FOLKTALES OF EUROPE
Day One:
This is the first
day of our unit entitled Folktales of Europe. The teacher will introduce
unit focusing on the folktales, fairy tales and myths of many European
countries. The students will be expected to discuss how these stories
are important to Europeans long ago and the present populations.
Day Two:
Day Three:
Day Four:
1- Norden-
2- Scandinavian Peninsula-
3- Fjords-
4- Vikings-
5- Lapps-
6- Tivoli Gardens-
7- Nobel Prize-
8- Swedish Modern Architecture-
9- Absolute Monarchs-
10- Constitutional Monarchs-
11- “White Coal”-
12- Geothermal Energy-
13- Summer Solstice-
14- Winter Solstice-
15- Allemansratt-
1: LOCATION INFLUENCES LIFE-
Daily life in this region is influenced
by the closeness of seas and it’s northern location.
2: DESCRIBING NORDEN-
Norden enjoys a mild climate, but
vegetation is limited by mountains, poor soil
and climate.
3: PEOPLE OF NORDEN-
Different languages and customs
4: BEFORE INDUSTRY-
Early Europeans has few ways to control
their environment. Most were farmers and lived in small villages.
5: THE 20TH CENTURY-
Industry and growth of cities came
later to Norden. The nations in this region have enjoyed success
in solving some of the problems brought by industry.
6: NORDEN’S ECONOMY-
Norden’s resources are limited, but
nation’s in this region have developed thriving commercial and industrial
enterprises.
7: GOVERNMENT-
Monarchs once were powerful in Norden.
Their activities are now largely ceremonial.
8: A TALE OF TWO CITIES-
The different ways of life reflect
the environment and history of each capital city.
9: RELIGION-
Religious faith has been- and continues
to be- important in shaping the lives of people in Norden.
10: RECREATION-
The environment is an important factor
in determining what kinds of outdoor recreations people will choose.
Week 2: Russia and Western Europe
Day 6
Storyteller
Begin the week on Russia and Western Europe
with a Storyteller who shares with the class some authentic stories which
apply to what will be studied this week.
Introduce Play Presentations Assignment
"Stone Soup"/"Peter and the Wolf"
Divide class into two groups. Each
group will be assigned a Russian folktale to perform on Thursday, which
will be videotaped and watched by the entire class on Friday. One
group will be responsible for performing the pantomime of "Peter &
the Wolf," while the other group will perform "Stone Soup." Everyone
is to have a vital part in the production of their respected play and will
be graded as such. They will have time during each day to prepare,
practice, create, and gather props for Thursday's performances. Give
each student a copy of the play so they can begin assigning parts and reading
through by the end of the period.
Introduce "Currents Events" Assignment
Students will be divided into groups in
order to produce a news article on an important news event that is occurring
in their assigned country. They are to answer the items and create
a poster about the event, and decorate it with items appropriate to their
country. Let the students use the included worksheet as a guideline
for their posters.
Geography/Mapping Activity "Russia and Western
Europe as a Region"
Discuss the physical features and characteristics
of Russia and Western Europe. Have students label and complete the
worksheet and maps using their textbook.
Day 7
Research "Current Events"
Allow students time to research and prepare
for their country's Current Events presentation on Friday. Have materials
such as newspapers, magazines, internet, and TV news channels available
for them to use.
Rehearse Plays
Allow students to practice, rehearse, and
prepare for their play presentations on Thursday.
Language Arts Activity "Mary Tyll and the
Three Rogues"
Read and discuss the German folktale. Highlight
the literary elements such as setting, character, theme, etc., in preparation
for Wednesday's literary element lesson.
Language Arts/History/Sociology Activity
"The Holocaust and the Berlin Wall"
"The Jews were made the tragic victims of
Hitler's madness. All classes of German people knew about what went
on in the concentration camps..."
Today many people, not only in Germany but
all over the world, do not want to be reminded about what happened to Jewish
people in Hitler's time. They prefer to forget. Others strongly
disagree. They think all people--especially children--should know
about Nazi Germany. They think that knowing about the terrible things
which happened will keep people from ever again following such a leader.
Discuss: 1. Should people be allowed
to forget? 2. Should people be allowed to remember? 3. How
are we the people of the present affected by the Holocaust? How do
you think you would have felt if you had been a living Jew during this
time?
Assign the students to write a short story
describing what you would think, see, feel, smell, and hear if you had
been a Jew living during this time.
Day 8
Research Current Events
Allow students time to research and prepare
for their country's Current Events presentation on Friday. Have materials
such as newspapers, magazines, internet, and TV news channels available
for them to use.
Rehearse Plays
Allow students to practice, rehearse, and
prepare for their play presentations on Thursday.
Language Arts Activity "Folk Tales Literary
Element Study "Fish in the Forest"/"Triumph for Two"
See lesson plan contained in plan.
