Mike Gadient
Mabel Picotte
Renee Nettleton
Intercession: Lakota Storytelling
Standards:
1. The students will actively engage in the reading process and read, understand, respond
to, analyze, interpret, evaluate, and appreciate a wide variety of fiction, poetic, and non-fiction
text.
BenchmarkA. Students will read, analyze, and evaluate traditional, classical, and contemporary
works of literary merit from civilizations and countries around the world.
B. Students will analyze and evaluate the relationship between and among elements of
literature: character, setting, plot, tone, symbolism, rising action, climax, falling action, point of
view, theme, and conflict/resolution.
2. The student will create informative, expressive, and persuasive writing.
Benchmark- Students will plan, organize, and compose narrative, expository,
descriptive, persuasive, critical, and research written to address a specific audience and
purpose.
3. The student will demonstrate understanding and communicate effectively through
listening and speaking.
4. The student will critically analyze information found in electronic and print media,
and will use a variety of these sources to learn about a topic and represent ideas.
Objectives:
Our goal is for students to gain an appreciation of (or at least exposure to) Lakota culture
and literature. We would also hope students gain familiarity with their own stories. Students
should be able to write and share their stories adopting some of the Lakota features of
storytelling. Specifically, we would like students to write with in the trickster, warrior, or family
prototype. The stories should pay special attention to the audience, be highly descriptive and in
the narrative form, and recognize the oral nature of their stories.
Assessment:
Students will be assessed on four elements of instruction.
1. Class Participation- This will be measured by the degree to which students engage in
class discussions and group work.
2. Interview of a family member/friend- Interview will be graded with a plus or minus based
on completion.
3. Story sketch- Will be graded with a plus or minus based on completion.
4. Written Narrative- This will be graded upon the degree to which it engages the reader,
communicates the story effectively, and adopts the required characteristics of Lakota
story types.
Room Considerations:
We would prefer a carpeted room that has a wipe board and a lot of open space.
Supply Needs:
We will need pencils and paper, wipe board markers, transparencies, and art materialscolored pencils, crayons, construction paper, scissors, and glue.
After intercession is over we would like to put all the students’ stories and artwork into a
booklet and make copies for each class member. This would require the use of a color copying
machine and a good amount of paper.
Technology Needs:
We will need a television and DVD player on all five days. We will also need an
overhead projector on the fourth day.
Monday, November 14, 2005
Objectives:
Students will
 identify literary elements in Lakota trickster, family and warrior stories
 consider similarities between Lakota literature and the stories of their own lives
 conduct an interview with a classmate to prepare for an interview with a family member
or friend
Materials:
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television
DVD player
paper
pens/pencils
overhead projector, transparencies and overhead markers
dry erase board and markers
DVD: Dreamkeepers
Procedures:
1. Introductory Activity (20 minutes)
Students will introduce a partner to the class after interviewing him or her. During the
interview, students will ask and answer each of the following questions:
 Answer at least one of the following questions about your name:
- How did you receive your name?
- What does your name mean to you?
- How do you feel about your name?
- Do you have anecdotes/stories about your name?
 What is your favorite place you have visited? Why?
 What is your favorite hobby or activity to do?
 What is your favorite holiday and why?
 What is your earliest memory?
2. Quick Introduction to the Course (5 minutes)
We will share the schedule and expectations for the week with the students. Students will
be reading and viewing Lakota stories; they will begin to create their own stories on
Wednesday.
3. KWL (10 minutes)
Topic: Storytelling
Students will share what they know about storytelling in general and then note what they
would like to learn. If students struggle with this activity, we will prompt them with
questions including:
- What do you think is the purpose of storytelling?
- What groups of people/cultures tell stories?
- What stories do you know? Where and how did you learn them?
4. “High Horse,” video clip from Dreamkeepers (10 minutes)
5. Lecture and Discussion: Features of Lakota Stories (20 minutes)
Students will identify features of Lakota stories, using “High Horse” as a reference.
Students will be given a handout outlining some important characteristics present in
Lakota stories that we would like them to include in their personal stories (see handout).
When necessary, we will offer the following guiding questions:
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What is the setting of the story?
Who are the characters?
What is the goal of each of the main characters?
What obstacles does the main character face?
How does he deal with each obstacle? Does he attain his goal? How?
Is there a lesson in the story?
What did you see in the story? Did you notice any themes, patterns or motifs?
Who tells the story?
