UVM ASIAN STUDIES OUTREACH PROGRAM STANDARD-BASED UNIT ...outreach/TeachingUnits/ThaiUnit077_TalesandTraditions.pdf · Tales and Traditions of Thailand Unit Abstract: In this unit

UVM ASIAN STUDIES OUTREACH PROGRAMSTANDARD-BASED UNIT TEMPLATE

Name of Teacher: Elizabeth DuttonName of School: Tunbridge Central SchoolGrade Level: Third, Fourth and Fifth Grade

Name of unit: Tales and Traditions of Thailand

Unit Abstract:In this unit of study, I will introduce my students to the geography, culture and arts of Thailand. Through a variety of stories, projects and reports, students will gain an understanding of this different place and its culture.

Time to complete unit: Six weeks of four forty-five minute class periods per week.

VITAL RESULTS STANDARDS

1.3 Reading Comprehension: Students read for meaning, demonstrating both initial understanding and personal response to what is read. This is evident when students … make connections among various parts of a text, among several texts, and between texts and other experiences in and out of school; identify the textual structure and/or the technical, artistic and literary conventions of text; and explain the meaning of various forms of representations (e.g. narrative, graphical, cartographic, symbolic, mathematical). 1.4 Reading Range of Text: Students comprehend and respond to a range of media, images, and text (e.g., poetry, narrative, information, technical) for a variety of purposes (e.g., reading for pleasure as well as reading to develop understanding and expertise).

1.5 Writing Dimensions: Students draft, revise, edit, and critique written products so that final drafts are appropriate in terms of the following dimensions:

• Purpose -- Intent is established and maintained within a given piece of writing. • Organization -- The writing demonstrates order and coherence.• Details -- The details contribute to development of ideas and information, evoke images, or otherwise elaborate on or clarify the content

of the writing. • Voice or Tone -- An appropriate voice or tone is established and maintained.

1.6 Writing Conventions: Students’ independent writing demonstrates command of appropriate English conventions, including grammar, usage, and mechanics.

1.7 Responses to Literature: In written responses to literature, students show understanding of reading; connect what has been read to the broader world of ideas, concepts, and issues; and make judgments about the text. This is evident when students connect plot/ideas/concepts to experience, including other literature; go beyond retelling of plot by reflecting on what is read and making connections to broader ideas, concepts, and issues; and support judgments about what has been read by drawing from experience, other literature, and evidence from the text, including direct quotations.

1.8 Reports: In written reports, students organize and convey information and ideas accurately and effectively. This is evident when students analyze a situation based on information gathered, and suggest a course of actions based on the information; discuss a situation or problem, then predict its possible outcomes based on information gathered; engage the reader and develop a controlling idea; use appropriate organizing structures; and use a range of appropriate elaboration strategies such as including appropriate facts and details, describing the subject or narrating a relevant anecdote.

1.9 Narratives: In written narratives, students organize and relate a series of events, fictional or actual, in a coherent whole. This is evident when students Recount in sequence several parts of an experience or event, commenting on their significance and drawing a conclusion from them; or create an imaginative story with a clear story line in which some events are clearly related to the resolution of a problem; use dialogue and/or other strategies appropriate to narration; and select details consistent with the intent of the story, omitting extraneous details.

1.13 Listening -- Clarification and Restatement: Students listen actively and respond to communications. This is evident when students ask clarifying questions; restate; and respond through discussion, writing and using art forms.

1.14 Listening -- Critique: Students critique what they have heard (e.g. music, oral presentation). This is evident when students observe; describe; extend; interpret; and make connections.

1.15 Expression -- Speaking: Students use verbal and nonverbal skills to express themselves effectively. This is evident when students share information; use accepted conventions of the English language (e.e. grammar, usage, word choice, pronunciation) in formal settings (e.g. class presentations, job interviews); show awareness of an audience by planning and adjusting to its reaction; make effective use of such devices as pace, volume, stress, enunciation, and pronunciation; use language expressively and persuasively; and constructively express preferences, feelings, and needs.