Sociology/Anthropology/Geography Activity
"Western Europe and Russia Comparison Chart"
Have students complete the chart filling
in the spaces with the appropriate information for each country and characteristic.
When finished, this chart can be used to compare the various countries
at-a-glance for future reference purposes.
Science/Art Activity "Food Chains Bulletin
Board"
Discuss food chains and ecosystems with
class. Have the students create a visually stimulating class bulletin
board of various food chains using pictures from magazines, drawings, etc.
Day 9
Present and Tape Group Plays
Have students present "Stone Soup" and "Peter
& the Wolf" while the teacher videotapes the plays to be watched by
the class on Friday.
Research Current Events
Allow students time to research and prepare
for their country's Current Events presentation on Friday. Have materials
such as newspapers, magazines, internet, and TV news channels available
for them to use.
Math Activity "How Much Stone Soup?"
Have the class figure up calculations of
what amounts of ingredients we will need for tomorrow's lunch of Stone
Soup. Lots of estimations about measurement will be used. After
each ingredient is discussed, have the students sign up for what ingredient
they will contribute to the Stone Soup and how much they will need to bring
based on what they just practiced and learned.
History Activity "The Russian Roller-Coaster
of History"
Discuss the history of Russia through the
use of the textbook. Assess learning and comprehension through the
completion of the worksheet.
Day 10
Make Stone Soup
Use all of the ingredients brought by the
students to create a large pot of Stone Soup for the class' lunch today.
Don't forget to put in a few good, CLEAN stones for effect.
Current Events Presentations
Have students present their country's Current
Events news article to the class.
Political Science Activities "Elections"
& "United States and Russian Governments" a) For "Elections,"
the students will gain an understanding of the differences of free elections
and those under authoritarian governments.
Distribute previously prepared ballots,
using a code so that each student can be identified after the ballots are
collected, but do not tell the students. Explain to the class that
they are going to elect a president. Distribute a ballot which has
only one name on it. Tell the students that the student whose name
is on the ballot has been approved by you, the teacher, and by the principal--like
the approval of the Communist Party. Each student must vote.
Have the students deposit their ballots into a box with an election official
guarding the box. He is monitoring that everyone votes. Note
any ballots which are spoiled or where students have not voted correctly
by using your secret code. Then announce that certain students are
to be punished, either because their ballots were improperly marked or
because they did not vote.
Discuss the process. Ask: 1.
How did that type of voting feel? 2. Why did you mark the ballot?
3. How will you feel about supporting the person as President?
Now conduct an election with nominations
from the students, a ballot with three or four names. If the students
choose not to vote, it is okay, but discuss that decision.
Compare and contrast the elections.
Use the Elections Venn Diagram provided to show the comparison and contrast.
b) Discuss the other aspects of the Russian
government in comparison through the worksheet "United States and Russian
Governments" using the textbook.
Watch Play Presentations
Allow the class to watch their taped performances
of the two plays they presented this week.
Russia & Western Europe Test
Assess student's learning and understanding
of the concepts discussed and covered this week through the multiple choice/short
essay test on Russia & Western Europe contained in this unit.
Before Reading: Give students the sheet containing
exerts from the two folk tales, and have them decide what order (1 for
first, 2 for second, and so on) they appear in the stories. (5 minutes)
During Reading: Have students read the two
stories “Fish in the Forest” and “Triumph for Two.” Remind students about
the literary element of theme, and its importance in a work. While
they read, have the students take note of possible themes that occur in
each story. Also, see if they can identify parallel themes that appear
in both stories while reading. (20 minutes)
After Reading: Give students the expanded
version of the first worksheet. When they have completed it, divide
them into groups to discuss their answers. After a short period,
have them use it as an aid in creating a picture/poster that depicts their
opinion of the two stories’ theme. Make sure they reference the story
with page numbers and specific examples of the theme. After completing
their pictures, have the students display them, and look at the other groups’
representations individually to note the themes and references chosen for
each picture. After a few minutes, have each group present their
picture and explain it and the theme(s) they have chosen to the class.
After all of the groups have had an opportunity to talk about their picture,
discuss them as a class. Have students note if the class had one
recurrent theme or was able to identify several within the two stories.
At this time, assessment of understanding of theme can be done within the
discussion. (35 minutes) “Fish in the Forest”/“Triumph for Two”
Before Reading
Read the following exerts from the folk tales “Fish in the Forest” and Triumph for Two,” and decide what order they appear in the stories. Place a number in the left column indicating the order (1 for first, 2 for second, 3 for third, and so on).
“Fish in the Forest”
_____ “It…rained…cakes?”
_____ “It doesn’t happen everywhere,
so it isn’t a thing one talks about. Otherwise all the world
would rush to the spot, and no one would
have anything.”
_____ “He doesn’t make me work
hard. He just doesn’t want me out of his sight, because he
thinks I can’t keep a secret.”