How does the story of High Horse relate to life today? How does it relate to the
character Shane?
How does this story work to preserve the history of the Lakota people? Why is
this important?
What makes an oral story different from one that is written down? What did you
notice about the way this particular storyteller tells his story?
What values or norms were evidenced in this story?
6. Idea Prompts and Interview Assignment (15 minutes)
Students will answer questions to start determining what event from their life or the lives
of a relative/friend will provide the framework for the story they will write. If we have
time, students will pair-share their ideas. For homework, students will interview a family
member or friend in order to discover additional details for their story.
Idea prompts:
1. Where did you grow up?
2. Does your family have any stories that they tell time and time again?
3. When was your proudest moment? Why did you feel so proud?
4. Have you ever played any practical joke or trick on someone? Have you ever been the victim
of a practical joke? Describe your experience.
5. Describe a time you learned something new.
6. Consider the questions you answered in your interview with a classmate at the beginning of
the period. Can you think of any stories related to those questions?
Evaluation Method:
In order to determine if each student “got it” we will discuss their interviews on Tuesday. By
Wednesday, each student MUST know the basic outline of their story. We will review their
notes from their interviews on Wednesday to make sure they are complete and helpful for the
students’ story writing.
After viewing “High Horse” we will have a discussion to insure that each student understands
key characteristics of Lakota stories. The teachers will observe and encourage participation from
all students.
Day 2
Objectives- Students Will:
 share ideas for their stories in small groups
 view a Lakota storytelling performance
Lesson Plan
For the first 20 Minutes of class:
-We will divide students in to three groups they will discuss how their Interviews went and to
brainstorm story ideas.
-In the larger group we will discuss some of the ideas they came up with.
-Inform students that they need to have solid ideas for their stories by class tomorrow.
-We will introduce and prepare students for the storyteller’s performance
The remaining 50 minutes of class:
-Cochise Anderson- Native Storyteller
-He will talk some about storytelling it’s purpose and history
-He will tell “Iktomi and the Blanket/Boulder,” and a few other stories
Evaluation
We will observe student engagement with the storyteller. We expect it to be high! Additionally,
we will observe student participation in the small group. Students should have conducted their
interviews and will hopefully have an idea for their stories.
Day 3
Objectives- Students will:
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identify the differences between a written, performed and acted version of the story
“Iktomi and the Blanket/Boulder” and between “Eagle Boy: Part 1” and “Adopted by
Eagles”
 outline details for story he/she will write
Lesson Plan
-We will collect the student’s interviews
- Large group discussion about storyteller’s performance
We will ask students to share what they thought about the Cochise and his performance.
-Dreamkeeper Video--Iktomi and the Boulder (Lakota Stories Guide)
-Discussion: flushing out the oral and written differences using the “Iktomi and the
Boulder/Blanket” variations that they have read, heard & saw performed, and watched on video.
In storytelling each person has a different voice, different actions different interpretations
of the same story. However, the base elements of the story do not change-only the
periphery.
Base elements- (the initial framework of the story) the goal, the characters, plot and the
moral/lesson of the story.
Periphery- the details, for example in the variations of the Iktomi story- one uses a knife
that is offered to the boulder the other uses a blanket as the offering.
-Dreamkeeper Video- We will show the 1st part of “Eagle Boy” and will continue across days 4
&5,
-We will read “Adopted by Eagles” with the students
-Prewriting Worksheet: to get the students started developing their story’s plot, characters,
obstacles, goals, possible moral/lesson/explanations.
Evaluation
We will observe students as they discuss the similarities and differences evident in various
versions of “Iktomi and the Blanket/Boulder” and “Eagle Boy: Part 1” and “Adopted by Eagles.”
Students will work on their pre-writing worksheet. They will bring a completed copy to class on
Thursday.
Day 4
Objectives- Students will:
 identify the characteristics of descriptive writing
 develop written drafts of stories that incorporate some elements of Lakota stories
Lesson Plan
-We will begin with a clip from “Smoke Signals” –The Frybread Story- (Example of Family
story)- Lakota Stories guide
-Short discussion about the storyteller and his storytelling style, and type of story.
-We will read “Iktomi and the Ducks”- (Example of Trickster story)
-Dreamkeeper Video “Eagle Boy” cont…
-Discussion about what story type/s are taking shape in the video/story.
-Mini Lesson- modeling sentences –developing sentences to create vivid descriptions, and
sensory images.
-Students will work on drafting their stories.
