Comparative Storytelling Unit: An Overview

What is your favorite story? This is a question I love to ask people. The answer can tell you a lot about the person as both an individual and a member of a culture or society in general.

Storytelling and literature are crucial elements of many cultures. While they help to define individual cultures and their histories, they are also common to most, if not all, cultures and in this way, help to unite us. There is something uniquely human about telling a story. The act of creating and sharing stories helps make us who we are. Whether designed to explain the mysteries of nature, teach moral lessons, pass along the history of a people or just entertain, storytelling has been at the heart of human evolution since we began communicating with one another.

In short, stories let us explore common bonds between cultures and help emphasize the vital role that reading and writing have played in the development of humanity. As Collie and Slater (1987) note, stories offer “a full and vivid context in which characters from many social backgrounds can be depicted. A reader can discover their thoughts, feelings, customs, possessions, what they buy, believe in, fear, enjoy; how they speak and behave behind closed doors” (p. 4). Stories take one to places and times he/she may never have been able to visit and offers insight into the inner-workings of the mind that would be otherwise unavailable. Literature also affords learners exposure to and the chance to work with rich, unique and poetic language.

This reading and writing unit provides the opportunity to develop various skills to help increase student English reading and writing proficiency through interaction with various storytelling traditions and genres. It is intended to help foster the perspective that storytelling is an integral part of the human experience and an expression of our humanity that evolves along with us (and helps us to continue evolving). Its target audience is advanced English learners. The course will meet once a week for six weeks (to ensure students have enough time to do the course readings).

Additional objectives include:

• Exposing students to a wide variety of storytelling genres and traditions
• Relating the importance of storytelling to the development of cultural identities 
• Increasing student reading proficiency through the use of literary texts
• Increasing student writing proficiency through the use of journaling activities, story summarizing and a critical analysis portfolio (or additional final project option)
• Promoting critical thinking skills through the use of a variety of intensive reading activities and contrastive genre analysis
• Improve student summary writing skills by practicing summarizing stories
• Raise student awareness about the benefits of reflection and have them employ reflective skills at the end of the unit

The unit organization is described in brief below. For a more complete picture, please review the "Unit Syllabus" link that's part of the "Class Links" link list to the right.

• Lesson 1.1 "Comparative Storytelling: An Overview (Common Elements)"
• Lesson 1.2 "Comparative Storytelling: Mythology"
• Lesson 1.3 "Comparative Storytelling: Fables & Fairy Tales"
• Lesson 1.4 "Comparative Storytelling: Fantasy" 
• Lesson 1.5 "Comparative Storytelling: Science Fiction"
• Lesson 1.6 "Comparative Storytelling: Project Presentations & Reflection" 

Best of luck! Hopefully you (and your students) will be able to lose yourself in the stories presented in this unit and the wonderful alternate realities they unveil in front of your mind's eye.

Day One: Elements of Storytelling

Lesson 1.1 Comparative Storytelling in Alternate Realities (Part 1): Elements of Storytelling
Created by John Kotnarowski (Spring 2014)

Objectives: Students will be able to…

• Understand and identify the seven elements of storytelling 
• Understand the definitions of and correctly employ storytelling vocabulary in discussions and writing about class topics 
• Define and exemplify the concept of ‘genre’ 
• Relate the importance of storytelling within their home cultures 
• Engage in basic reading journal writing 

Materials
“The Power of Storytelling” Vidcast
Storytelling Vocabulary Worksheet
“Common Elements of Storytelling” ppt & Comprehension Questions
Copies of (access to) “Last Night of the World” short story by Ray Bradbury
Common Elements Organizer

Sources
Bradbury, R. (1951). “Last Night of the World”. The Illustrated Man. New York: Doubleday &
   Company
Short Story Terminology: Grade 9. (2014) Retrieved from:
   http://www.shs.k12.nf.ca/johnsond/English/Grade%209/new%20short_story_terminology.htm

Preparation
Students will come to class having listened to the “Power of Storytelling” podcast (and having completed the comprehension check and reaction questions).

Since this is the first lesson in the unit, the instructor can approach presenting this information in one of two ways. He/She can present (selected parts of) the material ahead of time to give the students to process before class (ex: one of the following: vocabulary list, elements of storytelling information, example story). The second option involves presenting the following information in-class on the first day of the unit.

