Focus on Folktales

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Focus on Folktales

• To Create Language Rich Thematic Units

Paris Granville Priscilla Russel
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Objectives

• Folk Literature
• Strategies
• Student Performance

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Agenda

• Introduction
• KWL in the sky
• Choosing a story and objectives
• Performance-based Assessments
• Learning Experiences
• Debrief KWL in the Sky

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Know, Want to Know
Download the kwl.pdf from www.languageshaping.com/
lit_units.html
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KWL in the Sky

• Write what you
• know on the cloud

Folktale units can be language rich
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KWL in the Sky

• Write what you
• want to know on the airplane

How to choose folktales
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How to choose a story and objectives
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What makes a good story for Foreign Language
Acquisition?
It has ? Rhyme ? Rhythm ? Repetition ?
Beginning, Middle, and End ? Intrinsic Drama ?
Richness of the Target Culture ? Targeted
Language Functions ? Connections to other
disciplines
Download the literature checklist
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What makes a good story for Foreign Language
Acquisition?
It lends itself to ? Visuals ? Props (Authentic
a plus) ? Acting it out ? Storytelling ?
Signaling ? TPR (The Asher version)
Download the literature checklist
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What makes a good story for Foreign Language
Acquisition?
It is ? Interesting and Engaging ? Meaningful
to Students ? Relevant to Curriculum
Objectives ? Age-appropriate ? Linguistically
appropriate (Krashens Input1)
Download the literature checklist
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Why do we insist on authentic literature?
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Evaluate a story

• Evaluate
• Share
• Reflect
• Choose

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Where do we get our objectives?

• National
• Standards

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Where do we get our objectives?

• 3 modes
• Interpretive
• Interpersonal
• Presentational

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Where do we get our objectives?

• State Foreign Language
• Standards or Frameworks

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Where do we get our objectives?

• Curriculum Objectives

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What makes a good objective?

• Directly tied to the standards
• Based on achieving a real-life performance
• Written in terms of Language Functions
• Realistic Performance Levels
• Measurable and Demonstrable

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Good Objectives
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Making Objectives

• Students will fill out a story map based on the
  story.

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Making Objectives

• Students will fill out a story map based on the
  story.
• Students will negotiate in the target language to
  fill out a story map.

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Making Objectives

• Students will write a story and tell it to their
  parents.

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Making Objectives

• Students will write a story and tell it to their
  parents.
• Students will write and illustrate an animal
  story and read it to the students at the
  immersion school.

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Creating Performance-based Assessment
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Interpretive Assessment
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Interpretive Assessment
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Interpersonal Assessment
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(No Transcript)
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Interpersonal Assessment
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(No Transcript)
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Interpersonal Assessment
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Presentational Assessment
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Presentational Assessment
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(No Transcript)
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How do we design Assessments?

• What performance directly meets the objectives?
• How do we measure the task?

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Assessment Ladder
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Designing Learning Experiences
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How to choose learning experiences

• Support the objectives
• Learning styles
• Student Interaction
• Scaffold
• Balanced Pre- Read Post-

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The Key to making folk literature accessible
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The Key to making folk literature accessible
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Pre-Reading Activities

• Cocktail Party Interpersonal activity to gather
  important information about the setting or
  characters in the story.

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Pre-Reading Activities

• Anticipation Guide
• Doù viennent les perles noires?
• Est-ce que tu aimes la plage?

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Pre-Reading Activities

• Setting the Scene

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Pre-Reading Activities

• Authentic TPR
• Action Play

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Story Telling

• Know the story, dont memorize or read
• Practice with Props
• Dress the Part
• Insist on total focus from Students
• Move your voice to your chest

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Reading

• Read the first time in class in total silence
  without distraction
• Read several times
• Color code for action and description in the past
• Color code all references to the characters

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Post-Reading

• Question Chain

Por qué se reunieronlos dioses de Teotihuacán?
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Post-Reading

• Question Chain

Por qué se reunieronlos dioses de Teotihuacán?
Querían dar luz al mundo porque el mundo era
muy oscuro.
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Post-Reading

• Question Chain

Querían dar luz al mundo porque el mundo era
muy oscuro.
Qué necesitaba pasar para dar luz al mundo?
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Post-Reading

• Sequencing

Un día los aztecas se reunieron para discutir
cómo dar luz al mundo.
Después, Nanoatzín, un dios viejo y pobre se
levantó y ofreció dar su vida también.
Tecuciztécatl, un dios joven y elegante, se
levantó y ofreció dar su vida.
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Post-Reading

• Comparisons

El grillo era más inteligente que el león.
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Post-Reading

• Scaffolded conversation about how they liked the
  story.

Ah bon?
Jaime bien Tiki parce quil était brave.
?
Moi, aussi.
Moi, non.
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Post-Reading

• Hand-crafted Books

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Post-Reading

• Student Film

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Post-Reading

• Retell the story using props

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One Think I Learned

• Write one think you learned on the star.

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For more information contact paris_at_languageshapin
g.com