GLOBAL CLASSROOM

MODULE
Cultural Writings: Global Myths, Fairy Tales, and Fables

Meagan Norris
EDTC 645 - Integrating Technology: Global Perspectives
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Introduction

The purpose of the Global Classroom Module is to present a

Global Classroom Module: Pre-Planning Template (Previously Submitted)

Summary: Throughout this project students will explore myths, fairy tales, and fables that

represent a variety of cultural backgrounds. Upon completion of this unit, student will present

their understanding of the elements of these works, explain the differences in works based on

culture, and produce their own version incorporating what they have learned about the works and

their cultural impact.

Background concerning the school and the group you are working with: I currently teach

10th grade English at a large high school in Southern Maryland. Our school is a veritable melting

pot, serving both the rural farming community and the booming Naval Base community and

everyone in between. There are approximately 1600 students here, and my 10th grade classes

average 29 students during any given class. Our school houses a STEM program, but also has

one of the highest number of FARMS students in the county, with approximately 35% of

students described as Economically Disadvantaged (US News and World Report L.P., 2017).

Our demographics: 43% Caucasian, 35% African American, 5% Asian, 9% Hispanic, 7% Two

or More Races, and .5% other (US News and World Report L.P., 2017).

Time frame: One unit conducted over a six week period.

Subject And Grade Level: Grade 10 English (World Literature)

Proposed Topic and Rationale: Myths, Fairy Tales, and Fables and Their Cultural Implications
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This unit will require students to read and explore several myths, fairy tales, and fables from

different cultures around the world, in conjunction with several from the US, in order to

understand the elements of traditional works and how culture is explored through these writings.

Students will then choose one additional work (a German myth, fairy tale, or fable) to focus their

attention on for the remainder of the unit. This choice will guide their involvement in the Global

portion of the unit. In terms of this Global aspect, I would set up an iEARN platform and pair my

classroom with a classroom from Germany. Students would first read their selection, and then

prepare questions to ask the students from Germany in order to better understand the cultural

references and implications of the work, and relate how what they have learned has shaped their

impression of the work and its cultural identity. Students will be required to respond similarly to

questions from the partners that relate to myths, fairy tales, and fables from the U.S. Students

will then come together to discuss what they have learned and compare various works from

different cultures, noting differences and similarities (cultural vs genre specific).

The culminating project would be a student-produced myth, fairy tale, or fable in which they

represent their own culture or background through their writing choices.

Rationale: Throughout this project students will be exposed to various cultures and their beliefs.

Students will critically examine these beliefs and will collaborate with their global partner to

better understand the different culture they read about. It is my belief that this expose and

collaboration will provide students with a greater global awareness and will promote positive

global skills. Additionally, this collaboration will allow for all participating students to produce

their own myth, fairy tale, or fable and share their writing and cultural influences with others.

Global Network You Plan to Use: iEARN

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Key Challenges: The first challenge I can foresee is locating a partner classroom in order to

accomplish the Global aspect of the project. To combat this, I would need to set up my project on

iEARN well in advance, find a willing and enthusiastic partner to continue to shape the project

with, and communicate frequently with this partner.

A second possible challenge would be technical resources in order to accomplish the global

collaboration. We would need to decide ahead of time whether synchronous or asynchronous

meetings would be acceptable, when to hold such meetings, and using what resources. To

alleviate this problem, we could agree to use Skype and e-mail (synchronous and asynchronous /

Germany is 6 hours ahead, so we could meet together at the beginning of our school day and the

end of theirs). I would need to assure computer and Skype access throughout these Global

meeting days ahead of time. Additionally, setting up a schedule ahead of time will be necessary.

A third possible challenge would be student technical abilities in using the resources to

communicate with our partner classroom. In regards to this problem, I would need to assure

students have the technical knowledge needed to use these resources ahead of time as well.