REASONING AND PROBLEM SOLVING STANDARDS

2.1 Types of Questions: Students ask a variety of questions. This is evident when students: ask questions about how things get done and how they work; ask questions to determine why events occur; ask questions that compare and contrast to determine similarities and differences; ask question that help make connections within and across fields of knowledge and/or between concepts; and ask reflective questions that connect new ideas to personal experience.

PERSONAL DEVELOPMENT STANDARDS

3.11 Interactions: Students interact respectfully with others, including those with whom they have differences.

CIVIC/SOCIAL RESPONSIBILITY STANDARDS

4.3 Human Diversity -- Cultural Expressions: Students demonstrate understanding of the cultural expressions that are characteristic of particular groups.

FIELDS OF KNOWLEDGE STANDARDS

5.26 Artistic Process -- Analysis: Students develop and present basic analyses of works in the arts from structural, historical, economic, and cultural perspectives.

5.28 Artistic Proficiency: Students use art forms to communicate, showing the ability to define and solve artistic problems with insight, reason, and technical proficiency. This is evident when student use dance, music, theater and visual arts to communicate.

6.5 History -- Traditional and Social Histories: Students investigate both the traditional and the social histories of the people, places, and cultures under study, including those of indigenous peoples. This is evident when students describe and interpret events through the perspectives of people (both famous and common) living in the time and place under study.

6.7 Geography -- Geographical Knowledge: Students use geographical knowledge and images of various places to understand the present, communicate historical interpretations, develop solutions for problems, and plan for the future.

6.13 Diversity and Unity -- Concepts of Culture: Students understand the concept of culture, including the cultures of indigenous peoples, in various times in their local community, in Vermont, in the United States, and in various locations world wide. This is evident when students identify the cultural/ethnic groups in your local community in Vermont, and in the world, and describe by using characteristics of culture (e.g., food, housing, customs, beliefs); and describe how cultural traditions are passed down in families and communities, and how traditions change over time. (e.g., holiday festivals worldwide, oral histories, writing and other media).

6.19 Identity and Interdependence: Students understand the variety of influences and impacts of the construction, preservation, and change of identity, within families, other social structures, and nations. This is evident when students identify their position in time, space, and various groups, and analyze how these positions help to build identity; classify influences on identity(e.g. family, peer, and kinship groups, occupations, ethnicity, social class, religion, and nationality), and analyze how these motivate behavior; and examine symbols, literature, histories, folk traditions, and myth for sources of national identities.

LEARNING OPPORTUNITIES

Multiple reading, writing, and project based tasks related to learning about the culture of Thailand.

ESSENTIAL QUESTION

What makes Thailand a unique and special place in the world?

CULMINATING TASKS/PRODUCTS

There will be three major tasks/products for students to aim towards.1. Creative folktale written featuring a native Thai animal, and acted out in puppetry;2. Research report on buddhism in Thailand written in a painted essay format; and3. Dance moves learned and performed with group.

Lessons Time Length

(45 min. class

periods)

Key Questions/Concepts: What

questions/concepts will focus student

learning?

Teacher Focus: What are the aims of

this lesson for learning?

Key GEs addressed Activities Supporting Learning Targets

Assessments Supporting Resources

Bai si su kwan 1 class period

What is an important cultural tradition in Thailand and what does it mean?

Students learn and respect the ceremony of Bai si su kwan.

6.5 Traditional and Social HistoriesStudents investigate both the traditional and the social histories of the people, places, and cultures under study, including those of indigenous peoples.6.13 Concepts of CultureStudents understand the concept of culture, including the culture of indigenous peoples, in various times in their local community, in the United States, and in various locations worldwide.

• Bai si su kwan ceremony

• Participation in activity

• Internet articles on ceremony and/or books telling about it.

Exploring Thailand

1 class period

What do some cities and popular historical landmarks look like in Thailand?

Show images of Thailand and some people and places.Present a photo essay from my trip to the students.

