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1. Go to http://web.buddyproject.org/web004/web004/activitysheet1.htm
and print activity sheet one. Students will use this activity
sheet to guide them through the elements of folklore located at
http://www.umassd.edu/specialprograms/isn/Newfiles/aboutfolktales.html
2. After visiting this site, discuss as a class the information that was discovered.
3. Next, each student must understand how a culture's attributes, beliefs, values, environment & history influence its folklore. Students will discuss the following in groups:
4. Go to http://web.buddyproject.org/web004/web004/activitysheet2.htm and print activity sheet two, which will guide students through Cornish folklore located at this web site http://www.connexions.co.uk/culture/html/folklore.htm.
5. After visiting this site, students will respond in their journals to the following questions:
6. Go to http://web.buddyproject.org/web004/web004/activitysheet3.htm and print activity sheet three. Students will use this activity sheet to guide them through Norwegian folktales located at this site http://home.nvg.ntnu.no/~rikardb/lg4ra2.html.
7. After visiting this site, students will compare & contrast the two cultures.
8. Now it is time for students to learn how to write their own folktale. Visit this site http://www.umassd.edu/specialprograms/isn/Newfiles/aboutfolktales.html#JUMP2 .
9. Time for a quiz. Students will visit http://www.funbrain.com/quiz/index.html to take a quiz over the elements of folklore. Make sure you have discussed all types of folklore (not just those types visited on-line). You must give your students the password REBS1 to get to the quiz.
10. Now it is time for a project. This project is a culminating activity for a unit on Folklore. Your students will have worked through activities 1-3 on my web , located at http://web.buddyproject.org/web004/web004/default.htm, & read/discussed elements of Folklore before beginning this part of the Folklore Unit.
11. Students will work together in groups of four or five to create a collection of folklore for a newly created unusual culture. Hand out the information sheet http://web.buddyproject.org/web004/web004/handouts/projectsheet.htm so the students will know your expectations. This sheet outlines everything for the entire project.
12. Begin with each group choosing its culture from the list of six outlined on the project info sheet. They may also visit this list on-line http://web.buddyproject.org/web004/web004/cultures/cultures.htm.
13. After each group has chosen a culture, go to http://web.buddyproject.org/web004/web004/activitysheet4.htm and print out the cluster diagram that will be used to record information gathered from their group’s webquest page (i.e aquamarine’s page http://web.buddyproject.org/web004/web004/cultures/marines.htm)
14. Students will investigate the six cultural attributes located on their group’s webquest page. Clicking on sites one, two or three will link the students to pages that involve that particular attribute. While reading about that attribute, students will record information to be used to develop at least 6 other attributes. Also, this information will be used to write the folklore for their society.
15. Next, students will use the "Folklore Brainstorming Sheet" located at http://web.buddyproject.org/web004/web004/handouts/Brainstorming.htm to collaborate on ideas for their stories. Remember, each person in the group must write a type of folklore. Once the group has brainstormed some ideas that would fit its culture, each member must choose a topic from the list to write his or her own story.
16. Each member will write his or her own tale. Students will follow the guidelines on the handout, "Organizing your Folklore" located at http://web.buddyproject.org/web004/web004/handouts/organize.htm Students may also reference the "Folklore Grading Rubric" located at http://web.buddyproject.org/web004/web004/handouts/Rubric.htm to be sure they have included all the needed elements.
17. A student sample is also located on line http://web.buddyproject.org/web004/web004/studenttale.htm for students to review.
18. Each group will also need to create an artifact that represents its culture. Students will use the "Cultural Artifact Guidelines" sheet located at http://web.buddyproject.org/web004/web004/handouts/Artifact.htm to begin this step. Discuss with the students that during the presentation of their culture on Multi-Cultural Festival day, they will need to explain the significance of their cultural artifact. What impact does this artifact have in their society?
19. Students may also view on-line student samples at
20. Each group will present its culture to the class during the MULTI-CULTURAL FESTIVAL. Students may choose from the following formats or a combination of them to present their cultures. Each group may come up with its own idea for presenting but must have the teacher's approval. Be sure to reference the "Grading Checklist for the Presentation" located at http://web.buddyproject.org/web004/web004/handouts/presentcheck.htm
1. A skit of the best tale in your group
2. A video tape of the citizens in your culture telling &
listening to the story being told
3. A taped recording of a dramatic reading of your group's best
tale
4. Powerpoint Presentation of the tale &/or culturalattributes
5. A panel discussion (with visual aids of your cultural attributes)
of your society
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