storytelling[1].pdf

Second Grade, Storytelling 2004 Colorado Summer Writing Institute 1

Storytelling Grade Level or Special Area: 2nd Grade Language Arts Written by: Sandy Vitt, Elbert County Charter School and Pahla Carden, John

Hancock Charter School Length of Unit: Ten lessons, approximately 40 minutes each, with a final lesson of about

one hour in length I. ABSTRACT

In this Language Arts unit, students will learn about the origin of folktales, fairytales, myths, legends, fables, and folktales. They will then use this knowledge as they select stories to read and present at a Storytelling Festival. Students will participate in activities to enhance their understanding of these stories and develop oral presentation skills.

II. OVERVIEW

A. Concept Objectives 1. Students will develop an understanding of characters and plots of folktales,

fairytales, fables, legends, myths, and tall tales from around the world. 2. Students will develop an understanding of language through listening, speaking,

viewing, and presenting. 3. Students will develop an understanding of how to locate, select, and make use of

relevant information from a variety of media, reference, and technological sources.

B. Content from the Core Knowledge Sequence 1. Second Grade Language Arts: Fiction (p. 45)

a. Stories i. Beauty and the Beast ii. The Magic Paintbrush (a Chinese folk tale) iii. El Paraju Cu (a Hispanic folk tale) iv. Talk (a West African folk tale) v. The Tiger, The Brahman, and the Jackal (a folk tale from India) vi. The Tongue-Cut Sparrow (a folk tale from Japan)

b. American Folk Heroes and Tall Tales i. Paul Bunyan ii. John Henry

2. First Grade Language Arts: Fiction (p. 25) a. Aesops Fables

ii. The Boy Who Cried Wolf C. Skill Objectives

1. Students will respond to written and oral presentations as a reader, listener, and articulate speaker. Colorado State Reading Standard #4-E.

2. Students will identify elements of a folktale. 3. Students will compare and contrast two versions of the same folktale. 4. Students will read, respond to, and discuss a variety of literature such as

folktales, legends, myths, fiction, rhymes and poems, non-fiction and content area reading.

5. Students will read, respond to, and discuss using literature as a way to explore the similarities and differences among stories and the ways in which those stories reflect the ethnic background of the author and the culture in which they were written.


6. Students will locate and select a folktale, fable, fairytale, myth, legend, or tall tale.

7. Students will recognize the concept of classic or enduring literature and reading and listening to classic works.

8. Students will write and speak for a variety of purposes such as telling stories, presenting analytical responses to literature, conveying technical information, explaining concepts and procedures, and persuading.

9. Students will organize written and oral presentation using strategies such as lists, outlining, cause/ effect relationships, comparison/ contrast, problem/ solution, and narration.

10. Students will use literary terminology such as setting, plot, character, problem, and solution.

11. Students will understand and apply the creative process to skills of storytelling, playwriting, acting, and directing by participating in a play.

12. Students will write and speak for audiences such as peers, teachers, and the community.

13. Students will use a variety of devices such as figurative language, symbolism, dialect, and precise vocabulary to convey meaning.

14. Students will identify elements of a fable. 15. Students will identify elements of a fairytale. 16. Students will identify elements of a myth. 17. Students will identify elements of a legend. 18. Students will identify elements of a tall tale.

III. BACKGROUND KNOWLEDGE

A. For Teachers 1. Saltman, Judith. The Riverside Anthology of Childrens Literature, Sixth Edition. 2. Hamilton, Martha and Mitch Weiss. Stories in My Pocket. 3. Hamilton, Martha and Mitch Weiss. Children Tell Stories-A Teaching Guide. 4. National Storytelling Association-www.storynet.org.

B. For Students 1. Location of continents on a map (Kindergarten and First Grade) 2. Knowledge of fables (Kindergarten and First Grade)

IV. RESOURCES A. What Your Second Grader Needs to Know by E. D. Hirsch Jr. (Lessons One, Two, Four,

and Five) B. Saltman, Judith, The Riverside Anthology of Childrens Literature, Sixth Edition (Lesson

One) C. Demi. Liang and the Magic Paintbrush (Lesson Two) D. E. D. Hirsch, Jr. What Your First Grader Needs to Know (Lessons Three and Eight) E. Beauty and the Beast video by Walt Disney (Lesson Four) F. Small, Terry, The Legend of John Henry (Lesson Six) G. Wood, Audrey. The Bunyans (Lesson Seven) H. Osborn, Mary Pope. American Tall Tales (Lesson Seven) I. The Tongue Cut Sparrow (Lesson Nine) J. Hamilton, Martha and Mitch Weiss. Children Tell Stories-A Teaching Guide (Lesson

Nine) K. Barchers, Suzanne J. and Peter J. Rauen. Storybook Stew (Lesson Ten)


V. LESSONS Lesson One: Oral Tradition (40 minutes) A. Daily Objectives

1. Concept Objective(s) a. Students will develop an understanding of language through listening,

speaking, viewing, and presenting. 2. Lesson Content

a. Talk (a West African folk tale) 3. Skill Objective(s)

a. Students will respond to written and oral presentations as a reader, listener, and articulate speaker.

