Storytelling across Cultures AWS
Storytelling across Cultures
GREAT MINDS® WIT & WISDOM
Storytelling across Cultures: Close Reading and Analysis of Classic Tales Handouts NCTE 2017 Annual Convention Lauren Chapalee Great Minds Mandy Polen Mad River Local Schools Sarah Webb Mad River Local Schools
Copyright © 2017 Great Minds®
Storytelling across Cultures
COPYRIGHT STATEMENT Published by Great Minds®. Copyright © 2017 Great Minds®. All rights reserved. No part of this work may be reproduced or used in any form or by any means—graphic, electronic, or mechanical, including photocopying or information storage and retrieval systems—without written permission from the copyright holder, except in cases of noncommercial use for educational purposes.
Copyright © 2017 Great Minds®
Storytelling across Cultures > Handout 1
Handout 1: Explore a Story Directions: Select one of the texts at your table. ▪▪
▪▪
▪▪
Cinderella Stories (Grade 1 examples) ▫▫
Cendrillon, Robert D. San Souci
▫▫
Cinderella, Marcia Brown
▫▫
The Korean Cinderella, Shirley Climo
▫▫
The Rough-Face Girl, Rafe Martin
Myths (Grade 4 examples) ▫▫
Gifts from the Gods, Lisa Lunge-Larsen (Focus on “Pandora’s Box,” pages 59–64.)
▫▫
Pushing Up the Sky, Joseph Bruchac (Focus on “The Cannibal Monster,” pages 67–77.)
Heroes’ Journeys (Grade 6 examples) ▫▫
Ramayana: Divine Loophole, Sanjay Patel
▫▫
The Odyssey, Gillian Cross
Review one text to discover its beauty and uncover the knowledge it offers. Jot responses to the following questions as you read.
1. What are the unique or compelling qualities of this text?
2. What language strikes you in this text?
3. What do you learn from this text?
Copyright © 2017 Great Minds®
Page 1 of 1
Storytelling across Cultures > Handout 2
Handout 2: Connect a Set of Stories Directions: In your grade-level group, take turns sharing the knowledge you derived from your selected text. Jot notes about each text in the space below. Then, use the questions to discuss how the knowledge from all the texts connects. Jot notes as you discuss each question.
Notes:
Discussion questions:
1. What knowledge and ideas do these texts convey?
2. What difference does it make to read these texts together?
Copyright © 2017 Great Minds®
Page 1 of 1
Storytelling across Cultures > Handout 3
Handout 3: Informational Text Excerpts Directions: Reference these informational text excerpts as you analyze enduring elements in Cinderella stories, myths, or heroes’ journeys.
Excerpt from “900 Cinderellas”
If someone asked you to name a fairy tale everyone knows, chances are you might say Cinderella. But did you know that the story of Cinderella is found all over the world in many different cultures? In China, she is known as Yeh-Shen. In Appalachia, she is called Ashpet. Some Native Americans know her as Little Burnt Face.
No matter what she is called, Cinderella is always beautiful and good. Sadly, other members of her family are jealous of her goodness and beauty. They are cruel to her. She is made to wear rags and do the worst chores in the household. But then a magical person comes to help her. Dressed in beautiful clothes, Cinderella meets a prince or a king who wants to marry her, but she is forced to run away from him and wear her rags again. In the end, he finds Cinderella, after she proves her identity through a special test (remember the glass slipper?). Then they marry and live happily ever after. Around the world, there are more than 900 different versions of this story, but they all follow this same basic plot. “900 Cinderellas” by Marcia Amidon Lusted and Judith C. Greenfield from Tell Me a Story, Appleseeds February 2009. Text copyright © 2009 by Carus Publishing Company. Reprinted by permission of Cricket Media. All Cricket Media material is copyrighted by Carus Publishing d/b/a Cricket Media, and/or various authors and illustrators. Any commercial use or distribution of material without permission is strictly prohibited. Please visit http://www.cricketmedia.com/info/licensing2 for licensing and http://www.cricketmedia.com for subscriptions.
Copyright © 2017 Great Minds®
Page 1 of 4
Storytelling across Cultures > Handout 3
Excerpt from Understanding Greek Myths
WHAT ARE MYTHS?
