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Lesson Title:

Name:

Storytelling

Lesson #
Subject:

Tamar Dorutyer

Date:

October 21, 2016


Grade(s):

Language Arts

6/7

Rationale:
This text, The Raven Steals the Light, allows for the creative exploration of oral, written, and visual expression; while
the activities assist in expanding our understanding of text and its presentation. Storytelling enhances our vocabulary,
listening skills, and imaginations. Storytelling offers the ability to teach, and to entertain. And storytelling connects
people; providing students with an opportunity to learn about themselves, and others, in an interactive fashion.
Curriculum Connections
Curricular Competency: Applying different strategies to comprehend written, oral, and visual texts / Recognize how language
constructs personal, social, and cultural identity / Construct meaningful personal connections between self, text, and world (oral,
written, and visual elements can be combined) / Respond to text in personal, creative, and critical ways / Recognize and appreciate
the role of story, narrative, and oral tradition in expressing First nations perspectives, values, beliefs, and points of view / Use and
experiment with oral storytelling processes.
Content: Literary elements / purposes of texts / narrative structure / oral language strategies / features of oral language (i.e. tone,
volume, inflection) / presentation / visual texts

Core Competency: COMMUNICATION / CREATIVE THINKING / CRITICAL THINKING / POSITIVE PERSONAL & CULTURAL
IDENTITIY / PERSONAL AWARENESS AND RESPONSIBILITY
Learning Intentions:
To expand our understanding of how
to tell a story, and what is involved in
the telling of a good story. Students
will learn to express opinions about
storytelling, speak with expression to
clarify meaning when telling their own
story, and begin to develop an
understanding of oral story telling
traditions.

Activity:
EXPLORING NARRATIVE
What makes a good story?
Telling stories through art.

Assessment:
Choosing and presenting a story to
the class.
Followed with a self-assessment:
Writing a short paragraph about what
makes your story good.

Listening to the narrative.


Making a story your own.

Prerequisite Concepts and Skill:


Some understanding about what elements are needed to create a narrative.
Listening skills.
Materials and Resources with References/Sources:

For Teacher
Materials:
Chart paper
Markers
Photocopies of pictures
My story choice

For Students
Materials:
Pen
Journal
Story from home (written, or oral)

Differentiated Instruction (DI): (accommodations)


Students who have difficulty writing can journal using a scribe, or possibly a speech program (i.e. Dragon Naturally Speaking). A
visual art expression option could also be utilized. In the groups, people can work to their strengths, thus supporting one another. If
reading a story aloud, or telling a story from memory is not an option for a student, the student can choose a song and play it for
the class, with a short verbal explanation of why they chose the song.
Organizational/Management Strategies: (anything special to consider?)
Group composition may require pre-planning to best suit the learning needs of all the students involved.
Double check that the book I have chosen, The Raven Steals the Light, is still seen as representative by the Haida
Nation (the book was published in 1984).
Possible Aboriginal Connections / First Peoples Principles of Learning

Recognizing and appreciating the role of story, narrative, and oral tradition in expressing First Peoples perspectives, values,
beliefs, and points of view.
The book I have chosen offers a brief account of where the stories come from. There is also other documentation about stories of
Raven from other cultures. The stories could be used to explore the history of these other cultures as a social studies focus. Even
the name of place (Haida Gwaii vs. Queen Charlotte Islands) offers opportunities for interesting historical discussions.
There is also an opportunity for exploring creation stories and discussing them in conjunction with studying evolution in science.

Lesson Activities:

Teacher Activities

Student Activities

pacing

Introduction (hook/motivation/lesson overview)


Write 2 or 3 quotes on the board:
After nourishment, shelter, and companionship,
stories are the thing we need most in the world ~
Philip Pullman (author)
The purpose of a storyteller is not to tell you how to
think, but to give you questions to think upon ~
Brandon Sanderson (science fiction writer)
Story telling is about connecting to other people and
helping people see what you see ~ Michael Margolis
Then begin by exploring the students existing
knowledge about stories. Put the following questions
up on 3 large pieces of chart paper:

Discuss as a class and record the comments on the


paper (the recording could be done by student
volunteers).

10-15
minute
s

1 What is a story? How is a story told?


2 Who tells stories?
3 What makes a good story?

Body

(lesson flow/ management)

Telling Stories Through Art:


Divide the students into groups of 5 or 6. Pass out
photocopies of the images created by Bill Reid from
the different stories in the book The Raven Steals the
Light. Ask the students to answer the following
questions:
1 Whats going on here?
2 What makes you think that?
3 List 5 words or phrases about any aspect of the
image.

In their small groups the students will discuss and


answer the questions for the images they are given.
Then as a class they can share their responses and
ask questions of one another about the different
images.

10-15
minute
s

Check for Understanding:


Students will then reflect in their journals about the
experience of looking at stories through art, and
using images rather than words as a way of
conveying meaning. How can these experiences
add to ways students might wish to prepare and tell
their own story?

10
Minute
s

The Storyteller:
Give some historical and cultural background about
the Haida, as well as different Raven stories from
around the world.
Review listening etiquette pay attention, be
respectful and quiet, and make eye contact with the
speaker when possible.
Read aloud the first story in the book in a manner
reminiscent of oral traditions (using vocal expression
and non-verbal communication to clarify meaning).

Students will sit and listen to the story (maybe during


their lunch).
10
Minute
s

Ask students to come to class the next with a story


that is important to them and/or their family. Explain
that they will be presenting their story to a small group
of their peers, and that they can either read aloud
from a book, or recite the story from memory.
Closure ( connections within lesson or between
lessons, sharing successes, summaries)
Making a Story Your Own:
Divide the class into small groups and review tips for
good storytelling:
1 Use expression in your voice and gestures to add
interest to the story.
2 Relax and speak slowly so that everyone can
understand you.
3 Share any background so that you audience
understands the story better.
4 Make eye contact with your audience.

Reflections: (over)

Students will sit in circles and share their stories one


at a time within their groups. They will begin by
sharing the source of their story and why they chose
it.
20
minute
s