WELCOME BACK TO
STORYTELLING
WITH JULIA BENNY
Session 2
Now we are going to take a look at
some strategies to bring storytelling
into the classroom and the comic
book project.
READER’S THEATER
READER’S THEATER iS A STRATEgy THAT
will give students an opportunity to
develop their storytelling techniques.
To begin you
select stories for
students to
perform.
These stories can
be from a
Language Arts
Anthology,
history, math, or
science lesson
that the students
know,
As students
become more
comfortable
with this
process, you
can have them
pick the short
story they
would like to
present.
Next you want to place
students into groups.
There are many ways to do this.
You can divide your students
by having them count to the
number of groups you want, if
you want 5 groups you have
students repeat counting to 5;
by clothing item, color,
birthdays by month or season,
or favorite colors .
Just make sure to limit the size
of the groups to the number of
characters in the story and a
narrator.
Once students are
placed in groups
provide copies of the
story for each student
to use to practice
fluency AND
storytelling
techniques SUCH AS
Intonation, facial
expressions, gestures,
pace, pitch and volume
To HolD THE AuDiEncE’S
attention .
One big difference
bETwEEn READER’S THEATER
and storytelling is It is
ok for student to read
the story as they present
it to the class.
Remind Students to keep
copies of the story on
their laps, not blocking
their face.
Give groups as
much or as
little support as
they need to
cooperatively
assign roles and
create their
performance.
Remind audience
to use their good
listening skills
and pay close
attention to the
presentation so
they can share
their observations
and positive
feedback with the
class.
You may want to develop a simple rubric for
the storyteller. Below is an example. Based on
the California Listening and Speaking Standards
Storytelling Skill
Spoke loudly enough for audience to hear
Spoke clearly enough for audience to
understand.
Used intonation
Used facial expressions
Used gestures and body movements
E
S
N
Comments
After students present
their stories to the class,
have the class discuss how
facial features , gestures,
and intonation helped the
audience stay focused and
better understand the
message of the story.
Close lesson by Discussing how
incorporating these
storytelling elements will
improve their comic books.
facial features and gestures
to dramatically show anger,
confusion or fear, will help
HolD THE READER’S inTEREST
and make them want to
know what will happen next!
Explain that Intonation can be
expressed through word choice
for captions and dialogue. Use
of onomatopoeia is very
powerful as is the word art
students choose to use.
After all groups have presented
allow students time to reflect
on their performance and
feedback. In their writing
journals. Have students also
write what they learned from
watching and critiquing the
other groups.
Encourage students to quick
sketch some Facial expressions or
gestures they may want to add
to their comics.
Students will need multiple
opportunities to practice to
improve their skills.
Groups should be fluid so students
have an opportunity to work with
different classmates.
In the interest of time possibly have
READER’S THEATER onE DAy A wEEk,
assign groups in the beginning of
the week. allow students a few
minutes a day in class to practice
or for homework. have students
present to the class on Fridays.
Before we go on to Our next session which will focus
on story maps and partner sharing; Take a moment
and reflect of what you have learned.
Reflection
What? – what did you learn? ______________________________
___________________________________________________________________.
So what? – How cAn READER’S THEATER HElp youR
students with their comic books? ________________________
____________________________________________________________________.
Now what? – how will you use this in your
classroom? _____________________________________________________
____________________________________________________________________.