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Oral Storytelling Unit Plan
Brittany Brown
EDCI 466
May 13, 2015
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OVERVIEW
Is there more to English class than just reading and writing? The Oral Storytelling Unit attempts
to answer this question by (re)introducing students to the power of the spoken narrative. The
spoken narrative is often unedited, produced off the cuff, or remembered and passed down
through ages. In most traditional English classes, teachers spend most of their time exposing
students to written texts. Many students graduate high school without realizing that there are
more literacies than just print literacy. While our students may leave high school with good
reading skills and test taking strategies, teachers tend to spend less time developing students’
listening, speaking, creation, and presentation skills which are just as, if not more, important in
the professional world.
This unit focuses specifically on building listening, speaking, and writing skills as stated in the
Common Core State Standards (specific Common Core objectives listed below).This unit is
project driven. Students will produce:
 A MP3/4 record of a historical oral story from another person with researched historical
commentary
 Their own oral story, on a topic of their choice, in small groups
Part of my teaching philosophy is providing students with practical experiences where students
feel like they accomplish something. I want my students to easily see how an assignment can be
vital in their developments as young adults. All the lessons in this unit prepare students to for the
projects and give students a better understanding of the oral story-telling genre. Lessons will be
geared to introducing students to oral storytelling and exposing students to various
cultural/historical oral stories. Additionally, the unit will give students professional writing
experience and strategies for performance and public speaking.
Not only is this unit project driven, but it also helps students experience other cultures and
experiences. Through listening and reading African & Native American traditional oral stories
and legends, students will learn about another culture. Also, by reading classmates oral stories,
they will get a better understanding of those who are in the class with them.
Special Note on Learning Styles & Differentiation
Since some students are uncomfortable with public speaking, many of the public speaking
activities will take place in small groups that the students have had a chance to work together
independently. The amount of individual, small group, and large group work will give students
with different preferences a chance to shine.
Essential Questions of Unit
1) Is there more to English class than just reading and writing?
2) Are stories just for elementary schoolers?
3) What can oral stories tell us about the world that books cannot?
4) Is public speaking and performance important in the professional world?
5) Why is sound important? How are we influenced by sound?
6) Does literature have to be written?
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Goals of Unit
How unit reaches each goal
Develop listening/
auditory skills
SL.11-12.1
Students will listen to several oral stories and also be in charge or
recording their own produced by someone else. Students will also
listen and respond to mock interviews to increase their skills.
Enhance
Conversation/
Speaking Skills
SL.11-12.1, L.1112.3
Students will have to correspond with their story teller and then
creating guiding questions to help steer the story. Students will also
participate in small and large group discussions.
Practice professional
writing skills
W.11-12.10, W.1112.3
Students will write requests to the people they would like to interview
and also be in charge of scheduling their own recording time.
Use technology
SL.11-12.5
Students will be able to MP3/4 video and recording devices to record
their stories. Their stories will be compiled on a class website for all
students to look at and complete a final assignment.
Ask thought
provoking questions
Students will be able to ask complex questions that produce thought
during their oral stories. This unit is very question heavy. Students will
spend a lot of time thinking of the best questions to ask their
storyteller. Additionally, when preparing their personal stories, they
will imagine the questions they should answer.
SL.11-12.1
Research historical
time periods
W.11-12.8
Students will be taught research methods to help them explore the
historical time frame that their storyteller is mentioning and use the
information they find to complement the story in their reflection.
Compiling research
with personal data
and information
W.11-12.10
Students will be able to use their findings and wrap a mixture of
personal experience, historical information to have a better
understanding of writing documents.
Interact with
complex ideas,
themes, and cultures
RI.11-12.7, RL.1112.3
Students will explore Labov’s model of narrative structure to learn
more about the work that has been done in the oral storytelling field by
scholars. Students will also be exposed to cultural stories and
traditions and even share their own.
Highlighted Common Core State Standards
CCSS.ELA-LITERACY.SL.11-12.5 Make strategic use of digital media (e.g., textual, graphical,
audio, visual, and interactive elements) in presentations to enhance understanding of findings,
reasoning, and evidence and to add interest.
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CCSS.ELA-LITERACY.SL.11-12.1 Initiate and participate effectively in a range of
collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on
grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly
and persuasively.
CCSS.ELA-LITERACY.W.11-12.10 Write routinely over extended time frames (time for
research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a
range of tasks, purposes, and audiences.
Context
This unit plan is created to be used in an 11th or 12th grade standard Literature & Language
class. The lesson plans are based off of a class which meets Monday - Friday for 55 minutes each
class. While this is a lot of work for students, pushing students with more hands on work
sometimes encourages students to push harder. With accommodations for each particular class
and learning style, this unit can work with both standard and A.P. students.
I created this unit as a response to Miranda White-Kaulaity’s article, “Reflections on Native
American reading: A seed, a tool, and a weapon.”1 She discusses how rich the oral storytelling
tradition is in many cultures. High school is a prime time to expose students to various forms of
studies in the humanities. It is time that we allow students to speak.
Assessments