Prior Knowledge: Content knowledge: Students would need an introduction to myths, fairy

tales, and fables before beginning this project. They would need to know how culture impacts

these writings, and that most (if not all) are culturally specific and reflect the beliefs and ideas of

the country they come from. Students will complete this introduction before beginning their

project. To assess whether students have the necessary knowledge, we will take a pre and post

quiz to gauge understanding.

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Technical knowledge: Students will need to know how to navigate and use Skype and email

functions in order to communicate with the partner classroom students. To assess this

knowledge, they’ll complete a quick tutorial and submit an assignment showing their ability to

use the technology correctly.

Standards and Key Concepts

Content Standards:

Common Core State Standards in Literature, Writing, and Speaking and Listening:

CCSS.ELA-LITERACY.RL.9-10.1

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as

well as inferences drawn from the text.

CCSS.ELA-LITERACY.RL.9-10.2

Determine a theme or central idea of a text and analyze in detail its development over the course

of the text, including how it emerges and is shaped and refined by specific details; provide an

objective summary of the text.

CCSS.ELA-LITERACY.RL.9-10.6

Analyze a particular point of view or cultural experience reflected in a work of literature from

outside the United States, drawing on a wide reading of world literature.

CCSS.ELA-LITERACY.W.9-10.1

Write arguments to support claims in an analysis of substantive topics or texts, using valid

reasoning and relevant and sufficient evidence.

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CCSS.ELA-LITERACY.W.9-10.3

Write narratives to develop real or imagined experiences or events using effective technique,

well-chosen details, and well-structured event sequences.

CCSS.ELA-LITERACY.W.9-10.6

Use technology, including the Internet, to produce, publish, and update individual or shared

writing products, taking advantage of technology's capacity to link to other information and to

display information flexibly and dynamically.

CCSS.ELA-LITERACY.SL.9-10.1

Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups,

and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others'

ideas and expressing their own clearly and persuasively.

Technology Standards:

International Society for Technology Education ISTE (S):

1. Empowered Learner

1c. Students use technology to seek feedback that informs and improves their practice and to

demonstrate their learning in a variety of ways.

2. Digital Citizen

2b. Students engage in positive, safe, legal and ethical behavior when using technology,

including social interactions online or when using networked devices.

3. Knowledge Constructor
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3c. Students curate information from digital resources using a variety of tools and methods to

create collections of artifacts that demonstrate meaningful connections or conclusions.

6. Creative Communicator

6b. Students create original works or responsibly repurpose or remix digital resources into new

creations.

6c. Students communicate complex ideas clearly and effectively by creating or using a variety of

digital objects such as visualizations, models or simulations.

6d. Students publish or present content that customizes the message and medium for their

intended audiences.

7. Global Collaborator

7a. Students use digital tools to connect with learners from a variety of backgrounds and

cultures, engaging with them in ways that broaden mutual understanding and learning.

Pre-Lesson Steps: Before introducing the lessons to my students:

- Develop the project, focusing on Curriculum and Standards

- Join the iEARN Global Network

- Connect with a teaching partner and discuss the project

- Ensure all needed technology is accounted for and students know how to use technology

- Communicate with teaching partner, developing objectives, schedule, lessons, and

assessments
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Technology Use: Technology will be integrated throughout the unit as the main communication

tool connecting my students with their global partners. Technology will be used to allow students

access to the first several works they will read, and as a research tool as they research cultural

implications on these works as well. Students will also use technology as they write their own

myths.

Essential Question (s):

- What are the qualities of myths, fairy tales, and fables?

- How does culture impact myths, fairy tales, and fables?

- What are similarities and differences you notice between your cultural work and the

German cultural work you read?

- How does your work represent you and your culture?

Differentiated Instruction: Guided questions to aide in cultural understanding. List of questions

to ask cultural expert partner to understand cultural implications. Myth/fairy tale/fable writing

guide. Extended tasks.

Starting Activity For Module: The unit will begin with an introduction to myths, fairy tales,

and fables, asking students to list ones they know and then discuss the cultural representations in

these works. We will discuss how culture impacts writing and how they can use their own

writing to display their unique cultures. I will complete the introduction to the unit by discussing

the global partner portion lessons, explaining that we will be able to read authentic works from
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another country and communicating with students from that country to understand how their

country’s culture is represented in the works.

