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Unit Title

Travelling Tales

Course(s)

Course 5 Final Project

Designed by

Joel Bevans

Time Frame

6-8 weeks

Stage 1- Desired Results

Establish Goals

Literacy Standard 1 Reading

  • D.Fluency

1.Practice reading behaviours such as retelling, re-enacting or dramatising stories

3. Listen attentively and respond to literary texts

  • E.Reading Strategies

4. Relate personal experiences to story characters’ experiences, language, customs and culture with assistance

5. ‘Read’ familiar texts from memory

  • G. Comprehension Skills and Response to Text

1.Recognise that stories and informational text have meaning

2.Respond to a variety of poems and stories through movement, art, music and drama

3.Verbally identify the main character, setting and important events in a story read aloud

4.Retell a story aloud using main characters and events

6. Make predictions based on illustrations

Literacy Standard 2: Writing

  • A. Writing as a Process :prewriting, drafting, revising, editing, and publishing

3.Share ideas and experiences for a story

7. Participate in group writing activities, language experience stories, interactive writing and shared writing

8 Begin to sequence story events for writing using pictures, developmental spelling, or conventional text

  • B. Writing as a product

2.Read and discuss own published work samples

  • D. Writing forms, Audiences, and Purpose

4. Communicate response to literature through drawing, telling and writing

5.Contribute ideas for shared writing activities

6. Show and talk about work samples with others

Literacy Standard 3: Speaking

  • A. Discussion (small group and whole class)

6. Respond to stories, poems and songs

  • D. Oral Presentation

3.Present to an audience

Literacy Standard 4 Listening

  • A. Active Listening

1.Listen attentively to others

4. Listen to a variety of stories, tales, nursery rhymes, poetry and information texts for enjoyment and information

  • B. Listening Comprehension

1.Listen attentively to the teacher/others reading and speaking

Literacy Standard 5 Viewing and Media Literacy

1.Participate in a  range of guided viewing experiences from a variety of cultural traditions

2.Discuss pictures and illustrations

Literacy Standard 6 - Representing

1.Share ideas in a variety of ways including drama, role play, art, movement  and technology

2.Respond to stories through drawing

3.Communicate about their drawings

5. Incorporate story elements into their play

6. Contribute ideas for group representation

ISTE Standards

6b. Students create original works or responsibly repurpose or remix digital resources into new creations.

7a. Students use digital tools to connect with learners from a variety of backgrounds and cultures, engaging with them in ways that broaden mutual understanding and learning.

7b .Students use collaborative technologies to work with others, including peers, experts or community members, to examine issues and problems from multiple viewpoints.

7c .Students contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal.

Transfer

Learners will be able to....


What kinds of long-term independent accomplishments are desired?

  • Confidence with being able to tell a tale/story (narrative) in 5 parts (Opening, Build Up, Problem,Resolution and Ending)
  • Understanding that we learn from others
  • Knowledge to ‘read’ tales good versus bad design elements
  • Discuss differences in tales and what makes some tales more appealing than another

Meaning

UNDERSTANDINGS

Learners will understand...

  • what a Tale/Story (narrative)  is and that its function is to interest and entertain an audience.
  • that  Tales/Stories (narratives) construct a pattern of events with a problematic or unexpected outcome that entertains and instructs the reader
  • tales/Stories are created for a specific purpose and audience
  • that  we can communicate our values and ideas creatively

Essential Questions

Learners will keep considering...

  • Why create a tale/story narrative?
  • How do you make writing entertaining?
  • What is the structure of a tale/story (narrative)?
  • How does word choice affect a tale/story?

Acquisition

Learners  will know…

  • A 5 part story (Opening, Build Up, Problem,Resolution and Ending)
  • Using visuals along with “text” is an effective way of communicating

Learners will be skilled at...

  • Listening to what comes before to continue the tale.story
  • Using past experiences to help their storytelling

Stage 2- Evidence

PERFORMANCE TASK(S):

Learners will show that they understand by evidence of…

GRASPS Task written in student-friendly language:

Goal

Students will use their understandings of how stories work to create stories for a global audience

Role

Creator, Communicator, Collaborator

Audience

Students in school, Other classes across the world, Other educators, authors around the world

Situation

Create a visual story using storytelling elements to make a coherent, exciting tale

Product

A visual story that connects classrooms across the world


OTHER EVIDENCE:

Learners  will show they have achieved Stage 1 goals by demonstrating their understanding through the Six Facets of Understanding...

Explain

Students can define the elements of a story, explain word choice and discuss why it’s important

Interpret

Students will explore good examples of Stories/Tales and identify story telling principles, characterisation and word choice

Apply

Students will have opportunities to create stories/Tales individually, small groups, as a class, and as part of number of classes around the world

Have perspective

Students will examine different examples of ‘good design’ and work in pairs to gain new perspectives on how Story/tale elements can be applied

Empathize

Students will help each other and work together to solve problems and improve visual texts.

Have self-knowledge

Students can explain the visual texts they improved/created using Storytelling  terminology.

Stage 3- Learning Plan

Time Frame

Learning Events

Progress Monitoring

Week 1

Tuning-in - Sort and Organise books, from the book list that they like and don’t like. Why do you like them? Why don’t you like them? What makes a good story or tale? What is your favourite tale/story? Can you tell me a story?  Record the responses.  

