Story Circle

One person begins a tale and stops after a few sentences. The next person picks up the
story thread and continues it, then stops. Next person adds to it and so on until the tale
comes to a resolution. The story could begin with a pre-selected title or subject to guide
the improvisation. Try recording the story circle on a tape recorder for later listening.

Puzzle Tale: Putting the Pieces Together

Copy a folktale from a printed anthology and cut it up into sections or scenes. Paste each
section on a separate page. Give out the sheets to students who each prepare to retell their
small piece of the whole story. Assemble the story by having each student retell his or her
part in the plot's sequence. Have students keep the flow going as the story is told so that
the performance moves along as though one person were telling it. Do a second round by
giving students different sections to retell. Notice how differently students retell the same
sections!

Chain Sentence
Teams of two students orally construct the first sentence of an invented story. To orally
make the sentence, each says one word, trusting their ears to recognize conventional
grammar, until a long sentence evolves. Shape the improv by setting the tone of the
sentence. Make the first sentence of:

 a ghost story
 pirate story
 love story
 mystery
 any story, etc.

Beginnings:
This exercise can be used to generate the first sentence of a Chain Story where each
participant adds a section to a tale.

Endings:
The chain sentence exercise could generate a "last sentence." This sentence is written on
a piece of paper and placed in the middle of the story circle. The game is over when the
story has woven around to the point where someone can say the "last sentence."

Describing a Stone
Pass a stone around a circle of students. Each student must say one word describing the
stone without repeating what has been said. See how many times the stone can go around
the circle without repeating words. Adjectives such as hard, smooth etc., are a start, but
any word that comes to mind is acceptable as long as it is inspired by the stone. For
example, a smooth, round, white, oval stone could suggest "egg."

Plot Structure Scenarios

Devised by Heather Forest Copyright © 2000

Travel through the sections below and choose one or several elements from each. Tell,
write or verbally improvise a story that utilizes all the elements chosen. For
improvisational fun...put each element on a card and randomly select character, setting,
problem and solution.

Introduce Character(s)
Choose one or more characters.

 girl
 boy
 animal
 man
 woman
 idea
 spirit
 machine
 thing
 plant, etc.

Setting

Environment:

 farm
 village
 otherworldly
 city
 mountains
 forest
 arctic
 ocean
 desert

Time:

 olden
 modern
  future

Problem:

In trouble:

 Caught stealing
 Told a lie
 Saw or heard a secret
 Lost something
 Been captured
 Under a spell or curse
 Goes to forbidden place
 Finds forbidden object
 Has enemy
 Is undervalued
 Is unrecognized
 Causes jealousy
 Forgets something
 Broke something
 Does not like something
 Needs something
 Needs to escape or hide
 Needs to rescue someone
 Needs to rescue something
 Needs to prove worth

Inner Traits

Inner Traits That Cause Original Trouble:

 Is greedy
 Dangerously curious
 Doesn't follow advice
 Is lazy
 Is pessimistic
 Is blindly in love
 Is enraged & seeks revenge
 Is naive & trusting
 Is clumsy
 Is untrained
 Lacks confidence
 Is foolish

Inner Traits That Aid Solution:

  Is courageous
 Is resourceful
 Is imaginative
 Is kind
 Is generous
 Is clever
 Is loyal
 Is strong
 Is optimistic

Solution

 Has helper
o Magical
o Non-magical
 Is rescued
 Is transformed
 Discovers skill
 Finds magic
 Helps self:
o Exercises cleverness
o Uses inner traits
 Journey undertaken to obtain solution

Conclusion

 Returns to original setting new in some way:

o Is rewarded
o Is wiser
o Is transformed
o Comes with gift or treasure

End

 Lives well
 Passes luck or reward on to others
 Has positive impact on the world
 Offers wisdom

Why Storytelling? More Reasons...

Gaining Verbal Skills

Becoming verbally proficient can contribute to a student's ability to resolve interpersonal
conflict nonviolently. Negotiation, discussion, and tact are peacemaking skills. Being able
to lucidly express one's thoughts and feelings is important for a child's safety. Clear
communication is the first step to being able to ask for help when it is needed.

