| Subject
Matter: |
Language Arts |
| Grade Levels:
|
6-8 |
| Time Allotment:
|
Two 60-minute class sessions |
Overview
Tales that explain "why" are called pourquoi tales.
Pronounced "poor-kwa" by the French, these "why"
stories have been shared through the centuries to explain nature
and natural phenomena. Pourquoi stories reveal cultural traditions
from Australia to Zimbabwe. The famous "Just So" stories
by Rudyard Kipling are examples of modern pourquoi tales. In this
lesson, students will hear pourquoi stories and identify the literary
elements that make up pourquoi stories. Using knowledge of these
elements, students will compare pourquoi stories for commonalities,
generate a chart for gathering more information to write their own
pourquoi tales and then draft their own tales.
Learning Objectives
Students will be able to:
- Identify the sequence of events in an oral or written story.
- Write a pourquoi tale based on the defining elements learned
in this lesson.
- Illustrate the story using an illustrative method of choice
(e.g., a drawing, Kid Pix presentation or spoken recording).
Oregon Standards Available at:
http://www.ode.state.or.us/cifs
English - Reading
Demonstrate literal comprehension of a variety of printed materials.
- Identify sequence of events, main ideas, facts, supporting
details and opinions in literary, informative and practical selections.
- Examine relationships, images, patterns or symbols to draw
conclusions about their meanings in printed material.
English - Literature
Read a variety of literary forms (e.g., novels, poems, plays, short
stories, autobiographies, essays) of varying complexity from a variety
of cultures and time periods.
- Read a variety of literary works and distinguish among characteristics
of a variety of literary forms, including novels, short stories,
poetry, plays and nonfiction from a variety of cultures and time
periods.
Understand how literature is influenced by historical, cultural,
social and biographical factors.
Media Components
Video
Check the link at http://www.opb.org/edmedia/trs/
to find access to the video(s) from unitedstreaming™ referenced in this lesson plan.
- "Native American Folktales" (22:00)
o Clip: "Storytelling Stone (Seneca)"
(06:24)
- "African and African-American Folktales" (20:00)
o Clip: "How Anansi Obtained the Sky God's
Stories" (04:56)
Web
Materials
Per Student:
- Pencil and paper (draft and final product)
- Notecards
- Handout: Versions of a Story - Venn Diagram which can be downloaded
from http://edsitement.neh.gov/lesson_images/lesson406/BlankVen.pdf
- Computer with Internet access and printer
- KidPix or PowerPoint software installed on computers for student
use (optional)
Per Class:
- Overhead transparency of the Venn Diagram found at http://edsitement.neh.gov/lesson_images/lesson406/BlankVen.pdf
- Overhead projector and overhead projector markers (three colors
would be nice)
- A set of Zoobook magazines for reference (optional)
- Access to library reference materials for researching facts
on animals. Examples are:
o National Geographic's Animal Encyclopedia
o General encyclopedias (World Book, Collier's, etc.)
o Homework Center Web Site: http://www.multcolib.org/homework/animhc.html
- Crayons, colored pencils and drawing paper
- Demonstration computer with Internet connectivity and projection screen for whole group instruction
- Computer on a cart for displaying KidPix or PowerPoint presentations (optional)
Prep for Teachers
When using media, provide students with a Focus for Media
Interaction, a specific task to complete and/or information
to identify during or after viewing of video, Web sites or other
multimedia elements.
Session 1: Bookmark all Web sites in Portaportal
and download video clips. Preview them for specific points you will
use to compare the two pourquoi stories. Schedule the computer lab
or mobile lab and allow one computer per student. Check to see if
QuickTime and Windows Media Player are installed on the demonstration
computer you will use for instruction. You will also need to download
Real Player and Shockwave for your Internet browser. These are found
at http://www.real.com and http://www.macromedia.com.
