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UVM ASIAN STUDIES OUTREACH PROGRAMSTANDARD-BASED UNIT TEMPLATE
Name of Teacher: Elizabeth DuttonName of School: Tunbridge Central SchoolGrade Level: Third, Fourth and Fifth Grade
Name of unit: Tales and Traditions of Thailand
Unit Abstract:In this unit of study, I will introduce my students to the geography, culture and arts of Thailand. Through a variety of stories, projects and reports, students will gain an understanding of this different place and its culture.
Time to complete unit: Six weeks of four forty-five minute class periods per week.
VITAL RESULTS STANDARDS
1.3 Reading Comprehension: Students read for meaning, demonstrating both initial understanding and personal response to what is read. This is evident when students … make connections among various parts of a text, among several texts, and between texts and other experiences in and out of school; identify the textual structure and/or the technical, artistic and literary conventions of text; and explain the meaning of various forms of representations (e.g. narrative, graphical, cartographic, symbolic, mathematical). 1.4 Reading Range of Text: Students comprehend and respond to a range of media, images, and text (e.g., poetry, narrative, information, technical) for a variety of purposes (e.g., reading for pleasure as well as reading to develop understanding and expertise).
1.5 Writing Dimensions: Students draft, revise, edit, and critique written products so that final drafts are appropriate in terms of the following dimensions:
• Purpose -- Intent is established and maintained within a given piece of writing. • Organization -- The writing demonstrates order and coherence.• Details -- The details contribute to development of ideas and information, evoke images, or otherwise elaborate on or clarify the content
of the writing. • Voice or Tone -- An appropriate voice or tone is established and maintained.
1.6 Writing Conventions: Students’ independent writing demonstrates command of appropriate English conventions, including grammar, usage, and mechanics.
1.7 Responses to Literature: In written responses to literature, students show understanding of reading; connect what has been read to the broader world of ideas, concepts, and issues; and make judgments about the text. This is evident when students connect plot/ideas/concepts to experience, including other literature; go beyond retelling of plot by reflecting on what is read and making connections to broader ideas, concepts, and issues; and support judgments about what has been read by drawing from experience, other literature, and evidence from the text, including direct quotations.
1.8 Reports: In written reports, students organize and convey information and ideas accurately and effectively. This is evident when students analyze a situation based on information gathered, and suggest a course of actions based on the information; discuss a situation or problem, then predict its possible outcomes based on information gathered; engage the reader and develop a controlling idea; use appropriate organizing structures; and use a range of appropriate elaboration strategies such as including appropriate facts and details, describing the subject or narrating a relevant anecdote.
1.9 Narratives: In written narratives, students organize and relate a series of events, fictional or actual, in a coherent whole. This is evident when students Recount in sequence several parts of an experience or event, commenting on their significance and drawing a conclusion from them; or create an imaginative story with a clear story line in which some events are clearly related to the resolution of a problem; use dialogue and/or other strategies appropriate to narration; and select details consistent with the intent of the story, omitting extraneous details.
1.13 Listening -- Clarification and Restatement: Students listen actively and respond to communications. This is evident when students ask clarifying questions; restate; and respond through discussion, writing and using art forms.
1.14 Listening -- Critique: Students critique what they have heard (e.g. music, oral presentation). This is evident when students observe; describe; extend; interpret; and make connections.
1.15 Expression -- Speaking: Students use verbal and nonverbal skills to express themselves effectively. This is evident when students share information; use accepted conventions of the English language (e.e. grammar, usage, word choice, pronunciation) in formal settings (e.g. class presentations, job interviews); show awareness of an audience by planning and adjusting to its reaction; make effective use of such devices as pace, volume, stress, enunciation, and pronunciation; use language expressively and persuasively; and constructively express preferences, feelings, and needs.
REASONING AND PROBLEM SOLVING STANDARDS
2.1 Types of Questions: Students ask a variety of questions. This is evident when students: ask questions about how things get done and how they work; ask questions to determine why events occur; ask questions that compare and contrast to determine similarities and differences; ask question that help make connections within and across fields of knowledge and/or between concepts; and ask reflective questions that connect new ideas to personal experience.
PERSONAL DEVELOPMENT STANDARDS
3.11 Interactions: Students interact respectfully with others, including those with whom they have differences.
CIVIC/SOCIAL RESPONSIBILITY STANDARDS
4.3 Human Diversity -- Cultural Expressions: Students demonstrate understanding of the cultural expressions that are characteristic of particular groups.
