Sarah MacMillan
L574
Sping 2008
The unit was designed for a fourth grade classroom of 25 to 30 students in a suburban school setting. By fourth grade, students have mastered basic reading and writing skills as well as a basic understanding of vocabulary. Instead of learning to read, students are beginning to read to learn (Stripling 8). They have used the library to find information in the past and will be familiar with some of the basic research tools, such as encyclopedias and dictionaries and have acquired basic keyboarding skills. In general, fourth graders have yet to develop abstract thinking and are very concrete in their understanding of the world. They are very concerned with issues of right and wrong and following the rules and tend to have a more legalistic view of morality. Fairy tales, with clear delineation of good and bad characters, with good characters rewarded and bad characters punished, are particularly appealing to fourth graders. In language arts, students are expected to be able to identify main themes and traits as well as distinguish between different types of imaginative forms of literature. Fairy tales, with their straight forward narratives, are especially useful for helping students develop the skills in identifying themes in literature. Teachers can try to further expand their thinking by asking students questions about whether punishment was deserved and whether it was too extreme. The purpose of the unit is to help students recognize common fairy tale motifs in different fairy tale variations and across different cultures. Students will have to critically evaluate and compare different fairy tales to determine the common motifs for the story. As part of the project, students will be choosing thier own fairy tale to investigate. This requires that students use the knowledge that they gained in early lessons to evaluate and determine common motifs and variations in the story that they will study. At the end of the lesson students will have to create a visual representation of their fairy tale, applying the knowledge that they have learned and sharing the information with the rest of the class. Since some students may be studying the same fairy tale, they will have the opportunity to share some of their resources and work collaboratively with each other. Part 1: Two days The first part of the unit will focus on defining the concept of fairy tales and building students’ experience and knowledge. The story of Cinderella will be used to model for students how to analyze a story for common traits as well as how to compare different variations to determine common motifs. Since there are over one hundred variations of Cinderella that have been found world wide, there are a wide variety of variations that can be compared. On the first day, students will develop a class definition of the term fairy tale. The second day, the librarian will introduce students to the Cinderella story and will help students start to develop a list of Cinderella motifs. Part 2: Four days After Cinderella has been introduced, students will choose a fairy tale that they will eventually investigate. The librarian will read a variation of Cinderella, The Rough-Face Girl, to the class and model for students how to compare the two stories to determine common motifs. The classroom teacher will continue to read different variations of Cinderella throughout the project during the students’ regular reading time, continuing to compare stories for common Cinderella motifs. Concurrently, students will be using the library to investigate the fairy tale that they have chosen as well as finding different variations that they will compare. Part 3: Four days Students use the information that they learned about their fairy tale to determine the common motifs for their particular tale. For example, a student who is looking at the story the three pigs may determine that the number three is an important motif. After students have investigated their fairy tale, they will have to present the information that they found to the rest of the class. They can illustrate part of their fairy tale, make a visual representation such as a poster or concept map, develop a skit, or advanced learners can create their own variation of the fairy tale. The classroom teacher will assist students in developing their projects. At the end of the lesson students will reflect on the unit and inquiry process on their reading logs. Information fluency Callison defines information fluency as the ability to employ a variety of information literacies in order to meet information needs (15-16). By incorporating different types of literacy skills into the inquiry project, students have the ability to develop several different types of literacy skills, such as information or technology literacy, to become fluent among the different literacies. For instance, analyzing fairy tales for common motifs helps develop students’ information literacy while incorporating technology into the final project helps students develop their technology literacy skills. Applying these skills in the context of an inquiry project helps students retain the skills that they learned (Overholtzer & Tombarge 1). In order to develop a fairy tale unit to explore fairy tale motifs, the librarian will have to plan the unit extensively with the teacher. This would involve meeting periodically after to school to discuss issues such as the roles and responsibilities of each person, the standards that need to be addressed in each lesson, as well as materials and resources that would be needed to make the unit successful. A general outline of the unit along with a concept map describing the different roles and responsibilities will be used as planning materials and to periodically monitor the progress of the unit. The inquiry model that provided the framework for the unit was Barbara Stripling’s Inquiry Process Model. There are six steps in this model, which tries to connect literacy skills and strategies with teaching strategies and inquiry skills. Since this model provides a connection between reading and literacy skills to the inquiry process, this model was felt to be the best framework for developing an inquiry project based around analytical reading skills. Connect—connecting