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Urban
legends |
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Urban
legends |
Grade Level:
Grade 9
Time Limit: Five classes
Introduction
Storytelling is an important tradition used to express the beliefs and values of a culture. As an art form, it has been seriously threatened by technology such as radio and television. However, it is presently being revived. Ironically, it has found a new home on the Internet. Often, myths are an important way to help us understand our own culture. Greek myths and Biblical stories help us understand the things we admire and fear in Western society. Looking at other cultures oral traditions helps us to appreciate the differences and discover similarities between ourselves and others. Also, looking at stories people tell reveals a great deal about how they view the world.
This inter-disciplinary lesson will involve students studying the concept of story tellling, legends, and myth. To begin the lesson, students will engage in a group activity. The activity will involve the Telephone Game. The students will sit in a circle on the floor in the middle of the classroom. One student will begin the game by whispering a short story in the next person's ear. That student will do the same thing to the next student and the process will continue until everyone has heard the story. The last student in the circle will tell the story aloud. Then, the student who started the game will tell his/her version. The class can then a take a couple of minutes discussing how the story had changed from the beginning to the end.
The next activity will involve the students spending a couple of classes on the Internet searching for Urban legends to read. In the previous lesson, students were given a handout stating the different formulas an urban legend can follow. Each student will be required to watch two episodes of the soap opera, "Passions" and three different sitcoms during the week. Students must construct jot notes after each episode providing a summary of the show and decide which formula of a legend the show followed. Then, students will be placed in groups of four. Each group will be given three classes to discuss which episodes they watched and which formulas they felt fit the show. Then, each group will be required to write their own urban legend and it will be published on the school's web site.
There is a strong emphasis on interdependent collaboration
in this lesson, both in activities and assessment. This is done specifically
to improve and enhance students' abilities to work within groups. With
the workplace putting more and more emphasis on team work and team solutions,
it is imperative that students become knowledgeable and comfortable working
in such an environment.
Computer
Integration General Curriculum Outcomes :
Key
Stage Outcomes
In this lesson, students will work towards meeting the following Key Stage outcomes to be completed by the end of Grade Nine:
identify
and use a variety of input and output devices
demonstrate
proficiency in keyboarding skills
demonstrate
a willingness to work independently and/or cooperatively when using computer
technology
display
confidence when using computer technology through an appropriate level
of independence and self-reliance
demonstrate
a positive attitude and a willingness to use computer technology
exhibit
perseverance and commitment to improving skills and completing tasks
demonstrate
desirable attitudes and work habits
demonstrate
a willingness to work independently and/or cooperatively when using computer
technology
display
confidence when using computer technology through an appropriate level
of independence and self-reliance
demonstrate
a positive attitude and a willingness to use computer technology
exhibit
perseverance and commitment to improving skills and completing tasks
demonstrate
desirable attitudes and work habits
create
and edit web pages, employing links to images, audio and video files
create
a specific visual effect in a document through the use of font style and
size, and organization of text and graphics.
identify
and develop questions pertinent to a problem or issue
develop
a process to manage volumes of information that can be available through
electronic sources
recognize
ways that computers have been used to help build the global community
In
this lesson, students will work towards meeting the following Key Stage
outcomes to be completed by the end of Grade Nine:
examine
others' ideas in discussion to extend their own undestanding
ask
relevant questions calling for elaboration, clarification or qualification
and respond thoughtfully to such questions
participate
constructively in conversatio, small group and whole group discussion and
debate, using a range of strategies which contribute to effective talk
give
and follow instructions and respond to complex questions and directions
demonstrate
active listening and respect for the needs, rights and feelings of others
demonstrate
awareness of the power of spoken language to influence and manipulate and
reveal ideas, values and attitudes
read
widely and experience a variety of young adult fiction and literature from
different provinces and countries
independently
access and select specific information to meet personal and learning needs
using the electronic network
respond
to some of the material they read or view by questioning, connecting, evaluating
and extending
make
informed choices of language to create a range of interesting effects in
imaginative writing and other ways of representing
demonstrate
facility in using a variety of forms of context on writing and other ways
of representing by making appropriate choices of form, style, and content
for specific audiences and purposes
