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MODULE
Cultural Writings: Global Myths, Fairy Tales, and Fables
Meagan Norris
EDTC 645 - Integrating Technology: Global Perspectives
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Introduction
Summary: Throughout this project students will explore myths, fairy tales, and fables that
represent a variety of cultural backgrounds. Upon completion of this unit, student will present
their understanding of the elements of these works, explain the differences in works based on
culture, and produce their own version incorporating what they have learned about the works and
Background concerning the school and the group you are working with: I currently teach
10th grade English at a large high school in Southern Maryland. Our school is a veritable melting
pot, serving both the rural farming community and the booming Naval Base community and
everyone in between. There are approximately 1600 students here, and my 10th grade classes
average 29 students during any given class. Our school houses a STEM program, but also has
one of the highest number of FARMS students in the county, with approximately 35% of
students described as Economically Disadvantaged (US News and World Report L.P., 2017).
Our demographics: 43% Caucasian, 35% African American, 5% Asian, 9% Hispanic, 7% Two
or More Races, and .5% other (US News and World Report L.P., 2017).
Proposed Topic and Rationale: Myths, Fairy Tales, and Fables and Their Cultural Implications
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This unit will require students to read and explore several myths, fairy tales, and fables from
different cultures around the world, in conjunction with several from the US, in order to
understand the elements of traditional works and how culture is explored through these writings.
Students will then choose one additional work (a German myth, fairy tale, or fable) to focus their
attention on for the remainder of the unit. This choice will guide their involvement in the Global
portion of the unit. In terms of this Global aspect, I would set up an iEARN platform and pair my
classroom with a classroom from Germany. Students would first read their selection, and then
prepare questions to ask the students from Germany in order to better understand the cultural
references and implications of the work, and relate how what they have learned has shaped their
impression of the work and its cultural identity. Students will be required to respond similarly to
questions from the partners that relate to myths, fairy tales, and fables from the U.S. Students
will then come together to discuss what they have learned and compare various works from
The culminating project would be a student-produced myth, fairy tale, or fable in which they
Rationale: Throughout this project students will be exposed to various cultures and their beliefs.
Students will critically examine these beliefs and will collaborate with their global partner to
better understand the different culture they read about. It is my belief that this expose and
collaboration will provide students with a greater global awareness and will promote positive
global skills. Additionally, this collaboration will allow for all participating students to produce
their own myth, fairy tale, or fable and share their writing and cultural influences with others.
Key Challenges: The first challenge I can foresee is locating a partner classroom in order to
accomplish the Global aspect of the project. To combat this, I would need to set up my project on
iEARN well in advance, find a willing and enthusiastic partner to continue to shape the project
A second possible challenge would be technical resources in order to accomplish the global
meetings would be acceptable, when to hold such meetings, and using what resources. To
alleviate this problem, we could agree to use Skype and e-mail (synchronous and asynchronous /
Germany is 6 hours ahead, so we could meet together at the beginning of our school day and the
end of theirs). I would need to assure computer and Skype access throughout these Global
meeting days ahead of time. Additionally, setting up a schedule ahead of time will be necessary.
A third possible challenge would be student technical abilities in using the resources to
communicate with our partner classroom. In regards to this problem, I would need to assure
students have the technical knowledge needed to use these resources ahead of time as well.