People have always tried to figure out why the world is the way it is. In ancient Greece, people looked for answers as to why Earth had hills and valleys, where different animals came from, and how humans should behave. To explain these things, they told many myths.
A myth is a narrative that often includes great heroes, supernatural beings, gods and goddesses, and monsters. At first, these tales were passed down from one generation of people to the next by word of mouth, as stories, songs, and poems. Around 2,800 years ago, the Greek alphabet was invented and the myths were written down. Hyde, Natalie. Understanding Greek Myths. Crabtree, 2012, p. 4. Myths Understood 3.
Copyright © 2017 Great Minds®
Page 2 of 4
Storytelling across Cultures > Handout 3
Excerpt from “The Hero’s Journey Outline”
The Hero’s Journey is a pattern of narrative identified by the American scholar Joseph Campbell that appears in drama, storytelling, myth, religious ritual, and psychological development. It describes the typical adventure of the archetype known as The Hero, the person who goes out and achieves great deeds on behalf of the group, tribe, or civilization. Its stages are:
Stage
Description
PHASE 1—THE DEPARTURE 1. The Ordinary World
The hero, uneasy, uncomfortable or unaware, is introduced sympathetically so the audience can identify with the situation or dilemma. The hero is shown against a background of environment, heredity, and personal history. Some kind of polarity in the hero’s life is pulling in different directions and causing stress.
2. The Call to Adventure
Something shakes up the situation, either from external pressures or from something rising up from deep within, so the hero must face the beginnings of change.
3. Refusal of the Call
The hero feels the fear of the unknown and tries to turn away from the adventure, however briefly. Alternately, another character may express the uncertainty and danger ahead.
4. Meeting with the Mentor
The hero comes across a seasoned traveler of the worlds who gives him or her training, equipment, or advice that will help on the journey. Or the hero reaches within to a source of courage and wisdom.
5. Crossing the Threshold
At the end of Act One, the hero commits to leaving the Ordinary World and entering a new region or condition with unfamiliar rules and values.
PHASE 2—THE INITIATION 6. Test, Allies, and Enemies
The hero is tested and sorts out allegiances in the Special World.
7. Approach
The hero and newfound allies prepare for the major challenge in the Special World.
8. The Ordeal
Near the middle of the story, the hero enters a central space in the Special World and confronts death or faces his or her greatest fear. Out of the moment of death comes a new life.
9. The Reward
The hero takes possession of the treasure won by facing death. There may be celebration, but there is also danger of losing the treasure again.
Vogler, Christopher. “The Hero’s Journey Outline.” Storytech Literary Consulting, Storytech, 1985. Web. Accessed 1 July 2016. Vogler, Christopher. The Writer’s Journey: Mythic Structure for Writers. 3rd Edition, Studio City, CA: Michael Wiese Productions, 2007. Used with permission from Michael Wiese Productions.
Copyright © 2017 Great Minds®
Page 3 of 4
Storytelling across Cultures > Handout 3
Stage
Description
PHASE 3—THE RETURN 10. The Road Back
About three-fourths of the way through the story, the hero is driven to complete the adventure, leaving the Special World to be sure the treasure is brought home. Often a chase scene signals the urgency and danger of the mission.
11. The Resurrection
At the climax, the hero is severely tested once more on the threshold of home. He or she is purified by a last sacrifice, another moment of death and rebirth, but on a higher and more complete level. By the hero’s action, the polarities that were in conflict at the beginning are finally resolved.
12. Return with the Elixir
The hero returns home or continues the journey, bearing some element of the treasure that has the power to transform the world as the hero has been transformed.
Vogler, Christopher. “The Hero’s Journey Outline.” Storytech Literary Consulting, Storytech, 1985. Web. Accessed 1 July 2016. Vogler, Christopher. The Writer’s Journey: Mythic Structure for Writers. 3rd Edition, Studio City, CA: Michael Wiese Productions, 2007. Used with permission from Michael Wiese Productions
Copyright © 2017 Great Minds®
Page 4 of 4
Storytelling across Cultures > Handout 4
Handout 4: Annotation Symbols Directions: Reference this chart as a resource for annotation. Adapt symbols to meet students’ needs.
