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49 Telling Stories

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274
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Write on Track

Telling Stories

Start-Up Activity

Prepare a favorite story of your own to tell your class. Have them gather around in a circle if possible, and tell the story in a voice that shows your excitement and gets students to hang on your every word. (Use the tips in this chapter to help you prepare.)

Afterward, ask students why we like to hear and tell stories. Ask if any of them has a favorite ghost story, fable, or fairy tale to tell or hear. Have a few suggest such stories. Then let your class know they will be choosing such stories and preparing a story-telling session for the whole class.

Think About It

“I was a great reader of fairy tales. I tried to read the entire fairy tale section of the library.”

—Beverly Cleary

You are viewing: 49 Telling Stories

48 Performing Poems
50 Learning to Interview

Select your writing standard type:

State Standards Covered in This Chapter

CCSS.ELA-LITERACY.RF.3.4

CCSS.ELA-LITERACY.RF.3.4.B

CCSS.ELA-LITERACY.W.3.3

CCSS.ELA-LITERACY.W.3.3.A

CCSS.ELA-LITERACY.W.3.3.B

CCSS.ELA-LITERACY.W.3.3.C

CCSS.ELA-LITERACY.W.3.3.D

CCSS.ELA-LITERACY.SL.3.4

CCSS.ELA-LITERACY.SL.3.5

CCSS.ELA-LITERACY.SL.3.6

Page 275 from Write on Track

Choosing a Story

Help students think of stories that they know and love, but also provide them with other options, such as Aesop's Fables, Grimm's and Andersen's Fairy Tales, stories of Peter Rabbit or Peter Pan or Frog and Toad, and so on. Encourage students to select a story that has a written text, is not too short or too long, and will hold the audience's interest.

Have students practice reading their stories many times before they create note cards. Use the tips for creating note cards to help guide their work. Also, direct students to pages 276–277 for sample note cards.

Ask your students to practice reciting their stories from memory.

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Page 276 from Write on Track

Sample Note Cards

Use the examples on pages 276–277 to help students understand how to create their note cards. (These relate to the story on pages 278–279.) The first and last sentences should appear word for word. All other events should be summarized.

Remind students that the purpose of the note cards is to prompt them if they forget what to say. Students should not just read their stories word for word off each note card.

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Page 278 from Write on Track

Professional Sample

Ask volunteers to read each paragraph of the sample story.

Then have your class turn back to pages 276–277 to compare the note cards to the full story. Ask students what parts of the full story they would have chosen as their events, what parts they would have acted out, and what words they would have repeated. Emphasize that a single story can be told in many different ways, as long as each is effective.

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