Strategies and Activities
Story Circles
The unit will actually begin with a Story Circle, and will ultimately be used throughout the unit. Our first Story Circle will focus on whatever theme I think is relevant to the students. I will model by telling my story before each student takes a turn telling his or her personal story based on the same theme. Then, once the thematic story circle is a success, we will shift to a collaborative version of the Story Circle. In the collaborative version, one person begins an oral narrative and each member of the circle continues and adds to the story until we reach the denouement. Each story circle serves the same purpose: to build a community in which students can collaborate and begin speaking narratives. Once the students succeed in the story circle, they should have the courage to leave the (dis)comfort zone of reality in order to begin reconnecting with and expanding their imaginations.
To form a Story Circle, we will move the desks to the outskirts of the room, and sit on our chairs in a circle, with no barriers between us. I will explain the method and the theme, and model a story or begin the shared story. The group size will vary due to class sizes and time constraints, but ideally each student will have 2-3 minutes to tell an individual story, or one minute to add to a group story. If a participant isn’t ready, they can pass and tell their story once the circle is completed.
Guided Reading and Plot Diagram of “The Story of the Three Bears”
In the past, administrators have questioned my use of folktales in the classroom, and even the students themselves have looked at me quizzically when I hand them Little Golden Books to use when examining plot. Administration believes students should be reading rigorous nonfiction each day, and the students think the stories are for little kids. However, these “simple” stories are essential to understanding plot structure due to their universal appeal and clear plots. They also make great mentor texts due to their adaptability.
Before this activity begins, I will deliver a brief presentation on Freytag’s triangle/plot diagram, and the students will take notes. They will need that background information in order to connect the plot functions with an actual narrative. I will both project a copy of “The Story of the Three Bears” and pass out a copy for each student. I will read the story to the students as they follow along, and after we have read the story once, we will go back and fill out the plot diagram together. We will then discuss the who, what, when, where, why, and how of the story, noting that the only constant is the “what.” We will then generate examples together of how we can change the variables and therefore rewrite the story using our own details while leaving the plot functions in tact. If the students struggle with providing their own fabula, I will read different versions of “The Story of the Three Bears” with the class in order to compare and contrast the variables and constants of the stories that share the same basic plot functions. Once they have heard or read several examples, it should be easier for the students to come up with their own variables.
Story Circle Retelling and Storyboarding of “The Story of the Three Bears”
In this particular story circle, students will retell “The Story of the Three Bears” using variables generated in their imaginations. Before beginning this story circle, students should review the plot, along with its constants and variables, and brainstorm ideas independently before forming and beginning the story circle. As the story is told, the teacher will act as a recorder and type the story for later projection or distribution. Once the story is finished, students will use what they have learned about plot to dissect their story and identify its fabula (‘basic story material’ or variables) and sjužet (‘plot’ or constants) on a plot diagram. Additionally, depending on the variables provided, students can determine whether their retelling remains a story of discovery, as the original narrative, or if their variables have changed the story type. With “The Story of the Three Bears,” the story type really is dependent on the variables. It is conceivable that students will end the story with a fight to the death, which could turn the tale into a showdown if the characters’ motivations lead the story in that direction.
To extend this activity further, students can work independently or in groups to storyboard their collaborative narrative. To do so, they can either draw the scenes on notebook paper or on an appropriate graphic organizer.
Small Group Reading and Plot Diagram of a Folktales
After the whole class activity, the students will break into small groups and choose one story from variety of folktales provided (folk tales and fairy tales). Students may be provided with a selection of Little Golden Books that demonstrate plot, or copies of other folktales, such as the following: “Little Red Riding Hood,” “The Three Little Pigs,” “Hansel and Gretel,” “Cinderella,” etcetera. The students will read the stories aloud in their groups, and then fill out a plot diagram, identifying elements and functions for their specific story. Students will then transfer the diagram to a poster board, and each group will take turns presenting their narratives to the class. Students can also be asked to identify which of the four story types their text exemplifies.
Narrative Writing
Each student will draft, develop, and complete a five-paragraph story (or “narrative essay,” in Virginia DOE parlance). The students will complete polished, five paragraph narratives in which they do one of the following: rewrite and reimagine a mentor narrative, imagine three ways they wish their wish their worlds were different, or cast themselves as the hero who has to pass three tests. If they could reimagine themselves as heroes, what “tests” would they face? If they could create their own fantasy worlds/utopias, what would they be like? How would they change the variables without pre-scripted options from which to choose an answer?
My students flail about and groan in despair when I ask them to write more than one paragraph, so it would be best to get them to write something short before I ask them to tackle a five-paragraph narrative. At this point, they should all be comfortable with oral storytelling via the Story Circles, so they should be able to write a short, thematic narrative piece.
Based on successes using fairy tale structure, I would like to find different “templates” for the students to use. The plot of The Wizard of Oz is especially promising, as the students would be forced to develop characters that embody qualities that they themselves find valuable, while writing a narrative. A more basic template involves an introduction, “three things,” and a conclusion. The “three things” template lends itself well to folktale adaptations or narratives in which a hero faces three tests to achieve glory. If the student chooses to write the hero narrative, the sequence of three tests that each top the previous will challenge the student to really stretch their imaginations while still providing a solid organizational template. To create any of these narratives, we would again refer to mentor texts before the students begin prewriting (brainstorming either with notes or graphic organizers) and then drafting their narratives.
Once the students have drafted their narratives, they will pair up to peer edit and analyze each other’s narratives before revising to create their final drafts. In pairs, the students will copy edit, provide feedback, and identify the constants and variables of each other’s narratives by plotting the events and their functions on Freytag’s triangle (plot diagram graphic organizer). By using the plot diagram to analyze the stories, the students will have a deeper understanding of how their narratives work. Of course, there will be ample opportunities for revision if the students’ plots are found lacking before they submit their final versions. Additionally, while most of my students shudder at the thought of drawing, I would like for my artistically inclined students to have the opportunity to create storyboards or even graphic novel versions of their final narratives.
Narrative Writing Differentiation
Even with the foundation of narratology, some students may still struggle with writing narrative. In those cases, an alternate, more easily accessible topic may be helpful. Sticking with the “three things” template, the “If I Had Three Wishes” prompt would ask the students to rewrite their worlds (neighborhoods, schools, communities, homes) to create their personal utopian societies. While this kind of narrative may not fit on a plot diagram due to its personal and opinion-based nature, students can still participate in the peer editing and revision process without having to delve into a full plot analysis.
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