_____ “I’ll have to hurry. I
don’t have much time before Olga arrives.”
“Triumph for Two”
_____ “By tomorrow the King will be sorry about this.”
_____ You think luck is better than intelligence?
_____ “Why should it? They
are people like ourselves—some better, some worse, but mortal
people all the same.”
_____ “The sculptor took the
first watch. To keep himself awake, he took a log and carved it
into a doll. When his time was
up, be woke the tailor. “I carved this doll to keep myself
awake, he said.” “If you feel like
it, you can make her some clothes.”
“Fish in the Forest”/“Triumph for Two”
After Reading
Read the following exerts from the folk tales “Fish in the Forest” and Triumph for Two,” and decide what order they appear in the stories. Place a number in the left column indicating the order (1 for first, 2 for second, 3 for third, and so on).
“Fish in the Forest”
“It doesn’t happen everywhere, so it isn’t a thing one talks about. Otherwise all the world would rush to the spot, and no one would have anything.”
_____ “Enough Olga! We
cannot have new things. We must hide the treasure. We must
live as
we have been living. Otherwise, the
Count will suspect something.”
_____ “He doesn’t make me work hard.
He just doesn’t want me out of his sight, because he
thinks I can’t keep a secret.”
_____ “All the servants are buzzing, Your Ladyship.”
_____ “Well, you have a way of finding
out things from the women that I can’t get from the
men. Just bring me the name of that
scoundrel. I’ll make such an example of him that no
one else will dare to hide anything.”
_____ “I’ll have to hurry. I don’t have much time before Olga arrives.”
_____ “It…rained…cakes?”
“Triumph for Two”
_____ “By tomorrow the King will be sorry about this.”
_____ You think luck is better than intelligence?
_____ “Why should it? They
are people like ourselves—some better, some worse, but mortal
people all the same.”
_____ The King sent for me today.
He is very pleased with the new rose garden you planted.
He and the Queen and the Princess
spent an hour in it yesterday, admiring the roses.
_____ “Many have tried and failed. But you shall have your turn if you wish.”
_____ “The sculptor took the
first watch. To keep himself awake, he took a log and carved it
into a doll. When his time was
up, be woke the tailor. “I carved this doll to keep myself
awake, he said.” “If you feel like
it, you can make her some clothes.”
_____ “All I have to say is a king should keep his word.”
Name___________________
Russia & Western Europe Test
Answer Key
Multiple Choice
1. The city in Western Europe which
has been reunited after thirty years of very different
economic and political
systems is:
a. Paris b. Vienna c.
Berlin d. Amsterdam
2. The extermination of Western Europe’s
Jewish population during World War II,
commonly referred
to as the Holocaust, was caused by the leaders of what country?
a. Germany b. France c. Belgium
d. Russia
3. The German Nazis stirred up extreme
hatred of the Jews. This hatred led to the:
a. seder b. Holocaust c. Antwerp
d. mosque
4. The New Economic Policy, or NEP,
was the plan of
a. Stalin b. Lenin c. Radishchev
d. Yeltsin
5. The Five-Year Plan was the idea
of:
a. Stalin b. Lenin c. Radishchev
d. Yeltsin
6. Life expectancy in Russia is:
a. increasing b. decreasing
c. remaining constant d. unknown
7. Which of the following is a consequence
of pollution and heavy industrialization in
Russia?
a. The tourist industry has continued to
rise.
b. Poor people receive better medical treatments.
c. The average life expectancy has dropped
significantly.
d. More factories continue being built in
Russia.
8. V.I. Lenin’s slogan was:
a. Water, Food, and Land b.
Freedom, Food, and Factories
c. Peace, Land, and Bread
d. Peace, Prosperity, and Pride
9. Collectivized farms are:
a. privately owned b.
small village farms
c. large, government-owned farms d.
labor camps
10. Which czar was given credit for freeing
20 million serfs?
a. Peter the Great b. Alexander I
c. Ivan IV d. Alexander II
11. Under Mikhail Gorbachev, a “thorough
renewal of every aspect of Soviet life”
occurred.
This renewal was called:
a. glasnost b. perestroika c.
Kremlin d. ruble
12. A key factor in the collapse of Communism
was:
a. people having the right to vote
b. small factories
c. failure of the Soviet Union
economy to meet citizens’ needs
d. effective and productive industry
13. The president of Russia is now elected
by the people, and serves a ________ year
term.
a. 6 b. 4 c. 8
d. 2
14. Members of the Federation Council and
the Duma are selected for:
a. a one-year term b. a four-year term c.
life d. an eight-year term
II. Short Answer Questions
15. Explain why there has been such a sudden
drop in life expectancy in Russia.
Possible answers: assigned scientists and
engineers to clean up the worst polluted areas, scientists have visited
the United States to study our health and environmental programs, experts
from the United States have gone to Russia.