Make sure that this computer can be connected to a projector or
a large-screen monitor for whole group instruction. Make a copy
of the Versions of a Story - Venn Diagram handout for each student
and an overhead transparency of the handout for group use. This
can be downloaded from http://edsitement.neh.gov/lesson_images/lesson406/BlankVen.pdf
Session 2: Schedule time in the library for at
least 15 minutes of research time or you may provide reference materials
in the classroom. Again, be sure that students can access your Portaportal
account for the bookmarks to the Interactive Timeline found at http://www.readwritethink.org/materials/timeline/
and the Multnomah County Library Homework Center at http://www.multcolib.org/homework/animhc.html.
Introductory Activity
Step 1: When class begins, explain that it's
human nature to ask the question "why?" When we were
little children, "why?" was asked quite a lot. What
kinds of things did we ask "why?" about? What was the
reaction from others when asked "why?" Is it usually
a positive or negative experience? Is it good to ask "why?"
When should we stop asking "why?" Show on the blackboard
that people all over the world have asked questions about the world
by using these words:
warum (German)
porqué (Spanish and Portuguese)
perchè (Italian)
pourquoi (French)
Tell the students that there is a particular kind of story to explain
why natural events occur in the world: "They are called pourquoi
stories. They begin with a reference to a time long ago and they
end with the answer to the 'why' of the story. Oh, let's just hear
an example."
Step 2: Tell the story "Why Cats Wash After
They Eat." Use the model found at http://www.epfl.net/kids/estories/ESTORIES_Tale.cfm?id=33.
As a Focus for Media Interaction, ask students
to see if they can identify the three elements of the pourquoi story
once the story has been told.
Step 3: After the telling of the story, ask the
students if they can identify the three elements of the story you
just told. (Begins with a statement like "a long-time ago";
the topic is an observation of nature; it ends with the statement
"and that is why." In this case, "that's
why cats wash after they eat.")
Learning Activities
Session 1
Step 1: Say to the
students: "Let's see a version of a pourquoi story from the
Native American Seneca tradition." As a Focus for Media
Interaction, note the three elements we discussed as necessary
for a story to be a pourquoi story. Take notes about the plot, characters,
setting and timeline on the Versions of a Story handout found at
http://edsitement.neh.gov/lesson_images/lesson406/BlankVen.pdf.
The notes can be pictures or text or both. Instruct students to
take notes on the left side of the bottom half of the paper, avoiding
the circle areas.
Step 2: Play the video clip,
"Storytelling Stone (Seneca)" (06:24), from the video,
"Native American Folktales" (22:00).
Step 3: As a check for comprehension, ask students
to state the three elements that make up a pourquoi story. Correct
as necessary.
Step 4: Say to the students: "Now let's
see another pourquoi story from the African-American tradition.
View the video clip, "How Anansi Obtained the Sky God's
Stories" (04:56), from the video, "African and African-American
Folktales" (20:00). As a Focus for Media Interaction,
students will use the Versions of a Story handout found at http://edsitement.neh.gov/lesson_images/lesson406/BlankVen.pdf
to record notes as the narrative progresses with this video clip.
Instruct students to take notes on the right side of the bottom
half of the paper, avoiding the circle areas. Allow time for students
to record all their thoughts before moving on.
Step 5: Ask students to compare what is unique
about each story and enter those descriptions in the large circle
areas. Label each large bubble with the name of the story on each
side to keep them distinct. In the overlapping section have the
students declare what is the same about both stories and enter those
descriptions in the small area. Have the students share their answers
while you record them on your overhead transparency version of the
handout. Emphasize that the descriptions or elements in the overlapping
sections are the essential elements they will keep in mind when
creating their own pourquoi stories.
Similarities to look for are: theme of beginning of stories; tasks
to perform; gods are involved; there are tasks and sacrifices; long
time ago; bag for stories; both characters are determined; stories
are placed in the world to learn from.
Differences are: cultures are different; Anansi was clever in a
mischievous way while Flying Crow was clever to hunt and survive;
Nyami, the god, did not trust Anansi to share the stories, but Flying
Crow was the teller of the stories to pass along to the generations.
Session 2
In this session, each student will conduct research, develop a
sequence of events for their story and create/write a pourquoi story
of their own.