Imagination
Both telling a story and listening to a well-told tale encourages students to use their
imaginations. Developing the imagination can empower students to consider new and
inventive ideas. Developing the imagination can contribute to self-confidence and
personal motivation as students envision themselves competent and able to accomplish
their hopes and dreams.

Passing On Wisdom
Storytelling based on traditional folktales is a gentle way to guide young people toward
constructive personal values by presenting imaginative situations in which the outcome
of both wise and unwise actions and decisions can be seen.

Creative Writing Lesson Plan

Learning Objectives:

 the students will be able to recognise the elements needed to produce a piece of
creative writing
 the students will be able to identify their own examples of these elements

 the students will be able to use these elements to produce their own piece of
creative writing

Targets met:

 working in small groups

 communication
  use of language and grammar elements

 sequencing

 you name it really!

Brainstorm on the board all the students'

suggestions (looking at genre, "ideas",
Ask the question "What do we need to know
"beginning, middle and end", description,
about to produce a piece of Creative
alliteration, metaphors etc, sentences and
Writing?" (refer to check-list before starting)
paragraphs, titles, useful linking words and
anything else you can think of!)
Identify weak areas, model examples then
Ask for examples of the identified elements. revisit verbally and on board (think about
speech marks HERE!!!)
Whole class activity: using examples on Take further suggestions and/or
board put together a short piece of creative improvements from students and incorporate
writing. into piece of writing.
List out the identified elements on the
In small groups ask students to come up with
board, ask students to copy them onto a sheet
an "idea" then to build it up using examples
as an aide memoire/check-list when building
of all the identified elements.
up their idea.
Display: ask each group to choose a Let the students show what they have created
representative to read out their piece. - whole class discussion on impact.
Have a list of ideas ready for those who are
Individually: think of an idea for a piece of
struggling but encourage them to come up
creative writing.
with their own variation!
Hand out check-lists (click here for printable Students to write their titles at top of check-
copy) list and fill in boxes.
Individuals to start putting together their Keep communication lines open for
own piece of writing. swapping ideas and suggestions.
To think about:

How are you going to give your students the sense of achievement they need? Think
about displaying work. Perhaps individually with illustrations or grouping the different
genres or even a whole class display (booklet or on display board).
 Description:

In this lesson, students create original stories that include text, drawings, photos,
animation, audio, and video. They use technology tools, such as digital cameras and
computers, to bring their stories to life. Story ideas can come from personal and family
experiences, connections to other cultures, and real or imaginary people, places, or
events.

Learning Goals:

 Enhance communication skills through asking questions, expressing opinions,

constructing narratives, and writing for an audience
 Develop and strengthen computer skills using software that combines text, still
images, audio, video, and other media

Materials:

 Choose the technology tools that are appropriate for the skill level of your
students. Following are some basic recommendations:
 One computer for every 2-3 students
 Word processing software and presentation software such as PowerPoint; some
recommendations for Mac and PC platforms can be found in the Resources
section
 Digital cameras
 Tool for voice recording (most computers have this feature)
 Post-it notes or index cards and poster paper to use for creating the storyboards
 Internet access for instructor and student computers (optional)
 Electronic projector for instructor computer (optional)
 Microphones (optional)
 Scanners (optional)

Preparation:

Instructors should determine students' computer skills level and select appropriate
technology tools. Instructors also should have familiarity with multimedia software
applications and equipment, or enlist help of a volunteer who does.
 Become familiar with the digital storytelling process by completing at least one
tutorial from those linked to on the Resources page.
 Consult with day teachers to see if digital storytelling might enrich learning in a
particular academic content area
 Arrange for volunteers to assist students

What to Do:
Introduce students to digital storytelling
 Ask students what stories they first remember hearing. Who was the storyteller?
What were their favorite stories? Which did they like telling themselves? Lead the
discussion to digital storytelling. You may choose to project on screen examples
of digital stories linked to from the Resources page.