1.13 Listening: Clarification and Restatement Students listen actively and respond to communications. This is evident when students ask clarifying questions, restate and respond through discussion, writing and using art form.1.14 Listening: CritiqueStudents critique what they have heard (e.g. music, oral presentation). This is evident when students observe, describe, extend, interpret, and make connections.2.1 Types of QuestionsStudents ask a variety of questions.6.5 Traditional and Social HistoriesStudents investigate both the traditional and the social histories of the people, places, and cultures under study, including those of indigenous peoples.6.13 Concepts of CultureStudents understand the concept of culture, including the culture of indigenous peoples, in various times in their local community, in the United States, and in various locations worldwide.6.19 Identity and InterdependenceStudents understand the variety of influences and impacts of the construction, preservation, and change of identity, within families, other social structures, and nations.

• Students gain a visual image of some sites of Thailand and Thai food and attractions

• Observations and reflections on what was seen

• Discussion

• Photos from trip

Unit Outline: Table Format

Lessons Time Length

(45 min. class

periods)



learning?





Where in the world?

2 class periods

Where is Thailand in the world, and what is the geographic make up.

Have students gain a better understanding of where Thailand is, and what makes up Thailand.

1.15 Expression -- SpeakingStudents use verbal and nonverbal skills to express themselves effectively.3.11 InteractionsStudents interact respectfully with others, including those with whom they have differences.6.7 Geographical KnowledgeStudents use geographical knowledge and images of various places to understand the present, communicate historical interpretations, develop solutions for the problems, and plan for the future.

• Cooperative group work

• Creating maps of Thailand

• Participation and observation

• Finished Maps

• Presentation to group of maps created

• Quiz on chosen major locations


• Easel• Maps• Overheads/

Projector

The King and His Family

1 class period

What is the role of royalty in Thailand?

Students learn about the role of the royal family in Thailand.

1.5 Writing DimensionStudents draft, revise, edit, and critique written products so that final drafts are appropriate in terms of the following dimensions: purpose, organization, details and voice or tone.1.6 Writing ConventionsStudents’ independent writing demonstrates command of appropriate English conventions, including grammar, usage, and mechanics.1.7 Responses to LiteratureIn written responses to literature, students show understanding of reading; connect what has been read to the broader world of ideas, concepts and issues; and make judgments about the text.4.3 Cultural ExpressionStudents demonstrate understanding of the cultural expressions that are characteristic of particular groups.6.5 Traditional and Social HistoriesStudents investigate both the traditional and the social histories of the people, places, and cultures under study, including those of indigenous peoples.6.13 Concepts of CultureStudents understand the concept of culture, including the culture of indigenous peoples, in various times in their local community, in the United States, and in various locations worldwide.6.19 Identity and InterdependenceStudents understand the variety of influences and impacts of the construction, preservation, and change of identity, within families, other social structures, and nations.

• Listening to stories

• Writing• Drawing

• Short report of the King and Queen of Thailand

• Internet articles and/or books

Lessons Time Length

(45 min. class

periods)



learning?





Tales and Folktales

6 class periods

What can we learn about Thai storytelling and culture through the stories?How can we take what we heard and learned, and apply that to writing our own tales?

Introduce some Thai stories. Write independent stories.Create puppets to act out stories written by students.

1.3 Reading Comprehension Students read for meaning, demonstrating both initial understanding and personal response to what is read. This is evident when students … make connections among various parts of a text, among several texts, and between texts and other experiences in and out of school; identify the textual structure and/or the technical, artistic and literary conventions of text; and explain the meaning of various forms of representations (e.g. narrative, graphical, cartographic, symbolic, mathematical).1.4 Reading Range of TextStudents comprehend and respond to a range of media, images, and text (e.g., poetry, narrative, information, technical) for a variety of purposes (e.g., reading for pleasure as well as reading to develop understanding and expertise).1.5 Writing DimensionsStudents draft, revise, edit, and critique written products so that final drafts are appropriate in terms of the following dimensions: purpose, organization, details and voice or tone.1.6 Writing ConventionsStudents’ independent writing demonstrates command of appropriate English conventions, including grammar, usage, and mechanics.1.7 Responses to LiteratureIn written responses to literature, students show understanding of reading; connect what has been read to the broader world of ideas, concepts and issues; and make judgments about the text.1.9 NarrativesIn written narratives, students organize and relate a series of events, fictional or actually, in a coherent whole.1.13 Listening: Clarification and Restatement Students listen actively and respond to communications. This is evident when students ask clarifying questions, restate and respond through discussion, writing and using art form.1.14 Listening: CritiqueStudents critique what they have heard (e.g. music, oral presentation). This is evident when students observe, describe, extend, interpret, and make connections.4.3 Cultural ExpressionStudents demonstrate understanding of the cultural expressions that are characteristic of particular groups.5.26 Artistic Process: AnalysisStudents develop and present basic analyses of works in the arts from structural, historical, economic, and cultural perspectives.6.13 Concepts of CultureStudents understand the concept of culture, including the culture of indigenous peoples, in various times in their local community, in the United States, and in various locations worldwide.


