Discovery+through+Folktales

=Discovery Through Folk Tales=

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In this module, students will be reading a Marshallese folktale by Die Jello called, “Tale of the Kite Flyer” and examining the text. They will do a pre-reading, during-reading, and post-reading activities as they examine the text. For their pre-reading activity, they will participate in an “Anticipation Guide”. For their during-reading activity, they will participate in the “Crazy Teacher Reading Game”. After students learn about the story of the boy and his kite they will be learning how to make their own kite. They will make two different kinds of kites to allow for variety and student to have multiple experiences. Then they will choose the one they like the most and should be able to describe what they did to make the kite. This will be a great opportunity for students to use geometry in a real life experience. Than they will write their folktale on the kite and fly it themselves. Meanwhile, students will be listening to Marshallese music and identifying the traditional or folk tale roots and musical characteristics in choir class. =====

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**Bryan Baier**: Bryan is a third year student of the Mathematics Education Teaching Certification program at Gonzaga University. Bryan is working towards his B.A. in Mathematics. Bryan is getting his endorsement in Mathematics in Secondary Education. =====

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**Haley Charlton**: Haley is in her third year at Gonzaga University studying Music Education with a choral concentration. She is a member of both the American Choral Directors Association and the National Association for Music Educators. =====

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**Veronica Ochoa:** Veronica is in her third year of the Physical Education Teacher Certification program at Gonzaga University. She is working towards a B. Ed. in Physical Education with a certification in K-12 health and fitness. =====

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**Athena Sok:** Athena is in her second year of the Teacher Certification Program at Gonzaga University. She is pursuing a B.A. in History with an additional endorsement in Teaching English to Speakers of Other Languages (TESOL). Athena is working towards her endorsements in Social Studies and English Language Development in Secondary Education. =====

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**Jace VanDeBrake**: Jace is in his third year of Gonzaga University’s Teacher Certification Program. He is pursuing a B.A. in History with Social Studies and English Language Learners Endorsements for secondary education. =====

=**Module 1**=

Social Studies
SWBAT identify major characteristics of the Marshallese Island region and understand their cultural roots. SWBAT examine a text and relate it to their personal lives. SWBAT analyze how humans interact with the environment in the past or present.

Choir
SWBAT identify musical characteristics (timbre, dynamics, tempo, style, and phrasing) during a listening exercise. SWBAT identify ways that the musical characteristics may reflect Marshallese folk tales or traditions. SWBAT describe musical characteristics using appropriate academic language.

Social Studies
Identify <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.66px; text-decoration: none; vertical-align: baseline;">Analyze
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.66px; text-decoration: none; vertical-align: baseline;">Identify major world regions and understand their cultural roots.
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.66px; text-decoration: none; vertical-align: baseline;">Analyze human interaction with the environment across the world in the past or present.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.66px; text-decoration: none; vertical-align: baseline;">Choir
<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.66px; text-decoration: none; vertical-align: baseline;">Use <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.66px; text-decoration: none; vertical-align: baseline;">Explain
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.66px; text-decoration: none; vertical-align: baseline;">Academic language of timbre, texture, dynamics, and tempo to describe a piece of music
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.66px; text-decoration: none; vertical-align: baseline;">How the musical characteristics of a work reflect its cultural context

Standards
<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.66px; text-decoration: none; vertical-align: baseline;">EALR 3.1: Understands the physical characteristics, cultural characteristics, and location of places, regions, and spatial patterns on the Earth’s surface. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.66px; text-decoration: none; vertical-align: baseline;">EALR 3.2: Understands human interaction with the environment.
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.66px; text-decoration: none; vertical-align: baseline;">Social Studies **