Finding out - about elements of storytelling in books from book list.  Working in small groups children choose 3 books and look for similarities and differences regarding the structure of the story. What parts of the story do you see in the books? Do all books have these parts? What are the parts to a story? What makes a good story? Can you tell me a story? Can we define the parts of a story? What does this part of the story do?

The words of a story are  displayed in the classroom.

Beginning, Build up, Problem, Resolution, Ending. 

Messing around -

Introduce Adobe Spark to the children. Let them mess around with it. Create a character with a friend. Give the character a name, tell 3 things about them  Getting used to adding icons, adding voice, How does it work? What happens if I ..?

Class discussions introducing the terminology and checking for understanding.

Set the criteria with the children of what makes up a good story/tale. Create anchor chart. Check back with it over time as the children have more exposure to different stories.

Week 2

Finding out

The words Beginning, Build up, Problem, Resolution, Ending are defined with help from the children and anchor charts are made to display in classroom. What makes a good Beginning? What makes a good Build up? What makes a good Problem?  What makes a good Resolution?  What makes a good Ending? Why?

Messing around -

More messing around with Adobe Spark Video. Go back to the character from last week. Create the setting with a friend. Give more information about the setting, describe it in 3 ways. Getting used to taking pictures and inserting them, adding voice, adding icons and typing keywords. How does it work? What happens if I ..?

Class discussions about the parts of a story and checking for understanding.

Create Anchor charts for the classroom.

What makes a good Beginning? What makes a good Build up? What makes a good Problem?  What makes a good Resolution?  What makes a good Ending?  

Why?

Create a short story/tale about themselves 3-5 slides only. Tell me about your family, where you live, where are you from? Share it with the class. What have they learnt about their friends?

Can the children use Adobe Spark Video-  what help and support do they still need?

Week 3

Finding out -

Story language - What type of language do we use in parts of the story?  Can we find any patterns in the books? Add this vocabulary to the Anchor chart in the classroom.

Making Connections

Connect with other classes through launch of Travelling Tales Website. Share the website with children. How can we explain who we are to other classes who might join Travelling Tales? With a little guidance... We could make a video using Adobe Spark to share our school with the world.

Children plan, and create a short video telling “Our Story at our school” 

Add story language to the parts of the story.

Share the story of the school to a global audience.

Review with the children of what makes up a good story/tale. Create anchor chart. Check back with it over time as the children have more exposure to different stories.

Week 4

Making Connections

In groups of 5 children create a Travelling Tale in the classroom using storyboards.  Each child is responsible for a different part of the story -Beginning, Build up, Problem, Resolution, Ending.  Can the children add elements of story language? Does the story/tale make sense? Are they listening/watching/reading what has happened before?

Does the story make sense? Does it have all parts of the story/tale? What makes you say that? How could you improve the tale next time? Have we used the correct story language?

Review with the children of what makes up a good story/tale. Create anchor chart. Check back with it over time as the children have more exposure to different stories.

Week 5

Applying -

Create a Travelling Tale using Adobe Spark Video in the children's group of 5 in the classroom. Children to work independently (with some adult support if needed) to watch the previous elements of the story. Find out where the story is up to (using the anchor charts)  and continue the next part of the tale.

Does the story make sense? Does it have all parts of the story/tale? What makes you say that? How could you improve the tale next time? Have we used the correct story language?

Review with the children of what makes up a good story/tale. Create anchor chart. Check back with it over time as the children have more exposure to different stories.

Week 6

Applying-

Begin Travelling Tales with schools. Week 1

Share the Travelling Tales roster with the children. Display it in the classroom so children can begin to think about the story language they could use in the story.

When it is the classes part of the story then watch the tale so far...Think pair share thinking routine ( what could happen next in the story? ) Record responses. Children to then work in small groups (6 children) to record their ideas on a storyboard to share with the class. Collate ideas and as a class decide the way the tale moves forward.

Does the story make sense? Does it have all parts of the story/tale? What makes you say that? How could you improve the tale next time? Have we used the correct story language?

Check on anchor charts.

Review with the children of what makes up a good story/tale. Create anchor chart. Check back with it over time as the children have more exposure to different stories.

Week 7

Applying-

Begin Travelling Tales with schools. Week 2

Share the Travelling Tales roster with the children. Display it in the classroom so children can begin to think about the story language they could use in the story.

When it is the classes part of the story then watch the tale so far...Think pair share thinking routine ( what coudl happen next in the story? ) Record responses. Children to then work in small groups (6 children) to record their ideas on a storyboard to share with the class. Collate ideas and as a class decide the way the tale moves forward.

Children to design a front cover to the finished travelling tale. Add it to the Travelling Tale.

Children to add the schools/classes that have taken part to the front cover. Add the national flags to the back of the book.

Does the Travelling Tale make sense?

Have we used the correct story language?

Check on anchor charts.

What would make a good front cover to the tale? What picture tells this travelling tale? Does the front cover tell a tale?

What countries have taken part in the Travelling Tale? Where has the tale travelled? Can we find their flags? Can we find them on  a map?

Week 8

Publish the story to a global audience with  Travelling Tales

Does the story allow us to connect, collaborate and create a tale? Is story language effectively?

Could we add anything next time?

Review with the children of what makes up a good story/tale. Create anchor chart. Check back with it over time as the children have more exposure to different stories.

Resources / Materials: