Below is the outline of sample in-service course, appropriate for K-12 teachers, librarians, social studies teachers, special
education teachers, and anyone else interested in the art of storytelling
This is designed as a seven session in-service at which teachers will:
- hear about how storytelling connects to writing and reading theory
- share personal experience stories and learn how to shape a text orally
- write the story and see how it changes from an oral to a written text
- discuss how revision can be taught through the use of storytelling
- experience first hand the connection between storytelling and confidence
- recall favorite stories that would make good tellings
- find/rehearse a folktale, myth, tall tale, fairytale, or literary work for telling
- learn principles for coaching young storytellers in a positive way
- learn why students who struggle with literacy often find their way into it through storytelling
- have fun learning about a "new" approach to reading and writing
Introduction of storytelling in general including the differences between a
personal tale and book tale for telling.
With a partner(s) discuss:
Marni will introduce the requirements:
- What you already know about storytelling
- What questions/hopes and expectations are you bringing to this year's in-service
- Your personal goals in taking the course
- weekly end-of-class metacognitive response time
- weekly "storytelling reflection" for homework which we will share briefly at the beginning of each class (if time permits)
Browsing of storytelling resources
Please note that the class 2-7 will vary in order to meet YOUR needs and
interests in connection to storytelling. There are MANY ways to approach this
art form (not to mention use our time together). I want to help you get the
support and encouragement to make the course and storytelling itself
something valuable for you.
More work with personal tales. Discussion of insights on personal tales since
last week's class. The importance of listening and how to encourage it.
How to listen well. How to teach it. Listening as an aspect of coaching
In pairs, tell of a time when being listened to (or not) made a difference.
How to find the "right" story. How to help students find a story or edit one
for telling. I encourage teachers to think of the importance of student
choice and decision-making about how to "stage" a story. Discovering your own
well of stories.
Quilt Square activity related to the stories of your life.
Sharing and metacognition time
Rehearsals of stories and process-style feedback. Discussion about finding,
learning, adapting tales and coaching storytellers.
Group improvisational storytelling activity with folktale supplied by teacher
or chosen by group.
Poemtelling demonstration and discussion of the value of telling vs.
Time for browsing, reading and telling poem(s)aloud
Rehearsing our tales, sharing concerns about our ongoing storytelling units
with students, looking at ways to rehearse besides telling from beginning to
end. More on coaching.
"Final" tellings to the group and gathering of insights. The size of the
class will determine how to establish performances. Closure, evaluation,
If you need any additional information, please feel free to contact Marni.
833 Parkside Avenue
Schenectady, NY 12309 USA
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