My Teaching Plan: Class 1 Lesson about Urban Legend is introduced Class 2 Class 3 Class 4 Students look for their own urban legen on the Internet, watch it, and discuss it with their partner. Class 5 |
Introduction
Since the dawn of language, people have told stories. All cultures have collections of tales handed down from generation to generation that are collectively known as "folklore." Urban legends are simply contemporary examples of folklore.
The name urban legends - which was invented by folklorist Richard Dowson in the late 1960s - was first used to distinguish them from legends of an earlier time, which primarily had rural settings.
Urban legends appear spontaneously. They can seldom be traced to a single source. They are spred from individual to individual in converstions or by written means. Because they are passed from one person to another, there are generally many versions of every urban legend.
The following webquest is about urban legends in our country or worldwide. Welcome to this exciting and thrilling webquest!
Task
In this webquest, your first assignment is to read the story about "The Kidney Theft" in your reading textbook in silence and individually.
Then, you need to form groups of two students to discuss the story and answer the questions given.
Lastly, you must watch a video about any urban legend with your partner, analyze it carefully, and make an oral presentation of your urban legend.
Process
First, students will get in pairs and read the story about "The Kidney Theft" in their reading textbook in silence. Then, they will discuss it with his or her partner.
After the pairs have discussed what they understood from the reading, they will answer the following questions with the whole class:
1. Why did the man in "The Organ Thieves" story go to Las Vegas?<
Evaluation
Oral Presentation Rubrics
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Total |
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Organization |
Audience cannot understand conversation because there is no sequence of information. |
Audience has difficulty following conversation because student jumps around. |
Students’ conversation presents information in logical sequence which audience can follow. |
Students’ conversation presents information in logical, interesting sequence which audience can follow. |
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Content |
Students’ conversation does not provide relevant information on the topic. |
Students’ conversation is somewhat relevant to the topic and provides some related information. |
Students’ conversation provides relevant content on the topic but without additional details. |
Students’ conversation provides detailed relevant content (more than required) with explanation and elaboration. |
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Mannerism |
Student is very nervous and talks in a stilted manner. |
Student is a little nervous but is able to converse coherently. |
Student is comfortable conversing with partner and converses in a natural manner. |
Student is totally at ease with conversing with partner and converses articulately and confidently. |
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Eye Contact |
Student reads out conversation with no eye contact. |
Student occasionally uses eye contact, but still reads mostly from notes. |
Student maintains eye contact most of the time but frequently returns to notes. |
Student maintains eye contact with partner and seldom returns to notes. |
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Elocution |
Student mumbles, incorrectly pronounces terms, and speaks too quietly for students in the back of class to hear. |
Student's voice is low. Student incorrectly pronounces terms. Audience members have difficulty hearing the conversation. |
Student's voice is clear. Student pronounces most words correctly. Most audience members can hear conversation. |
Student uses a clear voice with correct, precise pronunciation of terms so that all audience members can hear conversation. |
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Total Points: |
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Conclusion
Although urban legends are typically set in the present time, some of them have quite a long history. Not all urban legends are morbid or eerie. Some of them are just amusing. The Internet has also contributed a great deal to the spread of urban legends. Many are spread today by means of the E-mail. There are also dozens of websites where one can see urban legends. Whatever the means we use, it is a good tool to develop the four English skills, but more especially the listening and speaking skills.
Credits
Attached are the teacher's resources that is made available to students to use as a starting point in their research of urban legends.
