SLA multiple genres strand teks talk image

Knowledge and Skills Statement

Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts.

Considere unir las expectativas 4.9.A y 4.9.F y evaluarlas al mismo tiempo. Para la expectativa 4.9.F, los estudiantes reconocen las características de los textos digitales y multimodales. Coloque a los estudiantes en grupos pequeños y pídales que escriban un cuento popular. Asigne a cada grupo un modo distinto de entrega. Algunos ejemplos pueden incluir una grabación de audio de un estudiante leyendo el cuento, una representación teatral en vivo, una canción, un documento electrónico que incluya enlaces y elementos del programa de cómputo o un video describiendo el cuento popular. Conforme los grupos comparten sus cuentos con la clase, pídales que identifiquen las características específicas del género que están presentes en sus cuentos. Luego, pídales a los estudiantes que discutan los distintos tipos de modalidades usadas para presentar los cuentos.


Further Explanation

Esta evaluación requiere que los estudiantes desarrollen sus propios cuentos populares que incluyan los rasgos que hace que un texto sea un cuento popular. Los estudiantes demuestran dominio de esta destreza al ir más allá de la identificación de las características distintivas y poder escribir un cuento popular que incluye características distintivas apropiadas.

material written and produced to inform or entertain children and young adults
Students should explain the particular features that qualify a text as literary and give examples of those features. Students are expected to know why well-known children’s literary books such as folktales and fables are different from each other or how myths, legends, and tall tales, even if they share some commonalities, have their own distinctive traits. For example, students should know that a legend is presumed to have some basis in historical fact and tends to mention real people or events (e.g., the legend of Johnny Appleseed). On the other hand, a myth is a story that was never based on fact and typically includes supernatural elements (e.g., Greek gods).
a short tale in prose or verse that teaches a moral, especially a tale using animals and inanimate objects as characters (e.g., the tale of the wolf in sheep’s clothing teaches that appearances can be deceiving.)
a story, tale, or legend of unknown origin that becomes well known through oral tradition and repeated story telling (e.g., the Pied Piper)
a traditional story that provides an explanation for a cultural belief or a mystery of nature
a story about impossible or exaggerated happenings related in a realistic, matter-of-fact, and often humorous way (e.g., the tale of Paul Bunyan)
Narración humorística que presenta eventos exagerados, hipérboles o imposibles de manera que parecen reales.
Narración cuyo autor por lo general se desconoce, que se transmite de generación en generación por vía oral.
Narración corta de hechos imaginarios con la que se busca dar una enseñanza moral, cuyos personajes son por lo común animales u objetos inanimados a los que se atribuyen características, virtudes y defectos en el carácter del ser humano. Puede estar escrita en verso o en prosa y generalmente termina con una moraleja.
Historia tradicional que intenta explicar algunos fenómenos de la naturaleza o aspectos culturales.

Research

1. Freeman, J. (2016). Story is king: how to be a great storyteller. School Library Journal, p. 40+. Retrieved from https://link.galegroup.com/apps/doc/A453920020/PROF?u=tea&sid=PROF&xid=1ff34e81

Summary: The author uses storytelling to build reading skills, such as plot analysis and understanding characters. She provides concrete examples for storytelling in the classrooms and gives a list of 21 classic folk and fairy tales that can be adapted for storytelling.

2. McDonough, S. (2013). Playing with poetry: Figurative language in action. Practically Primary, 18(2), 27+. Retrieved from https://link.galegroup.com/apps/doc/A334276548/PROF?u=tea&sid=PROF&xid=75cf65b2

Summary: As part of a lesson on myths and lessons, students are asked to produce poems about characters in the myths. In brainstorming exercises, students were given specific prompts to generate figurative language about their characters. The explicit focus is on figurative language as a narrative device.