B. Materials 1. Appendix A, Adaptation of the folktale, Talk, in storytelling form 2. Saltman, Judith. The Riverside Anthology of Childrens Literature, Sixth Edition

(pgs. 245-251) 3. Appendix B, Stories From Around the World Poster 4. Unique-looking Storytellers Stool (see p. 23 of E. D. Hirsch Jr.s What Your

Second Grader Needs to Know for ideas) 5. Appendix C, Individual Story Map for each student (used throughout the unit) 6. Storytellers Folder (used as an organizer for all student materials in this unit) 7. Appendix D, Vocabulary Sheet

C. Key Vocabulary 1. Oral tradition-oral- to speak out loud; tradition- customs of a particular culture or

country 2. Custom-the regular practices that a family or groups of people have in common 3. Culture-the culture of a group of people is their way of life, ideas, and customs

D. Procedures/Activities 1. Start the discussion by asking students the question, Where do stories come

from? Guide students through the questioning process to discover that in fact, at one time there were no printed books. Stories were handed down from one generation to the next. This was the beginning of oral tradition. At this point, write the words oral tradition on the board and its definition to be copied into their Vocabulary Sheet (see Appendix D) at the end of the lesson. (NOTE: William Caxton, the first English printer, published Aesops Fables in 1484, illustrated with woodcuts. While this book was published for adults, children who were fortunate enough to have access to such a book were probably delighted. John Newberry became the first publisher of books written and illustrated specifically for children. Hence, the Newberry Award was named after him for his contributions to childrens literacy.)

2. Prior to teaching this lesson, the teacher must learn the story, Talk, in order to present it to students in storytelling fashion. (See Appendix A for instructions.)

3. Introduce the story, Talk, by asking students to listen carefully to the story as you tell it. After telling the story, have students share the clues they got from the story that would possibly reveal where the story came from.

4. Model for the entire class how to label the Stories From Around the World Poster (Appendix B). As the stories are shared throughout this unit, the origin of the story will be located and labeled on the map each time.

5. Guide the students as they repeat this labeling process on their Individual Story Map (see Appendix C). All finished materials are kept in the students Storytellers Folder throughout the duration of the unit.


6. Wrap up the lesson by introducing the Storytellers Stool. This stool is used as a prop at the end of the folktale, Talk. One custom of the Ashanti people of Ghana is that almost every Ashanti man or women would own a carved wooden stool. This stool was not only useful, but according to Ashanti custom, was said to embody the owners spirit. At this point, write the word custom and its definition on the board for students to copy onto their vocabulary sheet. Ask students to discuss and share examples of customs their family might observe regularly on holidays or other special days.

7. At this point, write the words culture on the board and its definition to be copied into their Vocabulary Sheet. Discuss with students how customs can vary from one culture to the next. Some practices that may seem normal in our culture may seem very odd in other cultures, and vice versa.

E. Assessment/Evaluation 1. Check correct labeling of Individual Story Map (Appendix C). 2. Check that students have filled out Vocabulary Sheet correctly. Students will

keep all assessments and worksheets in their Storytellers Folder.

Lesson Two: Versions of Tales/ Folktales (40 minutes) A. Daily Objectives

1. Concept Objective(s) a. Students will develop an understanding of characters and plots of

folktales, fairytales, fables, legends, myths, and tall tales from around the world.

2. Lesson Content a. The Magic Paintbrush (a Chinese folk tale)

3. Skill Objective(s) a. Students will identify elements of a folktale. b. Students will respond to written and oral presentations as a reader,

listener, and articulate speaker. c. Students will read, respond to, and discuss a variety of literature such as


d. Students will read, respond to, and discuss using literature as a way to explore the similarities and differences among stories and the ways in which those stories reflect the ethnic background of the author and the culture in which they were written.

e. Students will recognize the concept of classic or enduring literature and reading and listening to classic works.

B. Materials 1. E. D. Hirsch, Jr. What Your Second Grader Needs to Know 2. Demi. Liang and the Magic Paintbrush 3. Appendix B, Stories From Around the World Poster 4. Storytellers Stool 5. Appendix C, Individual Story Map 6. Storytellers Folder 7. Appendix D, Vocabulary Sheet 8. Appendix E, Blank Venn Diagram 9. Appendix F, Completed Venn Diagram-The Magic Paintbrush 10. Appendix G, Wall Display of the Six Genre Charts


C. Key Vocabulary 1. Folktale-a story that is true oral tradition, it has been told so often that no one

knows who the original author is; also, there may be many different versions of the same story

2. Version-a retelling of a story that has some slight differences D. Procedures/Activities

1. To start the lesson, review with students that the story they heard yesterday, Talk, is called a folktale. Write the vocabulary word folktale and its definition on the board. Guide students to copy this into their Vocabulary Sheet. Tell them that today, you will be reading to them another folktale, but that it is from a different country than the story from yesterday. Review by asking if anyone can remember which country the folktale, Talk, was from. Extend by asking if anyone knows which continent Ghana is in and explain the difference between a continent and a country.

2. Before reading the selection for the lesson, again ask students to listen carefully for clues about which country the folktale may be from. After reading the story, have students share the clues they got from the story that would possibly reveal where the story came from.

3. Begin the story by sitting on the storytellers stool to read The Magic Paintbrush from E. D. Hirsch Jr.s What Your Second Grader Needs to Know.