Explore some story ideas

 Students might draw ideas from personal experiences, special events, their
community, their school or afterschool program, family, and pets. More ideas can
be found here .
 After completing this brainstorming session, discuss what story the group wants
to tell. Constructing a story as a group about a topic meaningful to them will help
their learning of both the storytelling process and software needed to develop a
digital story.
 Note: This can be a group or individual activity. If this is the first time your group
has created a story, a group effort may be easier to manage.

Draft a story (on paper) based on the chosen idea

 Remind the class that they may make changes to the draft at any time. For
younger students in particular, review basic storytelling concepts, such as that a
story has a beginning, middle, and end.
 As you guide your students through the storytelling process, use the seven main
elements of digital storytelling, created by Joe Lambert, co-founder of the Center
for Digital Storytelling. Visit the Resources page to read Lambert's Digital
Storytelling Cookbook .
 Remember that the story — not the technology — should drive this project.
Although audio and visual media may enhance certain aspects of a story, students
should focus on how best to communicate what's at the core of their story.
 Different students can develop different parts of the story. Also, if this is your
students' first experience with digital storytelling, keep the story short — no more
than three minutes in length.

Introduce students to storyboarding

 Hand out small colored sticky notes and sheets of paper pre-drawn with empty
boxes, resembling an empty cartoon strip. Take them through the story frame by
frame, discussing the pictures through which — and the sequence in which —
they will tell their story.
 After students have determined the text and picture sequence, discuss transitions,
visual effects (if any), and soundtrack. Always keep in mind the skill level of your
students for planning ways to represent their ideas.
 To see additional resources that may be helpful for this part of the lesson,
including links to digital images and sound clips that can be freely used, see the
Resources page .

Working from a single computer with projection to create the group story would be
greatly enhanced by use of an interactive whiteboard. See the Teaching Tip.
Help students prepare their final draft
 Break the class into small groups, based on their ages and skill levels. Ask each
small group to develop one or two pieces of the storyboard. One group will be in
charge of assembling the pieces into one story using PowerPoint or another
software application.
 If the group wishes to record narration, ask them to divide the story so that
everyone gets to read. Before recording, demonstrate how to narrate effectively.
Discuss differences between using emotion and no emotion in your speech, and
what effect quick or slow speech has on the story. Suggest they practice narration
before recording.

View the group's story, then have students share their project with other students,
teachers, and their parents
 You might also share the community story with the community, for example by
posting it to your local Chamber of Commerce Web site. If time allows, plan a
follow-up activity in which students will develop individual stories.

Explain the value of collaboration in creating a digital story

 Have each student relate to a partner the special contribution s/he made to the
project and why it was important. Discuss as a group what was learned about
storytelling, and allow students to add and change their story based on their new
understanding.

Compare the two types of storytelling

 Discuss as a class what they found to be most interesting about digital storytelling
compared to traditional storytelling. Check for student understanding that, by
using other media, stories can be fare more than just text.

Evaluate (Outcomes to look for):

 Student participation and engagement

 Discussion that yields insightful comparisons between digital and traditional
storytelling
 An understanding that media can help make stories far more than just text

Describing appearance fairytale chain

story (consequences)
Fill just one gap below, fold the paper so the next person can’t see it and pass it to them.
When it is finished, open the story you are given and tell the class if it makes sense or
not.
Once upon a time, a/ an ________________ princess lived in a tower in the forest

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She had _________________________________________________________ hair

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and _______________________________________________________ eyes

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Everybody said that she was the _____________ girl in the land

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The tower was guarded by a ________________________

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He had one _________________________________ eye and one _______________ eye.

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His teeth were ____________________ and ________________________________

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He also had the __________ nose you have ever seen

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He wanted to marry the princess, but she said no because he was too _______________

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One day, a/ an _______________________ came past the tower on his horse

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He was wearing ___________________________________________________

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His eyes were ______________________________ and he had __________________

muscles
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He saw the princess in the tower and fell in love with her beautiful ________________

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He challenged the guard to a fight and the _____________________ won, the princess
married him, and they lived happily ever after

Now, write your own fairytale. It can be one that you have made up or a story that you
have heard before. Try to use words to describe what the characters look like, for
example “He has got…” Write at least one page, and continue on the other side or on
more paper if you like.

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