Diagnostic: Discussion before the start of the unit about sound and what students think
about some of the essential questions.

Formative: Teacher check-ins / conferences with students, group work, mock interview,
quiz on narrative/storytelling terminology, completing homework assignments

Summative: Oral Story Reflections, outside of class recording
LIST OF TEXTS (FOR KEY DISCUSSION QUESTION POINTS, SEE LESSONS/HANDOUT OUTS)


1
Toni Morrison Clip – This warm-up activity will expose student to an author who is
known for her sound and voice. Students will learn the importance of the oral gate
through Toni Morrison’s interview.
Labov’s Model of Narrative Structure - This text is informative and also theoretical.
This text is different than what students are normally introduced to. These are the kinds
of texts that students will experience in college and I want to give them a taste of it in a
friendlier, forgiving environment. I used this text to discuss part of an oral story.
http://www.jstor.org/stable/40012340?seq=1#page_scan_tab_contents
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

Student produced-oral stories – These oral stories were produced by students like my
students. This helps students see that it is possible to do and also learn strategies to help.
Students will have an opportunity to listen to these oral stories for inspiration.
Interviewing Guide – The interviewing guide produced by the Smithsonian gives
students tried and true ways to successfully interview and record oral stories. This text is
more technical in nature. The text is a part of my goal to introduce students to various
forms of literature.
Cultural Oral Stories/Legends: African, Native American, etc. – The stories allow
students to explore other cultures that may be less familiar with them. These texts help
students see patterns of ideas that might emerge within a culture. Reading cultural texts
helps student have a better understanding of the world around them.
NOTE: Since I am taking a different spin for this unit plan, the traditional texts will be the
cultural oral stories. The student produced stories will be considered as the Young Adult
Literature.
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UNIT CALENDAR – Oral Storytelling Unit - 12th Grade
Monday
Tuesday
Wednesday
based on a 55 minute class schedule
Thursday
2 Lesson 1: Introduction
3 Lesson 2: Labov’s
4 Lesson 3: Experiencing 5 Lesson 4: Guiding
to the Unit
What is Oral Story
Telling?
What are we doing this
unit?
Narrative Structure &
Preparing to record an
Oral Story
Historical Oral Stories
produced by teens
Classwork:
-Read/Listen to Morrison
Clip about Sound
- Exploring essential
questions for unit
- Prep for the Unit/ Intro to
project
- Journaling
- Exit Slip
Homework: Submit
potential topics, finish
class activities
9 Lesson 6: Oral Stories
from different cultures
pt. 2
Exploring different kinds
of oral stories (Native
American and African)
Classwork:
- Jigsaw Grouping
Classwork:
-Lecture on Labov /
Reading
- Kinds of Oral Stories
- Letter writing
Classwork:
-Web quest, Listening
skills
- Self Assessment
- Note Sheet
Homework: Study notes,
letter submissions,
Homework: Submit drafts
of letters , prepare for
possible pop quiz, finish
activities on Labov’s
worksheet
Friday
6 Lesson 5: Oral
Questions &
Stories from different
Preparing to record an culture pt. 1
Exploring different oral
oral story
stories & legends from
Classwork:
different cultures.
- Quiz
- Reading Smithsonian
Classwork:
Guide
- Small groups Read
-Mock Interviews
stories aloud to each
-Note Sheet
other
-Note Sheet / Answer
Homework: Study
questions
notes, Project Work
Sat/Sun
7/8
Homework: Last day to
send out letter requests
10 Lesson 7:
11 Lesson 8: Writing
12 Lesson 9: In Class
13 Lesson 10:
Researching Historical
Periods
Explore helpful databases
to compile research on
historical time periods
Reflections
Students will learning
strategies to help write
good reflection
Learning to Present &
Provide Criticism
Classwork:
Classwork:
-Lecture
Work time
Students will have in
class work time to work
on researching their
historical period,
writing their reflections,
or arranging their
recording time in class
Classwork:
-Lecture/Discussion on
how to properly present
poem (stage
presence/articulating,
14/15
MP3/4
Versions of
Oral
Stories
emailed to
Miss
Brown by
Brown 7
-Note Sheet
Homework: MP3/4 due
this Sunday
- Database Search
activities
-Brainstorming Stations
-Note Sheet
(Teacher Conferences)