4. As in the previous lesson, use the clues the students discuss to guide them into discovering that the story is from China. See if any students can identify China and its continent, Asia, on the map. Model labeling the Stories From Around the World Poster (Appendix B). Guide students to label their Individual Story Map (Appendix C).

5. Write the vocabulary word version and its definition on the board. Guide students to copy this into their Vocabulary Sheet (Appendix D).

6. Tell students that they will be playing a game to help them understand why there may be different versions of the same story. (This is called the Telephone Game.) Have all the students join you by sitting on the floor in a circle. Tell them that you will be whispering a sentence into the ear of the student sitting to your right. Each child will whisper the sentence that they hear to the student sitting next to them on their right. This is repeated until the last student. This student will say the sentence out loud instead of whispering it into the teachers ear. Compare that students sentence to the first sentence whispered. Discuss some possible reasons for the different versions. (HINT: Students MUST whisper and may not repeat the sentence, so caution students to listen carefully.)

7. Next, tell the students that you will read a different version of the same story. Ask them to listen carefully for similarities and differences. Read Liang and the Magic Paintbrush.

8. Fill out the Venn Diagram together as a class as you compare and contrast the two versions of the book (Appendix F).


keep all assessments and worksheets in their Storytellers Folder. 3. Check that students have filled out the Venn Diagram correctly. Remind

students to keep all assessments and worksheets in their Storytellers Folder.


Lesson Three: Fables (40 minutes) A. Daily Objectives



2. Lesson Content a. The Boy Who Cried Wolf

3. Skill Objective(s) a. Students will identify elements of a fable. b. Students will respond to written and oral presentations as a reader,



B. Materials 1. E. D. Hirsch, Jr. What Your First Grader Needs to Know (pgs. 33 and 34) 2. Storytellers Stool 3. 3-M Post-it chart paper 4. Appendix B, Stories From Around the World Poster 5. Appendix C, Individual Story Map 6. Appendix D, Vocabulary Sheet 7. Appendix G, Wall Display of the Six Genre Charts 8. Appendix J, Student Fable Chart 9. Storytellers Folder

C. Key Vocabulary 1. Fable-a story that teaches a moral; many fables have animals for characters, but

some dont; Aesop, a Greek slave, wrote many fables 2. Moral-a lesson learned 3. Genre-the different kinds of stories

D. Procedures/Activities 1. Review the previous lesson on Folktales, by asking students to recall the

definition of folktale. Write the definition on the chart paper (Appendix G). Pass out Appendix J, Student Fable Chart for students to copy this information, which will be kept in their Storytellers notebook.

2. Record the titles of the two folktales from previous lesson. This is a good time to reinforce that all the words in a title of a book are capitalized and that the entire title is underlined. After recording this information, tear off chart paper to be mounted in a section of the room where all six charts can be displayed for the duration of the unit (see Appendix G). Additional titles of folktales will be added during the unit.

3. Explain to students that for the next several days you will be introducing six different types of tales. Today, you will be reviewing the genre of fables, which were introduced in first grade (students who were not previously at a Core Knowledge school may not have received this instruction.) On the next sheet of chart paper, write the vocabulary word fable and its definition, the word moral and its definition, and the word genre and its definition. Guide students to copy these into their Vocabulary Sheet. For review or for students who are new to Core Knowledge, read to them from page 33 of What Your First Grader Needs to Know the additional information on Aesop and his fables.


4. Ask students in which country did Aesop write his fables. Have a student point out Greece on the Stories From Around the World Poster. Guide them to also locate and label Greece on their Individual Story Map. Extend by asking which continent Greece is in (Europe).

5. Prior to teaching this lesson, teachers should memorize the fable, The Boy Who Cried Wolf, and add gestures in preparation of presenting it orally to the children in storytellers fashion. Remember, the teacher (and later students) will always sit on the Story Stool when presenting a story orally. Before beginning to tell the fable, ask children to listen carefully to identify the lesson taught from this fable.

6. Discuss as a whole class why the story is effective for teaching the moral: If you often lie, people wont believe you even when youre telling the truth. Have students write the word moral and its definition on the Vocabulary Sheet.

7. Ask students to share other fables and the morals taught that they remember from first grade.


keep all assessments and worksheets in their Storytellers Folder. 3. Check that students have correctly written the title of The Boy Who Cried Wolf

under the page headed Fable. 4. Check that students have correctly written the title Talk and The Magic

Paintbrush onto student Fables Chart, Appendix J. Lesson Four: Fairy Tales (40 minutes) A. Daily Objectives



2. Lesson Content a. Beauty and the Beast

3. Skill Objective(s) a. Students will identify elements of a fairytale. b. Students will respond to written and oral presentations as a reader,



B. Materials 1. E. D. Hirsch, Jr. What Your Second Grader Needs to Know 2. Disney, Walt Beauty and the Beast (video version) 3. Storytellers Stool 4. Appendix B, Stories From Around the World Poster. 5. Appendix C, Individual Story Map 6. Appendix D, Vocabulary Sheet 7. Appendix E, Blank Venn Diagram 8. Appendix H, Venn Diagram Beauty and the Beast 9. Appendix G, Wall Display of the Six Genre Charts 10. Appendix K, Student Fairytale Chart 11. Storytellers Folder


