Title: Western Folklore Presentations

Submitted by:

Name: Mary B. Whyte

School Building: Moorsbridge Elementary School

School District: Portage Public Schools

School Address: 361 Moors Bridge Road / Portage, MI 49024

E-mail address: mwhyte@remc12.k12.mi.us

Subject Area: Folklore Presentations -Thematic Lesson integrating Social Studies and Language

Intended Grade Level(s): Fourth or Fifth Graders

Description:

The concept of folklore is first explored in a class in the study of Tall Tales. The children then pick a Western Region folklore character, research that character in the computer lab, and present in character their information to the class. A slide show with a digital camera is made of the children presenting to the class to share with parents.

Narrative:

The outcome of this blend of history, language, and technology created an excellent learning opportunity for our students. In choosing their folktale characters they became the experts, often knowing in far greater depth more information than their teachers. The use of the electronic encyclopedia, software, the Internet, and our media center print material allowed children to have a wide diversity of information at their fingertips. The technology at this stage allowed choices to the students that even one year ago would have been more limited by materials.

Focusing their research around specific criteria forced the children to be selective and analytical with their research material. Being able to discriminate an individual’s contribution to a region’s history for a fourth grader can be a challenge. How did "Billy the Kid" contribute to history? Maybe a contribution isn’t always positive. Most students had to do far more limiting of information than stretching of information.

The dressing in character and presentations were "kid grabbers" and

allowed them to enjoy speaking in front of their peers without the stress that can often accompany class presentations. The teachers modeled tall tale characters with the

children prior to their presentations. We also had our Media Specialist dress up as Laura Ingalls Wilder and share her books with the children. Part of the lesson was having the presenter answer questions of their characters. They enjoyed answering, and taking on the role of their characters

After presenting, the children and I took each folklore character’s picture with a digital camera. This is being put into a slide show on our Macintosh that we will display in the hall during our next set of parent conferences. This allowed the children an opportunity to use a digital camera and share their work with their folks.

Our district recently realigned its K-12 curriculum to better meet the state benchmarks. As a member of our district fourth grade writing team, we were given the task of writing performance assessments to evaluate how children are mastering the benchmarks. This folklore presentation is in direct correlation with meeting the state and district benchmarks and acts as a performance assessment in our district. It is part of a larger second quarter theme entitled "Rush to the West". This is in turn part of a wider yearlong fourth grade theme called "Trailblazing the U.S.A." As we study the regions of the United States, we’ve tried to integrate concepts of all the content areas. The folklore study is one mini-theme within the whole.

The learning generated by "being the expert," as well as listening to other presentations gave all of us a feeling of success. We have several students with disabilities mainstreamed for parts of our program. All of our students were successful with this project and presented in front of the group, even if their content was limited, they had successful presentations.

 

MI.SOC.I.2.LE.3 Recount the lives and characters of a variety of individuals from the past representing their local community, the state of Michigan and other parts of the United States.

 

MI.ELA.3.LE.1 Integrate listening, speaking, viewing, reading, and writing skills for multiple purposes and in varied contexts. An example is using all the language arts to prepare and present a unit project on a selected state or country.

 

MI.ELA.3.LE.4 Distinguish between verbal and nonverbal communication, and identify and practice elements of effective listening and speaking. Examples include recognizing the impact of variations of facial expression, posture, and volume on oral communication.

 

MI.ELA.3.LE.3 Read and write fluently, speak confidently, listen and interact appropriately, view knowledge-ably, and represent creatively.

Examples include exploring ideas in a group, interviewing family and friends, and explaining ideas represented in pictures.

Technology Applications:

Software for map skills

CD-ROM and online resources for research

Digital Camera to record presentations and communicate with parents

Total amount of time for lesson:

This mini-theme spanned a two-week period averaging about 50 minutes a day. Many days, more extended time was spent and on other days less time was spent. (See Student Activities/Procedures)

Materials/Hardware/Software:

• Tall Tales: Paul Bunyan by Steven Kellogg

   

• Pecos Bill by Steven Kellogg
• Reading Rainbow Video of Paul Bunyan

   

• Michigan Textbook by Dr. Joellen McNergney Vinyard : Macmillan/McGraw &endash;Hill, 1992.

