Alexandra Moses

Folktale Remix Lesson Created by: Alexandra Moses

Grade: 3 Content/Unit: Folktales from around the world Estimated Lesson time: 4 1/2 weeks 2 days each week (five days with the music teacher, four days in the media center). Instructional Objectives Library: a. Students will deconstruct the literary elements of a folktale, identifying orally, in pictures, or in writing, at least two of the literary elements found in folktales. b. Students will correctly identify a remixed folktale and accurately describe, orally, in writing, or through artwork, how and why folktales can be remixed, giving at least one example. c. Students will remix one folktale, using writing, pictures, or dramatic play, to reflect their understanding of how the plot, sequence of events, and character development work together to convey the message of the folktale. Standards for the 21st-Century Learner: S1 1-1-2, S1 1-1-6, S1 1-1-9 S1 1-2-2 S1 1-3-4 S1 1-4-2 S2 2-1-6 S2 2-2-4 S3 3-1-3, 3-1-6 S3 3-2-1, 3-2-2, 3-2-3 S4 4-1-3 S4 4-4-1

Alexandra Moses Connection to local or state standards: Maryland Common Core Reading Literature Standard: RL2: Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. Essential Skills and Knowledge Restate, retell, paraphrase, and/or summarize the text and/or parts of the text either orally or in writing. Differentiate between key and minor details and events from the beginning, middle, and end of a literary text. Identify and explain the elements of a story (e.g., character(s), setting, problem, solution, sequence of events). Identify and explain plot-based relationships, including sequence/chronology, problem/solution, cause/effect. Connect appropriate key details to determine how the author conveys a message, lesson, or moral. Participate actively and appropriately in discussions about literary text. Week 1 Library, lesson 1: Introduce literary terms in folktales, discuss characters in folktales (Objective 1a). Warm-up (5 minutes, on reading rug): Ask the students: Whats your favorite fairy tale or folktale? Call on students and ask them why a particular tale is their favorite. Tell them that today they will be talking about different literary elements in folktales and how they are important to good storytelling. Tell them that they are going to start with how the characters in folktales interact in specific ways to help tell the story (AASL 1.1.2, CC RL2). Introduce literary terms (7-10 minutes, move to tables): Briefly introduce the literary terms that will be used throughout the 4-week unit (protagonist, antagonist, setting, and plot). Using a pre-made chart on the smartboard (copy of Folktale Chart template attached at the end), write down the fairy/folk stories that students named in the warm-up. Activate the students prior knowledge of those literary terms and as a group chart the protagonist, antagonist, plot, and setting in two or three of the stories they named. (For example, ask: Who is the antagonist in Cinderella? How do you know that the character is the antagonist?). Focus mainly on identifying main and supporting characters and their role in the story, but also talk to the students about how the sequence of events and the plot conflict or problem in a fairy tale makes it exciting (for instance, in Cinderella when the stepsisters tear apart Cinderellas dress so she cant go to the ball how does this scene move the story forward?). Formatively assess where the students need help and intervene as necessary.

Alexandra Moses

Zoom In on characters (20 minutes): Watch the video version of A Story, A Story. (AASL 1.1.6). Ask the students to think about the characters and identify them on the chart: Who is the protagonist? Who is the antagonist? Ask them to zoom in first on the Anansi character. Open a blank screen on the smartboard and ask the students to describe Anansis character (be prepared to use prompts - if students cannot offer descriptions, ask them to put their thumbs up if they think Anansi is good, bad, or a combination). Prompt deeper thinking by asking: What makes you say that? Why do you think he acted that way? How do his actions affect the other characters? If he wasnt a trickster, how would the story be different? (AASL 3.2.1, 3.2.2, 3.2.3, CC RL2). Closing (3-5 minutes, at the stacks): Have the students get up from the tables and walk with you to the folktales display. Tell the students that over the next few weeks they will be learning more about characters and other literary elements in folktales and folk music from around the world. Tell them that you want them to notice how a characters behavior makes a story more interesting and memorable. Tell them that next time theyll talk about the plot of folktales. Encourage checkout from the folktales selection. Week 2 Library, lesson 2: Continue discussing characters, discuss how the characters interact to drive the plot; begin instruction on different interpretations (objectives 1a and 1b). Warm-up (3-5 minutes, on reading rug): Ask the students: Remember the Anansi story we talked about last week? What instrument would you use to represent Anansi? Refresh their memory of the library and music lesson by asking them to tell you why they would choose a particular instrument. Ask: How would that instrument tell people about Anansi? Tell students that today theyll be talking about story plots and how folktales can be told in different ways. Zoom In on plot (20 minutes - movement activity): Listen to bilingual audiobook The Riddle of the Drum (which includes music to accompany the story). Ask the students to identify the different characters in the story and put them on the smartboard chart that was created the first day. Then ask them to zoom in on the story plot: What happened each time the prince met a new character on his journey? How did that further the story and get him closer to solving the riddle? Have the students act out the princes journey, assigning small groups of students to represent each of the characters the prince meets along the way. (AASL 1.1.9). Replay portions of the story as needed. Prompt them to notice the sequence of events as they act out the story. What happens if they mix up the order? (CC RL2).