16. What are the Russian authorities doing
to help attack the health problems?
Possible answers: diet, high rate of alcoholism,
political turmoil, crumbling health system, severe industrial pollution.
17. Why did the Russian climate not guarantee
much to eat or sell even after the serfs
were freed?
Nobles still owned a lot of the land. Serfs
had little land. Even though climate was favorable, they did not have much
to buy or sell.
18. Why was the transformation from communism
to capitalism so difficult?
Lack of experience of workers and managers;
confusion; workers began to be paid according to how well the job was done,
not just for showing up.
WEEK
3: Mediterranean Countries
Wendy Thompson
Statement of Objectives: The students will gain a greater knowledge on the Mediterranean countries in hopes that they will appreciate and respect other cultures.
Objectives:
TSW learn vocabulary words based on certain
countries.
TSW recognize and locate certain countries
on a map.
TSW list and state important information
about a particular country>
TSW be expected to stay on task and finish
final projects.
TSW enjoy the cultures and traditions of
different countries.
TSW understand concepts relating to the
history, government, current events, and arts of
Mediterranean countries.
TSW knowledgeable of folktales around the
world
TSW keep a journal throughout the week for
notes, ideas, group work, etc.
Review/Focus:
Storyteller--
This will be the third
storyteller for the students to enjoy folktales and this particular storyteller
will be speaking English and Spanish. The story is called “iValgame,
Dios!” It is important for students to be aware of different languages
within the United States, especially Spanish. Even though we are
not studying American folktales, it will hopefully get the students motivated
to continue another week with folktales. There are large motions
and an overall good story that will get the students started for the week.
I will also state what
I expect from the students and tell them how stations are going to work
for the week. They will be in stations two hours of the day where
they will go in-depth throughout the countries of the Mediterranean.
County box--
It is a three-dimensional
boxed object that will be made from each group that has a country of the
Eastern Hemisphere. Included in and on the boxes will be art, history,
current events, maps, festivals, reports, quotes, and whatever else they
find about their particular country. The students will be given time
each day to complete the project. I will mention to the students
about different strategies that may be helpful: trade off subjects, give
jobs for different media, allows one to take it home each day, and a leader
each day.
Teacher Input:
Explain that France,
Italy, Spain, and Greece will be studied so that they could get a head
start on their projects. Not only are the large projects important,
but the smaller ones will be seen each day and perhaps several a day.
I will explain the stations more especially with the set up so the students
are not confused. There will be directions at each station:
videos
mini lessons (DRTA)
celebration
research
art
history
Guided Practice:
France-- We will study together
the celebration of Epiphaux. During the holiday, All kinds
of foods are cooked and whoever finds the coin in their food is considered
to have good luck. They get to be King or Queen for the day.
I will pass out a cupcake to each group member and the one member of each
group who finds a coin will be the leader for the week on their final project.
Greece-Teach about ancient
Greeks and their mythology
Independent Practice:
France-- The winners
will set up an area for their group to work and help delegate jobs
Greece-- The Olympic games
will be held outside; the winners will teach the other students
how to pronounce Greek.
Review:
They should know the definition
of folktales and a large amount of information about their country by now.
I will ask them a few general questions so I can check how far they are
along.
WEEK 3: DAY 2
Wendy Thompson
Focus/Review: The country of France
Teacher Input/Guided and Independent Practice:
? Social Studies Stations
Scandinavia (Sc)
Russia & Eastern Europe (Re)
Mediterranean (Mt)
Britain & Ireland (Bi)
1st 30 minutes 2nd 30 minutes 3rd 30 minutes
4th 30 minutes
Video (Sc) Video (Bi) Video (Mt) Video (Re)
Mini lesson (Re) Mini lesson (Sc) Mini lesson
(Bi) Mini lesson (Mt)
Celebration (Mt) Celebration (Re) Celebration
(Sc) Celebration (Bi)
Research/work (Bi) Research/Work (Mt) Research/Work
(Re) Research/Work (Sc)
* Videos will contain mostly the history of France and valuable information for their country box and exam. Students will work the VCR and television on their own. If they have any problems, they will first try to work out the problem while talking to other students. The first of the week I will teach them how to use the equipment so they will have plenty of time to watch the videos.
* Mini lesson will be the DRTA on “The Tale of the White Rat.” The notes are included at the end of this week.
* Celebrations are found year round in France and the students will get to explore customs, food, and history through small activities, dress up, and role play.
* Research/work time will be used to complete the country box.
? Literature/Spelling
They will start producing their own story
based on what they have read in the last three weeks. They will gather
information on fables, folktales, myths and will have a story to be judged
on Thursday.
? Art
The students will produce simple Mardi Gras
masks to wear on Friday or for Halloween.
