Happy New Year!!!  The first four months of sixth grade went by quickly.  During that time the students did accomplish a lot.  Recently, we finished our unit on folklore, specifically focusing on the essential question:  How is folklore simultaneously revealing and limiting?

One way the students explored folklore from around the world was through completing a web quest- Passport Around the World.  The students explored folklore from North America, Europe, and Africa on their own while utilizing technology to read or view/listen to the pieces of their choice.  Once done with the piece of folklore, students needed to briefly summarize the piece, state the theme, the culture values/beliefs expressed through the piece, and then illustrate the main idea of the piece.  They completed this activity for the three continents. Throughout this activity, students examined how cultures are similar in their ideas and beliefs.    Class discussions and research focused on the fact that folklore provides a limited view of a culture, and that it’s important to research and find out more about the country before making generalizations. As part of the culminating activity, the students got to pick their favorite piece of folklore and research the country.

The culminating reading assessment to this unit was an open-ended reflective essay response to the essential question: How is folklore simultaneously revealing and limiting? In order to prepare for this, students had discussions in small groups using notes and then in a Socratic Circle.  Through discussion students concluded that folklore contains the values and beliefs of a society, but are generalizations of the society.  Secondly, through research, someone can learn more about the culture (i.e.  history, food, geography, traditions/customs).  Students were able to read folklore from a specific culture and then research utilizing informational text to find out more about the country of origin.  Once notes were taken from the discussion, students created a graphic organizer and then answered the question.  This activity required the students to work individually, in pairs, and in small/large groups, all the while collaborating with each other.

The final writing project for language arts was the students composing their own piece of folklore while incorporating various writing techniques and literary elements.  The students’ folklore contained a plot, theme, dialogue, literary elements such as hyperbole, personification, onomatopoeia, or simile, compound sentences, thoughshots, and snapshots to name a few.  Through this writing piece students focused on revising their ideas over time.  In other words, just because they typed it does not mean it is ready to be handed in.  In addition to their own revising, students worked with each other to revise and edit their paper.  Giving, receiving, and accepting feedback is an important set of skills for students to learn.  They have been doing a great job on providing “GLOWS” and “GROWS” on various activities and assignments as forms of feedback.

I look forward to sharing some of the students pieces of folklore.  They have worked very hard on their pieces.