C. Key Vocabulary 1. Fairytale-a type of folktale that has an identified author; it has a theme of Good

vs. Evil, and often has magical creatures such as fairies, trolls, witches, elves, dwarfs, giants, and dragons

D. Procedures/Activities 1. Show a short excerpt from Disneys video, Beauty and the Beast. Have students

try to guess what type of tale it is. At least one student should be able to come up with fairytale. Record this heading on the next sheet of chart paper, along with the definition. Guide students to copy this into their Vocabulary Sheet

2. Students should also record this heading and the title onto their lined chart paper.. 3. Explain to students that the author of Beauty and the Beast was not Walt Disney,

who made the story famous with his fabulous film version. It was Madame Villeneuve from France and was first published in the late 1700s. Ask a student to come up and locate France on the Stories From Around the World Poster. Guide them to also locate and label France on their Individual Story Map. Point out that France is in the continent of Europe. Tell students that many fairytales originated in Europe.

4. Review with students how to fill out a Venn Diagram. Tell them that you will be reading to them a different version of Beauty and the Beast. They need to listen for similarities and differences with Disneys video version. They will be filling out the Venn diagram in groups, and reporting back to the class what they discussed and put on their diagrams.


keep all assessments and worksheets in their Storytellers Folder. 3. Check that students have correctly written the title of Beauty and the Beast onto

their Student Fairytale Chart (Appendix K). 4. Circulate around the room as each group records on their Venn Diagram to check

that students are filling out the Venn Diagram correctly. Lesson Five: Myths (40 minutes) A. Daily Objectives



2. Lesson Content a. El Pajaro Cu

3. Skill Objective(s) a. Students will identify elements of a myth. b. Students will respond to written and oral presentations as a reader,



B. Materials 1. E. D. Hirsch, Jr. What Your Second Grader Needs to Know, pgs. 38-39, El

Pajaro Cu 2. Storytellers Stool 3. Appendix B, Stories From Around the World Poster


4. Appendix C, Individual Story Map 5. Appendix G, Wall Display of the Six Genre Charts 6. Appendix L, Student Myth Chart 7. Appendix D, Vocabulary Sheet 8. Storytellers Folder

C. Key Vocabulary 1. Myth-creation story that tells how the world, animals, or people came to be (the

root word of myth is story) D. Procedures/Activities

1. On the next sheet of chart paper, write the vocabulary word myth and its definition. Guide students to copy these into their Vocabulary Sheet.

2. Ask a student to come up and locate Mexico on the Stories From Around the World Poster. Guide them to also locate and label Mexico on their Individual Story Map. Explain to students that later in the year they will also by learning myths from Ancient Greece.

3. Either read the myth, EL Paraju Cu or memorize it to tell in storytellers fashion. 4. Discuss with students what events in this story show that it is a myth (creation of

birds). E. Assessment/Evaluation

1. Check that students have correctly written the title of El Pajaro Cu on the Student Myth Chart (Appendix L).

2. Check that students have filled out Vocabulary Sheet correctly. Students will keep all assessments and worksheets in their Storytellers Folder.

3. Check correct labeling of Individual Story Map (Appendix C).

Lesson Six: Legends (40 minutes) A. Daily Objectives



2. Lesson Content a. John Henry

3. Skill Objective(s) a. Students will identify elements of a legend. b. Students will respond to written and oral presentations as a reader,



B. Materials 1. Small, Terry, The Legend of John Henry 2. Storytellers Stool 3. Appendix B, Stories From Around the World Poster 4. Appendix C, Individual Story Map 5. Appendix D, Vocabulary Sheet 6. Appendix M, Student- Legend Chart 7. Appendix G, Wall Display of the Six Genre Charts 8. Storytellers Folder

C. Key Vocabulary 1. Legend-a folktale that is based on real people or events


2. Historical fact-a true event that happened in the past and has been written down D. Procedures/Activities

1. Share the following historical facts with your students. After the Civil War, railroad track started to be laid to open up transportation to the western frontier. The railroad companies hired workers called steel driver to blast through the mountain to build tunnels. In the 1870s, a black steel driver named John Henry, who did superior work, became the subject of many of the work songs sung by railroad tunnel workers. Before reading the book, The Legend of John Henry, have students get out their Vocabulary Sheet from their Storytellers Folder.

2. On the next sheet of chart paper, write the vocabulary words legend and historical facts and their definitions. Guide students to copy these into their Vocabulary Sheet. Tear off the chart paper and post it with the previous charts on the Wall Display of the Six Genre Charts.

3. Ask a student to come up and locate the United States on the Stories From Around the World Poster. Guide them to also locate and label United States on their Individual Story Map.

4. Model the correct capitalization and underlining rules as you add the title of the selection, The Legend of John Henry, to the Legend part of the Six Genre Wall Chart. Ask students to add the title of the selection, The Legend of John Henry, to the Student Legend Chart.

E. Assessment/Evaluation 1. Check that students have correctly written the title of The Legend of John Henry

on the Student Legend Chart (Appendix M). 2. Check that students have filled out Vocabulary Sheet correctly. Students will

keep all assessments and worksheets in their Storytellers Folder. 3. Check correct labeling of Individual Story Map (Appendix C).