Response
Annotation Symbol
Questions
?
Observations
.
Unknown words WORD Connections
To other text:
Within the text:
To the world:
Central idea
Key passages to quote or cite later
Standard-specific element (e.g., figurative language, suspense, point of view)
Copyright © 2017 Great Minds®
Page 1 of 1
Storytelling across Cultures > Handout 5
Handout 5: Craft Stages Directions: Reference this chart as a resource for writing instruction. The Craft Stages support explicit instruction in writing or speaking skills. Students gradually increase their independence as they progress through stages. To practice one writing skill, students may benefit from one or more lessons in each Craft Stage. For more information on Craft Stages, read the ASCD Express article “Student Writers Need Thoughtful Planning and Explicit Teaching” by Lauren Chapalee (http://witeng.link/0788). Craft Stage
Craft Question
Description of Student Action
Hero’s Journey Example
Examine
Why is [specific skill] important?
Analyze an exemplar of a writing or speaking skill to recognize criteria for quality communication and, ultimately, to execute the skill independently.
Reread scenes of the text Ramayana. Analyze how Ramayana communicates the narrator’s point of view and how that point of view relates to the hero’s journey archetypes.
Experiment
How does [specific skill] work?
Practice and hone the target writing or speaking skill in a scaffolded task.
Rewrite a familiar scene from Ramayana from a different narrator’s point of view. Include information that establishes context for the narrator’s point of view and relates to archetypes.
Execute
How do I use [specific skill] in [specific task]?
Employ the skill independently in text-based writing.
Draft a hero’s journey narrative with an original plot and characters. Include information in the narrative that establishes context for the narrator’s point of view and archetypes.
Excel
How do I improve my use of [specific skill]?
Revise and revisit speaking or writing, cultivating mastery of the target skill.
Receive peer feedback on the hero’s journey narrative draft, focused on how effectively the narrative communicates the narrator’s point of view. Revise the narrative in response to feedback.
Copyright © 2017 Great Minds®
Page 1 of 1
GREAT MINDS® WIT & WISDOM
Storytelling across Cultures: Close Reading and Analysis of Classic Tales Handouts NCTE 2017 Annual Convention Lauren Chapalee Great Minds Mandy Polen Mad River Local Schools Sarah Webb Mad River Local Schools
Copyright © 2017 Great Minds®
Storytelling across Cultures
COPYRIGHT STATEMENT Published by Great Minds®. Copyright © 2017 Great Minds®. All rights reserved. No part of this work may be reproduced or used in any form or by any means—graphic, electronic, or mechanical, including photocopying or information storage and retrieval systems—without written permission from the copyright holder, except in cases of noncommercial use for educational purposes.
Copyright © 2017 Great Minds®
Storytelling across Cultures > Handout 1
Handout 1: Explore a Story Directions: Select one of the texts at your table. ▪▪
▪▪
▪▪
Cinderella Stories (Grade 1 examples) ▫▫
Cendrillon, Robert D. San Souci
▫▫
Cinderella, Marcia Brown
▫▫
The Korean Cinderella, Shirley Climo
▫▫
The Rough-Face Girl, Rafe Martin
Myths (Grade 4 examples) ▫▫
Gifts from the Gods, Lisa Lunge-Larsen (Focus on “Pandora’s Box,” pages 59–64.)
▫▫
Pushing Up the Sky, Joseph Bruchac (Focus on “The Cannibal Monster,” pages 67–77.)
Heroes’ Journeys (Grade 6 examples) ▫▫
Ramayana: Divine Loophole, Sanjay Patel
▫▫
The Odyssey, Gillian Cross
Review one text to discover its beauty and uncover the knowledge it offers. Jot responses to the following questions as you read.
1. What are the unique or compelling qualities of this text?
2. What language strikes you in this text?
3. What do you learn from this text?
Copyright © 2017 Great Minds®
Page 1 of 1
Storytelling across Cultures > Handout 2
Handout 2: Connect a Set of Stories Directions: In your grade-level group, take turns sharing the knowledge you derived from your selected text. Jot notes about each text in the space below. Then, use the questions to discuss how the knowledge from all the texts connects. Jot notes as you discuss each question.
