1. Are Folktales More Than a Story? Emily Carothers & Paige D’Angelo

2. Introduction This lesson is aimed around our goal of improving the students’ comprehension and appreciation of folktales, while also understanding other cultures. It incorporates Connecticut’s Common Core English Language Standards for third graders, which focus on determining, understanding, and explaining the main ideas of a text. Our objective for this lesson integrates the mission statement of ELAMS, in which students should be engaged in a meaningful way. We want students from all different backgrounds to explore their heritage and share it with the class. The Curriculum Project that we created will take place during one period, for 50 minutes, everyday, for a week.

3. Objectives Our main objective is to have the students understand that the morals discussed in folktales reflect cultural meaning. Capitalizing on the culture diversity of Hartford students, it is important to learn about different cultures and ethnic backgrounds. We want the children to learn about their background and apply it to the learning that is done in schools. Also, this is how we want to incorporate multicultural education into the third grade classrooms. Students will Learn elements of a folktale The moral of the story, the main characters and the contributions of them Identify cultural differences reflected in folktales Learn how to work cooperatively within a group Read for a purpose to evaluate the story and their lives Create and write their own folktale based on family history

4. Daily Planner Teacher will introduce the topic of folktales Teacher will read the class a short folktale Prepare for next day activities Homework assignment for Thursday: discuss ancestry with family members to bring to class on Thursday Students will be assigned groups, teacher will pass books out Students will take turns reading 2 pages each Teacher will reconvene the class every 8 pages Class discussion on what is happening in the text Students will analyze the text in their groups Students will complete a worksheet showing comprehension of the book Worksheet: main character, moral, challenges, and solutions Students reminded of homework assignment: talk to family about ancestry Monday Tuesday Wednesday Thursday Friday Students will have their individual family stories Mark origin on world map to be kept in classroom If student has not completed HW assignment, will use another student’s story Complete another worksheet helping develop own folktale Students will be in individual seats Create and write own folktale based on own family stories Will use completed worksheet for guidance

5. Monday

6. Wednesday

7. Thursday

8. Friday Criteria for the Folktale Folktales should include: Characters A lesson A certain culture An obstacle A solution Writing guideline Topic sentence Four supporting sentences Concluding sentence

9. Evaluation

10. Resources "Exploring World Cultures Through Folktales - ReadWriteThink." Readwritethink.org. N.p., n.d. Web. 15 Apr. 2016. "English Language Arts Standards." | Common Core State Standards Initiative. N.p., n.d. Web. 15 Apr. 2016. Ed 200 Course Packet, 2016, Bloom’s Taxonomy (1956). "Mission | ELAMS." Mission | ELAMS. Expeditionary Learning Academy at Moylan, 2013. Web. 21 April. 2016.