Lesson Seven: Tall Tales (40 minutes) A. Daily Objectives



b. Students will develop an understanding of how to locate, select, and make use of relevant information from a variety of media, reference, and technological sources.

2. Lesson Content a. Paul Bunyan

3. Skill Objective(s) a. Students will identify elements of a tall tale. b. Students will respond to written and oral presentations as a reader,



d. Students will locate and select a folktale, fable, fairytale, myth, legend, or tall tale.

B. Materials 1. Wood, Audrey. The Bunyans 2. Osborn, Mary Pope. American Tall Tales 3. Storytellers Stool


4. Appendix B, Stories From Around the World Poster 5. Appendix C, Individual Story Map 6. Appendix D, Vocabulary Sheet 7. Appendix G, Wall Display of the Six Genre Charts 8. Student Tall Tale Chart 9. Storytellers Folder

C. Key Vocabulary 1. Tall Tale-a tale with fictional characters and exaggerated events; this differs from

some legends with exaggerated events, since the main character of many legends is a real person

2. Exaggerate-to say more than is true D. Procedures/Activities

1. On the next sheet of chart paper, write the vocabulary words tall tale and exaggerated and their definitions. Guide students to copy these into their Vocabulary Sheet. Extend the vocabulary activity by asking students to come up with words that people use to exaggerate when describing something. For example, enormous, gigantic, etc.

2. After reading the selection, The Bunyans by Audrey Wood, have students point out which events in the story are exaggerated and which are not.

3. Ask a student to come up and locate the United States on the Stories From Around the World Poster. Guide them to also locate and label United States on their Individual Story Map. Explain that most Tall Tales come form the American Frontier. Show students the Tall Tale Map, p. viii, in the book, American Tall Tales.

4. End the lesson by arranging a visit to the school or local library for your students. I f possible, coordinate with the librarian ahead of time as this will make your job easier! The objective for this trip is to the students locate the section, (398.2), of the library where they will find all the books of the genres that have been taught. This is also a good time to explain why these tales are found in the non-fiction section of the library instead of the fiction section. (Books that contain stories from oral tradition are catalogued with the Social Sciences because they reflect the culture of a particular country or people group.) The Librarian may also provide a lesson for children on how to look up a book by title on the card catalog or automated system.

E. Assessment/Evaluation 1. Check that students have correctly written the title of The Bunyans under the

Student Tall Tale Chart. 2. Check that students have filled out Vocabulary Sheet correctly. Students will

keep all assessments and worksheets in their Storytellers Folder. 3. Check correct labeling of Individual Story Map (Appendix C).

Lesson Eight: Story Elements/ Storytelling (40 minutes) A. Daily Objectives



2. Lesson Content a. The Tiger, the Brahman, and the Jackal


3. Skill Objective(s) a. Students will write and speak for a variety of purposes such as telling

stories, presenting analytical responses to literature, conveying technical information, explaining concepts and procedures, and persuading.

b. Students will organize written and oral presentation using strategies such as lists, outlining, cause/ effect relationships, comparison/ contrast, problem/ solution, and narration.

c. Students will use literary terminology such as setting, plot, character, problem, and solution.

B. Materials 1. Appendix S, Story Outline 2. E. D. Hirsch, Jr. What Your First Grader Needs to Know (pgs. 45-46) 3. Appendix B, Stories Form Around the World Poster 4. Storytellers Stool 5. Appendix C, Individual Story Map 6. Storytellers Folder 7. Appendix D, Vocabulary Sheet 8. Appendix I, Individual Folktale Chart 9. Local storyteller refer to National Storytelling Association-www.storynet.org.

for contacts C. Key Vocabulary

1. Character-who the story is about words, thoughts and actions 2. Setting-when and where the story takes place description of sounds, sights,

smells 3. Plot-what happens in the story- rising action, climax, falling action 4. Problem-a tricky situation that the main character must solve 5. Solution-how the problem is solved

D. Procedures/Activities 1. Tell the students that now that they have learned the genres of oral tradition, they

will be choosing a story from one of the genres to learn to present to the class in storytelling fashion. Once everyone has learned and practiced their stories, they will be presenting them at a Storytelling Festival. Todays lesson will be on the story elements, or parts, to enable them understand the story better, before telling it to the class. We will also have a visit from a local Storyteller who will model for the class ideas on how to make the story interesting.

2. Next, have students get out their Vocabulary Sheet. . Write the vocabulary words Character, Setting, Plot, Problem, and Solution and their definitions on the board. Guide students to copy this into their Vocabulary Sheet.

3. Handout a copy of the Story Outline (Appendix S). Ask the students to look for the elements as you read the folktale, The Tiger, the Brahman, and the Jackal, to them. Using an overhead projection of the Story Map, call on students to give suggestions as you fill out the Story Outline together.

4. As in the previous lessons, use the clues the students discuss to guide them into discovering that the story is from India. (NOTE: If you have already studied India, they should know who a Brahman is.) See if any students can identify India and its continent, Asia, on the map. Model labeling the Stories From Around the World Poster (Appendix B). Guide students to label their Individual Story Map (Appendix C).

5. Record the title of the book on the Folktale Chart as students copy it onto their Individual Folktale Chart (Appendix I).