demonstrate
awareness of what prewriting, drafting, revising, editing, proofreading
and presentation strategies work for them with various writing and other
representations
Foundation for the Atlantic Canada Social Studies Curriculum
In
this lesson, students will work towards meeting the following Key Stage
outcomes to be completed by the end of Grade Nine:
explore
the factors that influence one's perceptions, attitudes, values and beliefs
analyse
how groups, institutions, and media influence people and society
analyse
how individuals and formal and informal groups can influence each other
explain
how and why perspectives influences the ways in which experiences are interpreted
compare
examples of material and non-material elements of culture in different
societies
compare
the ways cultures meet human needs and wants
compare
and analyse how culture is preserved, modified and transmitted
explain
the concept of multiculturalism as it applies to race, ethnicity, diversity,
and natoinal identity in Canadian society
explain
how values and perspectives influence interactions among, people, technology
and the environment
analyse
examples of societies' responses to interactions among individuals, groups
and societies
analyse
the influences of human and physical systems on the development of distinctive
characteristics of place
Specifying Objectives
1. Develop cooperative learning skills
2. Compose an urban legend within a group
3. Develop own ideas and thoughts about urban legends
4. React positively to myths, legends, and storytelling
5. Develop the skills of storytelling
6. Become familiar with different genres of literature
7. Publish their work
8. Recognize the role that storytelling plays in culture
9. Use Netscape Composer
10. Play a role within a group
Matching Objectives to Computer Functions
In order for students to become more familiar with the Internet, this will be used as the source for compiling their own ideas and thoughts about urban legends. Students will be given a list of websites to visit which will contain various stories. As well, students will use television and watch assigned shows to identify the various forms of legends and myths.
Because students will need an outlet to publish their
work, the students will compose their own stories in HTML which will then
be included on the school's website. Students will be asked to look at
the following web site, http://www.bamaed.ua.edu/cse489/e-portfolio/composer.htm
,
which outlines the steps on how to use Netscape composer.
Specifying the Problem
Students have been
learning different forms in which culture is and has been expressed in
Atlantic Canada. For the purposes of garnering understanding of
the similarities in cultural expression among the different societies both
historically and present day, students will develop a clear concept of
legends and the role that storytelling plays in developing culture. To
do this, students will collect data from the Internet and from television
shows. Students will be assigned their sources although some choice will
be involved. It is from this data they will find and create their own urban
legend. Part of the tradition of the legend is that it is passed on. The
students will use web publishing techniques to transfer their stories to
others.
Manipulation of Data
Students will be placed in groups of four to engage in a cooperative learning exercise. Students will discuss among their group what they already know about urban legends, what they would like to learn, and share examples of urban legends they have heard before. Then, students will discuss the jot notes they obtained from watching two episodes of "Passions" and three other sitcoms. Students will be given a think sheet to accompany this activity.
Think sheet:
1. What formulas of urban legends were you able to see in the soap opera and the sitcoms?
2. Which formulas are the most common on television?
3. Which formulas are not so common on television?
4. What were some of the formulas you found in your Internet search?
5. Did you find a lot of stories that were similar but with small changes in the storyline?
6. What seemed to be
the most popular kind of urban legend on the Internet?
Once this has been completed students can then move on to their second activity, writing their own urban legend in their groups. a think sheet will accompany this activity as well.
Think Sheet: Writing an Urban legend
Before you can start to write your own urban legend you need to first make some decisions within your group.
Each
group will have a recorder for the story, task manager for your think sheet,
storyboarder and page designer. All students will take turns keyboarding
their story.
Individual Group Task:
Recorder - organize and outline the story using words
Task Manager - Read the think sheet to the rest of the group and ensure
that all requirements are completed
Storyboarder - will outline on paper the sequence of events in the story
using pictures, not words
Page Designer - will outline on paper what the group decides their legend
will look like on the school's webpage
{If
there are only three people in the group, the Recorder can also be Page
Designer}
Group Project Rules:
Cooperate - work together!
Listen - listen to what others have to say.
Share - share the workload.
Respect - respect each other’s ideas.
Support - support each other and do your best!
All group members are being evaluated on their ability to encourage ideas from each other.
Use the following questions to shape and create your story. Remember, you've already read several different types of legends, both traditional and modern. This information will already give you some idea of what direction to take.
Who - Who is the story about? How many characters are there?