Prior Knowledge: Content knowledge: Students would need an introduction to myths, fairy
tales, and fables before beginning this project. They would need to know how culture impacts
these writings, and that most (if not all) are culturally specific and reflect the beliefs and ideas of
the country they come from. Students will complete this introduction before beginning their
project. To assess whether students have the necessary knowledge, we will take a pre and post
Technical knowledge: Students will need to know how to navigate and use Skype and email
functions in order to communicate with the partner classroom students. To assess this
knowledge, they’ll complete a quick tutorial and submit an assignment showing their ability to
Content Standards:
Common Core State Standards in Literature, Writing, and Speaking and Listening:
CCSS.ELA-LITERACY.RL.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as
CCSS.ELA-LITERACY.RL.9-10.2
Determine a theme or central idea of a text and analyze in detail its development over the course
of the text, including how it emerges and is shaped and refined by specific details; provide an
CCSS.ELA-LITERACY.RL.9-10.6
Analyze a particular point of view or cultural experience reflected in a work of literature from
CCSS.ELA-LITERACY.W.9-10.1
Write arguments to support claims in an analysis of substantive topics or texts, using valid
CCSS.ELA-LITERACY.W.9-10.3
Write narratives to develop real or imagined experiences or events using effective technique,
CCSS.ELA-LITERACY.W.9-10.6
Use technology, including the Internet, to produce, publish, and update individual or shared
writing products, taking advantage of technology's capacity to link to other information and to
CCSS.ELA-LITERACY.SL.9-10.1
and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others'
Technology Standards:
1. Empowered Learner
1c. Students use technology to seek feedback that informs and improves their practice and to
2. Digital Citizen
2b. Students engage in positive, safe, legal and ethical behavior when using technology,
3. Knowledge Constructor
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3c. Students curate information from digital resources using a variety of tools and methods to
6. Creative Communicator
6b. Students create original works or responsibly repurpose or remix digital resources into new
creations.
6c. Students communicate complex ideas clearly and effectively by creating or using a variety of
6d. Students publish or present content that customizes the message and medium for their
intended audiences.
7. Global Collaborator
7a. Students use digital tools to connect with learners from a variety of backgrounds and
cultures, engaging with them in ways that broaden mutual understanding and learning.
- Ensure all needed technology is accounted for and students know how to use technology
assessments
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Technology Use: Technology will be integrated throughout the unit as the main communication
tool connecting my students with their global partners. Technology will be used to allow students
access to the first several works they will read, and as a research tool as they research cultural
implications on these works as well. Students will also use technology as they write their own
myths.
- What are similarities and differences you notice between your cultural work and the
to ask cultural expert partner to understand cultural implications. Myth/fairy tale/fable writing
Starting Activity For Module: The unit will begin with an introduction to myths, fairy tales,
and fables, asking students to list ones they know and then discuss the cultural representations in
these works. We will discuss how culture impacts writing and how they can use their own
writing to display their unique cultures. I will complete the introduction to the unit by discussing
the global partner portion lessons, explaining that we will be able to read authentic works from
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another country and communicating with students from that country to understand how their
Lesson Plans:
Lesson 1: This lesson will take place within the first week of the Unit. Students will be
introduced to myths, fairy tales, and fables, and be provided with a basis for how culture impacts
these works. Students will watch a video on the works and will read a sample myth and answer
questions addressing comprehension about the genre and how culture impacts the writing.
Lesson 2: This lesson will take place within the third – fourth week of the unit. Students will
conduct their “interviews” with their expert partner through email or Skype. Possible questions
include: how is this a representation of German culture, what are some examples in the work that
connect to culture, and other general understanding questions, etc. Students will ask the
questions they’ve developed and will ultimately draft a paragraph response detailing what they
learned and how the cultural implications impacted their impressions of the work.
Summative Assessment: Students will brainstorm and produce their own myth, fairy tale, or
fable that is representative of their own unique cultural makeup. Upon completion, students will
share their writing with their global partner and reflect further on culture and myths, fairy tales,
- The ISTE Standards for Students replaced the outdated NETS Standards originally
- Summaries for Lessons 1 & 2 have been adjusted to best represent the Unit goals and
- Extended Rationale that includes mirrored US/German classroom learning goals and
- Changed focus from myths, folktales, and fairy tales to myths, fairy tales, and fables.
