Artifact 5

Artifact # 5

These artifacts were developed as a part of a theme unit about the four natural elements, Earth, Air, Water, and Fire.

Theme Unit-Folktales

The Four Natural Elements of Life Theme Study PowerPoint	Other Words for Earth, Air, Water, Fire, and Water Thesaurus Sheet
Folktale Web

Language Charts

Creation Language Chart

Concept Maps

Context: As a part of my sequence of study for the Master of Arts in Reading Instruction, I took Advanced Study of Children’s Literature, taught by Dr. Beth Frye. The purpose of the created theme unit was to gain an understanding of how to plan around a central theme and incorporate individual, pair/group, and whole class activities beginning with a launch activity and ending with a culminating activity. When I began to think about planning this lesson, I knew that I wanted to work with a theme that lent itself to teaching folktales. While taking the class, I developed a theme unit centered on the four natural elements, earth, air, wind, and fire. Through this integrated Four Natural Elements of Life theme unit, I wanted students to begin their study of the four natural elements by talking how ancient peoples were more closely related to the four elements because of necessity and that modern convenience have removed us from direct contact with earth, air, water, and air. Due to this removal from the elements, we have a tendency to abuse them and take them for granted and I wanted students to gain a respect for the elements as a by-product of the theme study.

When planning the Four Natural Elements of Life theme unit study, I wanted students to read a variety of folktales that relate specifically with one of the four elements. In addition, I wanted student s to have the opportunity to compare similar folktales across cultures, like the flood story about the element, water. I also wanted to create a format for writing, while learning about the four elements. I decided the best way for students to creatively translate their learning about the elements into writing was with a poetry format as student’s individual activity.

To launch the lesson, I decided to help students understand the origins of the words earth, air, water, and fire by giving them a historical perspective of the human-element interaction. Students will then look up the etymologies/word roots and synonyms for the four elements. The purpose for beginning the theme study with this activity is to make other word connections and deepen student’s understanding of the four elements so they may better apply their word knowledge when reading the folktales. As a pair or small group, students will read ten different folktales representing all of the elements. With a provided folktale web students will then complete a graphic organizer about the folktales they read, indicating origins of the folktale and the type of folktale using proof from the story. After modeling how to complete a language chart using the element, water, students will be divided into two groups to complete language charts about fire and water from around the world. By completing the language chart, students will be asked to find the commonalities and differences among the stories related to their specific topic. Students will then present their completed language chart to the other group. Finally, as a culminating activity I would create an opportunity for students to share their created poems about the four elements, by having a “coffee house reading,” where invitations will be created to invite parents, refreshments will be provided and we will play music from the area in which the folktales originated.

Alignment

Standard A: Instructional Expertise

When selecting The Four Elements as a theme study, I used a variety of materials across different genres and reading levels to meet the needs of an all learners. The beauty of a theme study is that ideas are gathered on the same topic, but materials are different enough to reach all learners, while supporting the discussion of the “big idea.”

Standard B: Knowledge of Learner

The Four Element Theme study unit I designed is in effort to deliver responsive instruction while reaching all learners, including those with exceptionalities. I modified the language charts based on the reading level of the folk tales, therefore demonstrating my ability to differentiate through activities and materials while studying a common theme.

Standard D: Content Knowledge

This theme unit was developed in conjunction with reading current educational research and educational practices. The Four Natural Elements theme unit demonstrates my ability to approach the teaching of reading from various angles and across disciplines. In addition, this theme unit demonstrates my depth and breadth of content knowledge and skills