LA: Friday, October 26, 2018 Handouts: * Refer to Wednesday’s handout, “Guidelines for evaluating Folk Lore stories” Homework: *Study for Grammar Test #3, Nouns, lessons #8 – 11 Test is Tuesday, October 29 Assignments due: * None—we will finish hearing your Folk Tales.  * We will also return and review recent Unit Tests

Lesson Goals: 1) Finish reading and evaluating your folk lore stories; 2) Return and review recent unit tests. Outcomes: Be able to . . . Demonstrate your ability to craft a folk lore story and read it aloud in story telling fashion. Identify the key elements each of the folk lore sub-genres: myth, fable, folk tale, legend. Evaluate the strengths, weaknesses, and overall quality of their peer’s folk lore stories. Demonstrate your social skills individually and collectively as a supportive audience. Collectively select a winner from each class who best demonstrates folk lore story telling.

Starter #1 Today you will continue reading your folk lore stories!  We will also evaluate each story and keep track of which entries should be considered as the prize winning story for our contest.

Fairy tales must include some of the “ten elements of fairy tales.” Starter #2 As I judge your story, my first standard will be this: Did you demonstrate the correct purpose for the sub-genre you chose? Remember, each sub-genre has distinct features or elements:   Folk Tale: It’s about people and/or animals who are coping with life’s hardships. Fairy tales must include some of the “ten elements of fairy tales.” Myth: Must explain the world around us or show the relationship between people and the gods. A hero quest must include “characteristics of mythological heroes.” Fable: Must teach a moral lesson (a truth about right versus wrong behavior/decisions). The ending should state the “moral of the story.” Legend/Tall Tales: Must portray an historical character or event in an exaggerated way. Characters may be past or present, real or non-proven existence.

The 3 C’s of Good Writing: Starter #3 For each story you hear, evaluate the author by these two main standards:   Correct format: Does it portray the correct purpose of that particular sub-genre? The 3 C’s of Good Writing: Clear: Is the story clear, or is it confusing? Concise: Does the story avoid redundancies and unnecessary/uninteresting details? Compelling: Is the story so creative and interesting that it captures and holds my attention Take out your “Guidelines for Evaluating Folk Lore stories. Take out your check sheet for evaluating each student.

Starter #3 continued Your sheet of notebook paper should look like this:   Name Correct format Three C’s Overall Grade Clear Concise Compelling _____________ ____ ____ ____ ____ ____ To “grade” each story, let’s use a “check mark” method. For each category, give them one of these three marks: P+ P P- You may hear a story that is so outstanding you want to give it a P+ + Use that mark sparingly. Keep numbering until all students have had a chance to read their stories. You will assess every student. Your assessment sheet will help you narrow down candidates to decide who gets your vote.