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.66px; text-decoration: none; vertical-align: baseline;">GLE: 1.1.3: Analyzes, understands, applies elements, harmony, texture, and timbre/tone color while responding to music <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.66px; text-decoration: none; vertical-align: baseline;">GLE: 1.1.5 : Analyzes, understands, and applies the element expression (dynamics, style, tempo, phrasing) while responding to music <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.66px; text-decoration: none; vertical-align: baseline;">GLE 2.3.1: Applies a responding process-including analysis and evaluation-while experiencing music-demonstrates a responding process: engages the senses actively and purposefully while experiencing music, describes what is seen, felt, and/or heard, analyzes the use and organization of elements, principles, skills, fundamentals, and/or techniques, evaluates and justifies using supportive evidence and aesthetic criteria <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.66px; text-decoration: none; vertical-align: baseline;">GLE 4.4.1: Analyzes and applies understanding of how specific attributes of a musical work reflect and/or influence culture and history
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.66px; text-decoration: none; vertical-align: baseline;">Choir **

Resources and Preparation
<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.66px; text-decoration: none; vertical-align: baseline;">**Alternatives to Reading** (Description of Crazy Teacher Reading): [|__https://www.edutopia.org/blog/alternatives-to-round-robin-reading-todd-finley__] <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.66px; text-decoration: none; vertical-align: baseline;">**Crazy Teacher Reading** (Example): [|__https://www.youtube.com/watch?v=8xFcUPQ_z_8__] <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.66px; text-decoration: none; vertical-align: baseline;">**Anticipation Guide Description**: [|__https://www.facinghistory.org/resource-library/teaching-strategies/anticipation-guides__] <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.66px; text-decoration: none; vertical-align: baseline;">**Marshallese music recordings**: [|__http://sounds.bl.uk/World-and-traditional-music/Endangered-Micronesian-recordings__]
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.66px; text-decoration: none; vertical-align: baseline;">Text: [|__http://mistories.org/tales-Jello-text.php__] **
 * Music Detective Worksheet:**
 * Music Lesson Exit Slip:**

From Theory to Practice
<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.66px; text-decoration: none; vertical-align: baseline;">In Zwiers, meta-reading is an essential component of creating a positive cycle of literacy and thinking. Readers need to infer links and “be able to work with the abstract ideas in the text [and] translate the abstract messages into more concrete and understandable terms” (Zwiers, Ch. 7, pg. 185). In folklore, language is abstract and the overall message of the stories aren’t always clear. Meta-reading helps build students capacity to use multiple thinking skills, such as predicting, summarizing, inferring, questioning, connecting to background knowledge, and analyzing (Zwiers, Ch. 7, pg. 184). With the Pre-, During-, and Post-Reading activities, students are engaging in work scaffolded by the teacher while also determining what’s important in the text, how they personally connect to it, and what the overall message of the text is.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.66px; text-decoration: none; vertical-align: baseline;">The choir module focuses on student connection, which has been proven to help with both student investment and with long term retention. (Zwiers, 283). It allows students to use technology, which is another way to increase student engagement. The lesson allows for student choice by letting them select the piece they want to analyze from a large range of choices. It features a jigsaw-type activity which gives each student a sense of personal responsibility when being “detectives” about a recording, and students are provided with a framework with the worksheet (Zwiers, 169). The module includes the academic language of timbre, dynamics, and tempo, while also having students consider the text, linking it with the Social Studies module. By asking students to describe the characteristics they are listening to, students are producing language, which requires them to process more deeply (Zwiers, 48). Additionally, they should be able to connect some of the traditions represented in the music with some of their own traditions. Students are then asked to apply their learning by explaining how they would write a piece of music with similar characteristics as the one they listened to.

Instructional Plan


=**Module 2**=

Content Objectives
<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.66px; text-decoration: none; vertical-align: baseline;">Math: Students will be given math problems that deal with kites and angles and also the math that goes into creating a kite. Students will be able to apply geometry skills and design their own kites and make them.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.66px; text-decoration: none; vertical-align: baseline;">PE: Students will be able to demonstrate competency in activity-specific movement skills in two or more outdoor pursuits. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.66px; text-decoration: none; vertical-align: baseline;">Students will be able to find activities that can be pursued in the local environment.

Language/Literacy Objectives
<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.66px; text-decoration: none; vertical-align: baseline;">Students will be able to use the language from geometry to explain how and why the kite works. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.66px; text-decoration: none; vertical-align: baseline;">In the writing students will demonstrate the use of story letting. They should have a strong opening, conflict, and resolution like in the story that they read in the first Module. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.66px; text-decoration: none; vertical-align: baseline;">Students will be able to use the activity specific movements they were taught to properly fly a kite outdoors. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.66px; text-decoration: none; vertical-align: baseline;">Students will be able to list 2-3 locations where they could fly their kite outside of school.