previous knowledge and building background expertise and knowledge. In order to connect students to their previous experiences with stories and to generate interest for the unit, students were encouraged to think about fairy tales in relation to stories generated by the “common” or everyday people, like the people in their neighbourhood. Their background knowledge and expertise with the subject was developed through lessons defining fairy tales and common motifs. Wonder— develop questions and make predictions. Throughout the lessons and during reading time, students were asked to make predictions about what was going to happen next and what possible motifs might be present based on their newly developed knowledge and experience with fairy tales. As part of the unit, students had to explore their own fairy tale, generating questions based on what they wanted to learn about the story that they chose. Investigate— find and evaluate information. As part of the project, students spent time in the library investigating their fairy tale and finding different versions to compare and use in their final presentation. Construct—construct new understandings and draw conclusions. By comparing different variations and of the same fairy tale, students are able to the common motifs for their story. For instance, by comparing several versions of the three bears students might conclude that the number three is a common motif. This helps students develop an understanding of archetypical characters traits that they may find later in more complex stories. Express—share ideas with others. As a final part of the project, students must create a visual representation of their fairy tale and share it with the rest of the class. Students who want to investigate the same fairy tale, may also end up working together and sharing their information over the course of the project. Reflect—reflect on the learning process and new understanding. At the end of the lesson, students complete a reflective journal log about the fairy tale unit. This helps students crystallize everything that they have learned over the course of the project. This also allows the teacher and librarian to review what students have learned over the course of the lesson (Stripling 8-17). Inquiry models can be especially useful for teachers and librarians because they provide a useful framework for developing learning experiences for students. They can also aide in the planning process, helping the teacher and librarian determine what lessons or learning experiences will need to be developed in order t o meet the particular inquiry process stages. Barbara Stripling’s model is especially useful because it offers different teaching strategies that can be used at different stages in the process. Inquiry models also help to develop student inquiry and literacy skills, giving them the skills that they will need later in life. Since inquiry and research is usually a process that is very fluid, with people moving back and forth across the different steps, breaking the process down into steps helps students understand the different skills needed in each phase much better. By breaking the process down into easily workable stages, students have the opportunity to master or become more proficient with one step before the move onto the next. The model also helps teachers integrate information skills into the content of the classroom, giving skills a context and increasing the likelihood students will retain these skills. As with any model, there are also drawbacks to using it in the classroom. Since the Inquiry Process model was developed for use at several different levels, it must be adapted to meet the particular needs of younger students. The lessons included here are mainly focused on the first stages of the Inquiry Process model, focusing on building students’ knowledge of fairy tales and Cinderella motifs to better enable them to practice analytical skills in their project. Building this background knowledge meets the Indiana content standards for language arts by helping students distinguish different forms of imaginative literature. Background knowledge is also necessary to enable students to recognize a character prototype, such as Cinderella, in stories from different cultures. In turn, this understanding and expertise with fairy tales and different motifs helps students appreciate literature and different “creative expressions of information,” (Information Power 26). One of the main objectives for this unit is to help students develop their analytical reading skills so that they can identify and distinguish between common features of different imaginative forms of literature. The goal is for students to develop a concept of what fairy tales are and to be able to recognize common fairy tale motifs that might be specific to a particular type of fairy tale. For instance, when the whole class compares different fairy tale variations together, students will be expected to recognize common motifs such as fairy godmothers, cruel stepsisters/stepmothers, glass slippers, being made to work, and the importance of balls and princes. The teacher and librarian will model for students how to compare different variations of the same story to determine common motifs. By comparing different variations, students will be expected to recognize the same types of motifs but in a different form. For example, students will be able to read the story The Rough-Face Girl and recognize the evil sisters as a motif. During each session, students will complete worksheets comparing different stories to common Cinderella motifs. These worksheets will be evaluated by the teacher to check for students’ understanding. In addition, students will complete worksheets as part of their research process. They will keep track of the questions that they developed and where they found their information. Students will also use these sheets to compare the different variations that they found, which will also be evaluated at the end of the unit. Students will create a final project that is a representation of their fairy tale, which will be evaluated with a rubric. Example of student created worksheet Subject/Topic: Fairy Tales Information Literacy Standards: ILS 2: The student