Homework: MP3/4 due
this Sunday
Homework: MP3/4 due
this Sunday
Homework: MP3/4 due
this Sunday
etc.) and provide
feedback to classmates
(introduce praise &
critique form).
11:59 PM
Sunday!!!
-Assign Presentation
days
Homework: Continue
revising reflection &
prepare to present on
assigned day. Turn in
hard copy of reflection
on presentation day.
16
17
18
19
20
Lesson 11: Public
Speaking 101 / In Class
Work time
Classwork:
- Students will practice
using vocal inflections,
speaking clearly and loudly
Lesson 12: Workshop
Students present their
reflections to a few peers,
and evaluate each other’s
work.
Lesson 13: Oral Story
Presentations Day 1
Lesson 14: Oral
Presentation Day 2
Lesson 15: Reflection
of Experience
Classwork:
-Review presentation and
criticism process
-Half of the class will
present presentation
- Students will practice
listening skills
- Take Notes on each
other’s poems (Praises &
Critiques)
Classwork:
-Review presentation
and criticism process
-Half of the class will
present presentation
- Students will practice
Listening skills
- Take Notes on each
other’s poems (Praises
& Critiques)
Classwork:
-Review other
classmate’s responses
on the class website.
-Write responses to
fellow classmates
journeys
-Provide teacher
feedback on if the
students liked the unit
- Students will have in
class work time to work on
researching their historical
period, writing their
reflections, or arranging
their recording time in
class
Classwork:
-Peer Review
- Teacher Conferences
Homework: Continue
revising reflection,
prepare to present on
assigned day. Email final
21/22
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-Work on poem in class.
Teacher open to providing
feedback and support.
reflections on the day
assigned.
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24
25
26
27
Lesson 16: Preparing for
Student Produced Oral
Stories
Lesson 17: Imaginative
Learning: Planning a
small group storytellers
event
Lesson 18: Group
Planning time for oral
storytellers event
Lesson 19: Group
Planning time for oral
storytellers event
Lesson 20: Oral
Storyteller Event
Presentations
Classwork:
- Work on group tasks
- Teacher Check-In
- Drafts due
Classwork:
- Work on group tasks
- Practice Rounds
Classwork:
- Oral Storytellers’
event with mood
lighting, food, and fun
- Reflections with
teacher about the unit.
Classwork:
- Discuss differences in
personal produced oral
stories through reviewing
homework
- Introducing new project
concept
- Discussing strategies for
successful stories
- Breaking up in groups
based on topics
Homework: Journal –
Describe 3 forms of oral
stories. Compare and
contrast them. What is your
favorite form?
Classwork:
- Go over specifics of next
project.
- Break up in groups/
assign tasks
- Work on tasks
Homework: Assignments
based on group. Oral
Storyteller’s event Friday.
Homework: Finish in
class work, Watch Oral
Story by Mac
McClendon & answer
questions
Homework: Prepare for
Oral Storyteller’s event
Homework: Assignments
based on group. Oral
Storyteller’s event Friday.
Homework: NONE!
28/29
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DETAILED LESSON PLANS
Lesson # 1 - Introduction to the Unit
Materials Needed Handouts (Appendix 1-4), Computer / Morrison audio, Student Journals
Statement of Objective SWBAT define oral storytelling and prepare for the Oral Storytelling
Unit.
Warm-up/ Discussion (20 minutes):
Students will read and then listen to a brief excerpt from Toni Morrison’s interview 2(37:1939:27) with Terry Gross on National Public Radio (NPR). Since we are only exploring a brief
section of this audio clip, I will have to explain that this is an interview with Toni Morrison, a
famous American writer, discussing her new novel, “God Help the Child” and her writing in
general. I will explain that in this section, Morrison is speaking about her mother. Before
reading, I will prompt students to notice what Toni Morrison says about sound and highlight /
write down anything that stands out to them to discuss. (Student Handout - See Appendix 1)
Students will read independently and then listen to the clip twice before discussing.
Discussion Questions:
 What stood out to you as Toni Morrison discussed sound? Any phrases? Words?
 What is sound?
 How is audio different than print?
 What are the benefits & disadvantages of both? (Teacher will create a t-chart and record
students responses on the board)
 Did you get more out of just reading the transcript or listening to it?
Introduction to Unit (10 minutes)



