1. LA: Wednesday, October 24, 2018
Handouts: * Guidelines for Evaluating Folk Lore Stories
Homework: * Study for Grammar Test #3, Nouns The test is Monday, Oct. 29, over Grammar #8 - 11
Assignments due: * Grammar # * Folk Lore piece, stapled in this order: ) Rubric, 2) Final copy, 3) Rough Draft, Pre-write Make sure you fill out the heading on your rubric Also, show me your own final copy to keep at your desk.

2. Lesson Goal: Read aloud and evaluate your folk lore stories.
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 your 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.

3. Starter #1
Today you will begin 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.
Before we can do that, however, we need a common set of standards for judging each entry (each story). What do you think should be our “criteria” (our guidelines) for selecting the best entries? In other words, what makes a “good folk lore story”?

4. 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.

5. 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 our attention?
Please take out a sheet of notebook paper. Let’s create column headings that reflect those standards

6. 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.