FIELDS OF KNOWLEDGE STANDARDS
5.26 Artistic Process -- Analysis: Students develop and present basic analyses of works in the arts from structural, historical, economic, and cultural perspectives.
5.28 Artistic Proficiency: Students use art forms to communicate, showing the ability to define and solve artistic problems with insight, reason, and technical proficiency. This is evident when student use dance, music, theater and visual arts to communicate.
6.5 History -- Traditional and Social Histories: Students investigate both the traditional and the social histories of the people, places, and cultures under study, including those of indigenous peoples. This is evident when students describe and interpret events through the perspectives of people (both famous and common) living in the time and place under study.
6.7 Geography -- Geographical Knowledge: Students use geographical knowledge and images of various places to understand the present, communicate historical interpretations, develop solutions for problems, and plan for the future.
6.13 Diversity and Unity -- Concepts of Culture: Students understand the concept of culture, including the cultures of indigenous peoples, in various times in their local community, in Vermont, in the United States, and in various locations world wide. This is evident when students identify the cultural/ethnic groups in your local community in Vermont, and in the world, and describe by using characteristics of culture (e.g., food, housing, customs, beliefs); and describe how cultural traditions are passed down in families and communities, and how traditions change over time. (e.g., holiday festivals worldwide, oral histories, writing and other media).
6.19 Identity and Interdependence: Students understand the variety of influences and impacts of the construction, preservation, and change of identity, within families, other social structures, and nations. This is evident when students identify their position in time, space, and various groups, and analyze how these positions help to build identity; classify influences on identity(e.g. family, peer, and kinship groups, occupations, ethnicity, social class, religion, and nationality), and analyze how these motivate behavior; and examine symbols, literature, histories, folk traditions, and myth for sources of national identities.
LEARNING OPPORTUNITIES
Multiple reading, writing, and project based tasks related to learning about the culture of Thailand.
ESSENTIAL QUESTION
What makes Thailand a unique and special place in the world?
CULMINATING TASKS/PRODUCTS
There will be three major tasks/products for students to aim towards.1. Creative folktale written featuring a native Thai animal, and acted out in puppetry;2. Research report on buddhism in Thailand written in a painted essay format; and3. Dance moves learned and performed with group.
Lessons Time Length
(45 min. class
periods)
Key Questions/Concepts: What
questions/concepts will focus student
learning?
Teacher Focus: What are the aims of
this lesson for learning?
Key GEs addressed Activities Supporting Learning Targets
Assessments Supporting Resources
Bai si su kwan 1 class period
What is an important cultural tradition in Thailand and what does it mean?
Students learn and respect the ceremony of Bai si su kwan.
6.5 Traditional and Social HistoriesStudents investigate both the traditional and the social histories of the people, places, and cultures under study, including those of indigenous peoples.6.13 Concepts of CultureStudents understand the concept of culture, including the culture of indigenous peoples, in various times in their local community, in the United States, and in various locations worldwide.
• Bai si su kwan ceremony
• Participation in activity
• Internet articles on ceremony and/or books telling about it.
Exploring Thailand
1 class period
What do some cities and popular historical landmarks look like in Thailand?
Show images of Thailand and some people and places.Present a photo essay from my trip to the students.
1.13 Listening: Clarification and Restatement Students listen actively and respond to communications. This is evident when students ask clarifying questions, restate and respond through discussion, writing and using art form.1.14 Listening: CritiqueStudents critique what they have heard (e.g. music, oral presentation). This is evident when students observe, describe, extend, interpret, and make connections.2.1 Types of QuestionsStudents ask a variety of questions.6.5 Traditional and Social HistoriesStudents investigate both the traditional and the social histories of the people, places, and cultures under study, including those of indigenous peoples.6.13 Concepts of CultureStudents understand the concept of culture, including the culture of indigenous peoples, in various times in their local community, in the United States, and in various locations worldwide.6.19 Identity and InterdependenceStudents understand the variety of influences and impacts of the construction, preservation, and change of identity, within families, other social structures, and nations.