* Materials
pre-made faces (plastic)
glitter
feathers
paint
cotton
construction paper
glue
scissors
WEEK 3: DAY 3
Wendy Thompson
Focus/Review: The country of Greece
Read several Aesop Fables
Ask the students to write a modern-day fable
to teach one of the following proverbs:
+ He who would leap high must take a long
run.
+ He who does not hope to win has already
lost.
+ No man is happy unless he believes he
is.
+ An old dog can’t alter his way of barking.
+ Honest men fear neither the light nor
the dark.
+ It is better to be hated for what you
are than loved for what you are not
+ You cannot shake hands with a clenched
fist.
+ The only way to have a friend is to be
one.
Teacher Input/Guided and Independent Practice: Social Studies Stations
1st 30 minutes 2nd 30 minutes 3rd 30 minutes
4th 30 minutes
Web (Si) Web (Bi) Web (Mt) Web (Re)
Mini lesson (Re) Mini lesson (Si) Mini lesson
(Bi) Mini lesson (Mt)
Art (Mt) Art (Re) Art (Si) Art (Bi)
Research/work (Bi) Research/work (Mt) Research/work (Re) Research/work (Si)
* Web studies will be part of the project of the “Ancient Greece and Rome Talk Show.” They will be looking for different aspects and common people to explore more deeply for the talk show. The description is included at the end of this week.
* Mini lesson will be on King Midas and a time line of Greece events that may be helpful for the talk show.
* Art station will be the production of mosaic light switches. They students could make the switches to match their bedroom. Materials include: plastic switches, tiles, and glue
* Research/work will again be time to complete country in a box and any questions that they may have.
? Literature
I will read the story, Pegasus, to the students
The students will continue to write their
story with ideas about god or goddess, morals, characteristics of a myth,
and a rough draft of their setting and plot
Characteristics:
1. Tries to explain the way the world is,
or the relationship between gods and goddesses and
human beings.
2. Is often concerned with right and wrong.
Good is rewarded and evil is punished.
3. Includes gods and goddesses with exceptional
powers.
4. Includes heroes, humans who perform amazing
feats.
5. Explains what happens after death.
6. Includes animals that play important
roles.
7. Includes supernatural beasts.
8. Includes communication between humans
and the gods and goddesses.
? Spelling
The winners of the Olympic games will teach
us how to pronounce Greek
The worksheet is included after the week’s
lessons.
? Music/Art
The ancient Greek lyre is similar to our
modern day harp. The students will produce their own lyre like the
one created out of tortoise shell. A modern visual is located after
this week’s lessons.
1. Color the tortoise shell patterns, glue
to cardboard, and cut out.
2. Bend a coat hanger into a round shape
as shown
3. Turn the hanger so that its hook face
downward. Bend the top of the hanger into the shape
shown, with about six
inches between the points. Bend the hook up and straighten it a little.
4. Cut open seven thin rubber bands (fishing
wire). Tie the pieces between the bridge and the
hook of the hanger.
5. Tape the back of the tortoise shell to
the hook.
WEEK 3: DAY 4
Wendy Thompson
Focus/Review: The country of Italy
* I will create an artificial aqueduct to
show how water was pumped into Italian households
* I will meet with each group to assess
their completion of their project, give ideas and
comments,
*Place a 6-foot piece of chart paper on
the largest wall for when the students find important dates
and people, ideas, concepts,
etc. that may be relevant for projects they can add to the paper.
Teacher Input/ Guided and Independent Practice: Social Studies Stations
1st 30 minutes 2nd 30 minutes 3rd 30 minutes
4th 30 minutes
Scavenger Hunt (Si) Scavenger hunt (Bi)
Scavenger Hunt (Mt) Scavenger Hunt (Re)
Mini lesson (Re) Mini lesson (Si) Mini lesson
(Bi) Mini lesson (Mt)
Art (Mt) Art (Re) Art (Si) Art (Bi)
Talk show (Bi) Talk show (Mt) Talk show
(Re) Talk show (Si)
* Scavenger Hunt will be an activity taken place in the library. The different groups of students will be given certain aspects to look up about the Romans. This will give them the opportunity to put concepts on the chart paper, learn for their exam, and continue work on country box.
* Mini lesson will be another DRTA of “Pippina, the Serpent.”
* Art session with the art teacher, will be the study of Leonardo da Vinci and Picasso (who was known hugely in France) The students will have the opportunity to review the artist’s work for future assignments.
* Talk show will be the collection of more knowledge about a roman person to talk about the next day. They will be given extra time to create a script.
? Language Arts
“Even Gods have Bad Hair Days . . . “ Activity
is included at the end of the this week’s lessons. Basically they
will choose a mythological character to research and a typical problem
faced by middle schoolers. Then they will compare and write out how
their hero would deal with the problem. It would be easier to pick
a person whom they have been studying about all week.
? Art
They will have studied about da Vinci and
Picasso and now they will get a chance to create a piece of work similar
to the artist that they like best.
