Bunyan, Appleseed, and More 

SUBMITTED BY: Tori T. Thomas   SCHOOL: Hand Middle School 

Grade: 8th    SUBJECT: Reading/Language Arts 

CORE CURRICULUM OBJECTIVE (S): Write compositions for a variety of purposes, use brainstorming techniques to generate and explore ideas, and evaluate and revise drafts for purpose and to meet the needs of audience. (8-WA-3), (8-WP-2), (8-WD-1) 

RESTATEMENT: Students will listen to and read a variety of tall tales. Students will then compose an tall tale. 

OVERVIEW: Students will create an original tall tale using elements learned through listening and reading. Students will generate and develop ideas using prewriting techniques. This lesson is apart of a larger unit on myths, folktales, fables, legends, and fairytales.

FOCUS/ESSENTIAL QUESTION: What is a tall tale? Can I write an original tall tale of my own?

TIME FRAME: Three to four fifty minute periods

RESOURCES:
 * Pencil 
* Paper 
* Transparency of KWL graphic organizer for students to copy in their notebooks 
* Prewriting sheet 
* Adventures for Readers pg. 
* The Bunyans by Audrey Wood (for read aloud) 
* Collection of tall tales either from internet, personal collection, or school or public library. 
* Internet site - www.covington.k12.tn.us/tetc/tetc.24.htm

ASSESSMENT: The culminating assessment for this lesson will be the original myth created by the students. Students' understanding of the elements of the tall tale should be evident in the story they create. An assessment rubric is included. 

INSTRUCTIONAL ACTIVITIES: 
Activity One: 
* First, teacher should have the students complete the first section of the KWL chart to show what they know about tall tales. Next, the teacher should ask for several responses and write them on the overhead. Next, the teacher should ask students if they have ever heard a really exaggerated story. After that, the teacher can ask students what they think makes the story exaggerated. 

The teacher should then list those elements on the overhead. Then, students should complete the next section of the graphic organizer of things they would like to know about tall tales. 

At this time the teacher and students should come up with a working definition of the tall tale. This working definition should then become apart of the criteria that is used to assess the final product. 

Once this has been established students may begin to read example tall tales like Paul Bunyan and Johnny Appleseed. After reading and discussing several stories, students should take another look at their KWL graphic organizer (See attachment A). They should look at what they thought they knew about tall tales and determine if they were right. 

The teachers should then lead the class in a discussion of what they learned and talk about whether or not everyone's curiosity was satisfied. If not, any additional questions can be addressed at this time. Finally, students can complete the graphic organizer by stating what they learned about tall tales. 

Activity Two: 
* Now that students have read and listened to a variety of tall tales, they can begin brainstorming ideas for their own story (See attachment B). Students should brainstorm in groups. Once students have brainstormed ideas they may begin drafting their stories. Time should be allowed for the remainder of the period to allow students to work and for the teacher to monitor. Whatever work is not completed during class can be completed for homework. 

Activity Three: 
* Students can take an opportunity to revise their rough draft with another student. During this time students should pair up and read each other's stories using the rubric. Each student will complete a peer evaluation sheet on the story they read (See attachment C). The teacher should allow 15 -20 minutes for this activity. The remainder of the period should be left for students to revise their work using the suggestions from the peer evaluation sheet. 

Extension Activity: 
* I do this as a part of a larger unit on tall tales, myths, legends, fables, and fairy tales. Their final unit project is to create a book of tales composing a story for each genre studied.

Bunyan, Appleseed, and More

Directions: You are being challenged to write your own tall tale. Now that you have read some examples you should be familiar with the elements of these types of stories. However, if you need a reminder visit the following website for more examples. 

www.covington.k12.tn.us/tetc/tetc24.htm. 

Below is the criteria by which you will be assessed. 

Rubric

    Final Grade _________________________________ 

Failure to return rubric will result in a loss of five points.

(A) 

KWL CHART