English: Thursday, October 24, 2013 Handouts: * Rubric for “Folk Lore Writing Contest” Homework: * Select which type of Folk Lore you will write * Complete a pre-write (brainstorm ideas/outline),Due tomorrow * Bring your flash drive (memory stick) to class tomorrow! 3. Assignments due: * None
Lesson Goal: In preparation for writing, review folk lore concepts through taking a quiz and reading a myth. Outcomes: Be able to . . . Demonstrate what youhave learned about folk lore by completing a quiz. Read and analyze a Cherokee myth, titled “Strawberries.” Examine the distinctive features of Folk Tales, Myths, Fables, and Legends. Evaluate which sub-genre of Folk Lore is yourfavorite for writing a creative story.
Starter #1Prepare for a quiz: 1) Take everything off from your desk, except for a pen. 2) If you do not have an AR book to read when you finish, please borrow a book from our Reading Cove at this time. 3) When you finish, read your AR book until the quiz time ends. Note: There is a 20-minute time limit for this quiz.
Starter #2When we discussed the features of myths, we said there were two main purposes behind those stories. What were those purposes? * To explain the world around us * To show the relationship between people and the gods So far in our unit, have we read any story that “explains the world around us”? Today we will read a short myth that fulfills both purposes—it shows the relationship between people and the gods AND explains the beginnings of something familiar in our world. This myth is a Native American tale, specifically, a Cherokee tale re-told by Gayle Ross. Why is it especially appropriate for my classes to read a Native American myth? Who is pictured above my desk? Last year, KateriTekakwitha, of the Mohawk Tribe, was the first Native American to be canonized as a Saint!
Starter #3 We have a LOT of tremendous writers in this class and some excellent story tellers. We also have a lot of artistic creativity in our midst. Here is your chance to show off your talent. I think you are going to like this rubric. . . .