LEARN NC

10.1 Legends: Dramatic story telling

By Linda Tabor

Provided by The North Carolina Humanities Council.

Introduction

The act of storytelling makes learning exciting. Participating in a dramatic presentation of American Indian Legends allows class members to create, learn, and teach.

Learning Outcomes

  • Students will select an American Indian legend.
  • Students will memorize the tale.
  • Students will plan movements to enhance the story.
  • Students will use voice variations while telling the tale.
  • After practicing, students will present the legend.
  • Performing for an audience (another classroom) will add motivation.

Teacher Planning

Time required for lesson

  • One class for intro and legend assignments.
  • Students could memorize as a homework assignment.
  • Class time to practice.
  • Class time to rehearse using voice changes and gestures.
  • Formal Presentation!

Materials and Technology Needed in Pre-Activities

  • An experienced guest story teller would be a great introduction.
  • Perhaps a video clip would be a suitable substitute. PBS has a site, Circle of Stories which requires Real Player.
  • American Indian legends available online are listed below. Visit Myths of the Cherokee and Tsalagi (Cherokee) Literature.
  • The teacher can have students work in teams. Several legends can be told by two or three story tellers. Some suggested legends are:
    • “How Bluebird and Coyote Got their Color”
    • “Creation”
    • “How We Got Fire”
    • “The Story of Spearfinger”
    • “The Old Man & the Wolf Clan”
    • “How We Got Plant Medicine”
    • “The Three Worlds”
    • “Ball Game of the Birds & Animals”
    • “Bear Man”
    • “Hero with the Horned Snakes”
    • “Hunter and the Dakwa”
    • “Origin of Bears”
    • “Origin of Game & Corn”
    • “Return of Iceman”
    • “Where Eagles Fly”
    • “Why the Opossum’s Tail Is Bare”

Activities

Have students perform their stories. Students need to present a smooth storytelling performance. Practice, timing, pacing, and legend order are important for an audience.

Assessment

Grading Rubric:

Memorized50%
Eye contact20%
Voice changes15%
Gestures15%
Total100%

I do a pre-evaluation of the performances at final rehearsal, making adjustments during or after the actual story telling session.

Modification

Performing for a younger class room is ideal. Parents are always willing and positive audiences.

Extensions

Students can create their own legends using modern titles for inspiration – for example:

  • “How Computers Got Windows”
  • “Why Diet Drinks Taste Better”
  • “Nike Symbol”

Comments

Making the oral presentation a FUN group project will provide a learning experience without the stress of making a speech…hopefully.

North Carolina curriculum alignment

English Language Arts (2004)

Grade 4

  • Goal 3: The learner will make connections with text through the use of oral language, written language, and media and technology.
    • Objective 3.01: Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes by:
      • analyzing the impact of authors' word choice and context.
      • examining the reasons for characters' actions.
      • identifying and examining characters' motives.
      • considering a situation or problem from different characters' points of view.
      • analyzing differences among genres.
      • making inferences and drawing conclusions about characters, events and themes.
  • Goal 4: The learner will apply strategies and skills to create oral, written, and visual texts.
    • Objective 4.03: Make oral and written presentations using visual aids with an awareness of purpose and audience.

Grade 6

  • Goal 1: The learner will use language to express individual perspectives drawn from personal or related experience.
    • Objective 1.02: Explore expressive materials that are read, heard, and viewed by:
      • monitoring comprehension for understanding of what is read, heard, and/or viewed.
      • analyzing the characteristics of expressive works.
      • determining the effect of literary devices and/or strategies on the reader/viewer/listener.
      • making connections between works, self and related topics.
      • comparing and/or contrasting information.
      • drawing inferences and/or conclusions.
      • determining the main idea and/or significance of events.
      • generating a learning log or journal.
      • creating an artistic interpretation that connects self to the work.
      • discussing books/media formally and informally.

Social Studies (2003)

Grade 4

  • Goal 2: The learner will examine the importance of the role of ethnic groups and examine the multiple roles they have played in the development of North Carolina.
    • Objective 2.04: Describe how different ethnic groups have influenced culture, customs and history of North Carolina.

Grade 8

  • Goal 1: The learner will analyze important geographic, political, economic, and social aspects of life in the region prior to the Revolutionary Period.
    • Objective 1.02: Identify and describe American Indians who inhabited the regions that became Carolina and assess their impact on the colony.

  • Common Core State Standards

    • English Language Arts (2010)

      • Speaking & Listening

        • Grade 4
          • 4.SL.4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

  • North Carolina Essential Standards

    • Social Studies (2010)

      • Grade 4

        • 4.C.1 Understand the impact of various cultural groups on North Carolina. 4.C.1.1 Explain how the settlement of people from various cultures affected the development of regions in North Carolina (languages, foods and traditions). 4.C.1.2 Explain how the artistic...

      • Grade 8

        • 8.C.1 Understand how different cultures influenced North Carolina and the United States. 8.C.1.1 Explain how exploration and colonization influenced Africa, Europe and the Americas (e.g. Columbian exchange, slavery and the decline of the American Indian populations)....

    • Theatre Arts Education (2010)

      • Grade 4

        • 4.C.1 Use movement, voice, and writing to communicate ideas and feelings. 4.C.1.1 Use a variety of postures, gaits, and mannerisms to express character in the presentation of stories. 4.C.1.2 Apply appropriate vocal elements of volume, pitch, rate, tone, articulation,...