Curriculum Area: Language Arts
Curriculum Connections: English, Social Studies
Grade Level: 2nd Grade

Introduction: The purpose of this unit is for students to become aware of tall tales and how they came to be. They will be able to distinguish between fact and what a tall tale is.

Prerequisites:

• Need to know what a tall tale is.
• Need to be able to determine between fact and fiction.

Learning Expectations/Outcomes: ( Include IP2 Standards )
Information Literacy Standards for Student Learning:

1. Accesses information efficiently and effectively.
Indicators: 1, 2, 3, 4, 5
Suggested activities:

• Choose a tall tale and read several versions.

2. Evaluates information critically and creatively.
Indicators: 1, 2, 3
Suggested activities:

• Research to find out what truths are in the tall tale by studying the tall tale, researching history, the time period, etc.

3. Uses information effectively and creatively.
Indicators: 2, 3, 4
Suggested activities:

• Present findings on truth vs. tall tale to the class.
• Present a riddle about a tall tale.

9. Participates effectively in groups to pursue and generate information.
Indicator: 1
Suggested activities:

• Work in groups to gather information on tall tales vs. facts and work up a presentation.

English/Language Arts

• ELA-4-E4: Give a rehearsed presentation
• ELA-4-E5: Speak to an audience
• ELA-6-E2: Recognize contemporary literature (tall tales)
• ELA-6-E3: Identify key differences of various genres
• ELA-5-E1: Recognize and use organizational features of printed text
• ELA-5-E2: Locate and evaluate information sources
• ELA-5-E3: Locate, gather, and select information

Strategies:

This unit is for one or two weeks depending on the depth of research involved. The teacher and the librarian should collaborate to decide what are the responsibilities of each, the information required for students, and the best approach to achieve the results. The teacher or the librarian may introduce the unit and the qualities that make a tall tale a tall tale. Whether the students are working individually or as a group will depend on the teacher.

Prior to the class visitation to the library media center, the school library media specialist (SLMS) will

• ensure the needed reference books and non-fiction books are available. He/she will obtain other materials from different sources if needed;
• locate and bookmark suitable Internet resources;
• identify some search terms and search strategies that may be helpful for the students and teacher.

On the first day to the library, after tall tales are introduced, the SLMS will instruct the students on the available resources and how to extract information from them. (Example: review the index, table of contents in a book, how to use the OPAC, how to use the Internet, how to use the CD-ROMs, etc.)

Model questions for this unit:

• What are the characteristics of a tall tale?
• What is believable in the tall tale?
• Can I find any information on these believable events or people?
• What part of the story is based on fact and what part has been elaborated?

Evaluation/Critique:

Together the teacher and SLMS will evaluate the products of the students in relation to the requirements of the unit. The SLMS will evaluate the effectiveness of the search strategy used.