Evaluation
We will observe students during the mini-lesson to insure that they create descriptive, sensory
sentences in their stories.
We will also observe students as they draft their stories and will offer them help as they need it.
Day 5
Objectives Students will:
 incorporate elements of oral storytelling as they share their stories
 produce a story with elements of Lakota stories
Lesson Plan
-Dreamkeeper Video- Finish up “Eagle Boy”
-Students will share their finished stories with the rest of the class through oral storytelling
-We will ask students help us look for patterns or themes in the stories we hear.
-Wrapping up
Discussion about patterns/ themes- brainstorm possible titles for class book and ideas for
cover.
Any thoughts, concerns or questions about class (debriefing)
Evaluation
We will keep notes of each student performance and offer verbal praise and comments. We will
evaluate each written narrative using the attached rubric.
Rubric for Intercession
3
Interview
2
1
Student completes Student partially
the interview with completes the
a family member. interview with a
family member.
Interview
incomplete
Story
Sketch
Student completes
the story sketch.
Class
Participation
Student participates Student occasionally Student does
in class and small
participates in
not
group discussion.
activities.
participate
Student is attentive,
and is
cooperative, and
disruptive to
and open to material.
class.
Story Student has
successfully
completed a story
that fits into one
of the three Lakota
story types and is
mindful of Lakota
story features.
Student has
completed a story
that either fits into
one of three Lakota
story types or is
mindful of
Lakota story
features.
Total Pts. out of 9 possible:
Student partially
completes the
Story sketch.
0
Story sketch
incomplete.
Student has
Story
completed a story, incomplete.
but it does not fit
into any of the Lakota
story types, nor is it
mindful of Lakota
features.
Writing Your own
Stories
Over the next 5 days we will be exploring Lakota Storytelling by reading
stories, watching videos, and listening to an actual Native American storyteller.
We will look at the different Lakota story types, and focus on those that deal with
tricksters, warriors, and family. We will also look at some of the features of
Lakota stories:
- They are geared towards the audience.
- They are highly descriptive.
- They involve the writing down of what had once been passed on through
oral tradition.
- They sometimes contain a moral, a lesson, or an explanation for
something.
- They are intended to preserve history and culture.
After listening to and watching some Lakota stories you will write your own
story using the Lakota stories as a model. Try to remember stories told by family
members or friends. Think of your favorite place, a vacation you took, a family
tradition, or a practical joke… Use your memories for story ideas, and ask family
members or friends about what they remember of the event (even ask them to tell
you their version of the story).
On the last day of intercession we will share our stories with one another.
We will collect the stories and make them into a book that each student will
receive. Feel free to create a piece of art to help you tell your story.
“High Horse” and Other Lakota Stories
Pay attention to the following details during the video. Jot down some answers, but don’t forget
to watch the film! We will discuss these features as a class after the video is over.
1. What is the setting of the story?
2. Who are the characters?
3. What happens to each of the main characters? What goals do they have? What obstacles do
they face?
4. What did you see in the story? Did you notice any themes, patterns or vivid images?
5. Who is telling the story? What do you notice about the way he tells it?
6. What makes an oral story different from one that is written down?
Idea Prompts
Answer the following questions in order to pinpoint a favorite family, friendly or personal story
you would like to turn into an oral and written tale.
1. Where did you grow up? Describe that place.
2. Does your family have any stories that they tell time and time again? What are they?
3. When was your proudest moment? Why did you feel so proud?
4. Have you ever played any practical jokes or tricks on someone? Have you ever been the
victim of a practical joke? Describe your experiences.
5. Write about a time you learned something new.
6. Consider the questions you answered in your interview with a classmate at the beginning of
the period. Can you think of any stories related to those questions?
Conducting an Interview
Your homework for tonight is to interview a family member or friend who can help you fill in
any missing details in the story you will begin to write on Wednesday. Pick someone who
knows the story well (like a grandparent, parent, or older relative), or pick someone who might
tell the story from a different point of view (like a sibling, cousin or friend).
Ask the person you are interviewing the following questions and record his or her answers as
completely as possible:
1. Where and when did the story occur?
2. Who were the people involved in the story?
3. What happened after the event? Did it change anything?
4. What problems or obstacles occurred to the main character(s)?
5. What was the goal of the each character? Was it achieved? How, or why not?
6. Now ask the person you are interviewing to tell his/her version of the story. Record
his/her version and consider how it is different from your version.