
    (view changes)
    7:09 pm
  8. page Collaborative Planning Form edited The name of this page confused me. This should be titled your Collaborative Planning Form. You ca…
    The name of this page confused me. This should be titled your Collaborative Planning Form. You can rename this page and relink it, or at least name it correctly at the top of the page.
    Teacher/Topic:
    Teacher/Topic: Mary Rogers(classroom
    Cinderella Comparison, Language Arts and Social Studies
    Dates/Times:
    (view changes)
    7:04 pm
  9. page Unit Plan edited ... Students as a class will participate with reflections on the pervasiveness of the Cinderella a…
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    Students as a class will participate with reflections on the pervasiveness of the Cinderella archetype across cultures.
    Reflection
    ...
    the media. It
    Questions that may be used as ice breakers include:
    What personal traits does the Cinderella character have?
    Is magic really necessary for the Cinderella story?
    What ending do you prefer, regarding the stepsisters and stepmother?
    Why do you think this story evolved? what was it designed to teach?
    is helpfulit still relevant to include some questions to ask in order to stimulate the conversation/reflection.this day?
    · Extensions: Students can pick a favorite Cinderella variant and retell it by acting it out. (drama) Students may write their own version of Cinderella.
    These are engaging extensions. Collaborating with the drama teacher would be especially effective and fun. The school librarian can serve as a connector to bring this idea forward to teachers in other content areas.
    Adapted from: Moreillon, J. Collaborative strategies for teaching reading comprehension: Maximizing your impact. Chicago: ALA Editions, 2007.
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    7:00 pm
  10. page Unit Plan edited ... · Content Areas: Language Arts, Social Studies · Lesson/Unit Length: 3 lessons. The first les…
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    · Content Areas: Language Arts, Social Studies
    · Lesson/Unit Length: 3 lessons. The first lesson in the library and two followup lessons in the classroom.
    ...
    critical readers. This is a powerful purpose statement. Your lesson/unit plan aligns well with the content of our course. Brava.
    · Objectives
    Students will learn about thediscuss Cinderella archetype
    ...
    present their findings infindings. Create a multimedia presentation. You will want to choose measurable verbs for each objective. It also helps to list them because then the verbs are clear and you can see how you're doing as far as levels of thinking (Bloom's) are concerned. Brava for integrating technology.
    Students will
    1. Define the Cinderella archetype.
    2. Compare and contrast...
    3. Present their findings... - to make this stronger: Create
    in a multimedia presentation to presentof their findings.
    · Resources,

    Resources,
    Materials, and
    Reel Grrls "Cinderella Updated." YouTube. Web. 24 Jul 2010. http://www.teachertube.com/viewVideo.php?video_id=95553&title=Cinderella_Updated
    What fun! Students will love this!
    Children’s or Young Adult Literature
    Climo, Shirley, The Egyptian Cinderella. New York: Harper Collins, 1989.
    ...
    San Souci, Robert. (written and illustrated by) Sootface: An Ojibwa Cinderella Story. 1997.
    Sierra, Judy. The Gift of the Crocodile: A Cinderella Story. Illustrated by Ruffins, Reynold. 2000.
    Brava for your additions and revisions!
    For a complete list of recommended resources go to Cinderella Stories
    Other Resources
    ...
    Sierra, Judy. Cinderella:The Oryx Multicultural Folktale Series. Phoenix, Arizona: The Oryx Press, 1992.
    This anthology of Cinderella tales includes 25 versions of the Cinderella story from cultures all over the world, including Europe, Africa, Asia, South Asia, the Middle East, and the Americas. A glossary to the tales, as well as a section on essays, activities, and issues are found at the back of the book.
    Websites - Excellent resources!
    Washington State University: World Civilizations : link to website for student research of cultures.
    Exploring Ancient World Cultures: an Introduction to Ancient World Cultures on the World Wide Web : link to website for student research of cultures.
    ...
    Graphic Organizers
    {Story Elements Chart.doc} {Surface Culture Chart.doc} {Deep Culture Chart.doc} {KWHL chart.pdf}
    Brava for your "deep culture" chart. This is may be challenging for students but it will definitely support them in reaching the learning objectives.
    Materials
    Equipment: Presentation cart, chart paper, easel, markers
    ...
    paper
    {Student Rubric.doc}
    Since comparing and contrasting is a main objective of this lesson, please consider adding a criterion to the rubric to assess students' proficiency in meeting this learning goal.
    · Standards
    Reading and/or writing
    ...
    · Process:
    The students will be taught how to look at a Cinderella variant and extract information using graphic organizers. The students will compare and contrast each Cinderella variant and give a multimedia presentation of what they have learned.
    ...
    by a grade.
    How can you maximize
    grade.Teacher will start the benefit of coteaching in the motivation? One way islesson with one shoe only and start asking to interject fun and humor inot sharing the realia. For instance, you could dostudents if they have seen her shoe, then post a Cinderella shoe scene from the Perrault version with each educator taking a part. Show the students whatposter witha reward for whoever finds her shoe. Students might guess that she is novel about this lesson/unit."Cinderella"
    Student-friendly Objectives:
    *Student will compare and contrast culturally appropriate literature from around the world.
    ...
    Second class:Librarian and teacher are reading a Cinderella variant and modeling how to fill out the graphic organizers. Students will bring their homework and discuss cultural differences/similarities, characters, plotlines, etc. Students will select partners to make a group, then find 2 new resources and make a presentation, preferably multimedia. The librarian and classroom teacher will monitor progress in small group and give guidance.
    Third class: Students will share their presentation with the class and return their rubric to the teacher.
    When will educators model completing the graphic organizers? I believe students will need support in distinguishing and identifying surface and deep cultural markers.
    This would be in aGuided Practice section.

    Student Participation Procedures or Student Practice Procedures
    *Students will raise their hand to ask for a turn to speak during teacher or librarian presentation.
    ...
    *Finished product should be free of mistakes, according to seventh grade writing expectations.
    Guided Practice
    ...
    for students. (This describes presentation.)
    Librarian and teacher are reading a Cinderella variant and modeling how to fill out the graphic organizers.

    Students will work in teams of two (or three) and make a power point presentation that includes graphics and text and present it in front of the class.
    The librarian and the classroom teacher will monitor their comprehension and performance in small groups.
    Closure
    ...
    across cultures. When and with whom will students share their presentations?
    Reflection
    As a class, students will participate with their thoughts and ideas of Cinderella stories in real life and the media. It is helpful to include some questions to ask in order to stimulate the conversation/reflection.
    (view changes)
    6:56 pm

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