Folktale Revision: One Day a Stranger Came

One Day a Stranger Came (Folktale Revision)

• Students will answer folktale questions, present answers, and create a "Handy Story Map".
• Skills developed include: inquiring, listening, concentration, critical thinking, reading comprehension, and time management.
• Processes involve: communication, exploration, assessment, coding, mentorship, collaboration, reflection, and community engagement.
• Key watermarks are rigor, compassion, integrity, resilience, leadership, choice, responsibility, patience, discipline, joy, creativity, accountability, and adaptability.
• School attributes include individualism, mastery, purpose, leadership, viewing teachers as learners and students as teachers, community, risk-taking, and joy.
• Students will use speech to share information, experiences, and opinions clearly.
• Lesson content revolves around a short story, teaching resources, data, and information related to the folktale.
• Students will work in groups of 5 to answer questions and present answers on the folktale convincingly.
• Activities include identifying reactions to the stranger's rules, recognizing features of folktales, comparing lifestyles before and after the stranger, and making a "Handy Story Map".
• Students are prompted to discuss experiences with rules they disagreed with.
• Discussions will cover character reactions to stranger's rules, folktale features, and the villagers' lifestyle pre-stranger.
• Questions prompts will relate to the story.

Questions to answer

• Reactions of friends and families to the stranger's rules should be explained in detail (7 marks).
• Identify at least three folktale features in the story (7 marks).
• Discuss agreement with the statement about families living like villagers before the stranger's arrival, detailed explanation needed (7 marks).
• Imagine you are a character; describe how life changed after the stranger (7 marks, approx. 50 words).
• Create a "Handy Story Map" for the story (7 marks).
• Describe the setting.
• Identify the stranger and why rules were imposed (3 marks).
• Identify the third rule and its effect (5 marks).
• Express your opinion on the ending with two supporting reasons (5 marks).
• Write down three things you've learned from the story (5 marks).
• Questioning will scaffold from basic comprehension to critical thinking.
• Group discussions will be monitored, with feedback given.
• Students create a "Handy Story Map" in groups, summarizing the tale’s elements.
• Creativity and collaboration should be encouraged
• Students will present their story maps.
• Each group will share a key element from their "Handy Story Map".
• Lesson summary focuses on storytelling and analysis importance.
• Early finishers can compare folktales from different cultures, looking for common elements.
• Homework involves a reflection on storytelling's impact on preserving culture and traditions.

Revision on Parts of Speech

• Lesson aims to reinforce understanding of different parts of speech.
• Skills to be use include; inquiring, listening, concentration, reading, critical thinking, and time management.
• Key processes involve communication, exploration, assessment, coding, mentorship, collaboration, reflection, and community engagement.
• Watermarks: rigor, compassion, integrity, resilience, leadership, choice, responsibility, patience, discipline, joy, creativity, accountability, adaptability.
• School focuses on individualism, mastery, purpose, leadership, teacher as learners, students as teachers, community, risk-taking, and joy.
• Competency involves using speech to clearly share information, experiences, and opinions.
• The lesson will include a short story.
• In pairs, students will work on parts of speech.
• Students are to pick a part of speech (noun, verb, adjective, adverb).
• Students individually write five examples of their assigned part of speech.
• Students pair up and create sentences using their assigned parts of speech, encouraging discussion.
• Each pair will present one of their sentences to the group.
• The rest of the group attempts to identify each word's part of speech in the sentence.
• Strategies to ensure participation include assigning clear roles and rotating pairs.

Equal Participation Strategies

• Assign clear roles so each students has a part to play
• Monitor and rotate pairs to maintain engagement and prevent domination
• Collaboration is key, encourage providing feedback
• Guidance and support for struggling students
• Promote discussion to reflect on the task, encourage open questions
• Implement the above for a collaborative environment
• A quiz available online
• Discuss which parts of speech were most challenging
• Encourage students to share what they learned or found difficult.
• Guidance and support is to be provided to students