Introduction

Tolerance is the acceptance of individuals, even if their practices and opinions differ from your own.  Folktales are stories that have been passed down and retold from generation to generation.   Fear and ignorance are the root cause of intolerance, but often people do not recognize this in themselves. Storytellers have often used folktales to teach values or convey a moral to their audience.  Can using the literary genre of folktales help make you more tolerant?

Addresses State Goal: 2B.2b
                                  2B.2c
The following applications of learning are present in this web quest:

• Solving/Problems
• Communicating
• Using Technology
• Working on Teams
• Making Connections

Your task is to write an original folktale that has tolerance as the theme.  You will then produce a video tape of the  folktale that will be used to teach a lesson about tolerance.  There will be individual and group responsibilities associated with this project.
 
 

You will be responsible for independent and group work.  You will be writing  the folktale independently.  Then, you will be working within a group to select a folktale to perform and videotape.

Research! Research! Research!

You need to research to learn everything you can about the folktale genre before you write your folktale.

  STEP 1
First you need to log on to www.tolerance.org.  Once there, select Kids.  Choose the selection, "The Barking Dog. "  Listen to the folktale.  You may want to listen a few times. 

 Answer the following  discussion questions:

     1. What does the following sentence mean in English?  Una vez habia una familia de ratones.

     2. What happened to the young mice after they teased the cat? 

     3. What does the mother mean when she says, "It pays to speak another language?"

STEP 2
Next go to the media center and use OPAC (automated card catalog) on the computer to look up Folktales.  Make sure you select Keyword. You will get more hits.  Select two folktales to check out.  Read the folktales. On a separate piece of notebook paper, review the folktale.  Be sure to include the following information:

Your name
Title of Folktale
Author
Publisher
Copyright Date

Briefly describe what happens in your folktale.

Who are the main characters?

Where does the story take place?

What message and/or moral is the author trying to convey?

How successful was he/she in conveying the message?

STEP 3
Write your original folktale.  Brainstorm ideas for your folktale using a graphic organizer or story web.  
Follow the guidelines in the Folktale Checklist.

1. Create your main character.
2. Clearly describe the message of tolerance that you want to give your reader.
3. Plan your plot.
4. Revise your folktale.
5. Review the tips and check to make sure you've used as many as possible in your writing.
6. Make sure your dialogue works for your characters.
7. Read your folktale out loud to a friend or family member.

STEP 4
Meet with your assigned group.  Read aloud each folktale. Listen carefully, make comments and suggestions.  Finally, choose a folktale to produce into a videotape.  The group can use several methods to choose the folktale.

• Select one
• Combine two or three folktales
• Modify or change one  of the folktales and use that one.

•   Scriptwriter
•   Camera Person
•   Storyboard writer
•   Producer

Complete the script. Cast the actors.   Review camera operations.  Organize title shots, backgrounds and props for use in the video.  
Reserve a time to block out your video.  Check sound quality.  Time your production.

STEP 6
Shoot your video.  Allow at least an hour to shoot your video.

Evaluation
You will receive three grades at the conclusion of this unit.  An individual grade for your original folktale and two group grades for your team effort and video production.

	Beginning 1	Developing 2	Accomplished 3	Exemplary 4	Score
Folktale  Content	Theme is not clearly developed. Little organization. Has little or no use of details. Has limited or immature word choice. Has major grammar, spelling and mechanics errors.	Theme is developed, but may have unrelated ideas. Organization is apparent, but there may be lapses. Details are present, but not fully developed. Has adequate word choice. Contains many grammar, spelling and mechanics errors.	Theme is clearly stated and supports subject. Organization is well-developed. Provides details to explain theme. Chooses words well to support story. Contains few grammar, spelling or mechanics errors.	Theme is precise and in-depth. Characters are well-developed.  Uses a clear, consistent, organizational pattern. Includes many details that support content. Uses precise word choice.   Minor grammar, spelling or mechanics errors.
Group Cooperation	Inappropriate, resistant.    Little contribution  to project.	Appropriate, cooperation. Contributes to project, but lacks initiative.	Listens well: helps others; shares. Major contrtibutor to project.	Encourages and redirects others back to the task. Assumes a leadership role within group.
Tolerance Video Production	Poor quality storyboard and script. Camera work is sloppy, unimaginative. Poor quality sound. Presentation lacks fluency	Adequate storyboard and script. Camera work is fair.  Little effort is made to vary shots. Sound is clear. Presentation is organized and flows smoothly.	Storyboard and script are well done and useful to the production. High quality of camera work. Evidence of shot variations and transitions. Creative use of sound, includes some sound effects and music. Presentation is clear, well paced.	Exceptional storyboard and script.  Detailed and organized. Excellent quality camera work.  Use of a variety of shots, smooth transitions, good balance. Imaginative use of sound, includes many sound effects.  Includes music that sets the mood and tone of the story. Presentation is exceptional, dynamic and fluent.

www.tolerance.org
www.discoveryschool.com
Bell-Myers, Darcy and Bruce. Teaching Real Multimedia, TS Denison Publishers, Grand Rapids, Michigan; 1997.
Berg, Bryan. Classroom Close-ups: A guide to using video technology in the classroom., Good Apple Publishers, Torrence, California, 1996.
Klingore, Bertie, Rubrics and More. Professional Associates Publishing, Austin Texas. 2002.