Notes:
Discussion questions:
1. What knowledge and ideas do these texts convey?
2. What difference does it make to read these texts together?
Copyright © 2017 Great Minds®
Page 1 of 1
Storytelling across Cultures > Handout 3
Handout 3: Informational Text Excerpts Directions: Reference these informational text excerpts as you analyze enduring elements in Cinderella stories, myths, or heroes’ journeys.
Excerpt from “900 Cinderellas”
If someone asked you to name a fairy tale everyone knows, chances are you might say Cinderella. But did you know that the story of Cinderella is found all over the world in many different cultures? In China, she is known as Yeh-Shen. In Appalachia, she is called Ashpet. Some Native Americans know her as Little Burnt Face.
No matter what she is called, Cinderella is always beautiful and good. Sadly, other members of her family are jealous of her goodness and beauty. They are cruel to her. She is made to wear rags and do the worst chores in the household. But then a magical person comes to help her. Dressed in beautiful clothes, Cinderella meets a prince or a king who wants to marry her, but she is forced to run away from him and wear her rags again. In the end, he finds Cinderella, after she proves her identity through a special test (remember the glass slipper?). Then they marry and live happily ever after. Around the world, there are more than 900 different versions of this story, but they all follow this same basic plot. “900 Cinderellas” by Marcia Amidon Lusted and Judith C. Greenfield from Tell Me a Story, Appleseeds February 2009. Text copyright © 2009 by Carus Publishing Company. Reprinted by permission of Cricket Media. All Cricket Media material is copyrighted by Carus Publishing d/b/a Cricket Media, and/or various authors and illustrators. Any commercial use or distribution of material without permission is strictly prohibited. Please visit http://www.cricketmedia.com/info/licensing2 for licensing and http://www.cricketmedia.com for subscriptions.
Copyright © 2017 Great Minds®
Page 1 of 4
Storytelling across Cultures > Handout 3
Excerpt from Understanding Greek Myths
WHAT ARE MYTHS?
People have always tried to figure out why the world is the way it is. In ancient Greece, people looked for answers as to why Earth had hills and valleys, where different animals came from, and how humans should behave. To explain these things, they told many myths.
A myth is a narrative that often includes great heroes, supernatural beings, gods and goddesses, and monsters. At first, these tales were passed down from one generation of people to the next by word of mouth, as stories, songs, and poems. Around 2,800 years ago, the Greek alphabet was invented and the myths were written down. Hyde, Natalie. Understanding Greek Myths. Crabtree, 2012, p. 4. Myths Understood 3.
Copyright © 2017 Great Minds®
Page 2 of 4
Storytelling across Cultures > Handout 3
Excerpt from “The Hero’s Journey Outline”
The Hero’s Journey is a pattern of narrative identified by the American scholar Joseph Campbell that appears in drama, storytelling, myth, religious ritual, and psychological development. It describes the typical adventure of the archetype known as The Hero, the person who goes out and achieves great deeds on behalf of the group, tribe, or civilization. Its stages are:
Stage
Description
PHASE 1—THE DEPARTURE 1. The Ordinary World
The hero, uneasy, uncomfortable or unaware, is introduced sympathetically so the audience can identify with the situation or dilemma. The hero is shown against a background of environment, heredity, and personal history. Some kind of polarity in the hero’s life is pulling in different directions and causing stress.
2. The Call to Adventure
Something shakes up the situation, either from external pressures or from something rising up from deep within, so the hero must face the beginnings of change.
3. Refusal of the Call
The hero feels the fear of the unknown and tries to turn away from the adventure, however briefly. Alternately, another character may express the uncertainty and danger ahead.
4. Meeting with the Mentor
The hero comes across a seasoned traveler of the worlds who gives him or her training, equipment, or advice that will help on the journey. Or the hero reaches within to a source of courage and wisdom.
5. Crossing the Threshold
At the end of Act One, the hero commits to leaving the Ordinary World and entering a new region or condition with unfamiliar rules and values.