I will go over my unit letter and expectations with students for the unit ( See Appendix 2)
In exchange, students will tell me their expectation for the unit (I will make a list on the
board)
We will discuss the culminating project (Seep Appendix 3/4)
Introduction to essential questions /Brainstorming / Journaling Session (20 minutes)


2
I will write down the essential questions on the board (found earlier in the unit plan) to
mention.
For the remainder of class students will brainstorm topics and people for their
culminating project, students will have an opportunity to run topics by me in class or
finish for homework
http://www.npr.org/2015/04/20/400394947/i-regret-everything-toni-morrison-looks-back-on-her-personal-life
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
Journal Topic: Students will be assigned to respond to one of the essential questions or to
the question “How do stories define us?” in their journal. (Students will complete for
homework.)
Closing Activity (5 minutes)


Announcements: Make sure to submit topics to Ms. Brown via email, finish classwork
for homework, prepare to turn in journal tomorrow.
Exit Slip: What is oral story telling? How is oral story telling different than a print text?
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Lesson # 2 – Parts of an Oral Story & Preparing to Record an Oral Story
Materials Needed Labov Handout3, Student journals
Statement of Objective SWBAT describe & apply Labov’s narrative model and apply it.
Students will also begin drafting their invitation letters for their storytellers.
Warm-up (10 minutes)
When students enter the room, the following question will be written on the board for students to
consider. While students are working on their journals, I will check in with students do not have
approved oral story topics. I will also spot check to see if students completed their journal for
homework.
Journal Entry: What are the typical parts of an oral story? For example, how does one
begin, what comes in the middle, the end, etc?
THINK-PAIR-SHAIR: Once students have had around 5/6 minutes to answer the prompt, I will
ask them to pair up with a partner and compare and combine answers for about 2 minutes.
Following, each group will share out to the large groups. As students are discussing, I will write
down the structures they talk about on the board.
Labov’s Narrative Model (20 minutes)
Next, I will handout the Labov Handout (link is provided above). I will explain to students that a
sociolinguist named William Labov asked himself the same question. Labov examined oral,
unplanned narratives to discover the general structure of people’s stories. I will also discuss what
a sociolinguist is if necessary.
I will have a projection of the worksheet on the board and I will help students read through the
worksheet.
LABOV’S NARRATIVE MODEL
Abstract
Orientation
Action
Resolution
3
http://cw.routledge.com/textbooks/0415281059/about/pdf/Stylistics_C5.pdf (Note: For students with lower reading
levels or younger ages, an alternative easier handout could be made with less technical jargon.)
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Evaluation
Coda
After discussing, I will have the students help me create a story which follows Labov’s model. I
will encourage students to practice.
Preparing for Oral Storytelling / Letter Writing (20 minutes)




