Art That Tells a Story
Performing "The Walrus Hunt"
The Raven Story
Storytelling: Oral Traditions
Storytelling: Performance and Art
Storytelling: Tales of Everyday Life
The Voyage of Kealoha
The Wreck of the Corinthian
Academic standards correlations on Teachers' Domain use the Achievement Standards Network (ASN) database of state and national standards, provided to NSDL projects courtesy of JES & Co.
We assign reference terms to each statement within a standards document and to each media resource, and correlations are based upon matches of these terms for a given grade band. If a particular standards document of interest to you is not displayed yet, it most likely has not yet been processed by ASN or by Teachers' Domain. We will be adding social studies and arts correlations over the coming year, and also will be increasing the specificity of alignment.
This is one of four storytelling lessons. This lesson has students draw on their understanding of different types of narratives to inspire and enrich their own storytelling. It is based on three other lessons that introduce students to narrative traditions and storytelling from Alaska, Hawaii, and other cultures through work with varied narratives, objects, and performance.
Understanding and creating narratives is a fundamental literacy skill—it is also a universal human activity. When students work with written texts, recite or listen to stories, or present narratives through non-verbal means, such as art or dance, they are learning to comprehend, interpret, evaluate, and appreciate their world. Teachers can build rewarding experiences for students that activate their natural love for and interest in stories. They can do this in a way that expands children's fluency and confidence with language, as well as their respect for the rich diversity of narrative approaches and language use across cultures. As students experience narratives from different cultures, they gain perspectives on people and stories in worlds that may be unfamiliar. This will be valuable to students in many ways, for example by helping them bring a sense of perspective to their own culture and stories.
One theme woven through these four lessons is the diverse nature and form of narratives. All of the narratives presented in these lessons draw on the great range and variety of stories related to cultural resources available to teacher and student alike. Remember that although the term "narrative" is frequently applied to written texts and oral stories, narratives may also be inherent in a painting, a dance, an object, or a historical record.
To check out more storytelling lesson plans, go to:
Storytelling: Oral Traditions Lesson Plan
Storytelling: Tales of Everyday Life Lesson Plan
Storytelling: Performance and Art Lesson Plan
If you will be doing more than one storytelling lesson with your students, it may be helpful to have them use a journal to record their notes and complete their assigned writings. Electronic journals may also be used. When using either printed or electronic journals, integrate the handouts and assignments so that all the written material produced by the students can be kept in one place and be available for reference from one lesson to the next.
1. Tell students that they will now begin to work on their own stories. First, they will need to review the elements of good storytelling that they learned about in the other storytelling lesson(s). On a piece of chart paper, write the questions that relate to the storytelling lessons your students completed:
In a large group, discuss the questions to help students refresh their understanding of different types of stories. You might want to refer back to the relevant multimedia resources. Students should also review their worksheets and journal entries from these lessons. You may also want to show the multimedia resources from each lesson again, as needed.
2. Have students begin to work on their stories. They should choose any story ideas that interest them, but their final story will need to include the key elements of good storytelling, such as characters, a problem to solve, a resolution, and a setting. Depending on which storytelling lessons you have already done, you could also encourage students to focus on personal events and/or include components that are told without words or dialogue.
After students have worked on their stories for 20-30 minutes, ask them to exchange what they have done with a peer. Ask each student to look at his or her partner's story, sharing observations and questions based on the following list of questions:
After exchanging feedback with their peers, students should continue to work on their stories. At the end of the day, ask students to continue to complete their stories as homework. Set a deadline for when stories should be completed and handed in. You may choose to read some of the stories aloud. To assess students' progress, ask listeners how they might extend what they have learned about stories through this experience, and what story topics they might explore next.