who is information literate evaluates information critically and competently ILS 3: The student who is information literate uses information accurately and creatively ILS 5: The student who is an independent learner is information literate and appreciates literature and other creative expressions of information. Content Area Standards: 4.3.1 Describe the differences of various imaginative forms of literature including fantasies, fables, myths, legends, and other tales 4.5.2 Write responses to literature that demonstrate understanding of literary work and support statements with evidence from text 4.7.1 Ask thoughtful questions and respond orally to relevant questions with appropriate elaboration 4.7.2 Summarize major ideas and supporting evidence presented in spoken presentations Materials: Handouts with common fairy tales (Sleeping Beauty, Cinderella, Little Red Riding Hood, Snow White) Student Worksheets Objectives: Students will be able to distinguish fairy tales from other imaginative forms of literature such as fables and myths Students will be able to determine the characteristics of fairy tales from reading narrative text Motivation: As a class, students discuss stories that they know from their family or neighborhood. Discuss some of the common characteristics of stories and write on chalkboard. Talk to students about how people shared stories in the past. Compare to previous lessons on myths. Show students examples of common fairy tales. Goal for Learner: Develop a definition of fairy tales Content/Procedures: Divide students into groups Give each group a different fairy tale Working in groups, students read fairy tales together and use work sheet to determine common elements Students use these elements to develop a definition of fairy tales in their groups Each student then moves to a new group and shares their definition with the other members of the new group Students on the new group work together to either create a new definition or pick the definition that they think is best Practice/application: As a class, each group shares their definition of fairy tale The class works together to determine the elements of fairy tales The class develops their own definition of the term fairy tale which they will use for the rest of the class Subject/Topic: Fairy Tales: Cinderella Information Literacy Standards: Information Literacy Standards: ILS 2: The student who is information literate evaluates information critically and competently ILS 3: The student who is information literate uses information accurately and creatively ILS 5: The student who is an independent learner is information literate and appreciates literature and other creative expressions of information. Content Area Standards: 4.2.3 Make and confirm predictions about text by using prior knowledge and ideas presented in the text itself, including illustrations, titles, topic sentences, important words, foreshadowing clues (clues that indicate what might happen next), and direct quotations. 4.3.2 Identify the main events of the plot, including their causes and the effects of each event on future actions, and the major theme from the story action. 4.3.4 Compare and contrast tales from different cultures by tracing the adventures of one character type. Tell why there are similar tales in different cultures Materials: Movie clip of Cinderella A copy of Charles Perrault’s version of Cinderella Copies of other Cinderella variations (ex. Chinese Cinderella, Appalachian Cinderella, Mexican Cinderella, etc.) Blackboard Student worksheets Objectives: Students will identify motifs specific to the story of Cinderella Motivation: The teacher will show students a short clip of Cinderella. They will discuss with students what they know about the story. Goal for Learner: Students will identify motifs specific to the story of Cinderella Content/Procedures: Read the story Cinderella by Charles Perrault Compare story with the class developed definition of fairy tale As a class, list other elements on a chalk board that students think are unique to the story of Cinderella Ask students if they have heard of other versions of Cinderella Display other variations of Cinderella Practice/application: Students will choose a fairy tale to explore Will fill out the first part of their project log Subject/topic: Fairy Tales: Cinderella Variations Information Literacy Standards: ILS 2: The student who is information literate evaluates information critically and competently ILS 3: The student who is information literate uses information accurately and creatively Language Arts: 4.2.3 Make and confirm predictions about text by using prior knowledge and ideas presented in the text itself, including illustrations, titles, topic sentences, important words, foreshadowing clues (clues that indicate what might happen next), and direct quotations. 4.3.2 Identify the main events of the plot, including their causes and the effects of each event on future actions, and the major theme from the story action. 4.3.4 Compare and contrast tales from different cultures by tracing the adventures of one character type. Tell why there are similar tales in different cultures. Materials: Picture book: The Rough-Face Girl Blackboard Student worksheets
Objective: Students will be able to make predictions about what will happen next in the story based on previous experience with Cinderella stories. Students will be able to identify major motifs or themes in the story that are also in other Cinderella stories. Students will be able to identify similarities and differences between this Cinderella story and Cinderella story from other cultures. Motivation: Introduce book to students. Ask students if they know where the Algonquin Indians lived. Locate on a globe and place pin into globe. Keep track of where all of the different variations of Cinderella are from throughout the unit Goal for learner: Compare this Cinderella fairy tale with other Cinderella fairy tales. Content/procedures: Read the story The Rough-Face Girl to students Ask students questions periodically, asking them to predict what will happen next in the story. Ask questions that relate to students prior experience with Cinderella stories. Practice/application: Discuss similarities and differences between this