Lesson Plans:

Summary of Two Lesson Plans:

Lesson 1: This lesson will take place within the first week of the Unit. Students will be

introduced to myths, fairy tales, and fables, and be provided with a basis for how culture impacts

these works. Students will watch a video on the works and will read a sample myth and answer

questions addressing comprehension about the genre and how culture impacts the writing.

Lesson 2: This lesson will take place within the third – fourth week of the unit. Students will

conduct their “interviews” with their expert partner through email or Skype. Possible questions

include: how is this a representation of German culture, what are some examples in the work that

connect to culture, and other general understanding questions, etc. Students will ask the

questions they’ve developed and will ultimately draft a paragraph response detailing what they

learned and how the cultural implications impacted their impressions of the work.

Summative Assessment: Students will brainstorm and produce their own myth, fairy tale, or

fable that is representative of their own unique cultural makeup. Upon completion, students will

share their writing with their global partner and reflect further on culture and myths, fairy tales,

and fables that reflect culture.

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Revisions to the Global Classroom Module Pre-Planning Template:

- The ISTE Standards for Students replaced the outdated NETS Standards originally

addressed in the lesson.

- Summaries for Lessons 1 & 2 have been adjusted to best represent the Unit goals and

show progression throughout the Unit.

- Extended Rationale that includes mirrored US/German classroom learning goals and

purposes for the Unit

- Changed focus from myths, folktales, and fairy tales to myths, fairy tales, and fables.

Lesson Plan Template #1:

Name Of Lesson: Introduction to Cultural Writing: Myths, Fairy Tales, & Fables

Lesson Description: This lesson will introduce students to the basic definitions of

myths, fairy tales, and fables. Students will watch a video detailing

the similarities and differences between the works, and develop an

understanding of how culture impacts the writing of these works.

Students will read a sample myth and discuss the qualities of the

work and the impact culture had on the writing.

Grade Level: 10

Subject: English: World Literature

Prepared By: Meagan Norris

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Purpose of the Lesson: Introductory lesson to prepare students to read and understand the

qualities of different literary genres (myth, fairy tale, and fable in

general) and how culture specifically impacts these writings.

Education Standards Common Core State Standards in Literature, Writing, and

Addressed: Speaking and Listening:

CCSS.ELA-LITERACY.RL.9-10.1

Cite strong and thorough textual evidence to support analysis of

what the text says explicitly as well as inferences drawn from the

text.

CCSS.ELA-LITERACY.RL.9-10.2

Determine a theme or central idea of a text and analyze in detail its

development over the course of the text, including how it emerges

and is shaped and refined by specific details; provide an objective

summary of the text.

CCSS.ELA-LITERACY.RL.9-10.6

Analyze a particular point of view or cultural experience reflected

in a work of literature from outside the United States, drawing on

a wide reading of world literature.

CCSS.ELA-LITERACY.SL.9-10.1

Initiate and participate effectively in a range of collaborative

discussions (one-on-one, in groups, and teacher-led) with diverse

partners on grades 9-10 topics, texts, and issues, building on

others' ideas and expressing their own clearly and persuasively.

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Lesson Goals: Students will:

- Develop definitions for myths, fairy tales, and fables and

distinguish characteristics of each writing

- Discuss how culture impacts myths, fairy tales, and fables

- Read a myth and determine the impact of culture on the

writing

Anticipatory Set: Students will enter class and begin the warm up when the bell

rings.

Lesson 1 Warm Up: If you had to write a story about your

culture, what are the main components you would include in the

story?

Content Delivery: - Discuss warm up responses

- Discussion leads into explanation of cultural writings

- Ask & Discuss: examples of cultural writings students

have read before

- Connect: these cultural writings are usually myths, fables,

or fairy tales!

- Pass out: Definition Chart: Myths, Fairy Tales, and Fables

- Watch Video: Myths, Fables, Folktales, and Legends -

What's the Difference?