Alexandra Moses Introduce remix (12-15 minutes, back on the reading rug): Remind students that folktales are traditional stories that often dont have a known author. They were handed down as oral stories that people told to one another, and maybe even acted out as they just did. Introduce the term remix and ask if any of them have ever heard the term. Give them a brief definition, using an example of a favorite fairy tale from the chart - i.e., Some of you said you liked the Rapunzel story. Did anyone see the movie Tangled? That is a remix of the Rapunzel story. Its not the same story, but one version of it. Tell them that now they are going to hear The Riddle of the Drum written by a different author. After reading the story from a big book, ask for a thumbs up or thumbs down if they liked the second version better than the first and vice versa. Closing (2 minutes): Show students some examples of alternative versions of their favorite fairy tales that they can check out (base selection on what students said during the first lesson, but the selection might include Ed Youngs Lon Po Po: A Chinese Red Riding Hood; and Adelita, a Mexican Cinderella Story by Tomie dePaola. AASL 4.4.1, 1.2.2). Tell them that next time theyll continue talking about remix as they begin create their own versions of a folktale in the library and in music class. Week 3 Library, lesson 3: Continue instruction on different interpretations, students begin work on their own interpretations (Objective 1c) Warm-up (5 minutes, on reading rug): Ask students: Have you ever heard a folktale turned into a song? Play students the folk song about John Henry, and ask them to add the character, plot, and setting to the fairy and folktale chart. By now, this should come easier to the students. Remind them that last week they discussed how folktales are traditional stories that have been passed down, reinterpreted, and remixed for centuries. Ask students if they remember an example of a remix. Tell the students that today theyll identify the message of a folktale and practice remixing a tale. (CC RL2). Connect, Extend, Challenge, part 1 (10 minutes): Read John Henry. Using the smartboard, pull up a blank concept map and ask the students: How are the two versions of the story different? Similar? Replay music as needed. Ask: What is the main message of the John Henry legend? Can you understand the message in both versions? Put their ideas on the concept map so they can see the connections theyve made between the two versions. (AASL 1.3.4). Finally, ask them how using music adds to the story (the extension piece). Prompt them: We know John Henry is a hero. Does the music convey that feeling accurately? Thumbs up/thumbs down to respond. Connect, Extend, Challenge, part II (15-20 minutes, move to tables):

Alexandra Moses Tell the students that they will start working on retelling one of the stories read in class: A Story, A Story, The Riddle of the Drum, or John Henry. Tell them to go the table marked with the story theyve chosen. Each student gets an 8-page handout, with space for planning their story, and for telling their story in words and pictures (see Remix Storyboard at the end of this document). Tell them that they will write their own remix of at least a portion of their chosen folktale, using the space on the handout. Tell them that theyll be using this same story for their music class remix. Offer them copies of the books to refresh their memory of the stories. Allow students to work in pairs on the same story, and encourage students to talk to one another about their remix ideas and write them down on the planning page before getting started. (AASL 2.1.6, 2.2.4, 3.1.3). Each table will have pencils and crayons. The librarian will go from table to table to offer support for students.(Scaffold: For students who struggle academically, require them to re-create one character; for students on the higher level, encourage creation of the entire tale, in words and pictures.) Closing (2-3 minutes): Collect the students work in progress to give to the teacher students will have the chance to work on their remix in the regular classroom. Tell them that in music class this week they will continue work on remix, but will think in terms of the type of music that best tells their story. Tell them that next week they will talk more about story remix. Also encourage them to bring in their favorite folktale from home. Give the classroom teacher a note to send home asking students to bring back a story to share. Week 4 Library, lesson 4: Wrap-up folktales, introduce lesson on copyright, read stories students brought in. (Objective 1b) Warm-up (5 minutes, on reading rug): Ask the students: Can anyone tell me how they remixed their folktales? Call on three or four students. Tell them that today they will learn about when its OK to remix a story and when its not. Copyright introduction (15 minutes, at tables): Read the short picture book Anansi, the Spider. Ask students: How is this version of Anansi different from A Story, A Story? Call on one student for a response. Tell them that this is another example of remix, just like the stories they worked on. It is a remix because instead of writing a story he thought up on his own, the author took elements of an existing story. Ask the students: Do you think it is OK to take someone elses ideas and call them your own? Introduce the differences between a work in the public domain and one that has a copyright. Create a visual chart. Remind them that folktales began in the oral tradition and often have no known author. They are examples of works that are in public domain and can be remixed over and over without permission. Ask students: Are all books and music in the

Alexandra Moses public domain? Can you remix Diary of a Wimpy Kid and call it your own? Why not? Note their responses to scaffold future instruction on copyright. Show them, on the smartboard, common symbols used to indicate copyright. Ask them if theyve seen any of these symbols, and where theyve seen them. (AASL 3.1.6). Remix wrap-up (10-15 minutes, at tables): Give students time to work on their story remixes and offer assistance if needed. Read aloud one of the stories students brought from home. If several students bring stories, ask music and classroom teachers to take time to read them. Closing (5 minutes): Tell students that you are excited to hear them perform the music they will be writing for their folktale remix. Tell them that next week they wont be meeting in the library but that you will be coming to their music class to hear their performances. List of resources/materials used in this lesson Books: A Story, A Story: An African Tale, by Gail E. Haley (Africa) John Henry by Julius Lester The Riddle of the Drum: A Tale from Tizapn, Mexico, by Verna Aardema (Mexico) Anansi the Spider: A Tale from the Ashanti, by Gerald McDermott Copies of other folktales as determined by student interest Web site: Smithsonian Folkways http://www.folkways.si.edu/blues-routes-heroes-and-tricksters-jazz-work-songs-andstreet-music/ragtime/album/smithsonian (American folk music - John Henry) Nonprint: Video: A Story, A Story, animated version of the Haley book, retrieved from http:// www.youtube.com/watch?v=3a7U08B7TY8&feature=related Audio (Spanish): The Riddle of the Drum from The Giant and the Rabbit: Six bilingual folktales from Hispanic culture, selected and adapted by Sarah Barchas. Other: Copy of graphic organizer for students to chart the literary elements; concept map for students to take notes on remix; 8-page storyboard for students to retell the elements of each folktale (with space for a retelling in words and/or pictures); note to go home (in English and Spanish) asking students to share a favorite folk/fairy tale. Crayons and pencils Headphones Assessment Students will be assessed on their understanding of storytelling features throughout their four weeks in the library. Group brainstorming plays a central role in their activities

Alexandra Moses and is a way to make student thinking visible to the librarian and to themselves, allowing them to self-assess their responses by listening to their peers reactions and observations. To assess the achievement of objective 1a students will deconstruct the literary elements of a folktale, identifying at least two of the literary elements found in folktales the librarian will make notes on their group brainstorming sessions, dramatic play, thumbs up/thumbs down responses, and general observation of their enthusiasm for the activities. To assess objective 1b students will correctly identify a remixed folktale and accurately describe how and why folktales can be remixed the librarian will make note of their responses to the remix activities and whether they could identify similarities and differences in the different versions of each tale, as well as how effective their final product is as a remix. The students remix (objective 1c and part of objective 2a) will be assessed using the attached rubric. It is important to note that the rubric was created to make scaffolding easy; for example, writing and drawing are not specifically assessed, since students may choose to do one or the other - or neither, instead using dramatic play. It is designed so that students of all levels can be successful in a way that is appropriate for their level. The music teacher is responsible for teaching and assessing objective 2b students will write musical patterns which show contrast (fast and slow/loud and soft), and play a variety of music, using correct posture, fingering, and articulation. The librarian helps assess how well the music remix (2a) represents the selected portion of the folktale remix (see last item on the rubric). Any musical ability measurement will be done by the music teacher. The students will be graded on their musical remix, in music class. The music teacher and librarian will use the students written remixes to guide how well the students represented their story in music. Librarians in MCPS do not give grades, but the assessment of the story remix can be used to demonstrate the librarians effectiveness and shared with the classroom teachers for their own assessment purposes. The remixed stories also can be included in a student portfolio.

Rubric*
Objectives for remix, in the library and in music class: 1c. Students will remix one folktale, using writing, pictures, or dramatic play, to reflect their understanding of how the plot, sequence of events, and character development work together to convey the message of the folktale. (Scaffolded objective: Students, singly or in pairs, will retell or remix at least a portion of one folktale, using writing, pictures, or dramatic play, to reflect their understanding of the plot and character development in a folktale. 2a. Students will write and perform music, singly or as part of a group, to represent at least a portion of a folktale, using musical tempos and instruments that fit the culture, and the plot, characters, or message of the folktale.
*Created with the help of Rubistar Categories Exceeds Expectations The folktale is very well organized. One idea or scene follows another in a logical sequence. The work demonstrates excellent understanding of how to sequence events to tell an effective folktale. Procient InProgress Needs Improvement

Sequence of events

The folktale is pretty well organized. One idea or scene may be out of place, but the work demonstrates understanding of how to sequence events to tell an effective folktale.

The folktale is a little Scenes seem to be hard to follow and the randomly arranged and order of the scenes the ideas are hard to isn't always logical. follow. The work does not The work demonstrate demonstrates partial understanding of how to understanding of how sequence events to tell an to sequence events to effective folktale. tell an effective folktale.

Characters

The main character is clearly described, with a lot of relevant detail. Secondary characters also are included in detail. The work demonstrates excellent understanding of the importance of characters in an effective folktale.

The main character is The main character is The characters are clearly described, with named, but there's difcult to distinguish and just enough detail. little detail that there is no clear main Secondary characters describes the character. The work does are included. The work character. Secondary not demonstrate demonstrates characters are present, understanding of the understanding of the but not detailed. The importance of characters importance of work demonstrates in an effective folktale. characters in an partial understanding effective folktale. of the importance of characters in an effective folktale.

Message

It is very easy to It is fairly easy to It is somewhat easy to The message of the understand the message understand the understand the folktale is not clear. The of the folktale. The message. The work message. The work work does not work demonstrates demonstrates demonstrates partial demonstrate excellent understanding understanding of the understanding of the understanding of the of the importance of importance of the importance of the importance of the message the message in an message in an effective message in an in an effective folktale. effective folktale. folktale. effective folktale.

Relationship to The entire story can The story can fairly The story shows original tale easily be identied as a easily be identied as a evidence that the remix of one of the remix of one of the student understood folktales studied in the folktales studied in the how to retell a story, library. The work library. The work but not necessarily demonstrates excellent demonstrates create a new story understanding of understanding of based on the original. remix. remix. The work demonstrates partial understanding of remix.

It is difcult to tell whether the story is based on one of the folktales studied in the library. The work does not demonstrate understanding of remix.

Creativity

The story contains many creative details and/or descriptions. The student has really used his/her imagination.

The story contains a few creative details and/or descriptions. The student has used his imagination.

The story contains a few creative details and/or descriptions, but they distract from the story. The student has tried to use his imagination.

There is little evidence of creativity in the story. The student does not seem to have used much imagination.

Music

N/A

The musical selection to accompany the students folktale is creative, and uses an instrument and tempo appropriate to the portion of the tale represented (sequence of events, characters, and or message).

The musical selection The musical selection to to accompany the accompany the students students folktale is folktale is not creative, somewhat creative, and it does not use an and uses either an instrument or tempo to instrument or tempo appropriately represent that ts with a portion any portion of the tale. of the tale.

Folktale Chart
(Sample of what the class would fill in together on the smartboard; students would also receive copies of this blank sheet to use as a note-taking tool or a reminder of the lesson/literary terms). Folk/Fairy Tale Who is the Protagonist? (The hero/main character) Who is the Setting Plot Antagonist? (Where does the (What is the (The bad guy/ story take story about? person who place?) What is the challenges the order of events? protagonist) What is the problem or conict?)

Folk/Fairy Tale

Who is the Protagonist? (The hero/main character)

Who is the Setting Plot Antagonist? (Where does the (What is the (The bad guy/ story take story about? person who place?) What is the challenges the order of events? protagonist) What is the problem or conict?)

Alexandra Moses

Remix Storyboard
Step 1: Pick out your favorite of the three stories we read: A Story, A Story, The Riddle of the Drum, or John Henry. Step 2: Plan your remix! Use the space below to make notes about what you want to write or draw before you get started. If you want to create a dramatic retelling, talk to Ms. Moses first. Step 3: Start remixing! Use the boxes to draw pictures and the lines to write your text. Remember, a remix of a story means that you are using the original folk tale as inspiration for your own tale. Your audience should be able to tell where the idea for the story came from. But the plot, sequence of events, and other details are yours to create. Have fun! Student name:______________________________ Teacher: ________________ Name of original folktale:_____________________________________________ Characters I want to use: _____________________________________________ __________________________________________________________________ What is my plot? What do I want to happen in my story? ______________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ____________________________________________________________________

Alexandra Moses

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______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ (SAMPLE OF STORYBOARD - ACTUAL STORYBOARD WOULD BE 8 PAGES)