Stories and Storytelling – Myths and Legends The First Tears, an Inuit Story based on a telling by S. E.

Schlosser Once long ago, Man went hunting along the water's edge for seals. To Man's delight, many seals were crowded together along the seashore. He would certainly bring home a great feast for Woman and Son. He crept towards the seals. The seals grew restless. Man slowed down. Suddenly, the seals began to slip into the water. Man's feast was getting away! Then Man saw a single seal that was not moving as quickly as the others. Ah! Here was his prize. He imagined the pride on Woman's face, the joy in Son's eyes. Their bellies would be filled for many days from such a seal. Man crept towards the last seal. It did not see him, or so Man thought. Suddenly, it jumped away. Man tried to catch the seal, but fell on the ice, and when the seal slipped away into the water it splashed salt water in his face. The water hurt his eyes, and he was filled with a strange emotion. He then felt more water begin to drip from his eyes. He touched his eyes and tasted the drops. They, too, tasted like salt water. Strange choking sounds were coming from his mouth and chest. Son heard the cries of Man and called Woman. They ran to the seashore to find out what was wrong with Man. Woman and Son were frightened to see water flowing out of Man's eyes. Man told them about the seashore filled with seals. He told how he had hunted them, and how every seal had escaped his knife. As he spoke, water began to flow from the eyes of Woman and Son, and they cried with Man. In this way, people first learned to cry. Later, Man and Son hunted a seal together. They killed it and used its skin to make snares for more seals. Vocabulary to hunt seals delight seashore to creep to imagine belly emotion to cry to snare

Stories and Storytelling – Myths and Legends to escape Constructions To somebody's __________: Where __________ is a noun that presents a sudden feeling: To Jason's astonishment, To Aisha's horror, To Gunther's joyTo my surprise, Questions: 1. What is this story about?

2. Who are the Characters in this story?

3. What is the beginning of this story?

4. What is the climax of this story?

5. What is the end of this story? Write Your Own Origin Story: 1. What will your story tell the origin of?

2. Who are the characters of your story?

3. What is the beginning of your story?

4. What is the middle of your story?

Stories and Storytelling – Myths and Legends

5. What is the end of your story?

Stories and Storytelling – Myths and Legends Pre-Teaching: This is a three-day lesson, which starts with a pretty basic read-through of the story and builds to students composing their own origin stories for anything they want to describe. We pre-taught a lesson about adding details to a story in which we took a story all the students knew – in this case, we did it with both the Thanksgiving story and the Mid-Autumn Festival story about Houyi and Chang'e – and added tall-tale style details to it to make it feel more lively. I'd strongly recommend anyone trying this lesson out do some equivalent activity just to get the students familiar with the vocabulary of English storytelling, and with analyzing stories in terms of their characters, their plot and so forth. Day 1: Start with a basic review of the parts of a story: beginning, middle, end. Throw in 'buildup' and 'climax' after covering beginning, middle, and end. Then go through the pre-taught story again, getting different students to identify the beginning, buildup, middle, climax, and end. (I'm separating "middle" and "climax" because I hold them to be different parts of the story – in Star Wars, for example, the sequence where they rescue Princess Leia is the middle of the story, while the final attack on the Death Star is the climax. Then, explain that we're going to be reading an Inuit story about the origin of tears (and of course make sure they know what this means). You'll need to teach them the word for "seal" before you start. First, read the story out loud and check comprehension. Then pass out the story, have students read through it on their own and try to guess vocab from context (pretty easy – if this is hard for your students, just have them identify the part of speech of the dialogue). Teach the vocab and the grammar structure, then go back to the story and read it again. Split the class into groups and give each group responsibility for one part of the story; have them read through it, prepare it, and tell it in front of the class. Day 2: Adding details! Start with a quick review of the story from the previous class – maybe use the six questions (who what when where why how) for variation. Work the vocabulary a little in whatever way seems best to you – sentences work, especially sentences that involve using many words at once - then turn back to the story and get students to identify specific details from the text. There aren't that many; this story is told pretty sparely. Have the students come up with their own exaggerated details for different parts of the story, then put all these details together into an extended tall tale. Day 3: Making a new story! Review story structure – beginning, buildup, middle, climax, end. Review what Origin means, then tell students that today you're going to work on making new origin stories for things. Elicit any object, emotion, or process from the students –

Stories and Storytelling – Myths and Legends pens, sweat, fear, eating with chopsticks – and characters that might be involved in its creation. Elicit a problem, and then put the story together as a sample with your students. At the end, either tell the assembled story or pick one of your students and get them to tell it. Finally, give the students some time to put together their own stories along the origin story model – 10 minutes should be more than enough. After that you can take some time to tell said stories.