Storytelling Lesson #1 (1st Grade Standards) Retell a traditional fairytale Summary: In this lesson students will retell a traditional

fairytale in a small group, using interesting details, good vocal expression, eye contact, hand gestures, body language, etc., as appropriate to story. They will respond to each others stories with positive feedback and ideas to help make stories better. Objectives: Students participate in age appropriate activities involving listening and speaking. They will speak clearly with volume appropriate to the setting. Use agreed-upon rules for group discussions. (L.A. - I, A.) Students will give oral presentations about stories, using appropriate eye contact, volume and clear enunciation. (L.A. I. B.) Students will retell a story, using narrative language to describe characters, setting(s), and a beginning, a middle and an end to events of the story in proper sequence. (L.A. II. F.) Materials: Video clip located at http://www.youtube.com/watch?v=8p9Fw1CsYxA Instructional Procedure: Tell the children that you are going to tell them a story. Tell a fairytale such as Goldilocks and the Three Bears, using no details, poor vocal expression, no eye contact, etc. Ask the children if they enjoyed the story. Why, why not? Ask the children to identify ways that you could make the story better. Help them identify elements of a good storyteller. Show the video clip of Tony Wilson telling The Gingerbread Man and ask that as they watch, the children look for and identify the elements of storytelling. Hold a brief discussion about the things a good storyteller does. Brainstorm with the children to identify stories that they are familiar with. Divide the children into groups of 4 to 5 students. Explain that each one of them will retell a familiar story (from the list they brainstormed) to their group. All other members of the group should listen carefully without interrupting, so that they can give good feedback. After a student finishes their story, the other members will give them positive comments about their story. (Give the class examples of this: e.g. good details, funny voices, etc.) Then the other members will take turns telling how they think the storyteller could do better (better eye contact, louder, etc.).

After each student in the group has told their story and received feedback, they should tell their story again, using the comments they received from the other students to improve the quality of their stories.

Assessment: As the students tell their stories to each other, go from group to group and listen to see if children are telling familiar tales or if they are making up their own or telling fractured fairytales. Observe that all children are participating appropriately, e.g. telling a story, listening attentively, or giving feedback. Additional Development: As time permits, some students might wish to share their improved fairytale with the whole class.