I will let students know that we are shifting gears back into the project
Now that you have picked a couple of people and topics that you’d like to interview, now
it’s time to ask them. Since I would like students to treat this like a professional
experience, you will write a letter or email to ask them to serve as your guide.
I will ask students what kind of things will be important to put in the letter. Students will
help me make a list. I will also review letter/email formats briefly.
After students make the list, they will start drafting their letters. Students are not to send
their letters until they have sent me a copy first.
Closing (5 minutes)



Announcement: For homework -Finish drafting letter via email (make sure proposals are
submitted), study Labov’s parts of a narrative for a possible pop quiz, complete activities
on Labov’s worksheet.
Discuss journal from homework from last night – Check to see if students want to share
their journal entries with the class.
Collect journals for grading
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Lesson # 3 – Experiencing Oral Stories
Materials Needed Computers, Handout (Appendix 5)
Statement of Objective SWBAT explore the Tellingstories.org database for oral stories
recorded like students like themselves. They will analyze the oral stories for Labov’s structure
and strategies the students to use to keep the conversation going.
Warm-up (10 minutes)



I will return student’s journals and encourage them to pick another essential question that
they have not answered and begin drafting a response.
I will have students who have not sent me their topic choices to see me.
After housekeeping has been taken care of, I will split the class up into groups of 4.
Instructions for today (5 minutes)


I will announce the Oral Stories Web Quest to the students. I will make sure to announce
that these stories come from students like themselves. Teacher will go over how to fill out
the worksheet.(see Appendix 5 )
Students will be allowed to pick an oral story from a list that I have composed on the
board (a story that is not too long) and one that the group can consent to.
Web Quest (25 minutes)


Teacher will visit each group and make sure the groups are on task. Teacher will signal
when students before the times is up.
Differentiation: Students may work independently if they would like.
Discussion (10 minutes)


Students will talk about their overall experiences listening to the oral stories.
Our discussion will center around the question: “What lessons can you learn from
listening to other students do this?”
Closing (5 minutes)


Announce Homework: If you haven’t already sent me your letters, please do so.
Approved ones can be emailed, etc.
Students will also complete a written exit self-assessment that they will write. They will
let me know how well or how well not they are understanding the concepts, etc.
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Lesson # 4: Quiz on Labov’s narrative structure & How to create guiding questions for
oral stories
Materials Needed Quiz (Appendix 6), Smithsonian guide4, Guide Handout (Appendix 7)
Statement of Objective Students will be able to show mastery of what they have learned thus
far in the unit with the quiz. Students will also learn how to create guiding questions through
reading the Smithsonian guidebook
Warm-up (5 minutes)

Check to make sure all letters have been mailed out, remind students to schedule
appointments by the end of next week. Give students 5 minutes to study for quiz.
Quiz (15 minutes)
It will take approximately 10 minutes for students to complete the quiz. After collecting, we will
go over the correct answers.
Lesson (5 minutes)


We discussed last class how the interviewer created guiding questions to help the
storyteller. This class we will discuss further how to create guiding questions and begin
learning more strategies for successful recordings.
Teacher will carry conversation about guiding questions
In Class Reading of Smithsonian Guide (15 minutes)
Students will skim the Smithsonian guide and answer questions about it to turn in as their exit
slip.
Mock-Practice (10 minutes)

