Description of Task: Day Two The teacher will guide the whole class in a discussion on the importance of West Virginia settings and setting that are county specific (Flatwoods, The Greenbrier, Central City, Dolly Sods, Seneca Rocks, etc.) Students will help lead a classroom discussion on how landmarks, culture, and economy can drive the plots of narratives. Divide students into groups and assign each one of the settings discussed above. Students are to create a brainstorm about how this setting could drive the plot of a narrative. Share out with the class and add details during the discussion. Description of Task: Days Three and Four Students are given a fourth ghost story to read silently. You may assign all students the same story, or differentiate as you see necessary. Students are then presented with the following prompt: You have recently been hired as folklorist for your local library to adapt a West Virginia ghost story for a children’s program. Rewrite the narrative provided using a local setting. Be sure to change elements of the story that are setting-specific to match local landmarks/culture/economy. Technology can be used to enhance the presentation. Students will submit their final adaptation to be graded with the attached Ghosts of the Past Rubric. Links and Other Resources: Student Materials: Copies of ghost stories such as The Tell-Tale Lilac Bush or the Greenbrier Ghost or collections such as Haunted West Virginia or Legends of the Mountain State: Ghostly Tales From The State Of West Virginia Related Websites: - This website contains an archive of dozens of West Virginia ghost stories. - This website contains stories from all over the state of West Virginia. Related Rubrics: Ghosts of the Past Performance Task Rubric 4 3 2 1
Description of Task: Day Two The teacher will guide the whole class in a discussion on the importance of West Virginia settings and setting that are county specific (Flatwoods, The Greenbrier, Central City, Dolly Sods, Seneca Rocks, etc.) Students will help lead a classroom discussion on how landmarks, culture, and economy can drive the plots of narratives. Divide students into groups and assign each one of the settings discussed above. Students are to create a brainstorm about how this setting could drive the plot of a narrative. Share out with the class and add details during the discussion. Description of Task: Days Three and Four Students are given a fourth ghost story to read silently. You may assign all students the same story, or differentiate as you see necessary. Students are then presented with the following prompt: You have recently been hired as folklorist for your local library to adapt a West Virginia ghost story for a children’s program. Rewrite the narrative provided using a local setting. Be sure to change elements of the story that are setting-specific to match local landmarks/culture/economy. Technology can be used to enhance the presentation. Students will submit their final adaptation to be graded with the attached Ghosts of the Past Rubric. Links and Other Resources: Student Materials: Copies of ghost stories such as The Tell-Tale Lilac Bush or the Greenbrier Ghost or collections such as Haunted West Virginia or Legends of the Mountain State: Ghostly Tales From The State Of West Virginia Related Websites: - This website contains an archive of dozens of West Virginia ghost stories. - This website contains stories from all over the state of West Virginia. Related Rubrics: Ghosts of the Past Performance Task Rubric 4 3 2 1
Ghosts-of-the-Past-Seventh-Grade-Performance-Task.docx