Grades: 6
General and Specific Learner Outcomes:
General Outcome 1: Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings and experiences. (1.1.1., 1.1.2)
General Outcome 3: Manage ideas and Information (3.1.1,3.1.2,3.2.1)
General Outcome 4: Enhance clarity and artistry of communication (4.2.1, 4.2.2)
General Outcome 5: Respect, support and collaborate with others (5.2.1)
Activity
- Students listen and view an Anansi story being told by a story-teller (teacher), and discuss the history.
- Students discuss parts of the story that interest them, and brain-storm patterns in the Anansi stories that they’ve recognized in other traditionally oral tales (fairy-tales, legends, etc).
- In small groups, students use the internet to research the history, typical characters and setting of other traditionally oral tales, or stories told from traditional oral cultures, such as Anansi Stories from the Caribbean, African Folktales, Reynard the fox stories from France, Asian Folktales, Scandinavian Fairy-tales, German fairy-tales and Sufi Folktales from the middle east.
- In their respective groups, they will then use the information they’ve gathered to create a folk or fairy-tale based on the culture, characters, and setting they’ve chosen together, using the patterns (conventions) they’ve brainstormed in class that go across all cultural boundaries.
- They will then tell their stories to the class in creative ways relevant to their chosen culture.
- They will give to the teacher a reflection about which conventions they used and why, why they chose the culture’s folk-tales, and why they wrote the story they did, as well as detailing the process, and citing all their internet sources properly.
Reference Sites
Ashliman, D. (1998-2003). Folktales From Japan. Retrieved October 1st, 2007, from http://www.pitt.edu/~dash/japan.html
Beckwith, M. W. (1924). Jamaica Anansi Stories. Retrieved October 1st, 2007, from http://www.sacred-texts.com/afr/jas/index.htm
CLN Organization. (n.d.). Stories,Folklore and Fairytale Theme Page. Retrieved October 1st, 2007, from http://www.cln.org/themes/fairytales.html
FolkArt. (1995-1997). Mayan Folktales. Retrieved October 1st, 2007, from http://www.folkart.com/folktale/
Haines, P. B. (2001-2007). Mythology, Folktale and Fairy tale resources. Retrieved October 1st, 2007, from http://www.chlive.org/pbeck/eastlibrary/MYTHOLOGY.htm#MIDDLE%20EASTERN%20FOLKTALES
Kinnes, T. (1997-2007). Norwegian Folktales. Retrieved October 1st, 2007, from http://oaks.nvg.org/norwegian-folktales.html
National Geographic. (1996-2007). Grimm's Fairy Tales. Retrieved October 1st, 2007, from http://www.nationalgeographic.com/grimm/
Pitara. (n.d.). Tale-Spin. Retrieved October 1st, 2007, from http://www.pitara.com/talespin/folktales/listing.asp
Robinson O'neil. (n.d.). Anansi Folk-tales. Retrieved October 1st, 2007, from http://www.robinsononeil.com/anansi_folk_tales.htm
Thompson, R. (n.d.). Anansi. Retrieved October 1st, 2007, from http://www.drawandtell.com/cjm/anansi/anansistories.html
ICT Outcomes
C.1 - Students will access, use and communicate information from a variety of technologies.
Specific Outcomes
2.1
access and retrieve appropriate information from the Internet by using a specific search path or from given uniform resource locations (URLs)
2.2
organize information gathered from the Internet, or an electronic source, by selecting and recording the data in logical files or categories; and by communicating effectively, through appropriate forms, such as speeches, reports and multimedia presentations, applying information technologies that serve particular audiences and purposes
C.4 - Students will use organizational processes and tools to manage inquiry.
Specific Outcomes
2.3
reflect on and describe the processes involved in completing a project
C.5 - Students will use technology to aid collaboration during inquiry.
Specific Outcomes
2.1
retrieve data from available storage devices, such as a shared folder, to which a group has contributed
2.2
record group brainstorming, planning and sharing of ideas by using technology
2.3
extend the scope of a project beyond classroom collaboration by using communication technologies, such as the telephone and email
F.3 - Students will demonstrate a moral and ethical approach to the use of technology.
Specific Outcomes
2.1
comply with the acceptable use policy of the school and school authority for Internet and networked services, including software licensing agreements
2.2
work collaboratively to share limited resources
2.3
use appropriate communication language and etiquette
2.4
document sources obtained electronically, such as web site addresses
2.5
respect the privacy and products of others
2.6
use electronic networks in an ethical manner
2.7
comply with copyright legislation
Rational for Integration
When attempting to broaden students’ world-view through literature such as culturally specific folk-tales, it’s important to take into account that as a teacher, you’re trying to instill in them a sense of Global Citizenship, of a responsibility to take the entire world into account and celebrate diversity, while still being a critical consumer of information. The internet provides an arena for practice of global citizenship, because it connects the world. It gives students an exciting, hands on way to not only research diverse cultures through story, but allows them to become information-conscious individuals, by being aware of what they’re looking for, and who is displaying the information. They become discerning, critical thinkers. It is also a way for students to access things such as video clips, or sound-clips which enrich their learning, and may provide different insights into the lesson.
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