Class will take turns interviewing the teacher (each student will ask me a question) in
order to follow my lead. This will help students prepare for recording their oral stories.
Closing (5 minutes)
Tell students to check unit calendar for due dates, etc.
4
http://www.folklife.si.edu/resources/pdf/InterviewingGuide.pdf
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Appendix 1
Name: __________________________________________ Class: __________________ Date: ___________
Lesson # 1 - Warm-up
DIRECTIONS: Read & listen to this interview with Toni Morrison, a famous American
writer, as she discusses SOUND. Previously, Morrison had been talking about her mother’s
singing. Highlight anything that stands out to you.
Link to interview: http://goo.gl/nCer6d (37:19-39:27)
GROSS: You know, many people have commented on the musicality of your writing. Do you
think you try to emulate her [MORRISON’S MOTHER] music in your prose?
MORRISON: I didn't do it consciously or deliberately. But if it's there, then I am positive that
that's part of it. You know, part of it for me is the sound. You know, I'm a radio child, you know,
with the ear up against the gauze, where you hear stories - you know those little stories they used
to play on the radio for 15 minutes? And you had to - it was such a cooperative thing. You know
if they said storm - it's stormy, you had to see it yourself. If they said red, you had to identify the
shade - so that the sound of my mother, the sound of the radio and the fact that they forced us,
happily I guess, to tell stories. That was the entertainment, you know, in the pre-television days.
And the grown-ups told stories - same stories - over and over again. And then they would tell us,
tell that story about blank. So we would have to say - repeat and we could edit it, change it a
little bit, you know. And then they're usually horrible stories. I mean, ghost stories, people's
heads got chopped off and so on. But that was so common a thing in our house. So for me, the
sound of the text is very important, so important that I read all of my books for the audiobooks so
that the reader can hear what I hear.
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Appendix 2
Name: __________________________________________ Class: __________________ Date: ___________
Ms. Brown’s Literature & Language Class
Welcome to the Oral Storytelling Unit
Dear Students,
On my dad’s side, I have 5 aunts who were born within a few years of each other. When
my aunts tell stories, they all remember different facts about the same event. Sometimes they
clash in what they remember happening. They all have different memories and emotions about
the same event. However, when they bring all their stories together, a beautiful multi-layered
story is created that all my cousins and sister enjoy. Perhaps, you have a similar experience when
talking with your family or friends. There is beauty when personal experiences and emotions are
added to a family, historical, and/or imaginative story. When my aunts share stories about their
childhoods, or stories that have been passed down for generations, etc. they are participating in
the tradition of oral storytelling. Oral storytelling is when a person speaks and uses their
voice to share a story or narrative.
Oral storytelling takes on many forms, it can be:
 Cultural stories of creation and how things came to be
 Made up stories that carry a message passed down through generations
 Recounts of historical events based upon each other’s perspectives
 Stories that are SPOKEN opposed to written down like a novel or poem
In this unit, I will encourage you to explore stories that friends and family have told you
over the years and other oral stories from other cultures.
In this unit, we will discuss:
 Does print have more legitimacy than words spoken?
 Are stories important to culture, even made up ones?
 How is oral literacy different than print literacy?
 What are the components of a story?
 How does one appreciate an oral story?
 And more…
In this unit, we will make a class website of oral historical stories that you will collect from
family members, friends, or others. You will be responsible for transcribing the story and sharing
the story with your classmates. You will also write a reflection about your story and the
historical context of the story.
I am super excited about this unit and look forward to learning with you.
- Ms. Brown
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Appendix 3
Name: __________________________________________ Class: __________________ Date: ___________
Oral Storytelling Project Guide
To show your mastery of this unit, you will

Select a family member, friend, etc. to record their personal account of a historical happening.
(Examples: 9/11, protest, war, presidential election, etc.)
Submit your topic to Ms. B

Professionally arrange your time to record the story.
Write a professional email or letter asking them to participate including:
- the historical happening you want them to talk about
- asking or giving them a date to meet, skype, or phone call

Creating leading questions to get more information out of the story collection time.
Create leading questions to guide your time.

Use video cameras or tape recorders to record the experience. (See Ms. Brown if you need to
borrow a tape recorder)
Make sure that video cameras and tape recorders work before you begin the story.
Using your phone might be the best option.

Write a reflection about your experience collecting the story, your reactions to the story, and
the historical context of the story based upon research (3 pages, double spaced, Times, 12 pt.).