• Students gain a visual image of some sites of Thailand and Thai food and attractions
• Observations and reflections on what was seen
• Discussion
• Photos from trip
Unit Outline: Table Format
Lessons Time Length
(45 min. class
periods)
Key Questions/Concepts: What
questions/concepts will focus student
learning?
Teacher Focus: What are the aims of
this lesson for learning?
Key GEs addressed Activities Supporting Learning Targets
Assessments Supporting Resources
Where in the world?
2 class periods
Where is Thailand in the world, and what is the geographic make up.
Have students gain a better understanding of where Thailand is, and what makes up Thailand.
1.15 Expression -- SpeakingStudents use verbal and nonverbal skills to express themselves effectively.3.11 InteractionsStudents interact respectfully with others, including those with whom they have differences.6.7 Geographical KnowledgeStudents use geographical knowledge and images of various places to understand the present, communicate historical interpretations, develop solutions for the problems, and plan for the future.
• Cooperative group work
• Creating maps of Thailand
• Participation and observation
• Finished Maps
• Presentation to group of maps created
• Quiz on chosen major locations
• Participation and observation
• Easel• Maps• Overheads/
Projector
The King and His Family
1 class period
What is the role of royalty in Thailand?
Students learn about the role of the royal family in Thailand.
1.5 Writing DimensionStudents draft, revise, edit, and critique written products so that final drafts are appropriate in terms of the following dimensions: purpose, organization, details and voice or tone.1.6 Writing ConventionsStudents’ independent writing demonstrates command of appropriate English conventions, including grammar, usage, and mechanics.1.7 Responses to LiteratureIn written responses to literature, students show understanding of reading; connect what has been read to the broader world of ideas, concepts and issues; and make judgments about the text.4.3 Cultural ExpressionStudents demonstrate understanding of the cultural expressions that are characteristic of particular groups.6.5 Traditional and Social HistoriesStudents investigate both the traditional and the social histories of the people, places, and cultures under study, including those of indigenous peoples.6.13 Concepts of CultureStudents understand the concept of culture, including the culture of indigenous peoples, in various times in their local community, in the United States, and in various locations worldwide.6.19 Identity and InterdependenceStudents understand the variety of influences and impacts of the construction, preservation, and change of identity, within families, other social structures, and nations.
• Listening to stories
• Writing• Drawing
• Short report of the King and Queen of Thailand
• Internet articles and/or books
Lessons Time Length
(45 min. class
periods)
Key Questions/Concepts: What
questions/concepts will focus student
learning?
Teacher Focus: What are the aims of
this lesson for learning?
Key GEs addressed Activities Supporting Learning Targets
Assessments Supporting Resources
Tales and Folktales
6 class periods
What can we learn about Thai storytelling and culture through the stories?How can we take what we heard and learned, and apply that to writing our own tales?
Introduce some Thai stories. Write independent stories.Create puppets to act out stories written by students.
1.3 Reading Comprehension Students read for meaning, demonstrating both initial understanding and personal response to what is read. This is evident when students … make connections among various parts of a text, among several texts, and between texts and other experiences in and out of school; identify the textual structure and/or the technical, artistic and literary conventions of text; and explain the meaning of various forms of representations (e.g. narrative, graphical, cartographic, symbolic, mathematical).1.4 Reading Range of TextStudents comprehend and respond to a range of media, images, and text (e.g., poetry, narrative, information, technical) for a variety of purposes (e.g., reading for pleasure as well as reading to develop understanding and expertise).1.5 Writing DimensionsStudents draft, revise, edit, and critique written products so that final drafts are appropriate in terms of the following dimensions: purpose, organization, details and voice or tone.1.6 Writing ConventionsStudents’ independent writing demonstrates command of appropriate English conventions, including grammar, usage, and mechanics.1.7 Responses to LiteratureIn written responses to literature, students show understanding of reading; connect what has been read to the broader world of ideas, concepts and issues; and make judgments about the text.1.9 NarrativesIn written narratives, students organize and relate a series of events, fictional or actually, in a coherent whole.1.13 Listening: Clarification and Restatement Students listen actively and respond to communications. This is evident when students ask clarifying questions, restate and respond through discussion, writing and using art form.1.14 Listening: CritiqueStudents critique what they have heard (e.g. music, oral presentation). This is evident when students observe, describe, extend, interpret, and make connections.4.3 Cultural ExpressionStudents demonstrate understanding of the cultural expressions that are characteristic of particular groups.5.26 Artistic Process: AnalysisStudents develop and present basic analyses of works in the arts from structural, historical, economic, and cultural perspectives.6.13 Concepts of CultureStudents understand the concept of culture, including the culture of indigenous peoples, in various times in their local community, in the United States, and in various locations worldwide.