(https://www.youtube.com/watch?v=Q6-ny4_bI2I)
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- Watch Video: Fables and Fairytales

(https://www.youtube.com/watch?v=Dq0sHWHZvmc)

- Review & Discuss the Definition Chart with a partner

- Students visit websites

(http://www.planetozkids.com/oban/what-is-difference-

between-myths-legends-fables-folk-tales.htm) &

(http://teacher.scholastic.com/writewit/mff/) to research

these genres and add to their Definition Charts

- Class Discussion of Definition Charts

- Students read - Chelan (Native American) Creation Myth

(http://www.indians.org/welker/firstind.htm)

- Students spend the rest of the class reading their myth and

responding to the Chelan Creation Myth: Response

Questions assignment

Differentiation: - Basic definitions of myth, fairy tale, and fable will be pre-

filled on Definition Charts

- Separate myths may be selected and distributed to students

based on reading level (level appropriate texts)

- Video transcripts if necessary

- More challenging myth and/or higher order thinking

response questions where necessary

Technology Resources: Smartboard, laptop computers with Internet access

Assessments: - Warm up completion

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- Participation and Definition Chart completion

- Teacher observation

- Exit Ticket

Extension Activities: Students should need the entire class period to work on their myth

reading and questions. Students who do finish early will be

provided with another myth to review.

Closure: Exit Ticket: Define MYTH in your own words.

Homework: Complete any unfinished reading and responses.

Comments/Notes:

Lesson Plan Template #2:

Name Of Lesson: Global Expert Interviews: Readings and Culture

Lesson Description: This lesson will require students to participate in the global

components of the unit. Students will conduct their interviews

with their expert partner through email or Skype. Students will ask

the questions they’ve developed in order to understand how

German culture influenced the myth, fairy tale, or fable they chose

to read and research. Students will ultimately draft a paragraph

response detailing what they learned and how the cultural

implications impacted their impressions of the work.

Grade Level: 10

Subject: English: World Literature

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Prepared By: Meagan Norris

Purpose of the Lesson: Lesson designed to allow students to communicate and collaborate

with their German partners in order to understand how culture

specifically impacts the myth, fairy tale, or fable they’ve chosen to

focus on and requires students to relay what they have learned

about how culture impacts these genres overall.

Education Standards CCSS.ELA-LITERACY.RL.9-10.1

Addressed: Cite strong and thorough textual evidence to support analysis of

what the text says explicitly as well as inferences drawn from the

text.

CCSS.ELA-LITERACY.RL.9-10.2

Determine a theme or central idea of a text and analyze in detail its

development over the course of the text, including how it emerges

and is shaped and refined by specific details; provide an objective

summary of the text.

CCSS.ELA-LITERACY.RL.9-10.6

Analyze a particular point of view or cultural experience reflected

in a work of literature from outside the United States, drawing on

a wide reading of world literature.

CCSS.ELA-LITERACY.W.9-10.1

Write arguments to support claims in an analysis of substantive

topics or texts, using valid reasoning and relevant and sufficient

evidence.
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CCSS.ELA-LITERACY.SL.9-10.1

Initiate and participate effectively in a range of collaborative

discussions (one-on-one, in groups, and teacher-led) with diverse

partners on grades 9-10 topics, texts, and issues, building on

others' ideas and expressing their own clearly and persuasively.

Lesson Goals: Students will:

- Collaborate and communicate with diverse partners to

understand the cultural impact of their chosen work.

- Conduct an interview with a German partner and discuss

the cultural impact on their chosen work.

- Write a paragraph to demonstrate their understanding of

the impact of culture on myths, fairy tales, or fables.

Anticipatory Set: Students will enter class and begin the warm up when the bell

rings.

Lesson 2 Warm Up: Today is the day you get to interview your

German partners about how their culture is reflected in the work

you read. Pull out and review your interview questions. Be sure

your questions will help you to understand everything you need to

about your work and the German culture.