Students are to submit to Ms. Brown’s email by ____________:
 MP3/4 version of the story (if you need help, ask the school librarian or see Ms. Brown)
 Reflection

Students will give 5 minute oral presentations about their oral stories in class

Students will analyze the structure of their classmate’s oral stories and discuss what makes a
good story.
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Appendix 4
Oral Storytelling Grading Rubric
Student’s Name:
Date:
Reflection
/ 60 points
___ /20 Does your entry provide substantive information to the oral story?
___ /20 Do you correctly integrate (MLA, factual) information into your reflection.
___ /20 Does your reflection show me that you have a strong understanding of the concepts
we learned in class: oral storytelling, Labov’s structure, etc.
Recording
___ / 5
/ 15 points
Did you submit a MP3/4 of you recording?
___ / 10 Did you have an informative interview asking a lot of leading questions?
Topic
/ 5 points
___ /5 Do you have a clear topic?
Letter
/ 10 points
___ /10 Did you craft a professional letter for your story teller?
Professional Quality
/ 10 points
___ /5 Is your reflection creative?
___ /5 Is your reflection free from spelling and grammar problems?
- 10 points per day late
Did you turn your assignment in on time?
GRADE
PRAISE
/ 100
CRITIQUE
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Appendix 5
Name: __________________________________________ Class: __________________ Date: ___________
Oral Stories Exploration & Web Quest
Another school did a similar project to the one that you all are embarking on. There’s was much
more detailed and they completed their project in teams. Even though we do not have time for
such elaborate detail, I would like you to look at their website.
In groups of 4, decide which topic you want to explore. Make sure you find oral story that you
can listen to within 20 minutes or decide to just listen to the first 20 minutes.
Go to:
http://www.tellingstories.org/index.html (you may need to use Internet Explorer to access the
videos)
Title of Oral Story:
Topic of Oral Story/ Brief Summary:
Tone of Voice (make note of moments when the tone changes):
Strategies speaker used to captivate audience:
How did interviewer help the storyteller, specifically? What kinds of questions did the
interviewer help to push out the story?
From what you listened to, did story follow Labov’s narrative structure? In what way did it
follow, in what ways did it not?
[STUDENTS WILL BE EVALUATED ON PARTICIPATION AND COMPLETENESS IN
FINAL PROJECT GRADE]
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Appendix 6
Name: __________________________________________ Class: __________________ Date: ___________
Quiz
/10 points
Oral Storytelling is…. (1 point)
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
List 2 benefits and 2 disadvantages of oral story telling (2 points)
Benefits
Disadvantages
*
*
*
*
Who was William Labov? (1 point)
A. English teacher
B. Sociolinguist
C. Politician
D. Oral Storyteller
List the Steps of Labov’s narrative in order (3 points). Pick 3 steps to define (3 points)
Coda, Evaluation, Orientation, Abstract, Resolution, Action
Extra Credit: Define all 5 of Labov’s steps (2 points)
[STUDENTS WILL BE EVALUATED ON CORRECTNESS ON A 10 POINT SCALE]
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Appendix 7
Name: __________________________________________ Class: __________________ Date: ___________
Class Generated List of Guiding Questions
In groups of 3 to 4, read this interviewing guide. Write down some guiding questions in general:
http://www.folklife.si.edu/resources/pdf/InterviewingGuide.pdf
Write down some guiding questions particularly to the theme that you’re doing:
[STUDENTS WILL BE EVALUATED ON PARTICIPATION AND COMPLETENESS IN
FINAL GRADE]
Brown 22
Works Cited / Consulted
“A Sociolinguistic Model of Narrative.” Routledge. PDF file.
Hunt, Marjorie. “The Smithsonian Folklife and Oral History Interviewing Guide.” The
Smithsonian. PDF file.
Morrison, Toni. Interview with Terry Gross. “'I Regret Everything': Toni Morrison Looks Back
On Her Personal Life.” Natl Public Radio. Natl. Public Radio, 20 Apr, 2015. Web. 11
May 2015.
Telling Their Stories. Urban School of San Francisco .Web. 28 Apr. 2015.
White-Kaulaity, Marlinda. "Reflections on Native American Reading: a Seed, a Tool, and a
Weapon." Journal of Adolescent & Adult Literacy. 50.7 (2007): 560-569. Print.