Assemble the story by having each student retell his or her part in the plot's sequence. Give out the sheets to students who each prepare to retell their small piece of the whole story. See Collecting Family Stories for an assortment of effective interview questions to gain stories from older family members.Ĭopy a folktale from a printed anthology and cut it up into sections or scenes. Have students find out about the history of their families as far back as anyone can tell them. Have students collect true tales about the "old days" by interviewing older relatives. Tell the story of the town from the fictionalized point of view of a resident who actually lived. Include local issues of the time in the story. Have student create an original historical fiction:ĭescribe the town from the point of view of a fictitious citizen who might have lived in the town long ago. Have students find out when the town was founded and by whom? Visit a local historical society to see old photographs or artifacts. Are there any interesting people or legends to which the street names refer? Are there any local places in town about which people tell stories? Any haunted houses? Have students find out how the streets were named. Have students collect stories about their town from older people. Try recording the story circle on a tape recorder for later listening. The story could begin with a pre-selected title or subject to guide the improvisation. Next person adds to it and so on until the tale comes to a resolution. The next person picks up the story thread and continues it, then stops. One person begins a tale and stops after a few sentences. Listen to records and then have students retell the story in the song in their own words. Folk ballads to contemporary songs often suggest a larger tale. The show could have a magazine format, featuring interviews with teachers, student stories or poetry, or discussion of the latest school issues.įind and learn songs which tell a story. Use a tape recorder for rehearsal so that students can hear how the program will sound. Using the PA system like an old time radio show, have classes create a story broadcast at a special time each week for the whole school to hear. The treasure hunts can go on simultaneously and, when each class has found the other's story, they confirm it by assembling it, learning the plot and sending representatives to retell it, or to act it out as a skit to the other class. Two classes can trade treasure hunts by putting the stories on two different-colored cards. Groups of students must find the cards and assemble them in correct order. A treasure map showing the exact location where all the cards are hidden, is given to another class (Or, with clues, one card can lead to the next). Students hide the cards out of sequence throughout the school or classroom. The plot is simplified into a sequence of events that can be transcribed onto cards with short sections of the tale on each. All the classes then gather to hear the result of their group effort read out loud and to see the painting, that inspired the story.Ī class selects a well-known fable or folktale. The process is repeated including as many classes as possible until the tale seems finished. The paragraph is then sent on to another class which reads the first paragraph and adds on another. Looking at the painting for inspiration, the class constructs the first few sentences of a tale through group discussion and suggestion. According to legend, she told stories in this way to a sultan for 1001 nights, which is why the stories of the Arabian Nights is also called "1001 Nights."Ī class selects a classical painting. Stories could be selected from the Tales of the Arabian Nights and told in this fashion, as in the style of Shahrazad, its great storyteller. The next day the story is completed and a new one begun and left open-ended at an exciting moment. This is a continuing storytelling session in which a story is begun and then left open-ended at a crucial point. If older students are sent to the younger grades, ask the younger grades to thank the storytellers with drawings inspired by their stories. When students feel confident, teams of three or four students at a time can then take their tales to other classes for a storytelling concert. Have students practice retelling folktales in their classroom. This collection of storytelling activities-developed by storyteller/author Heather Forest for her storytelling workshops with students, teachers, and librarians-can be expanded by educators into language arts lesson plans to support speaking, listening, reading and writing skills.ĭevising Plot Structures: Creating New Tales Story Arts | Storytelling Activities & Lesson Ideas
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