Step 1: Before conducting research, spend a couple
of minutes brainstorming how the pourqoui story can begin. Here
are some suggestions:
Once upon a time …
In a time long ago …
Before we could remember …
Once, in another time …
Once, when the world was new …
The ending is easy. Ask the students if they remember how the storyteller
ended the story about the cat washing after dinner. (You just repeat
the "why" question: "And that is why the bear
has a stubby tail.")
Step 2: The students need a few minutes to research an animal and
develop an idea. The Zoobook magazines are great to generate a few
facts about an animal. Remind students that facts about an animal
or a scientific phenomenon lend richness to a story. They make readers
remember more of the story and make it more interesting to hear.
Distribute a notecard to each student. On the notecard, students
will write their "why" questions and three supporting
facts to use for the sequence of events in the next step.
For example: Why Do Lions Roar?
1. Lions roar to alert others of danger.
2. They roar to show dominance.
3. Sometimes they roar just for fun!
Step 3:
When students finish their notecards, they may proceed to the computers
to access the Interactive Timeline found at: http://www.readwritethink.org/materials/timeline/.
As a Focus for Media Interaction, have each student
use their notecards to help them create and determine a sequence
of events for the story they are writing. They need to title the
story "Why …" and type their name into the box that
is labeled "by." They need to pull down the menu that
is labeled "Units" and choose "Events." To create
events, type a very short (two to three word) event identifier in
the "Event" box. This creates the label that will show
on the timeline. The "Title" box is used to introduce
the details of the event. It can be left blank. The "Description"
box is very important. In it, the student will develop the details
of the event as a move toward the narrative of the story. Here is
where the researched details from the notecard will come into play.
Editing can be done by clicking on an event on the timeline. When
the student needs a new event, click on the "Next Entry"
label at the upper right-hand side of the Web page.
Step 4: When all events are entered, click on
the "Finish" label and print the page, using the "Vertical"
printing mode.
Step 5: Using the printout page from the Interactive
Timeline in Step 3, students can then write their story in narrative
form. Some students may elect to draw and narrate their stories
using KidPix or PowerPoint. If time permits, this is a great choice
for kinetic learners. There is a very useful PowerPoint template
found at http://www.teacheruniverse.com/tools/integrate_projects/fairy_tales/Story_Template.ppt
The stories can be peer-edited or submitted for teacher review.
The following scoring guides may be used for assessment:
http://www.uwstout.edu/soe/profdev/pptrubric.html
for PowerPoint presentations
http://www.bcpl.net/%7Esullivan/modules/tips/rubrics_sec/skit.html
for a skit
http://www.ode.state.or.us/asmt/scoring/guides/student/mswrtg.pdf
for middle school writing (Oregon)
Culminating Activity
Have the students post their stories in a public place after sharing
with Book Buddies or another classroom. The students who have elected
to create their story using a KidPix or PowerPoint presentation
can have their shows available for Parent Night or in the hallway
or library for viewing by others. After the hallway displays are
viewed for two weeks, bind the stories in a binder and present to
the library media staff for the library collection.
Cross-Curricular Extensions
Science
- Students can locate pourquoi stories and then research the
scientific explanations for the same events. These comparisons
can be posted side-by-side for a display. Graphics from magazines
can be used to lend visual appeal.
Social Science - Geography
- A world map can have titles of pourqoui stories pinned to their
place of origin.
Art
- The students can illustrate their stories after the narrative has been written. Many mediums can be employed. Animation using a flip book created by frame-by-frame action would be interesting.
Music
- Using percussion instruments and simple tuned instruments (marimbas,
for example), the students in pairs can create an accompaniment
to the story as it is read. Writing down a score for when the
instruments play would be an excellent music theory application.
Community Connections
- Guest storytellers could be invited to perform stories in an
assembly for the students. Original stories from the students
can be interspersed in the performance.
- Students can share their stories during a retirement community
event, retired teachers' meeting or other civic organization
event. The stories could be posted at local banks and credit unions.
Some restaurants host student work.
- A local access television network would be an avenue for the
acting out or reading of student stories.
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