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The Headless Horseman Mini Multimodal Unit

Learning Module

This learning module is written for 6th-grade language arts, but it could be adapted to fit any middle-grade language arts class. 

For the past two years, I have been teaching 6th-grade language arts, and I have kicked the last two years off with our Soul Surfer and memoir unit, but I have found that after this unit, I still have quite a bit of time left in the quarter. 

In years past, I have taught various short stories, and my students have really enjoyed that, but this year, I really wanted to do something different. One of the short stories I select to teach is an abridged version of The Legend of Sleepy Hollow, and it is by far my students' favorite. This year I have decided to do a mini-unit using The Legend of Sleepy Hollow as the focal piece.

I will be teaching this unit in the month of October because I find it very fitting, and that fits best in my timeline, but it could really be taught any time during the year.

This unit can be taught as any where from a two to four week unit depending on your timeframe. During this unit, students will engage in various types of activities. They will do a mini-research assignment, do a short movie review, write a compare and contrast essay, and write a new ending to the classic tale.

1a. What is a folktale?

For the Student

In this unit, we will be taking a close look at a very well known folktale. Before we begin our analysis of this classic tale, you first need a bit of a background on folktales. Watch the following video to learn a bit more about these classic tales that we all know and love.

Media embedded October 2, 2017

While this video clip is a bit cheesy, it does get the point across. Folktales are stories that have been passed down from generation to generation, and they are typically pretty popular tales as well.

Comment: Write a comment below listing some of the folktales that you are familiar with. Come up with at least four examples (at least one must be completely unique to your comment).

Update: Answer the following questions: Why do we have folktales? What do they do for society? Why are they important? You may do a bit of research to answer these questions. Make sure your post is at least 200 words, and include some type of multimedia.

Survery: I am going to post a survey this week. Please take a moment to answer the questions.

For the Teacher

Rational:

Beginning a new unit of instruction always takes careful planning and instruction. In this unit, I want students to read, analyze, and write about a classic folktale, but at this point and time, I want to give them the background information they need to discuss this folktale.

To Do:

  1. Have students take a look at this week's update. 
  2. If you want to, you can take this opportunity to talk about genres. What are the different genres, and how can they be identified?
  3. After students have made their comments, have a discussion in which students can share the different folktales they thought of.
  4. In the same discussion, pose the three update questions for the students to now answer.
  5. Post the survey.

Standard:

CCSS.ELA-LITERACY.L.6.6
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

CCSS.ELA-LITERACY.SL.6.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly.

Teacher Resources:

Folktale Graphic 

“Folk-Tales.” Literature, 8 Apr. 2016, profpattygrm.wordpress.com/2016/04/08/folk-tales/. Accessed 2 Oct. 2017.

1b. Halloween Group Research

For the Student

In just a few days, we will begin reading The Legend of Sleepy Hollown by Washington Irving. This tale is a classic Halloween story that appears in English classes and on our televisions each and every October. 

Because this story is part of many Halloween celebrations, it is only fitting to kick of our reading of this story with a bit of research on good old Halloween itself.

Below is a short video to get you in the right mindset. Then, in small groups, you will do a bit of research on this haunt-filled holiday.

Media embedded October 2, 2017

In your groups, research Halloween. Each group member should focus on one of the following research questions. Once you have completed your research, come back together as a group and choose a way to present your findings to your teacher (slideshow, paper, poster, etc.).

Research questions:

  1. Why do we celebrate Halloween?
  2. What traditions do people celebrate Halloween with?
  3. What are some traditional Halloween stories that we tell?
  4. Halloween is more than a holiday it is a movement. What impact does Halloween have on pop culture? (movies, books, themeparks, etc.)

Rubric:

 

For the Teacher

Rational:

I want students to have some background about Halloween because as we read and discuss this story, they are going to need that background information. 

To Do:

  1. Determine how students will be placed into groups. I personally like to assign groups at this age and at this point during the school year. 
  2. You can show the clip in class or have them watch on their own.
  3. Grade research
  4. Have a class discusion based on the findings of the students. Pose each research question as a class discussion question.

Standard:

CCSS.ELA-LITERACY.W.6.7
Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.

CCSS.ELA-LITERACY.W.6.7
Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.

Teacher Resources:

Bet You Didn't Know Halloween Histories

Halloween in general: https://www.youtube.com/watch?v=dHQZErtwA3E

Witches: https://www.youtube.com/watch?v=5b5crJpmAYA&t=10s

historychannel. “HISTORY.” YouTube, YouTube, www.youtube.com/channel/UC9MAhZQQd9egwWCxrwSIsJQ?sub_confirmation=1. Accessed 2 Oct. 2017.