6. After listening to the storyteller, have students fill out another Story Outline independently.

E. Assessment/Evaluation 1. Check to see that students have correctly filled out the Story Outline (Appendix

S). 2. Check correct labeling of Individual Story Map (Appendix C). 3. Check that students have correctly recorded the title of the book on the Folktale

Chart (Appendix I).

Lesson Nine: How to Listen to and Tell Stories (40 minutes) A. Daily Objectives



a. The Tongue Cut Sparrow 3. Skill Objective(s)

a. Students will understand and apply the creative process to skills of storytelling, playwriting, acting, and directing by participating in a play.

b. Students will write and speak for a variety of purposes such as telling stories, presenting analytical responses to literature, conveying technical information, explaining concepts and procedures, and persuading.

c. Students will write and speak for audiences such as peers, teachers, and the community.

d. Students will use a variety of devices such as figurative language, symbolism, dialect, and precise vocabulary to convey meaning.

e. Students will organize written and oral presentation using strategies such as lists, outlining, cause/ effect relationships, comparison/ contrast, problem/ solution, and narration.

B. Materials 1. Paper plates (75-100) 2. Art supplies such as glitter, glue, scissors, tongue depressors (75-100), feathers

colored markers, etc. 3. The Tongue Cut Sparrow 4. Hamilton, Martha and Mitch Weiss. Children Tell Stories-A Teaching Guide 5. Appendix P, Storytelling Checklist 6. Appendix Q, Story Train for Writing 7. Appendix R, Story Train for Drawing

C. Key Vocabulary None

D. Procedures/Activities 1. Teacher will read to the students The Tongue Cut Sparrow. Afterwards, the

students will be assigned to a reading group where they will read to one another The Tongue Cut Sparrow.

2. The students should stay in their groups long enough to know the story well enough to retell it.

3. Students may at this point move into another work center to complete with a partner or alone, two worksheet organizers, Story Train for Writing (Appendix Q) and Story Train for Drawing (Appendix R).

4. Next the students will rotate through three additional work stations or stay at their desk to make a mask for the three characters in the story (see Materials list).


5. The last center is to hone their storytelling skills. The student/students will practice retelling The Tongue Cut Sparrow by choosing from four stations: a. Station#1- practice in front of an audience of stuffed animals. b. Station #2- they will rehearse in front of a mirror. c. Station #3 -they will use a tape recorder to tell the story into and play it

back to themselves. d. Station #4 -the students will practice, practice, practice, with partner to

overlearn the storytelling process including character voices, jesters, etc. 6. Refer to the book, Children Tell Stories-A Teaching Guide, for many additional,

excellent exercises to help students practice using expression and gestures to enhance the telling of their stories.

E. Assessment/Evaluation 1. Check that students have correctly filled out Story Train for Writing

(Appendix Q) and Story Train for Drawing (Appendix R). 2. Students will evaluate their storytelling partner using the Storytelling Checklist

(Appendix P). 3. Teach will also use a copy of the Storytelling Checklist (Appendix P) to be sure

students are staying on task.

Lesson Ten: Storytelling Festival (60 minutes) A. Daily Objectives



a. Variety of folktales, fables, fairytales, myths, legends, and tall tales. 3. Skill Objective(s)

a. Students will write and speak for audiences such as peers, teachers, and the community.

b. Students will understand and apply the creative process to skills of storytelling, playwriting, acting, and directing by participating in a play.

B. Materials 1. Storytellers stool 2. Students props, if applicable 3. Barchers, Suzanne J. and Peter J. Rauen. Storybook Stew

C. Key Vocabulary None

D. Procedures/Activities 1. After students have had several days of practicing their stories using the learning

stations and activities from the previous lesson, they are ready to perform in the Storytellers Festival! Invite parents, other classes and community members if possible.

2. Involve parents with helping prepare treats for the festival using recipes from Storybook Stew. This delightful book has recipes that coordinate with several of the tales that children may be telling or have learned, such as Johnnys Apple Butter from Johnny Appleseed and Little Red Hens Honey Wheat Bread.

E. Assessment/Evaluation 1. Teacher will use the Storytelling Rubric to evaluate each students performance.

VI. CULMINATING ACTIVITY

A. See Lesson Ten-Storytellers Festival


VII. HANDOUTS/WORKSHEETS

A. Appendix A: Adaptation of the folktale, Talk, in storytelling form B. Appendix B: World map for teacher to use in guided practice with class, can be

enlarged C. Appendix C: World map for students to put in their storytelling folders after

identifying story origins on map D. Appendix D: Vocabulary sheet E. Appendix E: Venn Diagram teachers model F. Appendix F: Venn Diagram model for students ( THE MAGIC PAINTBRUSH) G. Appendix G: Wall display of six genres (chart) can be enlarged or copied onto another

format for teacher to use in room throughout the unit as a constant visual for students

H. Appendix H: Venn Diagram (students copy for folders) to be filled in by the student (BEAUTY AND THE BEAST)

I. Appendix I: Student Folktales Chart J. Appendix J: Student Fables Chart K. Appendix K: Student Fairytales Chart L. Appendix L: Student Myths Chart M. Appendix M: Student Legends Chart N. Appendix N: Student Tall Tales Chart O. Appendix O: Rubric for storytelling P. Appendix P: Checklist for students to use in preparation for their performance Q. Appendix Q: Story Train for writing R. Appendix R: Story Train for drawing A. Appendix S: Story Outline