• Learning about morals to stories

• Brainstorming • Writing• Drawing• Sharing• Puppet making


• Discussion• Written and

illustrated stories

• Puppets

• Thai books of tales such as Folktales and Storytelling by Dr. Margaret Read MacDonald, and Thai Tales: Folktales of Thailand by Supaporn Vatanaprida and Dr. Margaret Read MacDonald.

• Puppet making materials and instructions

Lessons Time Length

(45 min. class

periods)



learning?





Discovering Thailand and

Buddhism

4 periods

What is Buddhism and how does it influence Thailand’s people and culture?

Working individually or in pairs, students will research and write a painted essay about Thai buddhism.

1.3 Reading Comprehension Students read for meaning, demonstrating both initial understanding and personal response to what is read. This is evident when students … make connections among various parts of a text, among several texts, and between texts and other experiences in and out of school; identify the textual structure and/or the technical, artistic and literary conventions of text; and explain the meaning of various forms of representations (e.g. narrative, graphical, cartographic, symbolic, mathematical).1.4 Reading Range of TextStudents comprehend and respond to a range of media, images, and text (e.g., poetry, narrative, information, technical) for a variety of purposes (e.g., reading for pleasure as well as reading to develop understanding and expertise). 1.5 Writing DimensionStudents draft, revise, edit, and critique written products so that final drafts are appropriate in terms of the following dimensions: purpose, organization, details and voice or tone.1.6 Writing ConventionsStudents’ independent writing demonstrates command of appropriate English conventions, including grammar, usage, and mechanics. 1.8 ReportsIn written reports, students organize and convey information and ideas accurately and effectively.1.9 NarrativesIn written narratives, students organize and relate a series of events, fictional or actually, in a coherent whole.1.13 Listening: Clarification and Restatement Students listen actively and respond to communications. This is evident when students ask clarifying questions, restate and respond through discussion, writing and using art form.1.14 Listening: CritiqueStudents critique what they have heard (e.g. music, oral presentation). This is evident when students observe, describe, extend, interpret, and make connections.1.15 SpeakingStudents use verbal and nonverbal skills to express themselves effectively.2.1 Types of QuestionsStudents ask a variety of questions.3.11 InteractionsStudents interact respectfully with others, including those with whom they have differences.6.5 Traditional and Social HistoriesStudents investigate both the traditional and the social histories of the people, places, and cultures under study, including those of indigenous peoples.6.13 Concepts of CultureStudents understand the concept of culture, including the culture of indigenous peoples, in various times in their local community, in the United States, and in various locations worldwide.6.19 Identity and InterdependenceStudents understand the variety of influences and impacts of the construction, preservation, and change of identity, within families, other social structures, and nations.

• Read and make sense of information

• Write painted essay paper

• Create visual poster to accompany research

• Share with class

• Painted essay research paper

• Poster• Presentation• Participation

and observation

• Articles and information from internet and other available sources

• Thailand history books and appropriate picture books such as Buddhism in Thailand by Frances Hawket

Lessons Time Length

(45 min. class

periods)



learning?





Loy Krathong 1 class period

What is the Loy Krathong festival all about?

After reading about the importance of the holiday in Thailand, students make their own personal flowers.