? Roman Rithmetic
A study and practice of roman numerals.
Worksheet included.
? Physical Education
The students will play World Cup; A soccer
game that will be a stress release and an activity to do as an entire group.
Each pair will have a different country name. One goal and one ball
are played with. The teacher’s role is to keep the ball in play and
watch which group kicks the ball into the goal. The object is to
be the first to get the ball into the goal and it continues as a single
elimination. If Spain scores first, then they sit out; if France
is next then they sit out. The group left that has not scored each
round losses. The games will constitute fewer people and boundaries
will need to be set closer to the goal after each round.
WEEK 3: DAY 5
Wendy Thompson
Review/Focus: Country Box
Review their comments and improvements for
next year. What went well and what would they not do over again.
Teacher Input:
One informal assessment that I will do will
be judging the students’ artwork completed throughout the week and project
completion.
Activities :
* The students have each written a story
and then the top 5 were picked yesterday. The students divided themselves
up into one of those groups and will present their story in a unique and
creative way. Each story will be video taped by the students who
will then edit the tapes and place in the library.
* The students will have their miniature talk show that will also be aired.
* The largest project will be done last, so if any work needs to be done, they will have time to do finishing touches. The country box of each group will determine how much they worked, how well they worked together, and if they desire to learn more about the particular country.
* Students will turn in their journals, stories, comment/ grading of their group, any other assignment that they have done.
Assessment:
* Their country box will be the largest
part of their grade for the week. My expectations that I expressed
to them at the beginning of the week will take into effect at this point.
They were given a worksheet with all the requirements, categories, and
extra material that should be on the boxes. They have had plenty
of time to complete the project and there should be no excuses (unless
a group has talked to me before). The boxes must include: history,
art, culture, celebrations, creativity, color, variety of media, and
three different sizes of boxes (material does not matter).
? I will also ask for all other assignments
like: artwork, journals, stories, comments/questions, and reflections of
projects.
DRTA LESSON #1:FRANCE
TITLE: “THE TALE OF THE WHITE RAT”
INTRODUCTION:
? What animals would you consider being
powerful? Why?
? What do you think the rat will do? Talk?
Hero? Disliked?
PAGE 1:
? What has just happened to the rat?
? Do you think the rat talks?
? How do you think the king and queen met
the rat?
? What animals would you like to change?
Would the animal have similar or completely different traits?
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? Who is the king’s daughter?
? What/Who is the most powerful being? Prince?
Nobleman? Lion? Bear?
? Whom do you think the king will choose?
? Whom do you think the rat wants as a husband?
PAGE 2-3: 2ND HALF AND ENTIRE 3RD PAGE
? Who did the rat want as a husband and
who did the king want?
? Did any of you guess that the white rat
would choose another rat?
? Does any other story remind you of this
one?
? Why do you think the author included “tail
a foot long?”
DRTA: LESSON # 2: SPAIN AND ITALY
TITLE: “PIPPINA THE SERPENT”
INTRODUCTION:
? How do you think the story will unfold
with the title?
? Whom do you think Pippina is or was?
PARAGRAPHS 1-3:
? How could a merchant go from being rich
to poor in such a short amount of time?
? Do any of you have a large family?
? How do you do with the money situations?
? Who left the family, because of money
problems?
PARAGRAPHS 4-6:
? Whom had a baby?
? Where would you like to find some money?
? What would you buy in a short amount of
time?
? Who is Pippina?
PARAGRAPHS 7-10:
? What do you think “charmed” means?
? What happened to the merchant’s four other
daughters?
? What gifts will the fairies give to the
girl, Pippina?
PARAGRAPHS 11-13:
? What do you think the last fairy will
put on Pippina? Refer to the title? Why does something happen to her?
PARAGRAPHS 14-20:
? Does anything seem strange to you about
the squire’s findings and the reaction of the family toward the king?
? We always have villains in stories, what
part do you think Baldellone’s girlfriend has in the story?
? Do you think Pippina will tell the king
or be destroyed?
PARAGRAPHS 21-24:
? You found out where the little sisters
were. Why do you think they were still called “little” after all
this time?
? Do you think the girlfriend knows about
her spell?
? What will Baldellone do? What are
his options and what do you think his girlfriend will tell him to do?
? Would you still love your sister or brother
if he or she turned into a snake?
? Does she ever change back?
PARAGRAPHS 25-30:
? Who is the queen now?
? What is she trying to do?
? How mad would you be if your girl/boyfriend
decided to leave you for someone else?
? What did Baldellone do about it?
? Who is the serpent?
? How do you think the serpent will help?
PARAGRAPHS 31-36:
? What does the rhyme mean?
? Why do you think he wanted to be buried
in the garden?
? What do you think the gardener will see
or find?
PARAGRAPHS 37-45:
? So does Pippina change back between day
and night? Give evidence.