Teaching Instructions [60 minutes]
I. Schema Activation -> Brainstorming [10 minutes]

Using the Group Randomizer, divide your class into small groups of no more than three students. If necessary, re-arranged the randomized groups so that as many cultures/backgrounds as possible are represented. Have the students discuss the following questions:

• What is a ‘story’? Can you list some common features shared by all (or most) stories? 
• How is a story different from an essay? A newspaper article? A research paper? 
• Is the idea of ‘story’ all-encompassing? Or are the different types of stories? Explain. 
• What is your favorite kind of story? Why? 
• What types of storytelling mediums are there? Which is the most effective? Why? 
• What kinds of stories are important in your culture? What role do they play? Can you give an example of what you mean? 

II. Short Form Focus: Vocabulary for Storytelling [15 min]
In order for all the students to be able to engage in meaningful discussion about stories, they should become familiar some basic vocabulary terms. The following activities are designed to help students acquire this vocabulary.

The first activity asks students to work in pairs to define several key terms. The second activity asks them to create sentences that contextualize their new found lexical knowledge. After students have worked through the exercise, reconvene the class and discuss their answers together. After the discussion, provide the answer key.

III. Schema Development: Storytelling Overview PPT [10 minutes]
This short presentation provides students with a brief introductory overview of the idea of storytelling as well as discussion of several common features of exemplified by different historical and global storytelling traditions. This handout contains some focused discussion questions and a comprehension check.


IV. Intensive Reading: "Last Night of the World" [25 minutes]
Now, students will read the short story, “Last Night of the World” (pdf found here). As they read, have them think about the 5 Common Elements of Stories as portrayed in this story. Once each student has finished, they should fill out this chart.

Post-Reading: Have students form new groups of three. Task them with discussing the following questions:

• What information did you fill out on your “5 Elements” chart? Does everyone agree? If no, why not? 
• Did you like this story? Why or why not? 
• What do you think of the message/theme of this story? Do you think it applies today? 
• What kind of genre do you think that this story belongs to? Why? 

V. Unit Overview
With the remaining time, provide the students with the unit overview, discuss the protocol for in-class assignments (ex: comparative genre analysis charts) and out-of-class journaling work. Finally, introduce the unit main assignment overview and ask students to start thinking about which project they’d like to work on.

VI. Homework
Students should do the reading for the first “theme” unit on “Mythology & Legend”. The reading is on the story of Prometheus giving fire to humans. It can be found here. They should fill out the required common elements organizer.

Also, have them post a reaction or reflection from the class here.

Finally, have them begin filling out the comparative genre analysis chart. Let students know that this will involve them engaging in their own research outside of class. 

Day Two: Comparative Mythology

Lesson 1.2 Comparative Storytelling in Alternate Realities (Part 2): Mythology
Created by John Kotnarowski (Spring 2014)

Objectives: Students will be able to…

• Identify the common features and/or identifying characteristics of mythology
• Place this tradition on a greater (historical) storytelling “spectrum”
• Relate the cultural importance of this type of story telling to global culture and their own home culture
• Compare and contrast the common features of mythology writing with other genres from the unit
• Engage in critical thinking about the features of this genre

Materials
Copies of (access to) the story of Prometheus and Fire
Copies of (access to) the Mayan Creation Myth
Mayan Creation Myth video
“Comparative Mythology” presentation
Story Elements Organizer
Comparative Genre Analysis Chart

Sources
Edgar. F. (1994). Prometheus Gives Fire to Man in Greek and Roman Mythology (pp. 21-24).
    Quincy, IL: Mark Twain, Inc.
Smithsonian National Museum of the American Indian (n.d.) Creation Story of the Maya.
    Retrieved from:http://maya.nmai.si.edu/sites/default/files/transcripts/
    the_creation_story_of_the_maya.pdf
Smithsonian NMAI. (2012, June 2014). The Creation Story of the Maya? [Video file]. Retrieved
    from: https://www.youtube.com/watch?v=Jb5GKmEcJcw

Preparation
Students will come to class having read the Prometheus Myth (the attached comp questions are optional). They will also have filled out a common elements organizer, which will provide the basis for the first communicative schema activation activity.