• Listening to stories
• Learning about morals to stories
• Brainstorming • Writing• Drawing• Sharing• Puppet making
• Participation and observation
• Discussion• Written and
illustrated stories
• Puppets
• Thai books of tales such as Folktales and Storytelling by Dr. Margaret Read MacDonald, and Thai Tales: Folktales of Thailand by Supaporn Vatanaprida and Dr. Margaret Read MacDonald.
• Puppet making materials and instructions
Lessons Time Length
(45 min. class
periods)
Key Questions/Concepts: What
questions/concepts will focus student
learning?
Teacher Focus: What are the aims of
this lesson for learning?
Key GEs addressed Activities Supporting Learning Targets
Assessments Supporting Resources
Discovering Thailand and
Buddhism
4 periods
What is Buddhism and how does it influence Thailand’s people and culture?
Working individually or in pairs, students will research and write a painted essay about Thai buddhism.
1.3 Reading Comprehension Students read for meaning, demonstrating both initial understanding and personal response to what is read. This is evident when students … make connections among various parts of a text, among several texts, and between texts and other experiences in and out of school; identify the textual structure and/or the technical, artistic and literary conventions of text; and explain the meaning of various forms of representations (e.g. narrative, graphical, cartographic, symbolic, mathematical).1.4 Reading Range of TextStudents comprehend and respond to a range of media, images, and text (e.g., poetry, narrative, information, technical) for a variety of purposes (e.g., reading for pleasure as well as reading to develop understanding and expertise). 1.5 Writing DimensionStudents draft, revise, edit, and critique written products so that final drafts are appropriate in terms of the following dimensions: purpose, organization, details and voice or tone.1.6 Writing ConventionsStudents’ independent writing demonstrates command of appropriate English conventions, including grammar, usage, and mechanics. 1.8 ReportsIn written reports, students organize and convey information and ideas accurately and effectively.1.9 NarrativesIn written narratives, students organize and relate a series of events, fictional or actually, in a coherent whole.1.13 Listening: Clarification and Restatement Students listen actively and respond to communications. This is evident when students ask clarifying questions, restate and respond through discussion, writing and using art form.1.14 Listening: CritiqueStudents critique what they have heard (e.g. music, oral presentation). This is evident when students observe, describe, extend, interpret, and make connections.1.15 SpeakingStudents use verbal and nonverbal skills to express themselves effectively.2.1 Types of QuestionsStudents ask a variety of questions.3.11 InteractionsStudents interact respectfully with others, including those with whom they have differences.6.5 Traditional and Social HistoriesStudents investigate both the traditional and the social histories of the people, places, and cultures under study, including those of indigenous peoples.6.13 Concepts of CultureStudents understand the concept of culture, including the culture of indigenous peoples, in various times in their local community, in the United States, and in various locations worldwide.6.19 Identity and InterdependenceStudents understand the variety of influences and impacts of the construction, preservation, and change of identity, within families, other social structures, and nations.
• Read and make sense of information
• Write painted essay paper
• Create visual poster to accompany research
• Share with class
• Painted essay research paper
• Poster• Presentation• Participation
and observation
• Articles and information from internet and other available sources
• Thailand history books and appropriate picture books such as Buddhism in Thailand by Frances Hawket
Lessons Time Length
(45 min. class
periods)
Key Questions/Concepts: What
questions/concepts will focus student
learning?
Teacher Focus: What are the aims of
this lesson for learning?
Key GEs addressed Activities Supporting Learning Targets
Assessments Supporting Resources
Loy Krathong 1 class period
What is the Loy Krathong festival all about?
After reading about the importance of the holiday in Thailand, students make their own personal flowers.
4.3 Cultural ExpressionStudents demonstrate understanding of the cultural expressions that are characteristic of particular groups.5.28 Artistic ProficiencyStudents use art forms to communicate, showing the ability to define and solve artistic problems with insight, reason, and technical proficiency. 6.13 Concepts of CultureStudents understand the concept of culture, including the culture of indigenous peoples, in various times in their local community, in the United States, and in various locations worldwide.