? Would you not think that the king would
be scared to find a maiden in his garden?
? Would you believe a crazy story like the
one the maiden told?
? Would you like to tell the President to
do something like an errand? What would it be?
? What will the king do to the present queen?
PARAGRAPHS 46-52:
? What was the king up to throughout these
passages? Give examples.
? How do you think he was reacting?
PARAGRAPHS 53-54:
? Do you think this was a tragedy, romantic,
both? Why?
? Who would be someone that you would like
to bring back to life? Why?
Day: Monday
Objectives/Goals:
3.1 – Describe the absolute and relative
location of major landforms, bodies of water, and natural resources within
Europe and the former Soviet Republics.
4.1 – Define region and identify various
regions within Europe and the former Soviet Republics.
4.2 – Compare the physical and cultural
characteristics of regions within Europe and the former Soviet Republics.
6.1 – Analyze the movement of people, goods,
and ideas within and among nations in Europe and the former Soviet republics
and between the Western Hemisphere and other world areas.
6.3 – Judge how changes in the movement
of people, goods, and ideas have affected ways of living in Europe and
the former Soviet Republics.
Materials:
Paper mache or clay
Worksheets
4 purple markers
4 Green markers
4 black markers
4 red markers
Large poster board
Days Activities:
? Introduce Recipe Project:
They will have time throughout the week
to research different and exciting new recipes of the region we are studying
for the week.
? Storyteller:
This will allow the students to become aware
of the different stories (folktales) that will be studied this week.
? Introduce Geography Activity: Topography
The students will construct a topographic
map of Norden showing its geographic features. The map must include
mountains, major bodies of water, rivers, fjords, plains, and plateaus.
The materials included are paper mache or clay.
? Mapping Worksheet: Worksheet of the British
Isles
Discuss the different areas of the British
Isles and where they are located. Have the students fill out the
worksheet using what they had learned.
? Introduce “The Movement of People in the
British Isles and Norden”
The movements of the Vikings, the Celts,
the Finns, and the Lapps are discussed. It is easy to see what groups
exist now, but getting students to visualize that movement may be a challenge.
Here is a way to help:
Assemble the following materials:
purple, green, black, and red magic markers, and poster board (the larger
the better).
1. Arrange the students in cooperative learning
groups. Groups of four will work best.
2. Pass out the markers and poster board.
Each group should receive one each of all the markers and one piece of
poster board.
3. Have each group draw and label a map
of the countries of Norden and the British Isles on the poster board.
4. At the bottom right corner of the map,
have them make a key using the four colors. The key should read like
this: Purple=Vikings; Green=Celts; Black=Finns; Red=Lapps.
5. Have the members of each group choose
a color.
6. Tell the Vikings to take their purple
markers and put two marks on Denmark, three on Sweden, and four on Norway.
Celts should have three green dots on England. Finns should put five
black dots on southern Finland, and the Lapps should put three red dots
on northern Finland.
7. Next, tell the students that for each
of their dots, they should add three more near it, only in the country
where their people already exist (you may need to help the students with
their multiplication).
8. Have the students stop and look at the
changes this multiplication has made to their map.
9. Tell the Vikings to put one dot in Ireland
and one in southern Finland. The Celts are to put one dot in Ireland.
Finns should put one dot in northern Finland and are in northern Sweden.
10. Then tell the students for every dot
they placed on the map, to add three more around them.
11. You may repeat the procedure as
many times as you wish. Spread them to the other countries in the
region. Students should see how peoples move and reproduce and how
groups enlarge. Expect the students to be upset when “invaders” enter
their territory. Discuss how changes and conflicts may have arisen
as one group moved into the land in which another group was already established.
? Introduce Math Activity: worksheet
“Using Statistics about the British Isles and Norden”
With this students will use their chart
reading skills to answer questions.
Tuesday
Grade: 6th grade Social Studies
Objectives:
Goal 1: The learner will investigate the
characteristics of people of Europe and the former Soviet Republics.
1.1 – Identify the origins, characteristics,
and influences of major groups of people in Europe and the former Soviet
Republics.
1.2 – Describe similarities and differences
among people of Europe and the former Soviet Republics.
1.3 - Assess the role, status, and
social class of individuals and groups in Europe and the former Soviet
Republics, past and present.
4.2 – Compare the physical and cultural
characteristics of regions within Europe and the former Soviet Republics.
6.2 – Compare ways in which people, goods,
and ideas moved in the past in Europe and the former Soviet Republics with
their movement today.
7.2 – Describe how nation-states interact
with each other.
7.3 – Analyze how foreign policy is made
and the means by which it is carried out.
8.4 – Compare forms of government in Europe
and the former Soviet Republics and explain how and why they have changed
over time.
9.4 – Describe the characteristics of economics
in Europe and the former Soviet Republics and how they have changed over
time.