Name Of Lesson: Introduction to Cultural Writing: Myths, Fairy Tales, & Fables
Lesson Description: This lesson will introduce students to the basic definitions of
myths, fairy tales, and fables. Students will watch a video detailing
Students will read a sample myth and discuss the qualities of the
Grade Level: 10
Purpose of the Lesson: Introductory lesson to prepare students to read and understand the
CCSS.ELA-LITERACY.RL.9-10.1
what the text says explicitly as well as inferences drawn from the
text.
CCSS.ELA-LITERACY.RL.9-10.2
CCSS.ELA-LITERACY.RL.9-10.6
CCSS.ELA-LITERACY.SL.9-10.1
writing
Anticipatory Set: Students will enter class and begin the warm up when the bell
rings.
culture, what are the main components you would include in the
story?
or fairy tales!
(https://www.youtube.com/watch?v=Q6-ny4_bI2I)
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(https://www.youtube.com/watch?v=Dq0sHWHZvmc)
(http://www.planetozkids.com/oban/what-is-difference-
between-myths-legends-fables-folk-tales.htm) &
(http://teacher.scholastic.com/writewit/mff/) to research
(http://www.indians.org/welker/firstind.htm)
- Students spend the rest of the class reading their myth and
Questions assignment
Differentiation: - Basic definitions of myth, fairy tale, and fable will be pre-
- Teacher observation
- Exit Ticket
Extension Activities: Students should need the entire class period to work on their myth
Comments/Notes:
Lesson Description: This lesson will require students to participate in the global
with their expert partner through email or Skype. Students will ask
German culture influenced the myth, fairy tale, or fable they chose
Grade Level: 10
Purpose of the Lesson: Lesson designed to allow students to communicate and collaborate
what the text says explicitly as well as inferences drawn from the
text.
CCSS.ELA-LITERACY.RL.9-10.2
CCSS.ELA-LITERACY.RL.9-10.6
CCSS.ELA-LITERACY.W.9-10.1
evidence.
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CCSS.ELA-LITERACY.SL.9-10.1
Anticipatory Set: Students will enter class and begin the warm up when the bell
rings.
Lesson 2 Warm Up: Today is the day you get to interview your
you read. Pull out and review your interview questions. Be sure
collaboration expectations
line up)
efforts.
Technology Resources: Smartboard, laptop computers with Internet access, email, Skype
- Exit Ticket
Extension Activities: Students who are emailing their interview questions will need
provided with an early copy of the Final Assignment for the Unit,
Closure: Exit Ticket: What is one thing you learned today about culture and
Homework: N/A
Comments/Notes:
Lesson Resources:
know?
Notes from
Discussion
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Respond to the following questions as you read through and contemplate the myth.
2. What are the conflicts that occur in this myth? How are they dealt with?
3. What is the role of nature in the myth? Why do you think this role exists?
7. Give three examples of how you see the Chelan culture represented in the myth.
8. Reflect on what you have learned about Chelan culture from reading the myth.
9. Reflect on what you have learned about the overall impact of culture on myth writing.
10. What questions do you have about myths or the impact of culture on myths still?
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Now that you have a basis for understanding myths, fairy tales, and fables, complete the
following assignment to show your understanding of culture in the work you chose.
Assignment: Write a one-two paragraph summary of what you have learned about the impact of
culture on the myth, fairy tale, or fable you read and discussed with your German partner. In
your paragraph, you should provide (1) a definition of myth, fairy tale, or fable, (2) a justification
for why your chosen work fits the genre, (3) a discussion of how culture impacts the genre, and
(4) examples of how German culture specifically is represented in your chosen work, with (5)
The following checklist will be used to grade your Cultural Impact Summary:
References:
Common Core State Standards Initiative. (2017). Teaching and learning: English language arts
International Society for Technology in Education (ISTE). (2016). ISTE standards for students.
Retrieved from
http://www.iste.org/standards/iste-standards/standards-for-students
US News and World Report L.P. (2017). Great Mills High. Retrieved from
https://www.usnews.com/education/best-high-schools/maryland/districts/st-marys-
county-public-schools/great-mills-high-9199