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 childrens 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 Complex Reasoning Processes

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)

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

Framework (District Curriculum):

Goal 1 Goal 2

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 youve 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. Lets 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 students 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 Kids 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 Levels 4 Exceptional Writer: Ready to send.

Crite iteria
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)

3 Experienced Writer: Ready with a few minor revisions.

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)

2 Developing Writer: Needs some work

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.

1 Limited Writer: Still under construction

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

Students 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 students 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 students 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 students 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. Describe what was the hardest thing for you to do in this project.

Tell what you enjoyed doing the most in writing and presenting your folk tale.

What are some things you might do differently the next time?

1998 Pattonville School District

Fun with Folk Tales

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