Teaching Instructions [60 minutes]
I. Schema Activation -> Brainstorming [5-7 minutes]
Have students get up out of their seats and find a classmate they haven’t worked with yet. After introducing themselves, have the pairs discuss the following questions:

• Did you already know the story of Prometheus giving fire to humanity? 
• What was your reaction to the story? 
• What kind of message do you think the story was designed to convey? 
• What does the term “mythology” refer to? 
• What role(s) does mythology play in a society? Explain. 
• Does your home culture have it’s own mythology? If yes, tell your partner a little about it. If no, try and find information on another culture that does.

II. Schema Development: Fantasy Overview PPT [5-7 minutes]
Use this presentation to provide a short overview on the important (common) features of mythology. The presentation is meant to raise awareness about common links between different mythological traditions and to spark discussions between students in class who come from different cultures.

Note: Try and keep any such discussions “diplomatic” (polite/civil) and avoid letting them digress into arguments about religion (a real possibility).

III. Intensive Reading: “The Mayan Creation Myth” [25 minutes]
1. Pre-Reading: As a class, discuss the following questions:

• What do you know about the Mayan civilization? 
• Where are they from? Do you think geographic information influences the creation of myths? How?

2. Reading: As students read, have them fill out the story elements organizer. For now, this should be done individually. They will have a chance to discuss their answers in groups after reading.

3. Post-Reading: As students finish reading, have them form new groups of three. Task them with discussing the information they included in their story elements organizers. Here are some additional discussion questions:

• What is the purpose of this story? 
• Who is the narrator? 
• What kind of information does this story provide us with respect to Mayan culture? 

Once the small group discussions finish, transition into a brief full class discussion designed to answer any remaining questions. Then, watch the video version of this story found here.

IV. Comparing & Contrasting Genres Chart [10 min]
Give students some time to begin filling out the comparative genre analysis chart. They can use this time to ask the instructor questions or to discuss the chart with classmates.

V. Introduce Final Project Options

VI. Homework
Students should do the reading for the second “theme” unit on “Fables & Fairy Tales” as well as filling out a common elements organizer. For the reading, they can choose any one story from the “Brother’s Grimm”. The stories from that collection can be found here.

Students should also watch a short vidcast on summarizing stories (here) and fill out the comprehension questions (here).

Finally, they should continue filling out the comparative genre analysis chart

Day Three: Fables & Fairy Tales

Lesson 1.3 Comparative Storytelling in Alternate Realities (Part 3): Fairy Tales
Created by John Kotnarowski (Spring 2014)

Objectives: Students will be able to…

• Identify the common features and/or identifying characteristics of fairy tales
• Place this tradition on a greater (historical) storytelling “spectrum” 
• Relate the cultural importance of this type of story telling to global culture and their own home culture
• Compare and contrast the common features of fairy tales with 1). those of fables and 2). those of other genres depicted in the unit. 
• Develop critical analysis and summary skills using fairy tale texts and “Common Elements” organizer worksheets
• Prepare and give a micro-presentation on one of Grimm’s fairy tales, explaining how it represents the features common to the genre. 

Materials
Link to “Grimm’s Fairy Tales” or “Death’s Messengers”
Copies of the G.K. Chesterton article on Fables vs. Fairy Tales
Copies of the venn diagram organizer
“Fairy Tales” Overview presentation
Common Elements Organizer
Comparative Genre Analysis Chart

Sources
Chesterton, G.K. (1912, November 7). Aesop’s fables: The difference between fables and fairy
    tales. The New York Times.
Grimm, Jacob and Wilhelm. Household Tales. Margaret Hunt, translator. London: George Bell,
    1884, 1892. 2 volumes.
Grimm, Jacob and Wilhelm. Death’s messengers. In Household Tales. Margaret Hunt,
    translator. London: George Bell, 1884, 1892. 2 volumes.
Young, J. (1997). Once upon a time: How fairy tales shape our daily lives. In Inside Journal. Retrieved
    from: http://www.folkstory.com/articles/onceupon.html

Preparation
Students will come to class having read their choice of a story from “Grimm's Fairy Tales” (or, if they are unable to access the collection, there is an available option from the collection titled, “Death's Messengers”). They should fill out the common elements organizer for the tale they choose to read. They will also have watched the video on summarizing stories and answered the comprehension questions.