11.1 – Describe and analyze changes which
have occurred in ways of living in Europe and the former Soviet Republics.
11.2 - Identify examples of cultural
transmission and interaction within and among regions in Europe and the
former Soviet Republics.
Days Activities:
? Give the students time to research their
area of where their recipe is from. They will research something
about their area that is weird and interesting or cover something we haven’t
covered in class.
? Folk Tale: “The Baker’s Daughter”
The class will read the tale and we will
all discuss the parts of a folktale. We will touch on the literary
elements such as the setting, character, theme, etc.
? Introduce Potato Experiment
Each student will receive a container of
water, a half of a potato and two toothpicks. The toothpicks will
go into each end of a potato and then placed into the water. Will
be checked on Friday.
? Introduce “Feudal Villages”
Allow cooperative learning groups to design and build feudal villages similar
to the illustration in the book. Provide aluminum cake pans, blocks,
clay, sand, Popsicle sticks, pipe cleaners, and glue. These villages
should show different kinds of dwellings, a church, and other buildings
in as creative a manner as the student’s desire. Students should
label the buildings to show where the various members of feudal society
lived. Students could then explain their villages and emphasize how
a person’s position influenced where how he lived.
? Introduce Writing Lesson: “Techey Technology
Time Line
Materials; reference books, a roll of chart
paper, markers
Ask the students to create an illustrated timeline of technological advances
in communication and transportation during the Industrial Revolution.
Examples of such advances would be the railroad, steamships, daily mail
delivery, and the telegraph. After researching the topic, divide
the class into groups and ask the students to illustrate their findings
on a time line. Following the illustrations, ask one person from
each group to make an oral report to the class on their group’s findings
to the whole class.
? Homework: “Time Line Writing Extension”
Once oral reports are given and a discussion is held, have the students
write a clarification essay on “what special effect did their specific
invention have on the everyday life of the people?” State the topic
and give two or three reasons to support your answer.
Wednesday
Objectives:
6.1.2
6.3.1
10.3.1
10.3.2
10.3.3
Days Activities:
? Continue and Finish up Writing Extension
As a follow up, ask the students to design a new transportation or communication
system invention. Divide the class in to groups and have the students
draw a model of the system first. If possible, let the groups make
a model of the system for class. Next, have the students write a
television commercial to persuade the public to try this new invention.
Videotape the commercials to be shown to another class.
? Folk Tale: “The Cauld Lad of Hilton”
Review over the folk tale from yesterday to see what was remembered.
Read this story and discuss the parts of a folk tale. Touch on the
literary elements such as setting, character, theme, etc.
? Brainstorm ideas of what could be brought
from home to go into tomorrow’s traveling suitcase. Has to
be items that go along with the countries studied. (Great Britain, Ireland,
and the British Isles)
? Introduce Political Science Activity
Worksheet: “Comparing the American and British
Governments”
This will be done in-groups; therefore,
there will be discussion among classmates.
? Give class time to research their area
of recpertise
? Homework:
Go home and find something that could go in the traveling suitcase that
pertains to the countries covered this week. They can use magazines
and cut out pictures or bring objects from home and they can even use their
parents as resources.
Thursday
Goals:
1: The learner will investigate the characteristics
of people of Europe and the British Isles.
3: The learner will locate major physical
features and suggest the influence of their location of life in Europe
and the British Isles.
7: The learner will evaluate the relationship
of the nations of Europe and the British Isles to each other, to other
world nations, and to world affairs.
Days Activities:
? Folk Tale: “The Hedley Kow”
We will read this tale and discuss the literary
elements of it and compare it to the others we had read.
? Introduce the location of Norden and the
British Isles through the use of a suit case activity. Point out
to students they are traveling to the British Isles and to Norden.
Place in the suitcase items relating to the region. Examples of items
to place in the suitcase-woolen items; fishing net; foods from the region
(tea from the British Isles, cookies from Denmark, canned fish from Norway,
etc.); picture of the midnight sun; picture of a fjord; a map of the regions;
picture of a volcano, manufactured items such s china; glassware, etc.;
literature such as a novel, short essay, myth, etc.; picture of a shamrock;
music (picture of a bagpipe; Beatles, Rolling Stones, Abba, or U2 album;
recording of traditional music from Norden or the British Isles; money
from the region.
Variations- this idea could be used
as the introductory theme for each unit. Students could bring items
and place them in a suitcase as a way to introduce the units.
? Art Activity:
Introduce the idea of foreign stamps
and coins. Bring in samples of different types of stamps and coins
especially those from the region studied. Now that the students have
seen different ones, have them create their own stamp and coin of their
own.
? Get a list of who is making what for tomorrow.
Review the week’s findings on all aspects of the region for a test tomorrow.
Friday:
? To begin class they will take a test on
what they had learned throughout the week.
? Before food tasting, children must give
a brief description of what they made and something about the area they
researched.