VIII. BIBLIOGRAPHY

A. Barchers, Suzanne and Raven, Peter. Storybook Stew. Colorado: Fulcrum, 1996. 038531168-0.

B. Demi, Llang and the Magic Paintbrush. New York: Henry Holt, 1980. 0-8050-0801-2. C. Gavin, Jamila. Our Favorite Stories. New York: DK, 1997. 078941486-4. D. Goble, Paul. Iktomi Loses His Eyes. New York: Orchard, 1999. 0531-332000-4. E. Grimm, Brothers and Richardson, I. M. The Fisherman and His Wife. New York: Troll,

1998. 0-8167-1076-7. F. Hamilton, Martha and Weiss, Mitch. Children Tell Stories. New York: Owen, 1958.

0913461-20-2. G. Hirsch, E.D. What Your First Grader Needs to Know. New York: Doubleday, 1998.

038548119-5. H. Hirsch, E.D. What Your Second Grader Needs to Know. New York: Doubleday, 1998.

0385481209 I. Kellogg, Steven. Pecos Bill. New York: Scholastic, 1987. 0-8167-1076-7. J. Lobel, Arnold. Fables. New York: Lothrop, 1987. 0-688-040462. K. Perlman, Janet. Cinderella Penguin .New York: Puffin, 1992. 0-14-05552-8. L. Saltman, Judith. The Riverside Anthology of Childrens Literature. Boston: Houghton

Mifflin, 1985. 039535773-x. M. Small, Terry. The Legend of John Henry. New York: Doubleday, 1994. 038531168-0. N. Steptoe, John. Mufaros Beautiful Daughters. New York: Lothrop, 1987. 0-688-040462.


Once, not far from the city of Accra on the Gulf of Guinea, a farmer went out to dig up some yams to take to market. While he was digging, one of the yams said to him: Its about time you showed up! You never weeded me, but now you come around with your digging stick. Leave me alone! The surprised farmer turned around and stared at his cow. The cow just stood there chewing her cud and looking at him. Did you say something? the farmer asked. The cow said nothing, and just kept on chewing. The mans dog spoke up: That wasnt the cow talking -it was the yam. He says to leave him alone. Listen to what he says! The man became angry because his dog had never talked before, so he took his knife and cut a palm branch to whip his dog. Just then, the palm tree said, Put that branch down! The puzzled man began to throw the palm branch down when he heard the palm branch speak also: Put me down softly! As the man laid the branch gently on a stone, he heard the stone say: Hey take that thing off me!

Facing to the right of the audience, use hand gestures to pretend you are digging with a stick. Turn to the left and stoop down. Use your hand as if yelling up to the farmer in an angry tone. Stand back and turn around as if to look at the cow. Stop and stare at the audience as though you are chewing. Make a panting sound like a dog with your tongue hanging out. Make gesture as though taking a knife out of your pocket, grabbing a tree branch and cutting it. Throw imaginary palm branch down. Turn to the left and stoop down looking up as though speaking to the farmer. Stand up and lay branch down. Stoop down calling up with hand motion.

Appendix A, page 1 Talk-West African Folktale from Ghana

Characters: Farmer, fisherman, weaver, bather, chief Props: Yam, palm branch, stick for digging, stool, cloth, net, blue scarf for river


With that, the poor frightened farmer began to run toward his village. On the way, he met a fisherman going the other way with a net in his hand. Why are you running? asked the fisherman. My yam said, Leave me alone! Then the dog said, Listen to what he says! When I went to whip the dog with a palm branch, the palm tree said, Put that branch down! Then the palm branch said, Put me down softly! Then the stone said, Hey take that thing off me! Whats so frightening about that? said the fisherman. Suddenly the fishermans net, Well, did he take it off the stone? Wah! yelled the fisherman as he threw the net to the ground, and he and the farmer ran and ran until they met a weaver with a bundle of cloth on his head. Why are you running? asked the weaver. The farmer panted:

Run in place. Stop and turn to right as though looking at the farmer Turn to left as though talking to fisherman. Turn back to right and shrug shoulders as if to say, So what? Hold up net in front of you so it appears the net is talking.

Throw hands up in the air and begin running in place again. Stop and turn to right as though looking at the weaver. Turn to left and begin panting before speaking.

Appendix A, page 2


My yam said, Leave me alone! Then the dog said, Listen to what he says! The palm tree said, Put that branch down! Then the palm branch said, Put me down softly! Then the stone said, Hey take that thing off me! And the fisherman continued, And then my net said, Well, did he take it off the stone? Thats nothing to get excited about, said the weaver. Oh yes it is, said his bundle of cloth, Youd run too if it happened to you! And with that the farmer, the fisherman, and the weaver all began to run toward the village. Soon they passed a man bathing in the river. Why are you running? shouted the man in the river. My yam said, Leave me alone! Then the dog said, Listen to what he says! The palm tree said, Put that branch down! Then the palm branch said, Put me down softly! Then the stone said, Hey take that thing off me! Then the fishermans net said, Well, did he take it off the stone? And the weavers cloth said, Youd run too if it happened to you!

Hold up each prop as you say the words.

Shrug shoulders.

Hold up the cloth as you speak so that it looks as if the cloth is speaking.