Teaching Instructions [60 minutes]
I. Schema Activation -> Brainstorming [5-7 minutes]
Have your students line up from tallest to shortest. Then pair them off by choosing people from opposite ends of the spectrum. Once in pairs, students will use their story notes to discuss the following questions:

• Which fairy tale did you read? Give your partner a brief summary of the story.
• What was the message that the fairy tale was written to tell? How do you know? 
• Do you know any other fairy tale stories? Which ones? In which medium(s) were they told?
• What do you think are the common features of the fairy tale? Why? 

II. Schema Development: Fairy Tales Overview PPT [5-7 minutes]
After the schema activation discussion questions, the instructor should lead the class through the schema development presentation found here. It details the origins of the genre as well as many of the elements common to (most) fairy tales.

III. Critical Analysis: Fables vs. Fairy Tales
The instructor should relay this short activity overview to his/her students:
While often considered to be the same thing, there are (slight) differences between the ‘fable’ and ‘fairy tale’ genres’. These differences are covered in this short editorial piece by G.K. Chesterton. Read this page long article and as you do, fill out this Venn Diagram organizer on the similarities and differences between the two genres. 

Post-Reading: When the students have finished reading and critically reflecting, the instructor will lead them through a whole class discussion of the findings.

IV. Intensive Reading: Story from “Grimm’s Fairy Tales” [25 minutes]
Instructor begins by having students (in pairs) review the comprehension questions based on the information from the “Strategies for Summarizing Stories” vidcast. Then, the instructor will proceed to lead the class through the following steps:

1. Each student will read another (new) story from the Brother's Grimm. It has to be different than the one they read for homework, but they made read a story that they discussed with their partner(s) earlier. They should take notes using the common elements organizer.
2. After reading, students will have 5 minutes to prepare a short (no more than one minute) summary of the story that also explains why it is representative of the genre. 
3. Put students into groups of four. Within these groups, students will present their summary mini presentations 
4. If there is time, the instructor will ask for volunteers to deliver their summary mini presentations. 

V. Reflective Response Journaling/ Genre Analysis [Remaining time]
With the remaining time, have students post a question, reaction or response to today's class ,

After, students can start filling in their comparative genre analysis charts with the new information from class. They can use this time to ask the instructor questions or to discuss the chart with classmates.

VI. Homework
Students should do the reading for the third “theme” unit on “Fantasy Writing” as well as the required common elements organizer. The reading is, The White Ship by H.P. Lovecraft.

Students should also continue working on the final projects and filling out their comparative genre analysis charts.

Finally, students should fill out a reflective/reaction post and respond to a classmate here.

Extra Credit: Students can read and summarize this article on the influence of fairy tales in modern society.

Day Four: Fantasy

Lesson 1.4 Comparative Storytelling in Alternate Realities (Part 4): Fantasy
Created by John Kotnarowski (Spring 2014)

Objectives: Students will be able to…

• Identify the common features and/or identifying characteristics of fantasy stories
• Place this tradition on a greater (historical) storytelling “spectrum” (of meaning)
• Relate the cultural importance of this type of story telling to global popular culture (and their own home culture)
• Compare and contrast the common features of fantasy writing with other genres from the unit
• Practice Summary Writing

Materials
Copies of Readings (passage from Chapter 2 of “The Hobbit”, “The White Ship”)
Fantasy Writing Schema Development Thinglink
Thinglink Scavenger Hunt
Brainstorming Cubes
Story Elements Organizer
Comparative Genre Analysis Chart

Sources
Blake, R. (n.d.) Apocalypse. [Illustration]. Retried from:
    http://commons.wikimedia.org/wiki/Dragon#mediaviewer/File:William_Blake_003.jpg
Devera, J. (2008). Characteristics of fantasy literature. Retrieved from:
    http://www.humanities360.com/index.php/characteristics-of-fantasy-literature-2-57552/
Lovecraft, H.P. (1919). The White Ship. In The United Amateur, 19(2). pp. 30-33.
NPR. (2011). Your pick: Top 100 science fiction, fantasy books. Retrieved from:
    http://www.npr.org/2011/08/11/139085843/your-picks-top-100-science-fiction-fantasy-books
Tolkien, J.R.R. (1937). The Hobbit. New York: Ballantine Books.
Webb, B. (2007, April 23). The real purpose of fantasy [Web log post]. Retrieved May 16, 2014 from
    http://www.theguardian.com/books/booksblog/2007/apr/23/bridgingthegapswhyweneed


Preparation
Students will come to class having completed their pre-reading common elements entries for the fantasy genre and having read The White Ship by H.P. Lovecraft.

