Tall Tales

Unit by Design
 
Components for Unit of Study
 
Unit of Study Title:  Tall Tales
Topic of Area:  Communications/Language Arts
Grade Level:  6-8
Time Frame:  10-14 days
Key Words:  similes, metaphors, exaggeration, hyperbole
Unit Designer:  Roxane Olson (RO012)
Unit Designer E-mail:  Roxane.Olson@k12.sd.
School District:  Vermillion
Peer Reviewer: Linda Wymar
Peer Reviewer E-mail: Linda.Wymar@k.12.sd.us
SD Contents Standard Goals:  Communications/Language
  • Students will write effectively for different audiences and specific purposes.
SD Content Standard Indicator:
  • Indicator 3: Students will use various strategies and techniques to improve writing quality.
SD Content Standard Benchmarks:
  • 6-8 Benchmarks:
a.  compare the styles of various authors to model effective writing.
b.  review and use recommendations from others to improve writing    consistency and coherence.
c.  write on a routine basis to gain confidence and identity as an author.
 
Brief Summary of Unit:

In this unit, the students will combine their writing skills with technology to develop their own tall tale.   The students will discover that a tall tale is a unique kind of folk tale.  In small groups, the students will read a variety of tall tales. They will compare and contrast the tall tales they have read to other short stories.  The students will identify the unique characteristics of the genre.  Using the 6 + 1 Writing Traits, the students will compose their own tall tale using all stages of writing: brainstorming, prewriting, revising, editing, and publishing.  During the brainstorming stage the students will use the computer program Inspiration to web their ideas.  The students will then write their first draft. They will then revise and edit.  Using Microsoft Word, the students will write and illustrate their final draft using Microsoft Word.  All final copies will be published in a class book.
 
Students will understand:
  • The student will understand that a tale tall is a short story with essential elements.
  • The students will understand how to implement the five steps of the writing process.
  • The students will understand how to use Inspiration and Microsoft Word to create their own tall tale.
Essential Questions:
  • What are tall tales?
  • Where did tale tales originate?
  • What are essential elements of a tall tale?
  • How do authors use similes and metaphors to enhance their writing style?
  • How does the “deadpan” style of humor add to the overall effect?
  • Why is it important to use all 5 stages in the writing process?

 
Key Knowledge and Skills Students will Acquire:
  • The students will be able to explain the essential elements of a tall tale.
  • The students will understand how to implement the five steps of the writing process into their writing.
  • The students will be able to draft an outline on Inspiration.
  • From their outline, the students will be able to write their first draft, revise, edit, and create a finished product of their tall tale using Microsoft Word.
  • The students will be able to add a title using Word Art.
  • The students will add an illustration using clip art from the Internet.

 

Assessment:

·        Portfolio will be used for this unit.

·        A rubric will be used to assess the portfolio.

·        Items included in the portfolio:

o       Outline

o       First draft

o       Revised and edited draft

o       Final draft

  • A rubric will be used to assess the Inspiration outline.

  • A rubric will be used to assess the final draft.

  • Student reflections will also be used in the assessment process

 

Learning Activities:

Day 1:

Topic: What is a tall tale?

5o min. periods

 

Description of the Lesson:

 

In small groups the student will brainstorm and discuss “What makes a tale tall?”  How is a tall tale different from any other short story?  Each group will report their answers which will be recorded on a large poster board and hung on a bulletin board for future reference. 

 

In a large group read the story of “John Henry”.   Compare and contrast “John Henry” to another short story the class has read.  Use a Venn diagram to illustrate.

·        What did these stories have in common?

·        How are these stories different?

 

The students will respond to the following questions in their interactive note book:

·        How would you describe a tall tale?

·        How is tall like America?

 

 

Day 2:

Topic: What are the essential elements of a tall tale?

5o min. periods

 

Description of the Lesson:

 

In a large group, the students will reflect upon and share responses to the questions they responded to in their interactive notebooks on day one.

 

Next, the students will view a Power Point presentation on tall tales.  The students will take notes on an outline form of the Power Point that will be given to them.  A discussion will take place over the essential elements of a tall tale.

 

In small groups the students will read a variety of tall tales.  They will look for and highlight examples of the essential elements of a tall tale.

·        Similes

·        Metaphors

·        Exaggeration

·        Hyperbole

 

 

Day 3:

Topic: What is exaggeration and hyperbole?

5o min. periods

 

Description of the Lesson:

 

In a large group, the student will share their group’s examples of the essential elements they found while reading their assigned tall tale.  The examples will be recorded on poster board for future reference.  

 

Focus on exaggeration and hyperbole.  Why do authors use exaggeration and hyperboles in their writing?  What is the difference between exaggeration and hyperbole?

 

The students will create and illustrate their own exaggeration and hyperbole.

 

 

Day 4:

Topic: What are similes and metaphors?

5o min. periods

 

Description of the Lesson:

 

In a large group, the students will share their examples of exaggerations and hyperboles.

 

Review the difference between a simile and a metaphor. 

 

The students will create and illustrate their own simile and metaphors.

 

 

 

Day 5:

Topic: How do you create a larger than life character?

5o min. periods

 

Description of the Lesson:

 

In a large group, the students will share their examples of similes and metaphors.

 

In a large group, the students will read and discuss the short story, “Big Mouth Sam,” 

·        What was Sam’s unique ability?

·        What examples did the author give to illustrate this ability?

·        What problem did Sam encounter?

·        How did Sam use his special abilities to solve the problem?

Using a tall tale frame, the students will create their own larger than life character.

 

 

Day 6:

Topic: What are the essential elements of a tall tale?

5o min. periods

 

Description of the Lesson:

 

Review the elements of a short story: Setting, plot, characters, conflict, and resolution.

 

Review the essential elements of a tall tale: similes, metaphors, exaggeration, hyperbole, larger than life character, factual information, and deadpan style.

Review the 6 + 1 writing traits that will be used to assess their tall tale.

 

The students will use Inspiration to create a web for their tall tale.

 

 

Day 7: 

Topic: First Draft

5o min. periods

 

Description of the Lesson:

 

 Begin with a quick review of elements of a tall tale.

 

The students will finish their web using Inspiration and then will begin writing their first draft of their tall tale.

 

 

Day 8 & 9: 

Topic: Revise & Edit

5o min. periods

 

Description of the Lesson:

 

The students will continue to work on their tall tale.  They will conference with the teacher after the first draft.  They will revise and edit their story.

 

Day 10 & 11: 

Topic: Final Draft

5o min. periods

 

Description of the Lesson:

 

Review Microsoft Word with the students.

 

The students will type their final copy using Microsoft Word and clip art or paint to illustrate.

 

 

Day 11:

Topic: Present

5o min. periods

 

Description of the Lesson:

 

The students will share their tall tales.   Copies of all the stories will be made into a class book.

 

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