Written lesson planning from the series "We tell stories". This includes an exploration of the `Red Thread' and `Narrative Stage' storytelling methods and a final presentation of the narratives to promote oral language use. The theme of the unit is "Practicing Narrative with the Narrative Stage." It involves practicing and reflecting on storytelling with the storytelling stage by having students talk about storytelling, following the storytelling tips, to encourage children to improve their storytelling and to expand oral language use.
1 Theme of the series
"We tell stories." - A plot- and production-oriented examination of the narrative methods 'Red Thread' and 'Narrative Stage', with a concluding presentation of the stories in the parallel class to promote oral language use, the creative use of language and speech motivation.
2 Theme of unity
"We practice storytelling with the narrative stage." – Practice and reflect on storytelling with the narrative stage by talking about storytelling, taking into account the narrative tips, in order to encourage the children to improve their narrative and to expand the oral language.
3 Structure of the series
1st unit (45 min): "We tell a story in turn." –
Gain initial conscious experiences with the joint development and telling of stories by telling stories in small groups in order to practice content-related storytelling and improve the ability of active listening.
2nd unit: (45 min): "We develop narrative tips." –
Development of important criteria for storytelling by finding narrative tips in small groups on the basis of a negative narrative example with the aim of sensitizing the children to the use of oral language and encouraging metacommunication.
3rd unit: (90 min): "We get to know the narrative trick 'Red Thread'." –
Get to know the function of the 'red thread' as a tool for telling stories by the students inventing the conclusion of a story in group work and implementing the telling with this method, so that the children learn structured storytelling.
4. Unit: (45 min??): "We get to know the narrative stage." –
Get to know the narrative method of the narrative stage through the presentation of the story "The Tiger Prince", in order to introduce the students to another possibility of structured storytelling ́.
5. Unit: (45 min): "We invent our own story for the narrative stage." –
Inventing an adventure story by using the well-known narrative trick 'The Red Thread' and the well-known narrative aid 'Reizbild' in small groups, so that the creative use of language is expanded and a joint planning and development of the story leads to the training of the ability to cooperate.
6th unit: (90 min): "We paint pictures of our history." –
Design your own pictures, as preparation for the narrative stage presentation, so that the speech motivation of the students as well as the creative use of language is promoted.
7th unit: (45 min): "We practice storytelling with the narrative stage." –
Practice and reflect on storytelling with the narrative stage, in which the students, taking into account the narrative tips, talk about storytelling in order to encourage the children to improve their narrative and to expand the oral language use.
8th unit: "We tell our stories of class 3b." –
In order to appreciate the 'narrative work' of the children, the stories are presented in the parallel class, so that the motivation to tell stories is maintained.
4 Core concerns of the unit
Expansion of the narrative competence with regard to criteria-guided storytelling by the children practicing and reflecting on their own stories in small groups and paying attention to the narrative tips.
4.1 Central work order
Practice telling your stories and pay attention to our storytelling tips.
4.2 Reflection mandate or guiding impulse for the reflection phase
Were the narrative tips followed?
5 Justification of the core concern from a didactic and methodological point of view
5.1 Factual analysis
The subject of this hour are the invented stories of the children as well as the self-painted pictures. The stories of the students all refer to stimulus images that were available to the children in the previous units to choose from. The students already know this method from free writing.
Since all stories should be completed, each group has given their story a headline.
In order to be able to remember the invented story, one can use various narrative aids, which often show important cornerstones of the story. Moreover, this aid helps to build a structure in history, as it cannot be used indiscriminately and thoughtlessly. In this case, the 'red thread' serves as a narrative aid for practicing and designing the images for the narrative stage. In the two previous units, the students used this narrative trick to create a structure for their story. In this unit, the students use their finished images as a trick, which is an important part of the narrative stage narrative. It was discussed with the children that the pictures should be designed in DINA4 format with strong colors (wax painters) so that the audience can follow the narration well.
Oral narration does not mean to recite something learned by heart. Because stories develop during storytelling and are influenced by the reactions of the listeners. It presupposes listeners, "Narrating and listening are interdependent"1. So that the students do not recite their stories by heart, I have deliberately made sure that the children do not write entire sentences on the word cards for the 'red thread'.
Oral storytelling uses various means of design. Bodygestics and voice design, onomatopoeia, shortened language and much more play an essential role2 in this unit. Depending on the narrative experience, you can adapt your story to your audience by decorating passages, changing characters, place and time, but also by varying vocals, facial expressions and gestures3. This is in contrast to the written narrative, where these aspects are ignored and instead word choice and sentence structure play a central role4.
Storytelling presupposes an atmosphere of mutual respect and recognition. This, in turn, requires some self-assurance "to overcome the fear of criticism or exposure"5. In order to ensure this, both oral storytelling and social behaviour within the learning group are trained and observed in this lesson by adhering to the narrative rules and working together in groups. Oral storytelling in primary school differs from monological and dialogical storytelling. It means inventing a story, reinventing it and telling it6. The various narrative forms, the spontaneous, the consciously designed and the preparatory narration in the classroom must be addressed. In the various teaching phases of today's lesson, all three narrative forms occur, depending on the individual level of performance strongly represented.
The intention of oral storytelling in primary school is to Training of consciously designed speech. These design intentions require knowledge of various narrative criteria. These criteria must also be known to the listeners. Therefore, oral storytelling in primary school should be equally a training in storytelling and listening. This is ensured by the previously developed narrative tips (see appendix).