Teaching Instructions [60 minutes]
I. Schema Activation -> Brainstorming [5-7 minutes]
Have students get into small groups and discuss the following questions:

• What were you first impressions about this genre based on “The White Ship? Is it what you expected? Why or why not?
• Based on the excerpt, what do you think are some common features of the “Fantasy” genre? Explain why.
• Are you familiar with any other Fantasy stories (hint: these can be books, movies, poems, etc).?
• Are fantasy stories popular in your home culture? Can you give any examples?

Once students have finished discussing, bring the class together and share answers among the group. Make sure to ask for any questions they may have had (about the discussion questions or the story/genre in general).

II. Schema Development: Fantasy Overview "Thinglink" [5-7 minutes]
Now, share the “Fantasy Overview Thinglink” with the class. It links students to some information on the common features of fantasy writing, famous works or fantasy writing and famous fantasy writers. Have the students use the link to answer these questions.

III. Intensive Reading: Excerpt from “The Hobbit” [25 minutes]
Begin by passing out the excerpt from Chapter Two of “The Hobbit” by J.R.R. Tolkien. Then proceed to complete the following steps with your class:

• Pre-Reading: As a class, discuss the following questions:
• What do you know about the book this passage comes from? Has anyone in your group read it?
• What is a “Hobbit”? How do you know? How does this characterization represent the ideals of fantasy writing?
• What other questions do you have about the story passage?

• Reading: As students read, ask them to collect information on the passage by creating a “story cube”. Pass out the templates and ask the students to write the following question words on one of the six sides of the cube:
• Who?
• What?
• Where?
• When?
• Why?
• How?

As they read, have them fill in 1-2 sentences worth of information for each category

• Post-Reading: Have students form new groups of three. Task them with discussing the following questions:
• What happens in this passage? Create a short (4-5 sentence) summary.
• What elements of this passage represented the features of fantasy writing?
• Was there anything atypical of fantasy writing? Explain.
• Did you enjoy this passage? Why?

IV. Reflective Response Journaling/Genre Analysis [Remaining Time]
If there is time remaining, the students can fill out their comparative genre analysis charts.

V. Homework
Student will update their comparative genre analysis charts and do the required reading for the upcoming "theme" lesson on "Science Fiction". The reading is "The Ones Who Walk Away from Omelas" by Ursula K. Le Guin and fill out the common elements organizer.

They should also continue work on their final project. 

Day Five: Science Fiction

Lesson 1.5 Comparative Storytelling in Alternate Realities (Part 5): Science Fiction
Created by John Kotnarowski (Spring 2014)

Objectives: Students will be able to…

• Identify the common features and/or identifying characteristics of fantasy stories
• Place this tradition on a greater (historical) storytelling “spectrum” 
• Relate the cultural importance of this type of story telling to global culture and their own home culture
• Compare and contrast the common features of fantasy writing with other genres from the unit
• Students will demonstrate understanding of contrastive analysis by making and defending an argument for the genre categorization of the story, “A Study in Emerald” by Neil Gaiman.

Materials

Access to "The Ones Who Walk Away from Omelas" by Ursula K. Le Guin

Access to "A Study in Emerald" by Neil Gaiman

Common Elements Organizer

Comparative Genre Analysis Chart

Science Fiction "Thinglink"

"Thinglink" Scavenger Hunt Questions

Sources

Corréa, H.A. (1906). The war of the worlds. [Cover art]. Retrieved from:
    http://commons.wikimedia.org/wiki/File:Alvim-correa12.jpg
Gaiman, N. (2003). A study in emerald. Retrieved from: 

    http://www.neilgaiman.com/mediafiles/exclusive/shortstories/emerald.pdf

Le Guin, U.K. (1975). The ones who walk away from omelas. In The Wind's Twelve Quarters (1st 

    ed.). New York, NY: Harper & Row.

