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Folklore
Lissa Cone
Language Arts




Unit created on 7/8/1999 EST.
Last modified 11/11/1999 4:15:39 PM EST.


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Fundamental Understandings (help)


Students will write a myth and a folktale. Students will identify cultural influences in the folktale. Students will identify story elements such as plot, setting, point of view, theme, and characterization. Students will conduct a web search to locate information. Students will study a culture other than their own. Students will create a multimedia presentation to show the results of their research. Students will use the writing process to compile information.


Technology ISTE Standards (info) 


Use technology tools and resources for managing and communicating personal/professional information (e.g., finances, schedules, addresses, purchases, correspondence). Routinely and efficiently use online information resources to meet needs for collaboration, research, publications, communications, and productivity. Select and apply technology tools for research, information analysis, problem-solving, and decision-making in content learning. Collaborate with peers, experts, and others to contribute to a content related knowledge base by using technology to compile, synthesize, produce, and disseminate information, models, and other creative works.

Information Literacy Standards (info) 


Standard 1 Accesses information efficiently and effectively, as described by the following indicators: recognizes the need for information: recognizes that accurate and comprehensive information is the basis for intelligent decision making; formulates questions based on information needs; identifies a variety of potential sources of information; develops and uses successful strategies for locating information. Standard 2: Evaluates information critically and competently, as described by the following indicators: determines accuracy, relevance, and comprehensiveness; distinguishes among facts, point of view, and opinion; identifies inaccurate and misleading information; selects information appropriate to the problem or question at hand. Standard 3: Uses information effectively and creatively, as described by the following indicators: organizes information for practical application; integrates new information into one's own knowledge; applies information in critical thinking and problem solving; produces and communication information and ideas in appropriate formats. Category II: Independent Learning The student who is an independent learner is information literate and: Standard 4: Pursues information related to personal interests, as described by the following indicators: seeks information related to various dimensions of personal wellbeing, such as career interests, community involvement, health matters, and recreational pursuits; designs, develops, and evaluates information products and solutions related to personal interests. Standard 5: Appreciates and enjoys literature and other creative expressions of information, as described by the following indicators: is a competent and self-motivated reader; derives meaning from information presented creatively in a variety of formats; develops creative products in a variety of formats. Standard 6: Strives for excellence in information seeking and knowledge generation, as described by the following indicators: assesses the quality of the process and products of one's own information seeking; devises strategies for revising, improving, and updating self-generated knowledge. Category III: Social Responsibility The student who contributes positively to the teaming community and to society is information literate and: Standard 7: Recognizes the importance of information to a democratic society, as described by the following indicators: seeks information from diverse sources, contexts, disciplines, and cultures; respects the principle of equitable access to information. Standard 8 Practices ethical behavior in regard to information and information technology, as described by the following indicators: respects the principles of intellectual freedom; respects intellectual property rights; uses information technology responsibly. Standard 9: Participates effectively in groups to pursue and generate information, as described by the following indicators: shares knowledge and information with others; respects others' ideas and backgrounds and acknowledges their contributions; collaborates with others, both in person and through technologies, to identify information problems and to seek their solutions; collaborates with others, both in person and through technologies, to design, develop, and evaluate information products and solutions.

Relevance (help)


The folklore of a people provides information about the beliefs and lifestyle of that group. An exploration of the themes of folklore show a common link from culture to culture. The urban legend is told as truth and can be easily disseminated through technology. Writing a story provides opportunities to be creative and organized.

Assessment (help)


Students will conduct a website search on a topic pertaining to folklore. Students will create a classroom database on folklore topics. Students will create a multimedia project which profiles the folklore and culture of a selected group. Students will use a word processor to write stories. Students will create a Web page on a folklore topic.

Components (help)




URLs (help)


http://www.pbs.org/williamsburg/kin/


Workforce Competencies (info) (help)


Standard Title: INFORMATION MANAGERS (3.1) Florida students locate, comprehend, interpret, evaluate, maintain, and apply information, concepts, and ideas found in literature, the arts, symbols, recordings, video and other graphic displays, and computer files in order to perform tasks and/or for enjoyment. Standard Title: EFFECTIVE COMMUNICATORS (3.2) Florida students communicate in English and other languages using information, concepts, prose, symbols, reports, audio and video recordings, speeches, graphic displays, and computer-based programs. Standard Title: ETHICAL AND RESPONSIBLE WORKERS (3.5) Florida students display responsibility, self-esteem, sociability, self-management, integrity, and healthy decision-making. Standard Title: SYSTEMS MANAGERS (3.7) Florida students integrate their knowledge and understanding of how social, organizational, informational, and technological systems work with their abilities to analyze trends, design and improve systems, and use and maintain appropriate technology. Standard Title: COOPERATIVE WORKERS (3.8) Florida students work cooperatively to successfully complete a project or activity. Standard Title: EFFECTIVE LEADERS (3.9) Florida students establish credibility with their colleagues through competence and integrity, and help their peers achieve their goals by communicating their feelings and ideas to justify or successfully negotiate a position, which advances goal attainment. Standard Title: CULTURALLY SENSITIVE LEADERS (3.10) Florida Students appreciate their own culture and the cultures of others, understand the concerns and perspectives of members of other ethnic and gender groups, reject the stereotype of themselves and others, and seek out and utilize the views of persons from diverse ethnic, social and educational backgrounds. Standard Title: INVOLVEMENT OF FAMILIES (3.11) Families will share the responsibility of accomplishing the standards set in Goal 3 throughout a student's education from preschool through 12th grade.
Lessons







Copyright 1997-2003
Career Connection to Teaching with Technology
USDOE Technology Innovation Challenge Grant
Marshall Ransom, Project Manager
All rights reserved.

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