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.