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6th grade language arts:
http://www.ccboe.net/learning/middle/home.html
UNIT FOUR
Oral Tradition: Fables, Myths, and Folktales – Where do they come from?
Throughout history, people of all cultures have created myths, folktales, or
legends to explain the natural phenomena they did not understand. From
earliest times, these stories have been passed orally from generation to
generation. This unit is designed to help students continue this oral
tradition of myths, fables, and folktales, and, in so doing, increase the
students’ understanding of this ancient tradition, as well as increase their
knowledge of and understanding of the traditional myths from various
cultures. In the unit, students will listen to, study and analyze myths from
several cultures, noting commonalities in structure and content. Students
will then extend their abilities to write correctly and fluently by creating
their own fable, myth, or folktale. In addition, the students will continue
the oral tradition by participating in readers’ theatre and telling their
myths to the class.
ELA6R1. The student demonstrates comprehension and shows evidence of a
warranted and responsible explanation of a variety of literary and
informational texts. For literary texts, the student identifies the
characteristics of various genres and produces evidence of reading that:
a. Identifies and analyzes sensory details and figurative language.
b. Identifies and analyzes the author’s use of dialogue and
description.
c. Identifies and analyzes the elements of setting,
characterization, plot and the resolution of the conflict of a story or
play:
i. internal/external conflicts
ii. character conflicts, characters vs. nature, characters vs.
society
iii. antagonist/ protagonist.
i. Compares traditional literature and mythology from different
cultures.
j. Identifies and analyzes similarities and differences in
mythologies from different cultures.
ELA6W2. The student demonstrates competence in a variety of genres: The
student produces a narrative (fictional, personal) that:
a. Engages readers by establishing and developing a plot, setting,
and point of view that are appropriate to the story (e.g., varied
beginnings, standard plot line, cohesive devices).
b. Creates an organizing structure appropriate to purpose, audience,
and context.
c. Includes sensory details and concrete language to develop plot,
setting, and character (e.g., vivid verbs, descriptive adjectives, and
varied sentence structures).
d. Uses a range of strategies (e.g., suspense, figurative language,
dialogue, expanded vocabulary, movement, gestures, expressions).
e. Excludes extraneous details and inconsistencies.
f. Provides a sense of closure appropriate to the writing.
ELASLV62. The student listens to and views various forms of text and media
in order to gather and share information, persuade others, and express and
understand ideas. The student will select and critically analyze messages
using rubrics as assessment tools. When responding to visual and oral texts
and media (e.g., television, radio, film productions, and electronic media),
the student:
b. Identifies the tone, mood, and emotion conveyed in the oral
communication.
When delivering or responding to presentations, the student:
a. Gives oral presentations or dramatic interpretations for various
purposes.
b. Shows appropriate changes in delivery (e.g., gestures,
vocabulary, pace, visuals).
c. Uses language for dramatic effect.
d. Uses rubrics as assessment tools.
ELA6R3. The student reads aloud, accurately (in the range of 95%), familiar
material in a variety of genres, in a way that makes meaning clear to
listeners. The student
a. Uses letter-sound knowledge t decode written English and uses a
range of cueing systems (e.g., phonics and context clues) to determine
pronunciation of meaning.
b. Uses self-correction when subsequent reading indicates an earlier
miscue (self-monitoring and self-monitoring strategies).
c. Reads with a rhythm, flow, and meter that sounds like everyday
speech (prosody).
ELA6C1 The student demonstrates understanding and control of the rules of
the English language, realizing that usage involves the appropriate
application of conventions and grammar in both written and spoken formats.
ENDURING UNDERSTANDINGS
There are cultural commonalities in traditional literature.
Reading and listening to stories in the oral tradition is educational and
enjoyable.
Specific strategies are conducive to acquiring and understanding new
vocabulary.
Listening is an active process.
ESSENTIAL QUESTIONS
Reading:
Why do we still celebrate the oral tradition today?
How is the oral tradition distinguished from other narrative texts?
How did ancient cultures explain natural events?
How does reading folklore teach us about a culture?
Writing:
How do I choose a technique or stylistic feature when writing my own myth,
fable, or folktale?
Without using science or religion, how would I explain something from nature?
Listening/Speaking/Viewing:
What does it mean to be an “active” listener?
How can I speak effectively in order to keep my audience interested?
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