Standards
[|__http://www.k12.wa.us/HealthFitness/Standards/PhysicalEducationK-12LearningStandards.pdf__] <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.66px; text-decoration: none; vertical-align: baseline;">Demonstrate competency in activity-specific movement skills in two or more outdoor pursuits. PE1.3.HS1 <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.66px; text-decoration: none; vertical-align: baseline;">Investigate activities that can be pursued in the local environment. PE3.2.HS1

[|__CCSS.Math.Content.HSG.MG.A.3__] <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.66px; text-decoration: none; vertical-align: baseline;">Apply geometric methods to solve design problems (e.g., designing an object or structure to satisfy physical constraints or minimize cost; working with typographic grid systems based on ratios).

Resources and Preparation
[|__http://www.my-best-kite.com/basic-kite-making.html__] <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.66px; text-decoration: none; vertical-align: baseline;">a good plan to use is “Basic kite making A Plastic Diamond”

[|__http://www.my-best-kite.com/how-to-build-kites.html__] <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.66px; text-decoration: none; vertical-align: baseline;"> this website offers 3 different types of kites that the students can make in the first part of this lesson.

[|__http://www.nationalkitemonth.org/how-to-fly-a-kite/__] <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.66px; text-decoration: none; vertical-align: baseline;"> this website explains the right conditions to fly a kite in and terminology (Academic Language) that the students should know.


 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.66px; text-decoration: none; vertical-align: baseline;">Materials/ Equipment needed: **
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.66px; text-decoration: none; vertical-align: baseline;">Sail material **
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.66px; text-decoration: none; vertical-align: baseline;">Garbage bags
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.66px; text-decoration: none; vertical-align: baseline;">Garden bags
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.66px; text-decoration: none; vertical-align: baseline;">Old shower curtains
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.66px; text-decoration: none; vertical-align: baseline;">Space blankets
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.66px; text-decoration: none; vertical-align: baseline;">Anything plastic and light

**Spar material**

 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.66px; text-decoration: none; vertical-align: baseline;">Bamboo skewers (5mm in width for a 3 foot kite)
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.66px; text-decoration: none; vertical-align: baseline;">Tape
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.66px; text-decoration: none; vertical-align: baseline;">Scissors
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.66px; text-decoration: none; vertical-align: baseline;">Different colored ribbon - use as a tail for kite
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.66px; text-decoration: none; vertical-align: baseline;">Markers/sharpies
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.66px; text-decoration: none; vertical-align: baseline;">Pencils (for exit slips)
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.66px; text-decoration: none; vertical-align: baseline;">Paint and paint brushes
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.66px; text-decoration: none; vertical-align: baseline;">Rulers/meter sticks
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.66px; text-decoration: none; vertical-align: baseline;">Protractors
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.66px; text-decoration: none; vertical-align: baseline;">Flying line
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.66px; text-decoration: none; vertical-align: baseline;">String/yarn

From Theory to Practice
<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.66px; text-decoration: none; vertical-align: baseline;">CH. 8 - Narrative writing: students will each write their own folktales Journaling - students will be assigned a homework assignment of going home and asking their parents about a children’s story of their culture. Students will journal this story to the best of their ability and also write their own. Then in the next class they will transfer their own folktales to the kites. This is useful because journaling is a great opportunity for students to practice their writing without it being graded. Especially with the central focus of a folktale the writing can be in less formal language like in a journal.Narrative writing helps students practice their literacy skills and proper format of writing a story.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.66px; text-decoration: none; vertical-align: baseline;">CH. 3 - Enrich classroom talk In small groups students will share with each other the stories their parents told them. Through this students will see that no one has the exact same story. There are variations and different ways that people tell these stories. This is also a great way to have the students hear new ideas and potentially add to their own folktales later. Through this activity students will be learning from each other.

Instructional Plan


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