Technology Training with Steve Gibbs

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Technology Integration Unit Outline

Type only in the gray areas

Name: Angela Oster

Project Title: Learning About Folktales

Project Subject: 30 proficient to advanced readers

Grade Level(s): Third or Fourth Grade

Essential Question: What are folktales?

Scaffolding

Questions:

Why were they written? What are the elements of a folktale?

Assignment

Summary:

After reading and viewing several Native American folktales,

students will be given instructions on writing their own

folktales. Once students have written their own folktales and

edited with the teacher, they will type up their story in the

computer lab on a program called PIXIE. They will have 3

slides for each of their three paragraphs; beginning, middle,

and end. After typing up the paragraphs they will use a

combination of the drawing tools and stamps offered by the

program to illustrate. Once the story is typed and the

illustrations are in place the students will record their own

voices reading their story. They can read, listen, and start over

if they don’t like how they read it the first or second time. Once

complete, the slides will be put together for a class

presentation.

Approximate Length of Unit (days, weeks) I have my reading group four times a

week for 30 minutes (this changes with holidays, assemblies, fieldtrips, etc…). This

assignment will take about 5 to 6 weeks to complete.

Goals: Students will be able to write and publish their own folktales

Objectives: For students to understand what folktales are and how to write their

own.

Lesson Plan Sequence of Events – give day-to-day details: Day 1, Review

information about Native Americans from social studies text and show a smart

lesson that ties in, but also adds information about folklore. Day 2 I read a Native

American folktale to the students and then each group reads one of their own. Day 3

Read another Native American Folktale to the students and show them folktales on

video. Day 4 Each group partner reads a folktale. Review and discuss as a class.

Start looking at why folktales were written. Day 5 Groups exchange folktales and

read, see another video about folktales (students are encouraged to bring in ones

that they find). Day 6 Discuss elements of a folktale, why were they written? Start

brainstorming ideas for their own folktale. Day 7 Begin the writing process. Days 8

Technology Training with Steve Gibbs

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and 9 finish up stories and begin editing (peer and teacher). Days 10 to 15 (as time

allows and openings in the computer lab) students begin typing their stories as a

slide show on the program Pixie. Students will then add their voice reading the

story. All stories will then be put together to share with parents at open house.

Key Websites Used: Discovery Education Streaming Native American folktales,

Smart Exchange Native American Unit, readwritethink.org,

http://teacher.scholastic.com/writewit/mff/folktalewshop_index.htm

Accommodations for Differentiated Instruction

Resource Student: More structured assistance writing the story and help with typing

Gifted Student: Higher expectation for the writing (less editing required by

teacher) more story details.