Oral Storytelling Performance Task

Hello future story tellers!! We are so excited to have you here and give
you this exciting task!
We have been given the noble honor from our community to become
one of the storytellers. This is a very important role in the community.
You are going to create an oral story for your
community that teaches the community some sort of
lesson. Think about the stories we have read and listened
to. There have been lessons about what is right and
wrong, benefits of good deeds, stories of the past, etc.
Your oral story must have all the necessary parts within it. Using the Story Map
Worksheet provided will help guide you through these parts, including:
o Characters
o Setting
o Plot- Beginning, Middle, End
o Conflict and Resolution

Working with your reading buddies you will develop your story and
practice telling it. Once it is well rehearsed, your buddy will help you
video record it, treating it as if you were telling it to your community.
When presenting your story, remember to:
o Use good volume
o Use vocal expression
o Use body cues and gestures
o Take your time
The next step is to create an artifact that represents your story
somehow. It can be a poster, or you can create a sculpture out
of clay, it can even be created through 3-D printing. You
can use any resources that are available to create your
artifact the way you want. Include a brief description that
you will share with the class during circle time.
Remember this is your artifact, the creation options are
limitless.
*If you wish, you can present your project to the class.
 Name: _____________________________
Performance Task- Checklist

Story Map Done Not Yet

I have included a thoughtful lesson in my story
I have well developed characters
I have described my setting
My story has a clear conflict and resolution
My story has a beginning
My story has a middle
My story has an end
My story has an element, that grabs the audience
attention
All of the parts within the story map are completed

Oral Story Video Done Not Yet

I have met with my buddy
I have rehearsed my story, so it flows well
I feel confident to tell my story
The video of my oral story has good speaking volume
In my video, I use vocal expression (pausing, good
tone, emotion in my voice)
In my video, I use body language and gesture to
enhance my story
When telling my story, I took my time, and did not
rush

Oral Story Artifact Done Not Yet

My artifact is thoughtful
My artifact relates to the story and community
I have a well-developed description of my artifact and
how it connects to the story and community
 Story Map- Worksheet

Title of Story: _______________________

Author: ________________________

Characters
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
Setting
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________

Plot- Beginning Plot- Middle

_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________

Plot- End Conflict and Resolution

_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
 Rationale for the Performance Task

Hans:
We know that Hans has grade level reading and writing in German, but only basic reading and
writing skills in English. For the performance task we have broken it up into three parts and in
each part, there is an aspect of support for Hans. The first part we had the students fill out a
worksheet that would highlight the important components in their stories. This sheet is used as a
reference point for Hans so that it can be used easily to help create and develop his own story.
The second part, we decided to incorporate the use of the reading buddies. They can help Hans if
he is struggling with comprehension or in developing his story and articulating it. We chose to
complete this part orally to help develop his language skills and eliminate the complex nature of
writing out the story. The final part of the performance task is meant to allow students choice.
They can choose to create however they want, with whatever materials they have available. This
allows Hans different modalities to choose from to promote his success.

Julia:
We know that Julia is a very bright student who grasps onto concepts quite easily and finishes
her tasks well before her peers; she is also very social and loves interacting with others. Taking
this into consideration, we decided to provide quite a bit of choice within the performance task,
which is helpful for all students, but allows Julia to do something more complex to push her
understanding if she chooses. Not only that, but this will also allow her to explore new
modalities that she has not tried before. By giving her the option to explore new things, it will
challenge her to think outside the box and create new experiences. We included 3D printing as
an option to represent the artifact, which does use a more complex software
(www.tinkercad.com) which will push her to develop new skills. Julia also really enjoys the time
that she gets to spend with her buddy, as we have worked with the Grade 6 teacher to pair her
with an older student who is also quite advanced for their grade level. Julia and her buddy can
also choose to use different/new tech to film the video if they choose. We also provided the
option to present the story and artifact to the class afterwards, which gives another dimension to
this summative assessment that Julia can take time in preparing for if she finished early.