ReadWriteThink. (n.d.). Definition of science fiction. Retrieved from:
    http://www.readwritethink.org/files/resources/lesson_images/lesson927/SciFiDefinition.pdf
Science Channel. (n.d.). Top 10 sic-fi books of all time. Retrieved from:
    http://www.sciencechannel.com/sci-fi/10-sci-fi-books-of-all-time.htm
Shelley, W. (2011). The history of science fiction v.1. Retrieved from: http://visual.ly/history-science-
    fiction-v1

Preparation

Students will come to class having read, "The Ones Who Walk Away from Omelas" and will use the notes they took with their common elements organizer to discuss the story in class. 

Teaching Instructions [60 minutes]

I. Schema Activation -> Discussion [10 minutes]

In small groups, students will discuss their reactions to the short story "The Ones Who Walk Away from Omelas" by Ursula K. Le Guin. The teacher will provide the following guiding questions: 

• What was your reaction to the story? Did you like it or not? Why?
• What do you think the central message of this story is? Why do you think so? 
• Is this central message culturally specific? Does it have implications for particular cultures more than others or is it universal? Why? 
• What about this story makes it science fiction? 
• What other science fiction stories have you been exposed to? 
• What are the common elements of science fiction? 

After the groups have finished discussing, the instructor will bring the class together and engage the group, eliciting responses to the same questions they were discussing. 

II. Schema Development: Thinglink Scavenger Hunt [10-15 mins]

Present students with this Thinglink image. They will be tasked with exploring the links with a partner to answer the questions found here. The first group to finish (with all the correct answers) wins (extra credit, a small prize (instructor's choice)). 

III. Intensive Reading Activity: Critical Genre Analysis "A Study In Emerald" [35-40 mins]

Now students will return to their original seats and read the Neil Gaiman short story, "A Study in Emerald". As they read they will take notes using this common elements organizer. When they finish, the instructor will put them into groups of 3-4  (ideally people who don't work together very often) depending on the class size. The instructor will ask them to answer the following question: 

What genre does this story belong to? 

Post-Reading: The students will have 12 minutes to develop an answer and an evidence-based argument to support their answer. They will be allow to employ any and all class resources (PPTs, videos, the analysis chart, the elements organizer, etc) but there are three required conditions: 

• The group must reach a consensus decision
• This consensus must be supported by at least two solid pieces of evidence from class discussions on the different storytelling traditions. 
• Each member of the group must be able to deliver the argument (so notes will be taken!)

After the group's have had a chance to prepare their argument, they will break into individual. One person from each of the groups will join one person from each of the other groups. In these new groups, the members will engage in a critical genre analysis debate. The instructor will monitor and encourage as the students have at it. 

IV. Homework

Students will finish their comparative genre analysis charts. They will be due at the start of the next class. Also, they will prepare short (2-3 minute) presentations to on their final project topics to give to the class. 

Finally, students will post reactions to the debate here.

Day Six: Project Presentations & Reflection

Lesson 1.6 Comparative Storytelling in Alternate Realities (Part 6): Project Presentations & Reflection
Created by John Kotnarowski (Spring 2014)

Objectives: Students will be able to…

• Give a short presentation on their final project for the unit
• Give constructive feedback on their classmates' projects
• Demonstrate understanding of the principles of self-reflection in an academic setting by answering comprehension questions and producing an effective reflective essay or audio recording

Materials
Final Reflection Video (and transcript, if needed)
Final Reflection Video Comprehension Questions

Preparation
Students will come to class having prepared a short presentation on their final projects. They will also be submitting their final "comparative genre analysis" charts.

Teaching Instruction [60 mins]
I. Review Expectations & Due Date(s) for the Final Project

II. Project Presentations [40-50 mins]
Each student will give a short presentation (2-3 mins) and field questions from classmates about their final projects. The projects do not have to be finished, but the presenter should be able to give a complete overview. After the presentation, the audience will email constructive feedback to the presenter.

III. Reflection Activity [Remaining Time]
If there is time, the instructor can show the Final Reflection video in class. If there isn't time, it should be assigned as homework. Either way, be sure to assign the comprehension questions as homework.

Then provide the students with the final reflection prompt.

IV. Homework
Instructor sets due dates for the Final Reflection and comprehension check questions as well as the final projects.