2a. The Headless Horseman

For the Student

Today we are finally going to read the story we have been talking about so much, but first, I want you to look at some different images of The Headless Horseman.

Comment: I want you to analyze the images above. In your comment address some or all of the questions listed below. 

  1. What do these images of The Headless Horseman have in common?
  2. What colors are used in these images? What do the colors represent?
  3. From these images, do you believe that The Headless Horseman is good or evil?
  4. What predictions can you make about the story based on these images?
  5. Can you relate any of your expeirences to any of these images?

After you have analyzed the images and answered the questions, you are finally ready to read The Legend of Sleepy Hollow. Below is a PDF version of the story. Download and read the story. There are a couple of questions along the way. In a word document, answer both questions. 

Update: This story will have many words that are not familiar to you. Create an glossary in an update that defines the terms you found confusing. Comment on at least two of your classmate's updates.

Sleepy_20Hollow.pdf

For the Teacher

Rational:

I always love having students do image analyses. I think that having them look at images that relate to the reading (whether they are images of a character or different book covers) can be very beneficial. Students are able to preview what the text might be about just by looking at the images, and they can make predictions about what they think might occur.

To Do:

  1. This activity makes for great class discussion. Ask your students about these images, and discuss as a class.
  2. You can have students read the text online, but I always like to give out hard copies.
  3. Students are making an update about words they didn't understand becasue the vocabulary in this story isn't easlily understood. Ask students to share some of their trouble words.
  4. Once students have read the text, it is important to have class discussion. What can be learned from this piece? What do you think the horesman wanted? What would you have done if you were Ichabod? What do you believe happened to Ichabod?

Standard:

CCSS.ELA-LITERACY.RL.6.5
Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.

CCSS.ELA-LITERACY.RL.6.7
Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they "see" and "hear" when reading the text to what they perceive when they listen or watch.

Teacher Resources:

Audio for The Legend of Sleepy Hollow

BettysKitchenFare. “The Legend of Sleepy Hollow-Headless Horseman.” YouTube, YouTube, 15 May 2017, www.youtube.com/watch?v=lGK2ANjU248. Accessed 2 Oct. 2017.

2b. Movie Adaption

For the Student

The Legend of Sleepy Hollow has many different film adaptions. The Headless Horseman has made appearances in movies, television shows, and even plays. Today we are going to watch Disney's annimated version of The Legend of Sleepy Hollow, and after we watch the film version, we are going to write a short movie review.

Update: Find a movie review for a movie you really enjoyed (school appropriate). In your update, share the link to the review, and analyze what the reviewer is doing. Does the reviewer give spoilers, does he or she use technical langauge, does the reviewer user personal opinion? Explain to us why you believe that this is a good or bad review.

We are going to watch this film as a class. As we watch the film, fill out the worksheet below to help you keep track of your notes.

Update: Using your analysis of a movie review, your notes from this movie, and the rubric below. Write a 300 word movie review. Make sure you rate the movie on a five star scale. 

Comment: Be sure to comment on at least three other movie reviews.

 

For the Teacher

Rational:

I like to add mini-writing assignments into most of my units, and I think that this one is expecially valuable. In today's society, we are constantly reviewing things. We review how products work on Amazon, we review movies and books on blogs, and we review that new restaraunt on Facebook. In this day and age, writing reviews is a huge part of our culture, and this assignment should help teach students how it is done.

To Do:

  1. Show the video in class. You will have to rent or purchase this as it is not available online for free.
  2. Discuss with students what makes a good movie reveiw. Maybe create a list of characteristics on the board.

Standard:

CCSS.ELA-LITERACY.W.6.1.A
Introduce claim(s) and organize the reasons and evidence clearly.

CCSS.ELA-LITERACY.W.6.6
Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.

Teacher Resources:

Link to Purchase Movie

3a. Headless Horseman in Pop Culture

For the Student

The Headless Horseman has been an icon since his creation in 1820, and his popularity has not waivered much. 

The Headless Horseman begins the parade each night at Mickey's Not So Scary Halloween Party at Disneyland Resort and Disneyworld.

Media embedded October 2, 2017

He appears in an episode of Scooby-Doo.

He even has his own Lego minifigure.

Comment: Why do you think The Headless Horseman is such an iconic figure? What has kept him around this long?

Update: Find three examples of The Headless Horseman in pop culture. Explain the references and tell us why you think he is being referenced in these circumstances. Comment on two of your classmates' posts.