4.3 Cultural ExpressionStudents demonstrate understanding of the cultural expressions that are characteristic of particular groups.5.28 Artistic ProficiencyStudents use art forms to communicate, showing the ability to define and solve artistic problems with insight, reason, and technical proficiency. 6.13 Concepts of CultureStudents understand the concept of culture, including the culture of indigenous peoples, in various times in their local community, in the United States, and in various locations worldwide.

• Drawing and coloring

• Cutting, glueing and sewing

• Loy Krathong Flowers

• Thai story of holiday

• Instructions for making paper flowers

• Festivals of the World: Thailand by Harlinah White

Dance 2 periods

What is the role of dance in Thailand and how is it used to tell stories?

Students learn some dance moves and appreciate the differences in form and style of dance expression, and the symbolism of the dance moves.

4.3 Cultural ExpressionStudents demonstrate understanding of the cultural expressions that are characteristic of particular groups.5.28 Artistic ProficiencyStudents use art forms to communicate, showing the ability to define and solve artistic problems with insight, reason, and technical proficiency.6.5 Traditional and Social HistoriesStudents investigate both the traditional and the social histories of the people, places, and cultures under study, including those of indigenous peoples.6.13 Concepts of CultureStudents understand the concept of culture, including the culture of indigenous peoples, in various times in their local community, in the United States, and in various locations worldwide.

• Watching dance videos

• Attempting dance moves


• Dance video• Possible

Thai teacher visit

Lessons Time Length

(45 min. class

periods)



learning?





Takraw 1 class period

What games might Thai children play?

Students learn about a game created and played in Thailand

3.11 InteractionsStudents interact respectfully with others, including those with whom they have differences.4.3 Cultural ExpressionStudents demonstrate understanding of the cultural expressions that are characteristic of particular groups.6.5 Traditional and Social HistoriesStudents investigate both the traditional and the social histories of the people, places, and cultures under study, including those of indigenous peoples.6.13 Concepts of CultureStudents understand the concept of culture, including the culture of indigenous peoples, in various times in their local community, in the United States, and in various locations worldwide.

• Students create their own paper takraw ball

• Students work at learning to kick and pass the ball


• Completed ball

• YouTube video of Takraw game and rules (journeymanpictures)

• Book: Countries of the World: Thailand by Kristin Thoennes

Lessons Time Length

(45 min. class

periods)



learning?





Elephants of Thailand

2 - 3 class

periods

What role has the elephant played in the Thai history and culture?

Students will learn about the importance, care and raising of elephants in Thailand

1.5 Writing DimensionStudents draft, revise, edit, and critique written products so that final drafts are appropriate in terms of the following dimensions: purpose, organization, details and voice or tone.1.6 Writing ConventionsStudents’ independent writing demonstrates command of appropriate English conventions, including grammar, usage, and mechanics.1.7 Responses to LiteratureIn written responses to literature, students show understanding of reading; connect what has been read to the broader world of ideas, concepts and issues; and make judgments about the text.1.8 ReportsIn written reports, students organize and convey information and ideas accurately and effectively.1.9 NarrativesIn written narratives, students organize and relate a series of events, fictional or actually, in a coherent whole.4.3 Cultural ExpressionStudents demonstrate understanding of the cultural expressions that are characteristic of particular groups.6.5 Traditional and Social HistoriesStudents investigate both the traditional and the social histories of the people, places, and cultures under study, including those of indigenous peoples.6.13 Concepts of CultureStudents understand the concept of culture, including the culture of indigenous peoples, in various times in their local community, in the United States, and in various locations worldwide.6.19 Identity and InterdependenceStudents understand the variety of influences and impacts of the construction, preservation, and change of identity, within families, other social structures, and nations.


• Writing• Drawing• Sharing

• Discussion and participation

• Presentation about elephants

• White Elephant video

• Elephant pictures books such as Elephants of the Tsunami by Jana Laiz, The Umbrella Queen by Shirin Yim Bridges, and An Elephant in the Backyard by Richard Sobol

Lessons Time Length

(45 min. class

periods)



learning?





