<p> Storytelling Lesson Plans</p><p>Lynette Shelby March 9, 2006 Week One</p><p>Objective: To introduce students to storytelling and build enthusiasm.</p><p>Materials: 1) transparency “What Makes a Good Story?”; 2) various books which contain tales, stories, poems, etc.</p><p>Lesson: 1) Begin by welcoming students and telling a story to relax them.</p><p>2) Poll students about: a) how many have heard a storyteller before; b) was the telling a pleasurable experience; c) what were some of the stories they remember; d) why did they remember these stories (what made them memorable)?</p><p>3) Using the transparency, record answers for question d above and brainstorm other possibilities for memorable stories. Point out the most important characteristics of a memorable story. Students copy this information in their notebooks.</p><p>4) Ask students what their fears are concerning storytelling. List them on the board. Reassure them that we’ll take care of eliminating or reducing each of these fears.</p><p>5) Allow students to look through books to begin finding a possible tale to learn. These books will be available throughout the week for students to look through as well.</p><p>Homework: Students are to choose a tale that they will want to learn by next week. Week 1 transparency</p><p>What Makes a Good Story? Week Two</p><p>Objective: To introduce students to storytelling techniques.</p><p>Materials: 1) “fears” list from last week; 2) transparency – “Storyteller Devices”; 3) copies of a short tale for each student</p><p>Lesson: 1) Review the components of a good story to tell.</p><p>2) Provide reassurement again for fears.</p><p>3) Ask several students to share the name of the tale they chose and why they chose it. (Reassure students that if they chose the same tale, it’s OK to keep it)</p><p>4) Periodically throughout the lesson, have students skim a story given to them by the teacher. Before the end of class, bring four students up. They and the teacher will retell the story together. This demonstrates to the students how they can learn a story by rereading it several times.</p><p>5) Tell two stories (one without emotion, movement, excitement, etc; one with everything). Students are to write what the differences/similarities are between these two tellings.</p><p>6) Discuss differences between the two tellings. Complete the transparency with items from discussion. Add any necessary information that is not mentioned.</p><p>7) Have students write down the name of their story as well as the book and page number where it’s located in order to provide paper copies for students to pick up during the week.</p><p>Homework: 1) Begin learning story; 2) bring in a blank tape. Week 2 Transparency</p><p>Storyteller Devices</p><p>Week Three Objective: For students to begin varying the tone of their voices.</p><p>Materials: 1) tape recorders – 6; 2) student tapes</p><p>Lesson: 1) Review what makes a captivating storyteller.</p><p>2) Tell a story which has a significant amount of tonal variations in it and one without any changes.</p><p>3) Ask students what they noticed about the telling.</p><p>4) Discuss how important the tone of a voice is during storytelling:</p><p>- areas to sound excited: tone is louder and faster - areas to sound sad: tone is softer and slower - areas to sound thoughtful: tone is reflective and softer with pauses</p><p>5) Have students get into their groups. Each student is to tape record his/her story and then replay it listening for tone changes. Group members are to offer suggestions as well as the teacher who is circulating.</p><p>Homework: Continue learning story. Tape record each practice telling in order to become aware of areas which need improving. Week Four</p><p>Objective: For students to begin incorporating movement and gestures into their tellings.</p><p>Materials: none needed</p><p>Lesson: 1) Review the components of a captivating storyteller.</p><p>2) Tell a story with movement and gestures. Ask students to tell what was different about this telling.</p><p>3) Warn students about how too much movement creates distractions but also how they can be an effective way to emphasize an important portion of the story.</p><p>4) Student get back into their groups. In their groups, they are to look for key movement/gesture opportunities in each story and practice them. Group members are to provide feedback as to whether or not the movements are effective. The teacher circulates to monitor and offer suggestions.</p><p>Homework: 1) Continue to learn chosen story and practicing incorporated movements; 2) during the week, students are to come by and sign up for a time to tell their story during the next class meeting. Week Five</p><p>Objective: For each student to tell his/her story to the class.</p><p>Materials: Memo paper for comments</p><p>Lesson: 1) Provide reassurement for nervous students.</p><p>2) Following the sign-up sheet, have students come up and present their story.</p><p>3) Teacher provides feedback and suggestions to each storyteller once they are finished.</p><p>4) After each telling, have students write on a piece of paper their reaction to the story and any helpful information for the teller. These will be passed to the student after they have presented his/her story.</p><p>Homework: Refine story for presentation.</p><p>Week Six</p><p>Objective: For students to present their stories.</p><p>Materials: none</p><p>Lesson: 1) Take students to the neighboring senior center to tell their stories to the residents.</p><p>2) Schedule a time for students to share their stories with the remainder of the seventh grade.</p><p>Memo Paper Memo Paper</p><p>What was good about story: What was good about story:</p><p>Suggestions for improvement: Suggestions for improvement:</p><p>Other positive remarks: Other positive remarks:</p><p>Memo Paper Memo Paper</p><p>What was good about story: What was good about story:</p><p>Suggestions for improvement: Suggestions for improvement:</p><p>Other positive remarks: Other positive remarks:</p>