5.2 Story and place: lessons from australian aboriginal storytelling  (Page 2/4)

Materials and preparation

• Depending on students' age and experience with the subject, you may want to gather some or all of the following to show to the students during the discussion: a world map or globe, a map of Australia, pictures or video of Australian Aborigines, books or websites to look at during class, or a list of suggested books or websites for the students to look at outside of class.
• Find at least two Aboriginal stories to share with your students, and decide how you will share them. Possibilities include reading them aloud, having the students read aloud in class, assigning the reading as homework, or playing video or audio of storytellers. As of this writing, you could find stories that you may find useful for this activity at Australian Museum Online . The stories are available as texts, as well as audio and video files. A local library may also have picture books or collections of traditional stories from various cultures that include Australian Aboriginal stories; try to find authentic retellings that have the appropriate permissions from the original storyteller. Ideal stories for these activities: stories that include general clues that they take place in Australia (such as mentioning Australian animals); stories that mention specific places (mountains, rivers, water holes, etc) by name; storytelling performances that include gesture and/or sound mimicry.
• Become familiar with some basic information about Australian Aboriginal culture - you can look up the information in your favorite resources, and/or use the points included below - and decide which points you will share with your students.

Procedure

1. You may want to capture the students' attention by beginning with a story. Ask the students where they think the story came from, and ask them what clues are informing their guesses.
2. Ask the students what they know about Australia and its original peoples. Present basic information on Australian Aborigines, using maps, globes, and other audiovisual aids that you have.
3. Present information on Aboriginal storytelling traditions. You will probably want to include some version of the cultural information outlined below .
4. Ask the students to listen for clues that tell them where the story is taking place and what it is like in that place. You may want to present your opening story a second time, to give them a chance to listen more carefully, and/or present some new stories.
5. Discuss the stories as a class. You may want to analyze them using whatever methods you are studying in language arts, but also spend some time focused on the setting. Ask the students questions such as: How do you know where the story takes place? How does the storyteller help you imagine it? Would it be easier to imagine it if you lived in that area? Why (or why not)? What audience would find the descriptions most useful or necessary: a very local audience, a group nearby, or a distant group?

Evoking place in descriptive writing

Objectives and standards

• Objectives - Students will write a short story that includes specific and descriptive information about setting.
• Subject Standards Addressed - National Standards for the English Language Arts standards 4 (Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.), 5 (Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.), and 6 (Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.).
• Evaluation - Grade the writing according to your usual rubric as well as on fulfilling the specific assignment.
• Adaptations - For young students or students who have trouble with reading, adapt the activity to a story-telling exercise. For example, have each student relate a true personal incident, including a specific description of where it took place. Ask leading questions (What was the weather like? What sounds did you hear? What does that house look like?) if necessary