ESSENTIAL UNIT GUIDING QUESTION: How is conducting oral histories an effective tool for learning about people, places, and events?
LESSON: How can the retelling of myths enhance our understanding of our culture?
LESSON OVERVIEW: Students will learn that oral history is a way of gathering information to help us connect past and present experiences.
ALASKA STATE ELA STANDARDS:
LESSON: How can the retelling of myths enhance our understanding of our culture?
LESSON OVERVIEW: Students will learn that oral history is a way of gathering information to help us connect past and present experiences.
ALASKA STATE ELA STANDARDS:
W.5.7. Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
SL.5.5. Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes and to engage listeners more fully.
RL.5.7. Analyze how visual and multimedia elements contribute to the meaning, tone, or personal appeal of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).
SL.6.2. Interpret information presented in diverse media (… data-related, orally) and explain how it contributes to a topic, text, or issue under study.
RH.6-7.9. Analyze the relationship between a primary and secondary source on the same topic.
RESOURCES/MATERIALS: (See Teacher Resources page)
ESTIMATED TIMING: 7 weeks / Five 55-minute class periods per week + individual interview times
LESSON DETAILS:
WEEK 1 – Potential Writing Prompts
1. Describe a scary, mythical creature you were threatened with, as a young child.
2. How did that creature and threat affect your behavior?
3. Are you still a little bit afraid of such mythical creatures? Why/why not?
4. Who were the older kids/adults who told you scary stories?
5. Why do you think you were told these stories?
6. Will you pass, or have you passed, these stories on to other people? Why/not?
Read & discuss:
Kuento: lost things, edited by Rachelle Cruz & Melissa Sipin
“Aswang” by Barbara Jane Reyes
“Aswang” by Vince Gotera
“Kapre” by Paola de la Fuente
“Monster Rescue: A Children’s for Adult Reader,” by Raymond Falgui
“Things My Mother Told Me: Kulam, Practical Black Magic, by Noel Mariano
WEEK 2 – This assignment is always given within the first two weeks of the first semester:
“Words Matter!” A short generic passage is read to the students. During the first reading, the
students just listen. During the second and third readings, students take notes on what they
hear. If requested, the passage is read once more. Here is an example of the passage these
students will probably hear, this year.
The individual awoke with a start! It was probably close to midnight.
Something was casting enough light to outline the unfamiliar presence that
was drawing near. What was that tapping sound? What was in that red
bag over there? Something smelled burnt. Pizza? Wood? Electrical wires?
Human …?
Next – using large sheets of white paper and colored pencils, markers, and/or crayons - the
students draw, in as much detail as they can, the passage, as they pictured it, in their minds.
(Some students need to be relieved of their stress and reminded that this is not an art class and no
points will be deducted for limited artistic talent.) Upon completion of the assignment, all of the
pictures are taped to the walls.
We then talk about how the same information was given to everyone, yet the pictures are all
different!
Who awoke with a start? Person; animal? Young; old; fat; thin?
What was the light source? Candle; flashlight; fire; summer sunlight in Alaska?
What was drawing near? Monster; Mom; pet?
What was tapping? Cane; tree branch against a window pane; shoe?
How small or large is the bag? Suitcase; backpack; shopping bag, golf bag?
What shade of red? Scarlet; magenta; ruby? Etc.
Mantra: “If you want your readers to see the characters and settings through your eyes, you must
give as many precise details as you can.” Thesauruses and laptops are always available to
help students come up with interesting synonyms.
WEEK 3 – A representative from the local radio station will teach the students how to optimize their digital
devices (cell phones, iPads, recorders …) before recording their subjects. Students will be given
Permission to Publish forms to be taken home and signed by interviewees.
WEEK 4 – Guest Lecturer - from the Native Alaskan community - will tell stories about mythical
creatures she feared, as a child.
Students will prepare questions for selected interviewees.
Students will practice interviewing each other.
Students will be return signed Permission to Publish forms.
WEEK 5 – At home, students will conduct oral interviews with their selected interviewees.
WEEK 6 – Students will edit recordings.
Extra credit is available for students who wish to add music to their background.
WEEK 7 – Students will discuss the entire process they went through to conduct their interviews and their feelings about their final products.
Students will write a 3-paragraph essay explaining how the retelling of myths enhanced their
understanding of their own cultures.
(Most of my students come from the Philippines. However, my class also includes Native Alaskans, Vietnamese, American Samoans, Mexicans, and traditional American students. Therefore, the oral histories will reflect each student's cultural background - not just the Asian cultures.)
WEEK of Halloween: The oral histories will be broadcast on local radio station KUCB.
DIFFERENTIATION: This will be based on individual needs and capabilities.
