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Objectives:

• Students will collaboratively create a rubric for a strong folktale.
• Students will brainstorm folktale or story ideas.
• Students will write multiple drafts of a folktale or family story.
• Students will give feedback on other students’ writing.
• Students will incorporate feedback into story revisions.

Materials:

• Prompt: Writing a Folktale or Story
• Students’ Story Drafts

In the first part of Lesson 4, students will be collaboratively creating a rubric to use with their own folktales.

In groups, students think about and then discuss responses to the questions:

• Of the stories you have read so far, which is your favorite? Why?
• What do YOU think is important in a folk tale?
• What makes it a good story?

Each group shares their responses. As they identify elements of a good folktale, list them on a large poster. Using the folktales in the reader as mentor texts, the brainstormed list will become your rubric. For example, one class brainstormed the following elements:

• Uses details and emotion
• Has a strong message
• Gives new knowledge, or different or exciting topics
• Shows drama or challenges
• Includes unreal or magic things (lots of imagination
• Is clearly written
• Has a message that relates to or connects with real life

Ask groups or individual students to identify a story which represents each element well. Give specific examples. Add to or revise elements as needed.

Brainstorm & Drafting

Ask students to free-write for about five to seven minutes, brainstorming stories they heard as a child—from parents, grandparents, friends, neighbors.

For homework, ask students to write a full draft of a folktale or family story, trying to incorporate the elements they identified. If they are struggling to think of a story, tell them they can call family members or visit elders in the community. The only restriction is that they should not use the internet. The first draft of the story should be at least one, full typed page (double-spaced), but it can be longer. This is a first draft—they should not be concerned about spelling and grammar—the goal is to get the content (plot, characters, setting) down on paper. They will do multiple revisions. If needed, here is a prompt for the assignment.

Preparing for Peer Review

Explain to students that today they will be sharing their folktales in small groups and giving feedback to each other.

 Watch the video, “Austin’s Butterfly,” https://modelsofexcellence.eleducation.org/resources/austins-butterfly.

Ask students what we can learn from this video that will help us in giving feedback and revising.

Peer Review

In groups of three, students first share the origin of their folktales. Who told it them? How did they learn it?

Next, each author reads his or her folktale while the other two students read along and mark passages. They should note parts which they really like, areas where they have questions or are confused, and anywhere they would like more information or detail. Remind them to keep “Austin’s Butterfly” in mind.

In their discussion, they should consider the following questions

1) Does the story include the exposition?

2) Is there drama or conflict?

3) Is there a resolution?

4) Are there other elements of a strong folktale? (Make sure the class rubric is posted.)

Each author will take notes. Let them know that they will include their notes with their next revision.

 Revising and Editing

For homework, students continue to develop, revise, and edit their folktales. In the next draft, ask students to add a short reflective paragraph at the end about how they wrote or remembered this story, or who told it to them. They can use the stories from The Folktale Project as mentor texts.

Students will continue to revise, edit, and format their stories. See Extension Activities for more ideas.