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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.
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Second Grade, Storytelling 2004 Colorado Summer Writing
Institute 2
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)
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Second Grade, Storytelling 2004 Colorado Summer Writing
Institute 3
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.
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Second Grade, Storytelling 2004 Colorado Summer Writing
Institute 4
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
folktales, legends, myths, fiction, rhymes and poems,
non-fiction and content area reading.
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
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Second Grade, Storytelling 2004 Colorado Summer Writing
Institute 5
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).
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. 3. Check that students have filled out the Venn Diagram
correctly. Remind
students to keep all assessments and worksheets in their
Storytellers Folder.
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Second Grade, Storytelling 2004 Colorado Summer Writing
Institute 6
Lesson Three: Fables (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 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,
listener, and articulate speaker. c. 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.
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.
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Second Grade, Storytelling 2004 Colorado Summer Writing
Institute 7
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.
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. 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
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. 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,
listener, and articulate speaker. c. 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.
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
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Second Grade, Storytelling 2004 Colorado Summer Writing
Institute 8
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.
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. 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
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. 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,
listener, and articulate speaker. c. 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.
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
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Second Grade, Storytelling 2004 Colorado Summer Writing
Institute 9
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
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. 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,
listener, and articulate speaker. c. 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.
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
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Second Grade, Storytelling 2004 Colorado Summer Writing
Institute 10
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
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.
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,
listener, and articulate speaker. c. 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.
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
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Second Grade, Storytelling 2004 Colorado Summer Writing
Institute 11
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
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 Tiger, the Brahman, and the Jackal
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Second Grade, Storytelling 2004 Colorado Summer Writing
Institute 12
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).
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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
1. Concept Objective(s) a. Students will develop an
understanding of language through listening,
speaking, viewing, and presenting. 2. Lesson Content
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).
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Second Grade, Storytelling 2004 Colorado Summer Writing
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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
1. Concept Objective(s) a. Students will develop an
understanding of language through listening,
speaking, viewing, and presenting. 2. Lesson Content
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
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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.
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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
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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
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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
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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
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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
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Appendix B
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Appendix C
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Appendix D
Vocabulary
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
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Second Grade, Storytelling 2004 Colorado Summer Writing
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Appendix E Venn Diagram
DIFFERENT DIFFERENTALIKE
______________ ______________
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Appendix F Venn Diagram
DIFFERENTtitle
DIFFERENTtitle
ALIKE same boy
The Magic Paintbrush
Llang and the Magic Paintbrush
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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
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Second Grade, Storytelling 2004 Colorado Summer Writing
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Appendix H Venn Diagram
DIFFERENTstory book
DIFFERENTanimation
ALIKE same
characters
Beauty and the Beast
Beauty and the Beast (video)
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Appendix I
Folktales
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
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Appendix J
Fables
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
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Appendix K
Fairytales
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
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Appendix L
Myths
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
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Appendix M
Legends
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
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Appendix N
Tall Tales
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
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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.
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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.
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Appendix Q Story Train
Name: Title: The Tongue-Cut Sparrow What happened first? What
happened next? What happened last?
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Appendix R Story Train
Name: Title: The Tongue-Cut Sparrow What happened first? What
happened next? What happened last?
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Appendix S Story Outline
Title:
Characters:
Setting:
Plot (What Happened) Beginning (Problem):
Middle (Events): 1. 2. 3. Ending (How the problem was
solved):