ASSESSMENTS:
Observation during class discussions & group activity
Essays
Worksheets
Projects
Presentations
http://www.edutopia.org/pdfs/stw/edutopia-stw-maine-project-learning-casco-bay-give-me-shelter-oral-history-assessment.pdf
SL.5.5. Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes and to engage listeners more fully.
RL.5.7. Analyze how visual and multimedia elements contribute to the meaning, tone, or personal appeal of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).
SL.6.2. Interpret information presented in diverse media (… data-related, orally) and explain how it contributes to a topic, text, or issue under study.
RH.6-7.9. Analyze the relationship between a primary and secondary source on the same topic.
RESOURCES/MATERIALS: (See Teacher Resources page)
ESTIMATED TIMING: 7 weeks / Five 55-minute class periods per week + individual interview times
LESSON DETAILS:
WEEK 1 – Potential Writing Prompts
1. Describe a scary, mythical creature you were threatened with, as a young child.
2. How did that creature and threat affect your behavior?
3. Are you still a little bit afraid of such mythical creatures? Why/why not?
4. Who were the older kids/adults who told you scary stories?
5. Why do you think you were told these stories?
6. Will you pass, or have you passed, these stories on to other people? Why/not?
Read & discuss:
Kuento: lost things, edited by Rachelle Cruz & Melissa Sipin
“Aswang” by Barbara Jane Reyes
“Aswang” by Vince Gotera
“Kapre” by Paola de la Fuente
“Monster Rescue: A Children’s for Adult Reader,” by Raymond Falgui
“Things My Mother Told Me: Kulam, Practical Black Magic, by Noel Mariano
WEEK 2 – This assignment is always given within the first two weeks of the first semester:
“Words Matter!” A short generic passage is read to the students. During the first reading, the
students just listen. During the second and third readings, students take notes on what they
hear. If requested, the passage is read once more. Here is an example of the passage these
students will probably hear, this year.
The individual awoke with a start! It was probably close to midnight.
Something was casting enough light to outline the unfamiliar presence that
was drawing near. What was that tapping sound? What was in that red
bag over there? Something smelled burnt. Pizza? Wood? Electrical wires?
Human …?
Next – using large sheets of white paper and colored pencils, markers, and/or crayons - the
students draw, in as much detail as they can, the passage, as they pictured it, in their minds.
(Some students need to be relieved of their stress and reminded that this is not an art class and no
points will be deducted for limited artistic talent.) Upon completion of the assignment, all of the
pictures are taped to the walls.
We then talk about how the same information was given to everyone, yet the pictures are all
different!
Who awoke with a start? Person; animal? Young; old; fat; thin?
What was the light source? Candle; flashlight; fire; summer sunlight in Alaska?
What was drawing near? Monster; Mom; pet?
What was tapping? Cane; tree branch against a window pane; shoe?
How small or large is the bag? Suitcase; backpack; shopping bag, golf bag?
What shade of red? Scarlet; magenta; ruby? Etc.
Mantra: “If you want your readers to see the characters and settings through your eyes, you must
give as many precise details as you can.” Thesauruses and laptops are always available to
help students come up with interesting synonyms.
WEEK 3 – A representative from the local radio station will teach the students how to optimize their digital
devices (cell phones, iPads, recorders …) before recording their subjects. Students will be given
Permission to Publish forms to be taken home and signed by interviewees.
WEEK 4 – Guest Lecturer - from the Native Alaskan community - will tell stories about mythical
creatures she feared, as a child.
Students will prepare questions for selected interviewees.
Students will practice interviewing each other.
Students will be return signed Permission to Publish forms.
WEEK 5 – At home, students will conduct oral interviews with their selected interviewees.
WEEK 6 – Students will edit recordings.
Extra credit is available for students who wish to add music to their background.
WEEK 7 – Students will discuss the entire process they went through to conduct their interviews and their feelings about their final products.
Students will write a 3-paragraph essay explaining how the retelling of myths enhanced their
understanding of their own cultures.
(Most of my students come from the Philippines. However, my class also includes Native Alaskans, Vietnamese, American Samoans, Mexicans, and traditional American students. Therefore, the oral histories will reflect each student's cultural background - not just the Asian cultures.)
WEEK of Halloween: The oral histories will be broadcast on local radio station KUCB.
DIFFERENTIATION: This will be based on individual needs and capabilities.
ASSESSMENTS:
Observation during class discussions & group activity
Essays
Worksheets
Projects
Presentations
http://www.edutopia.org/pdfs/stw/edutopia-stw-maine-project-learning-casco-bay-give-me-shelter-oral-history-assessment.pdf