Food For All 2 class periods

What are some common foods of Thailand?

Work together to prepare Thailand food.Nice way to end the unit -- a celebratory feast

4.3 Cultural ExpressionStudents demonstrate understanding of the cultural expressions that are characteristic of particular groups.6.13 Concepts of CultureStudents understand the concept of culture, including the culture of indigenous peoples, in various times in their local community, in the United States, and in various locations worldwide.6.19 Identity and InterdependenceStudents understand the variety of influences and impacts of the construction, preservation, and change of identity, within families, other social structures, and nations.

• Preparing and cooking

• Student try a new cuisine

• Thai recipes• Necessary

ingredients and cooking materials

UNIT OUTLINE

List the standard and grade expectation along with the types of learning activities that students will need to do so they can be successful on the culminating unit assessment.

Standards & Learning Activities Products to Assess LearningEvidence(s)

1.3Reading Comprehension

Tales and FolktalesDiscovering Thailand and Buddhism

Discussion of books read aloudParticipation records

Notes on research showing comprehension of material read

1.4Reading Range of Text

Tales and FolktalesDiscovering Thailand and Buddhism

Various reading materials read

1.5Writing Dimensions

The King and His FamilyTales and Folktales

Discovering Thailand and BuddhismElephants of Thailand

Responses to literature piecesWritten tales

Painted essay research paperElephant paper

1.6Writing Conventions



Responses to literature piecesWritten tales


1.7Responses to Literature



Responses to literature piecesDiscussions

Elephant paper1.8

ReportsDiscovering Thailand and Buddhism

Elephants of ThailandPainted essay research paper

Elephant paper1.9

NarrativesTales and Folktales


Written talesPainted essay research paper

Elephant paper1.13 and 1.14

ListeningBai si su kwan

Exploring ThailandTales and Folktales

Discovering Thailand and Buddhism

Observations and discussionsWritten tales


1.15Expression

Exploring ThailandWhere is the world?


Participation

2.1Types of Questions

Bai si su kwanExploring Thailand


CommentsReflection notes and journals

Discussion3.11

InteractionsBai si su kwan

Where in the world?Discovering Thailand and Buddhism

TakrawDance

Food for All

ParticipationReflection notes and journals

4.3Cultural Expressions


Loy KrathongDance

TakrawElephants of Thailand

Food for All

Response to literature piecesWritten tales

Flower creationDiscussionsReflections

Elephant paper

5.26Artistic Process --

Analysis

Tales and Folktales Written tales

5.28Artistic Proficiency

Loy KrathongDance

Flower creationDance

6.5History


The King and His FamilyDiscovering Thailand and Buddhism

DanceTakraw


DiscussionsParticipation

ReadingsResponse to literature piecesPainted essay research paper

Elephant paper

6.7Geography

Where in the world? Maps

6.13Diversity and Unity



Discovering Thailand and BuddhismLoy Krathong

DanceTakraw

Elephants of ThailandFood for All

ParticipationDiscussions

Response to literature paperWritten tales


6.19Identity and

Interdependent

Exploring ThailandThe King and His Family


Food for All

ParticipationDiscussions

Response to literature paperPainted essay research paper

Elephant paper

SAMPLE LESSON PLAN: TALES AND FOLKTALES

Standard & Evidences:

1.3 Reading Comprehension1.4 Reading Range of Text1.5 Writing Dimensions1.6 Writing Conventions1.9 Narratives1.13 and 1.14 Listening4.3 Cultural Expression5.26 Artistic Process6.13 Concept of Culture

Materials/Resources:

• Copies of some common American or European tales students might know• Thai book of tales such as Folktales and Storytelling by Dr. Margaret Read MacDonald, and Thai Tales by Supaporn Vatanaprida and Dr.

Margaret Read MacDonald• Writing paper and pencils• Puppet making materials

Lesson Description:

Day One• Discussion with students about tales and folktales.• Brainstorm known tales in their own lives -- whether they are fairy tales of tall tales -- talk about how tale take on cultural significance.• If possible, share a couple of quick, common tales known to students and talk about what they might be teaching (for example: Little Red

Riding Hood and the dangers of children being alone).• Read a Thai tale.• Have students work in small groups to come up with lessons from tale. If time permits, draw pictures to accompany tale.

