Strategies
I will implement this unit in a standard-based classroom during the reading period. The three-part lesson framework will be used during the reading period. The three-part framework consists of a mini-lesson, student work period, and sharing. The mini-lessons will include accessing prior knowledge, providing background information about the culture and folktale, reading aloud a folktale, modeling storytelling, analyzing a folktale, introducing key vocabulary words, and introducing the different types of folktales. During the student work period, the students will read folktales, respond to discussion questions, identify narrative story elements, complete graphic organizers/story organizers, practice drama activities, and practice telling their own stories. Storytelling will occur during sharing time. The students will also share their responses to questions.ions.
During the mini-lessons, I will model creative, dramatic storytelling. The only way students will learn the art of storytelling is through teacher modeling or watching a storytelling performance in a film. I will use gestures, facial expressions, body movements, and appropriate voices to present different kinds of folktales. The students will be encouraged to be active participants in the storytelling. I want to entice students into enthusiastic storytelling.
The KWL chart will be used to set a purpose for my unit. The KWL chart is a good introductory strategy that provides a structure for recalling what students know about a topic. This chart will be used to activate background knowledge and help in learning. The letters KLW are an acronym for what we know, what we want to know and what we learned. By asking students what they already know about folktales, they will think about prior experience reading tales and knowledge about the folktales.
Story maps will be used to facilitate comprehension and memory of the folktales. Story maps are visual representation of the narrative elements of the story. They can be used as a pre-reading strategy. They can also be used as frameworks for storytelling or retelling stories. This strategy enables students to relate story events and perceive the structure of the story. Story maps are visual representation of the elements of the story.
The students will work in small groups during the work period. Working in small groups ensures active participation of all of the students. It enables students to move more readily from receiving knowledge to generating knowledge. Students can be grouped according to skills or interest. When I work with the teacher group, the other groups will be working on the same activities but adjustments will be made based on their level of readiness.
Reader's theater is a strategy I will use to entice students into enthusiastic storytelling. It is a dramatic reading from a text. I will use this strategy to involve students in reading the character parts of a folktale. The emphasis is on oral expression of the reading. It will enable students to bring a folktale to life and create powerful interpretations. Reader's theater will enhance their skills as readers, listeners, and speakers. It will also offer support to less confident readers.
I feel the best way to teach storytelling is to read the folktales aloud. Reading aloud a folktale, placing special emphasis on the voices of the characters, will aid students in retelling the story. This strategy will help students' understanding and memory of the folktale. Listening to the repetitive patterns of the folktale can be the schema for students' comprehension. Reading aloud a folktale will make it easy for students to remember the vocabulary, grammatical structure contained in the folktales. After reading aloud the folktale to the students, I will give them a chance to share their feelings and thoughts. I will also give the students opportunities to read folktales aloud to express their own voices of the characters as they read.
Text rendering is a strategy I will use to help students think critically about the folktales they read. After reading a folktale, I will ask students to highlight an important word or phrase. The students will write the phrase or word in their journal. I will tell the students to describe what it means to them and why it is important. Text rendering will help students identify the meaning of unknown words.
Response to questions for class or group discussions is a strategy I will use to assist students in analyzing the narrative structure of films. The questions will be written on the board before the students view the movie. I will use who, what, and where questions to encourage students to look at the story or content of a film. I will develop "how" questions that will enable students to examine the plot structure. Students need to determine the setting, main characters, key conflicts, and events in a movie.
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