story and other Cinderella stories students are familiar with students. Using the blackboard, as a class create a concept map comparing The Rough-Face Girl to previously identified fairy tale motifs In order to evaluate the effectiveness of the unit, the librarian and teacher will meet with each other after school for a debriefing session and to discuss any changes they will need to be made to the unit in the future. Planning materials such as the unit outline and plan will also be reviewed during the debriefing session in order to guide the review process. In addition, the teacher and librarian will meet periodically throughout the unit to discuss how the lesson is progressing and to discuss how well the students are meeting the goals and expectations of the unit. These will be brief, informal meetings that will be scheduled as needed. Any changes that need to be made to enhance student learning outcomes will be discussed at these meetings. Students will also create a reflective journal that will be added to the end of the lesson. This journal is a regular part of the teacher’s classroom activities and is written in daily. It is used by the teacher to keep track of student progress and to practice reading and writing skills. These journal s will be reviewed by the teacher and librarian in order to evaluate what students learned and thought about during the course of the unit. Final projects will also be reviewed to determine how well students met the stated objectives of the unit. For example, student comparisons of the fairy tale variants that they investigated will be evaluated to determine whether students were able to recognize important motifs in their own stories. If students are shown to have problems with fairy motifs, they compare two stories that are not variants or miss important themes for example, then the librarian and teacher will know that more work is needed to help students meet the objectives of the lesson. Field Test 1: Since I am not currently working in a k-12 school, one of the only opportunities that I have to teach students is my Sunday school class at my church. I tested part of my lesson on my Sunday school students, reading different variations of Cinderella and having students identify common motifs. One student recognized the motif of “test” which runs through many fairy tales, which is an element that I had previously forgotten about. Since there were not many students in my class that day, my students took turns reading the story aloud to each other. Field Test 2: I had my lesson reviewed by a highschool Family and Consumer Sciences (FACS) teacher. This teacher's focus is child development and early childhood education, and she has also taught classes for who are interested in being certified chid care providers in the state of Indiana. Even though she is a high school teacher, she has a lot of experience in working with young children and has a lot knowledge of child development. Email communication for Miss Chalmers: Field Test 3: At my job, I work with individuals with who have developmental disabilities (people who are diagnosed with mental retardation) whom the agency reders to as clients. While the people that I work with are adults, many of them function at a elementary level. In addition to practicing my lesson on the children in my Sunday school class, I also practiced part of the lesson on the clients in hte room that I wrok in. At the beginning of the lesson we discussed different Cinderella motifs and then I read two different Cinderella variations to the clients. We then identified the Cinderella motifs in each story and wrote them on a chalkboard. The clients enojoy stories being read to them in general, but particularly liked hearing the Cinderella stories and figuring out the common motifs. In Case You Missed It: Insights from Internet E-mail http://www.middleweb.com/INCASEinquiry.html This website provides postings from listservs and other Internet sites that provides curricular ideas on working with students. It was from this web site that I got the idea for having students develop a class definition of the term "fairy tale." I adapted the idea from a posting from Ellen Berg, who originally posted her ideas as diary entries on Middle Web's diary section. Education.com This is a general child development and education web site for parents and teachers. It provides useful articles about the different developmental levels of children and what the teaching and learning implications are for different ages. There are articles on a variety of subjects, such as the presidential nominees' stance on education to tips about raising teenagers and information about healthy foods. Even though most of the information is targeted at parents, teachers will also find the information interesting Teachnology http://www.teach-nology.com/web_tools/rubrics/ This website is an excellent resource for teachers needing to develop rubrics in order to evaluate student projects. Users can search a database of already generated rubrics, arranged by subject such as oral presentations or research projects. Teachers can also use the website to generate their own rubrics using their own objectives and performance standards. In addition, the web site offers the ability to make worksheets, puzzles, and lesson plans all online. American Association of School Libraries [and] Association for Educational Communications and Technology. Information Power: Building Partnerships for Learning. Chicago: American Library Association, 1998. Callison, Daniel and Leslie Preddy. The Blue Book on Information Age Inquiry, Instruction, and Literacy. Westport, Conn.: Libraries Unlimited, 2006. Overholtzer, Jeffrey & Tombarge, John (2003). “Promoting Information Fluency.” Educause Quarterly, 1. Stripling, Barbara K. “Building Independent Learners.” Curriculum Connections Through the Library. Westport, Conn.: Libraries Unlimited, 2003.Student Audience
Information Inquiry Role
Overview
Collaboration
Information Inquiry Model
Steps in the inquiry process:
Benefits and drawbacks
Student Performance
Teaching and Learning Materials
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Lesson 2:
Lesson 3:
Feedback and Evaluation
Field Test
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