Run and say the words as though you are out of breath.

Stop and turn to right as though speaking to the farmer. Hold up each prop as you say the words.

Appendix A, page 3


Thats nothing to get excited about, said the man in the river. Well, wouldnt you run if you were in their position?, said the River. And with that, the man jumped out of the river and began to run with the others. They ran and ran until they came to the house of the chief in the village. The chiefs servants brought his stool out, and the chief came and sat on it to listen to their complaints. The men began to recite all of their troubles. The farmer said: My yam said, Leave me alone! Then the dog said, Listen to what he says! The palm tree said, Put that branch down! Then the palm branch said, Put me down softly! Then the stone said, Hey take that thing off me! And the fisherman said, And then my fish net said, Well, did he take it off the stone? And my cloth said, Youd run too if it happened to you! said the weaver. And the river said the same, the bather said hoarsely.

Shrug shoulder with expression like -whats the big deal?

Hold up prop for river so it appears the river is talking.

Begin running in place and panting. Bring out stool and sit on it. Stand and turn towards stool as though you are talking to the imaginary chief. Hold up the props, as you say each part, so that it looks as if the props are talking.

Appendix A, page 4


Well, the chief listened patiently, but he couldnt help scowling at them. Now this is surely a wild story, he said at last. Youd better go back to you work before I punish you for wasting my time and disturbing the peace! So the Farmer, the Fisherman, the Weaver, and the Bather got up left the village. The chief shook his head and mumbled to himself, Nonsense like that just upsets the whole village! Fantastic, isnt it his stool said. Imagine that, a talking yam!

Sit back down on stool and scowl, pause, and rub your chin as though contemplating what to say. Say loudly with authority! Stand up and shrug shoulders, shake your head a start to walk away. Sit back on stool shaking your head as you speak.

Stand up holding the stool in front of you as though the stool is doing the talking.

Appendix A, page 5


Appendix B


Appendix C


Appendix D

Vocabulary

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Appendix E Venn Diagram

DIFFERENT DIFFERENTALIKE

______________ ______________


Appendix F Venn Diagram

DIFFERENTtitle

DIFFERENTtitle

ALIKE same boy

The Magic Paintbrush

Llang and the Magic Paintbrush


Appendix G Wall Chart of Six Genres

Folktales Folktale - true oral

tradition No one knows who the

original author is Many different versions of

the same story Version - a retelling of a

story that has some slight differences

Liang and the Magic Paint Brush

Fables Fable - a story that teaches a

moral Many fables have animals

for characters Moral - a lesson learned Genre- the different kinds of

stories The Boy Who Cried Wolf

Fairy Tales Fairytale - a type of folktale

that has an identified author Good vs. Evil Characters: fairies, trolls,

witches, elves, dwarfs, giants, and dragons

Beauty and the Beast by Madame Villanueve

Myths Myth creation story that

tells how the world, animals, or people came to be

El Paraju Cu

Legends Legend- a folktale that is

based on real people or events

Historical fact a true event that happened in the past and has been written down

The Legend of John Henry

Tall Tales Tall Tale - a tale with

fictional characters and exaggerated events

Exaggerate - to say more than is true

The Bunyans Pecos Bill


Appendix H Venn Diagram

DIFFERENTstory book

DIFFERENTanimation

ALIKE same

characters

Beauty and the Beast

Beauty and the Beast (video)


Appendix I

Folktales

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Appendix J

Fables

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Appendix K

Fairytales

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Appendix L

Myths

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Appendix M

Legends

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Appendix N

Tall Tales

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Appendix O

Storytelling Rubric Student Name:

CATEGORY 4 3 2 1 Accuracy of Retelling a

Story

The storyteller includes all major points and several details of the story s/he is retelling.

The storyteller includes all major points and one-two details of the story s/he is retelling.

The storyteller includes all major points of the story s/he is retelling.

The storyteller forgets major points of the story s/he is retelling.

Voice Always speaks loudly, slowly and clearly. Is easily understood by all audience members all the time.

Usually speaks loudly, slowly and clearly. Is easily understood by all audience members almost all the time.

Usually speaks loudly and clearly. Speaks so fast sometimes that audience has trouble understanding.

Speaks too softly or mumbles. The audience often has trouble understanding.

Acting/ Dialogue

The student uses consistent voices, facial expressions, and movements to make the characters more believable and the story more easily understood.

The student often uses consistent voices, facial expressions, and movements to make the characters more believable and the story more easily understood.

The student tries to use consistent voices, facial expressions, and movements to make the characters more believable and the story more easily understood.

The student tells the story but does not use voices, facial expressions or movement to make the storytelling more interesting or clear.


Appendix P

STORYTELLING CHECKLIST

1. I know the story very well. 2. I speak loudly and clearly so others can

understand me. 3. I use face and body movements to make my

story fun.


Appendix Q Story Train

Name: Title: The Tongue-Cut Sparrow What happened first? What happened next? What happened last?


Appendix R Story Train

Name: Title: The Tongue-Cut Sparrow What happened first? What happened next? What happened last?


Appendix S Story Outline

Title:

Characters:

Setting:

Plot (What Happened) Beginning (Problem):

Middle (Events): 1. 2. 3. Ending (How the problem was solved):

Documents

storytelling[1].pdf