What - What is the story about? Is it sad? Scary? Silly?
When - What time is it? Is it winter? Is it summer? Is it at night? Is
it present day?
Where - Where does it take place? Is there just one place? Do the characters
go somewhere?
Why - Why are you telling the story? Is there a moral? Is there a lesson
to be learned? Does it answer a question? Give advice?
How - How does the character or characters get from the beginning to the
end? what is the action in the story?
Outline, storyboard, page design and completed think sheet must be handed in before using HTML. Once these have been approved, the group may move on to the computer. You will use a two stage system for writing your story in HTML. Your first submission will be your rough draft and will consist of text only. This is to be printed and handed in for feedback. Once your rough draft has been returned to your group, you may then make any revisions or corrections necessary. At this point you may apply your page design. You may include images in your file but no more than two. Give credit for your image sources. These images are subject to final publishing approval by me. Remember, this is to be published on the web so include names, date and any other information you think necessary.
Planning the Results Presentation
Students will be required
to write an urban legend in their groups. The completion of the legend
will be placed on the school's web page following the HTML format. Students
were provided with a handout outlining the steps in which they need to
follow to transfer their urban legend onto the web.
Planning the Activities While Using the Computer
Activity #1
Students will be required to search the following web sites to read a number of urban legends. This activity will provide students with examples of urban legends which in turn will help them write their own urban legend. Students can search the following web sites:
1. http://www.spe.sony.com/movies/urbanlegend/
{This site provides information about the Hollywood movie,
Urban Legend. The site consist of details about the movie, the crew, the
cast members and a list of urban legends posted by fans}
{This site provides a list of urban myths that are common
throughout the world. Also, the site provides a list of urban legend books
and a section to send your own urban legend}
{This site provides a number of weird urban legends from
New Jersey, New York}
{This site provdes archives, ghost and urban legends,
superstitutions, and truth commission}
5. http://4urbanlegends.4anything.com/
{This site provides information about urban legends. Also,
there are samples of urban legends posted on the site}
Students will be required to ask permission from the teacher
if the sites provided are not suitable. Two classes will be designated
to search the Internet for examples of urban legends.
Activity#2
Students will input their legend, using HTML. They will be required to follow the steps outlined in their think sheet.
Planning activities Prior to Using the Computer
Activity #1
Students must have
completed their jot notes on their television
assignments prior to using computer.
Activity #2
Students must have
completed their internet search, group discussion and steps as oulined
in their Think Sheet.
Planning Activities After Using the Computer
Activity #1
After students have completed their internet search, they will be assigned to groups. The students will take the time in their groups to discuss what they discovered through their internet search and the television programs they watched. They will then complete the steps outlined for their second activity, writing their own urban legend.
Activity #2
Students can then return to their original groups and discuss what they liked about the activity, how it could be improved, and suggest things they would like to be added to make the activity more interesting. The students can take more time, if needed, to make any final changes to their urban legend before it is placed on the school's web page.
Planning the Supporting Activities
The students can explore multiculturalism
in myths and legends. Students can serach the following web page, http://www.windows.umich.edu
, which provided examples of urban legends from different cultures. The
students would be required to look for similarities between the explanations
of urban legends in different cultures.
Planning the Assessment
1. Discussion Group Assessment Form(16):
Names:
Date:
Group's Topic or Discussion Focus:
Check Appropriate box. Provide evidence where possible.
| Yes (3) | No (1) | Sometimes(2) | Evidence | |
| Everyone participates and shares in the discussion process. Communication is interactive | ||||
| The group is supportive of its individual members. Group climate promotes friendliness. | ||||
| Group members often ask questions for clarification or elaboration. | ||||
| The group discussion stays on topic, or on directly related issues. | ||||
| The group is energetic and enthusiatic. |
2. Assessment for story: Checklist rubric
SECTION
A:(8)
__
Reflects forms discussed for urban legend
__
Originality
__
Grammar
__
Spelling
SECTION B:(10)
__ Thinksheet submitted and complete
__ Storyboard submitted and complete
__ Page Design submitted and complete
__ Outline submitted and complete
__ Rough Draft submitted and reviewed
SECTION C:(6)
__ Images are appropriate for story
__ Background and Font easy to read and compliment one
another
__ Title, date and names included
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