PHASE 2—THE INITIATION 6. Test, Allies, and Enemies
The hero is tested and sorts out allegiances in the Special World.
7. Approach
The hero and newfound allies prepare for the major challenge in the Special World.
8. The Ordeal
Near the middle of the story, the hero enters a central space in the Special World and confronts death or faces his or her greatest fear. Out of the moment of death comes a new life.
9. The Reward
The hero takes possession of the treasure won by facing death. There may be celebration, but there is also danger of losing the treasure again.
Vogler, Christopher. “The Hero’s Journey Outline.” Storytech Literary Consulting, Storytech, 1985. Web. Accessed 1 July 2016. Vogler, Christopher. The Writer’s Journey: Mythic Structure for Writers. 3rd Edition, Studio City, CA: Michael Wiese Productions, 2007. Used with permission from Michael Wiese Productions.
Copyright © 2017 Great Minds®
Page 3 of 4
Storytelling across Cultures > Handout 3
Stage
Description
PHASE 3—THE RETURN 10. The Road Back
About three-fourths of the way through the story, the hero is driven to complete the adventure, leaving the Special World to be sure the treasure is brought home. Often a chase scene signals the urgency and danger of the mission.
11. The Resurrection
At the climax, the hero is severely tested once more on the threshold of home. He or she is purified by a last sacrifice, another moment of death and rebirth, but on a higher and more complete level. By the hero’s action, the polarities that were in conflict at the beginning are finally resolved.
12. Return with the Elixir
The hero returns home or continues the journey, bearing some element of the treasure that has the power to transform the world as the hero has been transformed.
Vogler, Christopher. “The Hero’s Journey Outline.” Storytech Literary Consulting, Storytech, 1985. Web. Accessed 1 July 2016. Vogler, Christopher. The Writer’s Journey: Mythic Structure for Writers. 3rd Edition, Studio City, CA: Michael Wiese Productions, 2007. Used with permission from Michael Wiese Productions
Copyright © 2017 Great Minds®
Page 4 of 4
Storytelling across Cultures > Handout 4
Handout 4: Annotation Symbols Directions: Reference this chart as a resource for annotation. Adapt symbols to meet students’ needs.
Response
Annotation Symbol
Questions
?
Observations
.
Unknown words WORD Connections
To other text:
Within the text:
To the world:
Central idea
Key passages to quote or cite later
Standard-specific element (e.g., figurative language, suspense, point of view)
Copyright © 2017 Great Minds®
Page 1 of 1
Storytelling across Cultures > Handout 5
Handout 5: Craft Stages Directions: Reference this chart as a resource for writing instruction. The Craft Stages support explicit instruction in writing or speaking skills. Students gradually increase their independence as they progress through stages. To practice one writing skill, students may benefit from one or more lessons in each Craft Stage. For more information on Craft Stages, read the ASCD Express article “Student Writers Need Thoughtful Planning and Explicit Teaching” by Lauren Chapalee (http://witeng.link/0788). Craft Stage
Craft Question
Description of Student Action
Hero’s Journey Example
Examine
Why is [specific skill] important?
Analyze an exemplar of a writing or speaking skill to recognize criteria for quality communication and, ultimately, to execute the skill independently.
Reread scenes of the text Ramayana. Analyze how Ramayana communicates the narrator’s point of view and how that point of view relates to the hero’s journey archetypes.
Experiment
How does [specific skill] work?
Practice and hone the target writing or speaking skill in a scaffolded task.
Rewrite a familiar scene from Ramayana from a different narrator’s point of view. Include information that establishes context for the narrator’s point of view and relates to archetypes.
Execute
How do I use [specific skill] in [specific task]?
Employ the skill independently in text-based writing.
Draft a hero’s journey narrative with an original plot and characters. Include information in the narrative that establishes context for the narrator’s point of view and archetypes.
Excel
How do I improve my use of [specific skill]?
Revise and revisit speaking or writing, cultivating mastery of the target skill.
Receive peer feedback on the hero’s journey narrative draft, focused on how effectively the narrative communicates the narrator’s point of view. Revise the narrative in response to feedback.
Copyright © 2017 Great Minds®
Page 1 of 1