Day Two• Review lessons from previous day.• Read new Thai tale.• Again, have students work in small groups to come up with moral/lesson to share with class.• Have students brainstorm various lessons tales might teach.• Pass out a writing planning sheet for students to use to begin writing own tales.

Day Three• Students work on writing personal tales.• First drafts should be completed by end of class and turned in for editing.• If time permits, student can work on drawings to accompany tales.

Day Four• Final drafts of tales should be typed out.• Students can help each other with typing and/or writing if computers unavailable.

Day Five• Make puppets of main character from tale to help tell story to group.

Day Six• Share stories and puppets with class.

Assessment Product or Task (after one or more lessons, what will students do to show their learning?):

Students will have a written folktale they have created themselves, as well as a puppet representing their main characters in the story.

Assessment Method (check one): Rubric X Observation Sheet__ Quiz__ Checklist__ Peer Assessment Sheet __

Other (explain)______________________

Assessment Criteria: (This is what you will use to measure student learning and directly relates to the evidence listed under the standard. It is OK to make the language more specific to the lesson)

Using the rubric students will be scored on the standards and evidences. In addition to this, the presentation and reading of the folktales and the use of their puppets will be assessed by teacher observation.

SAMPLE RUBRIC: TALES AND FOLKTALES

Criteria Beginning Almost There Got It WOW!!1.3

Reading Comprehension

Does not understand stories read; unable to

make connections

Has some understanding of the stories, and able to

make simple connection

Understands concepts in stories read and able

to make some connections

Clearly understands stories and able to make

connections from stories to other stories read and from stories

around the world

1.4Reading Range

of Text

Does not read stories available

Reads few stories Reads variety of stories available in school

Independently researches to find

further tales to read

1.5 Writing

Dimensions

Unable to complete writing task of a

folktale

Has partially finished writing sample of a

folktale and/or tale with some structure evident

Completed final draft of a folktale and/or tale

with evidence of editing, and clear

purpose, organization, detail and voice

Well developed tale with strong editing

skills, and unique voice, organization and

purpose

1.6Writing

Conventions

Little evidence of writing conventions

followed

Some evidence of writing conventions

followed

Able to write with appropriate conventions

Strong command of conventions

1.9 Narrative

No evident organization of story

Story lacks clear organization

Well organized story with clear series of

events

Advanced evidence of organization in story with well developed

series of events

1.13 Listening:

Clarification and Restatement

Some listening and recognition of events

from stories

Quietly sat through shared stories and comments made

Clear listening to stories and thoughtful

questions and observations

Clear listening, thoughtful questions

and observations, connections made to

other known texts and stories

1.14 Listening: Critique

Unable to recall and/or reflect on what was

heard

Makes some limited connections or

comments

Able to critique stories and make connections

Insightful critique of stories with creative interpretations and extensions of ideas

4.3Cultural

Expressions

Lacks relevant cultural representations

Some relevant cultural representations in piece

Recognition of cultural relevance in tales and

folktales

Well expressed thoughts and understandings of cultural aspects related

to Thailand in tales

5.26Artistic Process:

Analysis

Little to no reflection of artistic representation

evident

Some reflection of artistic representation

expressed

Students evaluate, reflect and appreciate the tales and folktales,

and images of Thailand from a cultural

perspective

Strong connections and observations made related to cultural perspective in the folktales, tales and images of Thailand

6.13Concept of

Culture

Limited to no evidence of understanding of

culture in stories and/or pictures

Beginning understanding of cultural concepts

evident in stories and/or pictures

Through stories and pictures, students portray cultural

concepts of Thailand

Strong portrayal of Thailand culture in stories and pictures

UVM ASIAN STUDIES OUTREACH PROGRAM STANDARD-BASED UNIT ...outreach/TeachingUnits/ThaiUnit077_TalesandTraditions.pdf · Tales and Traditions of Thailand Unit Abstract: In this unit

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