Table of Contents:
1. Home
Academic references, evaluation of technology integration, and about the author
2. Student Resources
Direct link to Symbaloo Lesson plan
a. Introduction
Shows students the essential questions, connected to prior knowledge, and piques their interest in the subject matter.
b. Task
Instructs the students on how to use the Symbaloo Lesson Plan
c. Conclusion
The student reflection and rubric are posted here.
3. Teacher Resources
A list of web and print resources is provided. There is also instructions for the teacher on how the Symbaloo works.
a. Process
This provides the sequence of instruction listed in lesson plan format.
b. Evaluation
A copy of the teacher grading rubric can be found here as well as a feedback request form.
The tabs "Student Resources" and "Teacher Resources" act as a drop-down menu but also can be clicked on to find more information. Educators: The teacher resources page packs a lot of information to help you make this unit your own!
American Association of School Libraries. (2007). Standards for the 21st-century learner. Retrieved from http://www.ala.org/aasl/sites/ala.org.aasl/files/content/guidelinesandstandards
/learningstandards/AASL_LearningStandards.pdf.
Nebraska Department of Education. (2014). 2014 ELA standards. Retrieved from https://www.education.ne.gov/read/PDF/2014_ELA_Standards.pdf.
ILA/NCTE 2016. (n.d.). Once Upon a Time Rethought: Writing Fractured Fairy Tales. Retrieved from http://www.readwritethink.org/classroom-resources/lesson-plans/once-upon-time-rethought-853.html?tab=3#tabs.
International Society for Technology in Education. (2007). ISTE standards: Students. Retrieved from https://www.iste.org/docs/pdfs/20-14_ISTE_Standards-S_PDF.pdf
My name is Erin Solheim. I am a third year teacher-librarian. I manage a library and teach students in grades K-6. I'm highly interested in technology integration and making sure that students have the tools and knowledge necessary to be successful.
The students at my school are high poverty and highly diverse. Some of them are unaware of the folk stories that make up our global culture. Many of them also think that Disney/Pixar are the perfect examples of a fairy tale. This is what first got me interested in doing a unit on folktales and fairy tales.
Before I do this unit with 2nd grade, I like to use Mrs. J in the Library's "Kindergarten Folktales & Fables Genre Study (Activity Booklet & Lesson Plan)" with my 1st graders (see screenshot above). This prepares them and gives them the appropriate background knowledge to learn more about folk tales.
I think this activity reaches the redefinition level eventually, by the students creating their own stories. They show mastery of understanding the elements of fairy tales when they can correctly come up with one element they've seen before that works well in their own narrative. That's not something that's easy for any grade level to do without lots of pre-teaching and structuring, in my opinion. Since students are creating online, tools like ABCya's Storymaker and StoryboardThat allow "for the creation of new tasks, previously inconceivable" (Schrock, 2015).
Schrock, K. (2015). SAMR and Bloom's. Retrieved from http://www.schrockguide.net/
samr.html
Omaha Public Schools does not discriminate on the basis of race, color, national origin, religion, sex, marital status, sexual orientation, disability, age, genetic information, citizenship status, or economic status in its programs, activities and employment and provides equal access to the Boy Scouts and other designated youth groups. The following individual has been designated to address inquiries regarding the non-discrimination policies: Superintendent of Schools, 3215 Cuming Street, Omaha, NE 68131 (531-299-9822).
Las Escuelas Públicas de Omaha no discriminan basados en la raza, color, origen nacional, religión, sexo, estado civil, orientación sexual, discapacidad , edad, información genética, estado de ciudadanía, o estado económico, en sus programas, actividades y empleo, y provee acceso equitativo a los “Boy Scouts” y a otros grupos juveniles designados. La siguiente persona ha sido designada para atender estas inquietudes referentes a las pólizas de no discriminación: El Superintendente de las Escuelas, 3215 Cuming Street, Omaha, NE 68131 (531-299-9822).