• Drawing and coloring
• Cutting, glueing and sewing
• Loy Krathong Flowers
• Thai story of holiday
• Instructions for making paper flowers
• Festivals of the World: Thailand by Harlinah White
Dance 2 periods
What is the role of dance in Thailand and how is it used to tell stories?
Students learn some dance moves and appreciate the differences in form and style of dance expression, and the symbolism of the dance moves.
4.3 Cultural ExpressionStudents demonstrate understanding of the cultural expressions that are characteristic of particular groups.5.28 Artistic ProficiencyStudents use art forms to communicate, showing the ability to define and solve artistic problems with insight, reason, and technical proficiency.6.5 Traditional and Social HistoriesStudents investigate both the traditional and the social histories of the people, places, and cultures under study, including those of indigenous peoples.6.13 Concepts of CultureStudents understand the concept of culture, including the culture of indigenous peoples, in various times in their local community, in the United States, and in various locations worldwide.
• Watching dance videos
• Attempting dance moves
• Participation and observation
• Dance video• Possible
Thai teacher visit
Lessons Time Length
(45 min. class
periods)
Key Questions/Concepts: What
questions/concepts will focus student
learning?
Teacher Focus: What are the aims of
this lesson for learning?
Key GEs addressed Activities Supporting Learning Targets
Assessments Supporting Resources
Takraw 1 class period
What games might Thai children play?
Students learn about a game created and played in Thailand
3.11 InteractionsStudents interact respectfully with others, including those with whom they have differences.4.3 Cultural ExpressionStudents demonstrate understanding of the cultural expressions that are characteristic of particular groups.6.5 Traditional and Social HistoriesStudents investigate both the traditional and the social histories of the people, places, and cultures under study, including those of indigenous peoples.6.13 Concepts of CultureStudents understand the concept of culture, including the culture of indigenous peoples, in various times in their local community, in the United States, and in various locations worldwide.
• Students create their own paper takraw ball
• Students work at learning to kick and pass the ball
• Participation and observation
• Completed ball
• YouTube video of Takraw game and rules (journeymanpictures)
• Book: Countries of the World: Thailand by Kristin Thoennes
Lessons Time Length
(45 min. class
periods)
Key Questions/Concepts: What
questions/concepts will focus student
learning?
Teacher Focus: What are the aims of
this lesson for learning?
Key GEs addressed Activities Supporting Learning Targets
Assessments Supporting Resources
Elephants of Thailand
2 - 3 class
periods
What role has the elephant played in the Thai history and culture?
Students will learn about the importance, care and raising of elephants in Thailand
1.5 Writing DimensionStudents draft, revise, edit, and critique written products so that final drafts are appropriate in terms of the following dimensions: purpose, organization, details and voice or tone.1.6 Writing ConventionsStudents’ independent writing demonstrates command of appropriate English conventions, including grammar, usage, and mechanics.1.7 Responses to LiteratureIn written responses to literature, students show understanding of reading; connect what has been read to the broader world of ideas, concepts and issues; and make judgments about the text.1.8 ReportsIn written reports, students organize and convey information and ideas accurately and effectively.1.9 NarrativesIn written narratives, students organize and relate a series of events, fictional or actually, in a coherent whole.4.3 Cultural ExpressionStudents demonstrate understanding of the cultural expressions that are characteristic of particular groups.6.5 Traditional and Social HistoriesStudents investigate both the traditional and the social histories of the people, places, and cultures under study, including those of indigenous peoples.6.13 Concepts of CultureStudents understand the concept of culture, including the culture of indigenous peoples, in various times in their local community, in the United States, and in various locations worldwide.6.19 Identity and InterdependenceStudents understand the variety of influences and impacts of the construction, preservation, and change of identity, within families, other social structures, and nations.
• Listening to stories
• Writing• Drawing• Sharing
• Discussion and participation
• Presentation about elephants
• White Elephant video
• Elephant pictures books such as Elephants of the Tsunami by Jana Laiz, The Umbrella Queen by Shirin Yim Bridges, and An Elephant in the Backyard by Richard Sobol
Lessons Time Length
(45 min. class
periods)
Key Questions/Concepts: What
questions/concepts will focus student
learning?
Teacher Focus: What are the aims of
this lesson for learning?