Content Delivery: - Review procedures for responsible technology use and

collaboration expectations

- Students connect with their German partners through

Skype (or email, depending on classroom timing. Periods

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1-2 would be able to Skype, but classes later on in the day

would need to email only, as the time difference does not

line up)

- Students complete: Cultural Impact Summary paragraphs

to relay what they have learned (Only students able to

Skype. Others will complete paragraphs the following day)

Differentiation: - Question Guides for those who need interview questions

- Summary writing guide if needed

- Additional myth, fairy tale, or fable may be assigned to

gifted students to continue developing collaboration

efforts.

Technology Resources: Smartboard, laptop computers with Internet access, email, Skype

Assessments: - Interview Questions

- Collaboration Participation (Teacher Observation)

- Cultural Impact Summary

- Exit Ticket

Extension Activities: Students who are emailing their interview questions will need

something else to do during class time. Also, some students may

finish their interviews quickly. They will be encouraged to

continue communicating, but may lag. These students will be

provided with an early copy of the Final Assignment for the Unit,

the Personal Culture: Myth, Fairy Tale, or Fable Writing Project.

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Closure: Exit Ticket: What is one thing you learned today about culture and

myths, fairy tales, or fables?

Homework: N/A

Comments/Notes:

Lesson Resources:

A) Definition Chart: Myths, Fairy Tales, and Fables

B) Chelan Creation Myth: Response Questions

C) Cultural Impact Summary

D) Cultural Impact Summary Checklist

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A) Definition Chart: Myths, Fairy Tales, and Fables

Fill in the chart as we discuss Myths, Fairy Tales, and Fables

Myths Fairy Tales Fables

What do you already

know?

Notes from Video 1

Notes from Video 2

Notes from

Discussion
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B) Chelan Creation Myth: Response Questions

Respond to the following questions as you read through and contemplate the myth.

1. Explain the characters in the myth and what they represent.

2. What are the conflicts that occur in this myth? How are they dealt with?

3. What is the role of nature in the myth? Why do you think this role exists?

4. Summarize what you learned about Creation from this myth.

5. Based on our class discussion, write a definition of myth.

6. How does this creation story fit your definition of a myth?

7. Give three examples of how you see the Chelan culture represented in the myth.

8. Reflect on what you have learned about Chelan culture from reading the myth.

9. Reflect on what you have learned about the overall impact of culture on myth writing.

10. What questions do you have about myths or the impact of culture on myths still?
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C) Cultural Impact Summary

Cultural Impact Summary

Now that you have a basis for understanding myths, fairy tales, and fables, complete the

following assignment to show your understanding of culture in the work you chose.

Assignment: Write a one-two paragraph summary of what you have learned about the impact of

culture on the myth, fairy tale, or fable you read and discussed with your German partner. In

your paragraph, you should provide (1) a definition of myth, fairy tale, or fable, (2) a justification

for why your chosen work fits the genre, (3) a discussion of how culture impacts the genre, and

(4) examples of how German culture specifically is represented in your chosen work, with (5)

references made to your interview and the responses you received.

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D) Cultural Impact Summary Checklist

The following checklist will be used to grade your Cultural Impact Summary:

_____ / 20 = Discussion of how culture impacts the genre

_____ / 20 = Examples of representation of German culture

_____ / 20 = Interview response integration

_____ / 10 = Myth, fairy tale, or fable definition

_____ / 10 = Justification for work/genre alignment

_____ / 10 = Interview Participation

_____ / 5 = Meets length requirements

_____ / 5 = Grammar & Mechanics

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References:

Common Core State Standards Initiative. (2017). Teaching and learning: English language arts

standards. Retrieved from http://www.corestandards.org/ELA-Literacy/CCRA/R/

International Society for Technology in Education (ISTE). (2016). ISTE standards for students.

Retrieved from

http://www.iste.org/standards/iste-standards/standards-for-students

US News and World Report L.P. (2017). Great Mills High. Retrieved from

https://www.usnews.com/education/best-high-schools/maryland/districts/st-marys-

county-public-schools/great-mills-high-9199