5.2 Didactic analysis
Telling stories is a natural way for the children to communicate. They tell of their own experiences, ideas and thoughts. At school, however, oral storytelling is often neglected and often only serves to prepare the written. Bartnitzky7 therefore calls for more space to be given to the oral, since the children will bring language skills to school, especially in this area, and will continue to use the oral mainly for communication compared to the written.
It becomes clear again and again in the classroom that it is difficult for children to tell a structured story, which is due, among other things, to a lack of practice opportunities. In many cases, however, there is also a lack of role models for storytelling, since in families, but also in everyday school life, this area often does not come into play (outline of tradition)8. Nevertheless, oral language action is also an important area in German lessons and, as part of the development of a culture of conversation, the children should learn, among other things, to speak narratively. Oral storytelling is therefore not an easy task, but proves to be "a rather complex communicative task that can only be done cooperatively and [which] as a skill is an important part of our social-interactive skills".9. Claussen concludes from this that a child "tells stories in the full sense of its communicative possibilities [...] not incidentally or even necessarily [learns], but only under favorable conditions"10.
According to Mechthild Dehn, these favorable conditions are primarily based on the function of storytelling in everyday life and the children's assets.11. Creating a relaxed narrative situation and accepting preliminary stages of storytelling are just as much a part of this as meaningful tasks that enable the children to center them on a topic that is important to them. The order of a story should be stimulated as carefully as possible, so that the expression of subjective experience is preserved in the children.12
Throughout the series, the children are to learn methods that enable them to understand foreign stories and to plan their own stories. The special task in the previous units was to isolate important points from the context of the story. The narrative process had to be planned for the children and presented with the help of the 'red thread' and the pictures. Finally, the narrative they depict must be consciously discussed in this unit in reflection and on the basis of the narrative tips in order to do justice to the didactic guiding idea of "developing a narrative and conversation culture".
5.3 Curriculum
This lesson is part of the learning area "Speaking and Listening". Within this learning area, the focus "Speaking to others" forms a separate sub-area. An important skill is to practice functional speaking and to use linguistic means,.B such as the adaptation of the voice to the narrative.13
In addition, another focus of the lesson is "to have conversations", as the children contribute their own ideas and opinions on the design of the story to the group work and pay attention to and take up contributions of others.14 In addition, the students observe jointly developed conversation rules and, as listeners, justify their own opinions of the stories presented with the help of the developed narrative tips.15 According to Lehrplan NRW, the learning area "speaking and listening" plays an important role in the development of a culture of conversation. This also means that differences of opinion and conflicts can be resolved constructively. When telling and reflecting on the stories in this unit, the children acquire effective means of expression, learn to implement them creatively and thereby expand their narrative competence with regard to conscious storytelling.16
5.4 Learning requirements of the students
Most children in class 3a like to talk about themselves, what burdens them or what their needs are. The Monday morning narrative circle takes place regularly, in which the students can report on their weekend experiences. In addition, the spontaneous communication needs of the children are given a high level of attention. In the class, important conversation rules have already been introduced and developed, which include getting in touch, letting others make excuses and listening to others. The need for communication and the motivation for storytelling are present in this class with most children. In this series, however, the children deal thematically with free and conscious storytelling and listening for the first time in class. The narrative ability is quite different. While some constantly talk about new experiences, needs and events, some express themselves quite rarely, because they do not like to be the focus of attention. They have not yet developed confidence in their narrative abilities and are afraid to perform in class. In addition, there are many children with a migration background in this class, who sometimes find it difficult to form whole sentences, both written and oral. In her parents' house, there is hardly any German, but her mother tongue.
The work with the narrative stage and thus also the free oral narration with the help of dramaturgical means is new for the children. The fact that they were to refer to the narration of their predecessors in their narrative also posed a new challenge to the students in the first unit of this series. I could see that even self-confident and eloquent children were very excited and had to get used to the situation of free storytelling. In the previous units, it was already apparent that the children enjoy storytelling a lot of fun despite some language deficits and the high demands, especially since the series was also designed in such a way that all children can tell something. In terms of brainstorming, the children had no problems. However, difficulties were caused by the writing down of the many ideas in bullet points, as the students were afraid to forget the story again. The narration of most of the children in the class consists of temporally and causally connected statements, which, however, do not contain any orientation about the goal orientation of the protagonist. The linguistic means used are sometimes still applied quite mechanically ("And", "And then"). The children can link individual sequences together in their linear narrative, but are not yet able to linguistically represent or recognize the intentions of the person acting in the story.
The students often worked together in small groups. So far, however, they have not been able to decide with whom they want to work, as a regular change of seat and the division of the tables into table groups have led to new group constellations. This time, however, I let the classification choose freely, so that the students had the opportunity to find out with whom one can work well or less well. For some children in the class, it was a challenge to compromise during the planning phases.
[...]
1 cf. Claussen 2001, p. 7.
2 cf. Ibid., p. 7.
3 cf. Brinkmann, p. 4.
4 cf. Ibid., p. 5
5 cf. Ibid., p. 4
6 cf. Claussen 2001, p.7.
7 cf. Bartnitzky 2007, p. 24.
8 cf. Claussen 2006, p. 8 and p. 24.
9 cf. Claussen 2001, p. 33.
10 cf. Ibid., p. 33
11 cf. Dehn 1986, p. 19.
12 cf. Ibid., p. 19
13 cf. Lehrplan Deutsch Grundschule: 2008, S. 28.
14 cf. Ibid., p. 28
15 cf. Ibid., p. 28
16 cf. Lehrplan Deutsch Grundschule: 2008, S. 27.
- Quote paper
- Stefanie Hiller (Author), 2009, "We tell stories". The storytelling methods storytelling stage and red thread, Munich, GRIN Verlag, https://www.grin.com/document/1193890
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