Key GEs addressed Activities Supporting Learning Targets
Assessments Supporting Resources
Food For All 2 class periods
What are some common foods of Thailand?
Work together to prepare Thailand food.Nice way to end the unit -- a celebratory feast
4.3 Cultural ExpressionStudents demonstrate understanding of the cultural expressions that are characteristic of particular groups.6.13 Concepts of CultureStudents understand the concept of culture, including the culture of indigenous peoples, in various times in their local community, in the United States, and in various locations worldwide.6.19 Identity and InterdependenceStudents understand the variety of influences and impacts of the construction, preservation, and change of identity, within families, other social structures, and nations.
• Preparing and cooking
• Student try a new cuisine
• Thai recipes• Necessary
ingredients and cooking materials
UNIT OUTLINE
List the standard and grade expectation along with the types of learning activities that students will need to do so they can be successful on the culminating unit assessment.
Standards & Learning Activities Products to Assess LearningEvidence(s)
1.3Reading Comprehension
Tales and FolktalesDiscovering Thailand and Buddhism
Discussion of books read aloudParticipation records
Notes on research showing comprehension of material read
1.4Reading Range of Text
Tales and FolktalesDiscovering Thailand and Buddhism
Various reading materials read
1.5Writing Dimensions
The King and His FamilyTales and Folktales
Discovering Thailand and BuddhismElephants of Thailand
Responses to literature piecesWritten tales
Painted essay research paperElephant paper
1.6Writing Conventions
The King and His FamilyTales and Folktales
Elephants of Thailand
Responses to literature piecesWritten tales
Painted essay research paperElephant paper
1.7Responses to Literature
The King and His FamilyTales and Folktales
Elephants of Thailand
Responses to literature piecesDiscussions
Elephant paper1.8
ReportsDiscovering Thailand and Buddhism
Elephants of ThailandPainted essay research paper
Elephant paper1.9
NarrativesTales and Folktales
Discovering Thailand and BuddhismElephants of Thailand
Written talesPainted essay research paper
Elephant paper1.13 and 1.14
ListeningBai si su kwan
Exploring ThailandTales and Folktales
Discovering Thailand and Buddhism
Observations and discussionsWritten tales
Painted essay research paperElephant paper
1.15Expression
Exploring ThailandWhere is the world?
Discovering Thailand and Buddhism
Participation
2.1Types of Questions
Bai si su kwanExploring Thailand
Discovering Thailand and Buddhism
CommentsReflection notes and journals
Discussion3.11
InteractionsBai si su kwan
Where in the world?Discovering Thailand and Buddhism
TakrawDance
Food for All
ParticipationReflection notes and journals
4.3Cultural Expressions
The King and His FamilyTales and Folktales
Loy KrathongDance
TakrawElephants of Thailand
Food for All
Response to literature piecesWritten tales
Flower creationDiscussionsReflections
Elephant paper
5.26Artistic Process --
Analysis
Tales and Folktales Written tales
5.28Artistic Proficiency
Loy KrathongDance
Flower creationDance
6.5History
Bai si su kwanExploring Thailand
The King and His FamilyDiscovering Thailand and Buddhism
DanceTakraw
Elephants of Thailand
DiscussionsParticipation
ReadingsResponse to literature piecesPainted essay research paper
Elephant paper
6.7Geography
Where in the world? Maps
6.13Diversity and Unity
Bai si su kwanExploring Thailand
The King and His FamilyTales and Folktales
Discovering Thailand and BuddhismLoy Krathong
DanceTakraw
Elephants of ThailandFood for All
ParticipationDiscussions
Response to literature paperWritten tales
Painted essay research paperElephant paper
6.19Identity and
Interdependent
Exploring ThailandThe King and His Family
Discovering Thailand and BuddhismElephants of Thailand
Food for All
ParticipationDiscussions
Response to literature paperPainted essay research paper
Elephant paper
SAMPLE LESSON PLAN: TALES AND FOLKTALES
Standard & Evidences:
1.3 Reading Comprehension1.4 Reading Range of Text1.5 Writing Dimensions1.6 Writing Conventions1.9 Narratives1.13 and 1.14 Listening4.3 Cultural Expression5.26 Artistic Process6.13 Concept of Culture
Materials/Resources:
• Copies of some common American or European tales students might know• Thai book of tales such as Folktales and Storytelling by Dr. Margaret Read MacDonald, and Thai Tales by Supaporn Vatanaprida and Dr.
Margaret Read MacDonald• Writing paper and pencils• Puppet making materials
Lesson Description:
Day One• Discussion with students about tales and folktales.• Brainstorm known tales in their own lives -- whether they are fairy tales of tall tales -- talk about how tale take on cultural significance.• If possible, share a couple of quick, common tales known to students and talk about what they might be teaching (for example: Little Red
Riding Hood and the dangers of children being alone).• Read a Thai tale.• Have students work in small groups to come up with lessons from tale. If time permits, draw pictures to accompany tale.
Day Two• Review lessons from previous day.• Read new Thai tale.• Again, have students work in small groups to come up with moral/lesson to share with class.• Have students brainstorm various lessons tales might teach.• Pass out a writing planning sheet for students to use to begin writing own tales.
Day Three• Students work on writing personal tales.• First drafts should be completed by end of class and turned in for editing.• If time permits, student can work on drawings to accompany tales.
Day Four• Final drafts of tales should be typed out.• Students can help each other with typing and/or writing if computers unavailable.
Day Five• Make puppets of main character from tale to help tell story to group.
Day Six• Share stories and puppets with class.
Assessment Product or Task (after one or more lessons, what will students do to show their learning?):
Students will have a written folktale they have created themselves, as well as a puppet representing their main characters in the story.
Assessment Method (check one): Rubric X Observation Sheet__ Quiz__ Checklist__ Peer Assessment Sheet __
Other (explain)______________________
Assessment Criteria: (This is what you will use to measure student learning and directly relates to the evidence listed under the standard. It is OK to make the language more specific to the lesson)
Using the rubric students will be scored on the standards and evidences. In addition to this, the presentation and reading of the folktales and the use of their puppets will be assessed by teacher observation.
SAMPLE RUBRIC: TALES AND FOLKTALES
Criteria Beginning Almost There Got It WOW!!1.3
Reading Comprehension
Does not understand stories read; unable to
make connections
Has some understanding of the stories, and able to
make simple connection
Understands concepts in stories read and able
to make some connections
Clearly understands stories and able to make
connections from stories to other stories read and from stories
around the world
1.4Reading Range
of Text
Does not read stories available
Reads few stories Reads variety of stories available in school
Independently researches to find
further tales to read
1.5 Writing
Dimensions
Unable to complete writing task of a
folktale
Has partially finished writing sample of a
folktale and/or tale with some structure evident
Completed final draft of a folktale and/or tale
with evidence of editing, and clear
purpose, organization, detail and voice
Well developed tale with strong editing
skills, and unique voice, organization and
purpose
1.6Writing
Conventions
Little evidence of writing conventions
followed
Some evidence of writing conventions
followed
Able to write with appropriate conventions
Strong command of conventions
1.9 Narrative
No evident organization of story
Story lacks clear organization
Well organized story with clear series of
events
Advanced evidence of organization in story with well developed
series of events
1.13 Listening:
Clarification and Restatement
Some listening and recognition of events
from stories
Quietly sat through shared stories and comments made
Clear listening to stories and thoughtful
questions and observations
Clear listening, thoughtful questions
and observations, connections made to
other known texts and stories
1.14 Listening: Critique
Unable to recall and/or reflect on what was
heard
Makes some limited connections or
comments
Able to critique stories and make connections
Insightful critique of stories with creative interpretations and extensions of ideas
4.3Cultural
Expressions
Lacks relevant cultural representations
Some relevant cultural representations in piece
Recognition of cultural relevance in tales and
folktales
Well expressed thoughts and understandings of cultural aspects related
to Thailand in tales
5.26Artistic Process:
Analysis
Little to no reflection of artistic representation
evident
Some reflection of artistic representation
expressed
Students evaluate, reflect and appreciate the tales and folktales,
and images of Thailand from a cultural
perspective
Strong connections and observations made related to cultural perspective in the folktales, tales and images of Thailand
6.13Concept of
Culture
Limited to no evidence of understanding of
culture in stories and/or pictures
Beginning understanding of cultural concepts
evident in stories and/or pictures
Through stories and pictures, students portray cultural
concepts of Thailand
Strong portrayal of Thailand culture in stories and pictures