For the Teacher

Rational:

It is important for students to realize that what they read about is relevant in today's society, and what better way to demsonstrate that than through finding this story's main character popping up all over the place?

To Do:

  1. I also ask my students to print out images of The Headless Horseman in pop culture so that we can hang them around the room.
  2. Discuss why he has hung around so long.

Standard:

CCSS.ELA-LITERACY.RL.6.7
Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they "see" and "hear" when reading the text to what they perceive when they listen or watch.

CCSS.ELA-LITERACY.RL.6.9
Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.

3b. The Ending

For the Student

In a prior discussion, we briefly talked about what happened to Ichabod, but today I want you to really analyze the ending of this story. 

Above you will find the last three paragraphs of the story. Reread these paragaphs.

Comment: In a comment below, answer the following question in at least 30 words. How might the story have been different if we knew what became of Ichabod and The Headless Horseman?

Update: Answer the following series of questions. 

  • Why do you think Washington Irving chose not to tell us what happened to Ichabod and the horseman?
  • Does the ending fit with the feeling of the story?
  • Were you disappointed by the end?

For the Teacher

Rational:

Students are going to rewrite the ending as the final project for this unit. By having them analyze the ending, they are better equipped to rewrite the ending.

To Do:

  1. Only one thing this time, open this up for discussion.

Standard:
CCSS.ELA-LITERACY.RL.6.2
Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.


CCSS.ELA-LITERACY.RL.6.3
Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.

4a. Rewrite the End

For the Student

As your final project in this unit, you will rewrite the ending of this story. Tell the reader what happened to Ichabod and The Headless Horseman. Keep the ending true to the nature of the story, but the rest is up to you. Below is the rubric you will be graded on.

Your first draft is due one week from today. You should type your draft and submit it as an update. Once your first draft is done, we will do some peer editing

 

For the Teacher

Rational:

I always like to give students the final rubric that they will be graded with before the paper is due so that they know what is expected. I won't spend much time on how to rewrite the ending because my students have already written narrative pieces, so they are familiar with this type of writing.

To Do:

  1. Model this activity for your students. Using a document camera or smart board, begin to write your own draft of the new ending. Let students see your authentic thought process. Scratch things out and take pauses. Let them see the writing process.
  2. Allow students time in class to work.
  3. Be available to assist students at any time.

Standard:

CCSS.ELA-LITERACY.W.6.3.A
Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

CCSS.ELA-LITERACY.W.6.3.B
Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

CCSS.ELA-LITERACY.W.6.3.E
Provide a conclusion that follows from the narrated experiences or events.

Teacher Resources:

New Ending Rubrics and Lesson Plans

Mueller, JF. Write a New Ending. NoCTRL EDU.

4b. Peer Review and Final Draft

For the Student

Today we will be working on peer review. You will be assigned to review two of your classmates' endings. Below is the peer reveiw guidelines that you should follow. 

Give honest and helpful feedback. Make sure that you back your criticism up with evidence from the draft. 

Once you have reviewed two different works, look at your own feedback. Use the feedback you receive to edit your draft. Your final draft is due five days from today.

Here are a few final notes to think about as you finish editing your final draft.

 

For the Teacher

Rational:

Peer review is one of the final steps of most writing projects in my classes. I think it benefits students in two major ways. 1. Students are getting extra sets of eyes on their papers, and the more eyes, the more feedback they get. 2. Students are getting to see other works, and this can help them in understanding the project.

To Do:

  1. Allow students time in class to work.
  2. Be available to assist students at any time.

Standard:

CCSS.ELA-LITERACY.W.6.3.A
Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

CCSS.ELA-LITERACY.W.6.3.B
Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

CCSS.ELA-LITERACY.W.6.3.E
Provide a conclusion that follows from the narrated experiences or events.

 

Resources

“Disney Magic Hour Episode #36 - THE ADVENTURES OF ICHABOD AND MR. TOAD Disney Movie Hour.” LASTGEN PODCAST. Accessed 2 Oct. 2017.

“Film review template.” Review Movie Writing Film Review Template, job.envisionlab.co/film-review-template/review-movie-writing-help. Accessed 2 Oct. 2017.

“Headless Horseman.” Villains Wiki, villains.wikia.com/wiki/Headless_Horseman. Accessed 2 Oct. 2017.

Mueller, JF. Write a New Ending. NoCTRL EDU.

“The Villains Throne: The Headless Horseman.” Fangirls Are We, 29 Oct. 2015, fangirlsarewe.com/2015/10/29/the-villains-throne-the-headless-horseman/. Accessed 2 Oct. 2017.