   

• World Book Encyclopedia
• Compton’s Encyclopedia
• "World Book" Electronic Encyclopedia
• "Infopedia 2" (Funk & Wagnalls) Electronic Encyclopedia
• "Grolier Multimedia" Electronic Encyclopedia
• "Britannica CD" Electronic Encyclopedia
• Geography CD Rom: United States Biosource by Entrex
• Digital camera: Apple QuickTake 200

Teacher Preparation:

1. Prepare a list of possible folktale characters. We used the west (anything west of the Mississippi River) because we were studying that region. You could adapt this to any region or not limit it to a region.
2. Feel comfortable in using the electronic encyclopedia to research and any other related software to your topic of study.
3. Know how to use the digital camera and turn the pictures into a slide show.

   (I learned as I did it)

4. Plan a folktale character costume to introduce the unit.

Prerequisite Student Skills:

Our media specialist also gave our students a lesson earlier in the year on using the electronic encyclopedia in our lab for research.

We had done some mapping of the western region and study of The Oregon Trail prior to our folktale emphasis. This would be optional.

Student Activities/Procedures:

Day 1: The teachers, dressed as the tall tale character, Pecos Bill, and read a tall tale to the children. We discussed what the elements of a tall tale are with the children. As we came to an exaggeration, we had the kids respond with "NO WAY". The children wrote some exaggerations that stretched the truth.

Day 2: We continued the study of Tall Tales by reading about Paul Bunyon. We had the children read a tall tale about Paul Bunyan in our Michigan textbook. We saw the Reading Rainbow video on Paul Bunyan based on Steven Kellogg’s book.

Day 3: We expanded the concept of "folktale character" to any character, fictional or real, that had an effect on a region’s history. The children chose a character to study then they were given the student page for the folklore presentation.

Days 4 and 5: Using the Folklore Character Research Notes Page the students started gathering information. They used the electronic encyclopedias in the lab, print material in the media center, other library sources, CD-ROM’s, and many added to their research using the Internet on their home computer. (We have only one modem hook up at the present time. By this time next year, we will be able to search the Internet for information in our lab. )

Day 6: A lesson was given to the students on effective presentation skills. (See rubric) They were given tips on how to organize their notes on note cards and enhance their presentation with costumes, props, and visual aides. Note cards were organized in the following manner:

• Introduction- discussed opening statements and catchy beginnings.
• Time and Region &endash; birthplace, important dates, region where they lived
• Physical characteristics and Character traits (lifeskills)- What did the person look like? A description of their character’s personality.
• Contribution to region or history-What the folklore character was known for and its importance to history. Why do we remember this character?
• Conclusion- ending statements to wind up or summarize their presentation.

Day 7and 8: Shorter work times were provided in class to work on their presentations. We were helping individual students to problem solve and practice their presentations. A brief lesson on how to answer questions from their peers in character was discussed. We were trying to encourage more than one-word answers.

Days 9-10: Class Presentations of their folklore characters.

• First the children presented.
• Then we had them choose two children and one teacher to give an appreciation of their presentation.
• Next the presenter answered two questions from the audience as though they were the character.
• We all applauded and took the presenters’ picture with the digital camera.

Assessment/Evaluation:

The teacher evaluated the student using the following rubric on the four benchmarks. The student was considered either beginning, developing, proficient or exceeds expectation for each benchmark. Evaluation was done during the student’s presentation.

 Download the PDF version of this lesson

Rubric for evaluation:

Soc.2.1 Folklore Assessment (Oral Report)	Student will understand the concept of folklore and other cultural contributions from various regions of the United States.	Student’s work mentions no contributions to history made by his/her folklore character.	Student knows his/her folklore character, but inaccurately describes his character’s contribution to history.	Student describes what contribution his/her folklore character made to history of the West.	Student is able to describe multiple contributions made by his/her folklore character to the history of the West.
ELA.3.1 Folklore Assessment (Speaking)	Student gives an oral report on folklore.	No main idea.	Partially developed main idea.	The student’s report includes: Preparation and use of brief notes(not read). Statement of main idea, explained in an organized way. Creation and use of visual aids.	The student’s report includes: Preparation of notes. Statement of main idea. Development and excellent use of visual aids.
ELA.3.4 Folklore Assessment (Speaking)	Student uses effective presentational skills.	Student uses ineffective voice and body language.	Student uses some effective voice skills, uses some eye contact, and avoids most distracting movements.	Student uses: Effective voice skills (volume, pace, and clarity). Effective eye contact. Avoidance of distracting body movements. Appropriate handling of visual aids.	Student uses: Effective voice skills (volume, pace, and clarity). Effective eye contact. Avoidance of distracting body movements. Appropriate handling of visual aids. Effective use of gestures.
ELA. 3.3 Folklore Assessment ( Speaking)	Student answers questions from peers.	Student is only rarely able to answer questions from peers and is brief.	Student sometimes answers questions from peers and is polite but brief.	Student usually answers questions from peers and is: Polite Clear Brief Focused	Student always answers questions from peers and is: Polite Clear Brief Focused Enhances communication

Student Page for Second Quarter Folklore Presentation

  STUDENT PAGE

 

Name_________________

2^nd Quarter - Folklore Presentation

 

 

Dressed as a folklore character or historical figure, share a presentation that:

1. includes two physical characteristics and two character traits
2. describes the time and region in which you lived
3. describes the contribution you made to your region’s history (SOC.2.1)

In preparing your presentation you need to:

1.  
2. include the following parts of an oral report: (ELA.3.1)

• have brief notes to use as a reference; not be to be read aloud
• clearly state your character’s contribution in an organized way
• include visual aids &endash; costume, props, etc.

1.  
2. use effective presentation skills: (ELA. 3.4)

• use effective voice skills (volume, pace, clarity)
• use effective eye contact
• avoid distracting body movements
• handle visual aids appropriately
  1.  
  2. answer questions from peers at the end of your presentation: (ELA. 3.3)
• be polite
• be clear
• be brief
• be focused

12/98

District Third Quarter Web (How these benchmarks fit into the larger theme)

List of Western Folklore Characters

1.  

    

2. Meriwether Lewis
3. William Clark
4. John Fremont
5. Brigham Young
6. Father Pierre-Jean Desmet
7. Daniel Boone
8. Kit Carson
9. Jim Bridger
10. Louis Vasquez
11. Davey Crockett
12. Samuel Houston
13. Sacajawea
14. Joseph Reddeford Walker
15. John Augustus Sutter
16. J. Goldsborough Bruff
17. Marcus and Narcissa Whitman
18. Nancy Kelsey
19. Lansford Hastings
20. Alfred Jacob Miller
21. Tecumseh
22. Chief Washakie
23. Sitting Bull
24. Geronimo
25. Paul Bunyan
26. Pecos Bill
27. John Henry
28. Febold Feboldson
29. Nat Love-Deadwood Dick
30. Sequoah
31. Chief Joseph
32. George Caleb Bingham
33. Judge Roy Bean
34. Billy the Kid
35. Buffalo Bill Cody
36. Calamity Jane

36.Wyatt Earp

37.Wild Bill Hickock

38.Bat Masterson

39.Annie Oakley

40.Belle Starr

41.Jebodiah Smith

42.Brett Harte

43.Soapy Smith

44.Black Bart

45.Henry Plummer

46.James Marshall

47. Joe Meek

48. Laura Ingalls Wilder

49. Pat Garrett

51. Bill Pickett

52. Buffalo Soldier

53. Jim Beckwourth

54. George Armstrong Custer

55. Crazy Horse

Folklore Character Research Notes

Name_______________________ Class_______________

Folklore Character____________________________

Folklore Character Research Notes

1.  
2. Physical Characteristics:

    

    

    

   Character traits (Personality, Lifeskills):

    

    

    

    

3. Where you lived:

When you lived:

3. Contributions you made to your region’s history: