Please silence your cell phones. Welcome! Please silence your cell phones. Show this slide as participants gather. Session 2 – 3 hours Materials: Spellbinder Notebooks with tabs and Power Point Handout Books and other library resources (fables and storybooks) Pencils and note paper Flip Chart Agendas for each session, wall tape Sign-In sheet LCD projector and lap top and white board markers Posters: K.H. definition Graphics for Learning Stories – handouts Rain stick 3-2-1 Reflections Handouts: story record K.S. Weddel 8/2016

Volunteer Storyteller Training Session 2 Date: Trainer: Slides 1-4 10 minutes Welcome participants. If needed, review the schedule of classes. Remind participants that it’s beneficial to arrive 5 minutes before class begins to connect with each other and to settle in. In order to complete all the objectives class begins and ends on time. Thank participants for their cooperation. K.S. Weddel 8/2016

Session 2 Objectives Practice telling a 2-minute fable. Reflect on your storytelling and offer comments for other tellers. Review a variety of ways to learn a story and to make it your own. Identify resources for finding stories and building a repertoire. Recognize age-appropriate stories. Identify best practices in story mechanics: introductions, strong starts/effective endings, voice and gestures. Ask participants to read the objectives for Session 2 and prioritize their needs. What do you most want to learn how to do in this session? Read the objectives and ask how many chose each item so that the participants are aware of group priorities. Tell participants that we’ll return to the objectives at the end of the session to see if objectives were met. Because there’s so much to cover, it would be helpful for the participants to “self-facilitate” – in other words, keep on topic. There will be ample time for questions and discussion, but if everyone respects the schedule, the objectives can be met. Thank the participants for agreeing to be conscious of time. K.S. Weddel 8/2016

Session 2 Agenda Guest Teller Session 2 Agenda Guest Teller Offering appreciations and critique Practice Telling Learning a story Finding and choosing a story Building a repertoire Story mechanics Guest Teller Offering appreciations and reflections Practice telling Creating a mood and bookends Learning a story Finding and choosing a story Building a repertoire In order to make the objectives happen, we’ll take part in a variety of activities. The agenda illustrates what we’ll do in the next two hours. Read through the agenda. As you can see some of our activities will be whole group, pair, and group activities. Point to the corresponding symbol. We’ll mix up our activity types so that you won’t be just listening to a lecture. There’s a lot to complete in a short amount of time. Let’s stay on task. K.S. Weddel 8/2016

Listen Watch Learn Guest Teller Slide 5- 5 minutes A guest teller can help set the scene for participants who will share their 2-minute fable in this session. The guest teller should prepare a very brief introduction to a fable and keep the story to designated time frame. K.S. Weddel 8/2016

Let’s Listen, Watch, and Learn Eye Contact Enunciation and Pronunciation Familiarity with Story Poise Voice Volume Slide 6 15 minutes Thank the guest teller who remains in the class to help demonstrate self-evaluation. How do we feel about our storytelling? How can we tell others about their storytelling? It’s always helpful to have a common structure and a very friendly rubric. There are no judgments and no agendas. Just helpful, constructive extra eyes and ears. Before we begin telling our 2-minute fables, here are some considerations for listeners. Find Study Note #7 (page 38). Trainers should post the self-evaluation on a flip chart to be used at each session. _________(guest teller), how did you feel about your story? Group volunteers offer 30-second appreciations. Read through the self-evaluation quiz. Give examples of each point. K.S. Weddel 8/2016

It’s Your Turn Introduce your story Tell your story Offer reflections Slide 7 – 30 minutes Trainer: The amount of time spent for this section of the training depends on how many participants are in the session. Introduce the fable. Tell the fable. Tell how you felt about the telling using the self-evaluation. – 1 minute Peer appreciations – 30 seconds each Ps should use the evaluation criteria posted to offer their appreciations. Note that at this point in the training, all comments will be positive reflections. In future sessions, Ps will offer suggestions etc. It’s important that the first telling is encouraging and strengths are acknowledged. Trainer Note: Allow about 3 or 4 minutes per teller for the story, self-reflection, and peer appreciations. K.S. Weddel 8/2016

Learning a Story Reflect on your experience of learning a story. How did you learn the fable? What was easy/natural for you? What seemed to be a challenge? Slide 8-10 30 minutes Ask each Ps to answer these questions about their experience in learning the fable. The purpose of this activity is to transition from knowing your own learning style to recommended ways to learn a story. K.S. Weddel 8/2016

Learning a Story Read or listen again and again Identify the Most Important Thing (MIT) Visualize – graphics or drawings Audio Tape Know the characters Identify the elements of story MacDonald’s – A story in 1 hour Practice, Practice, Practice The purpose of this slide is to summarize several ways to learn a story by heart (not memorizing). Review each bullet. And briefly give simple examples. Distribute MacDonald’s handout at the end of this review. Walk through the suggested method of learning a story in one hour. Content for the slide comes in part from Study Note #5 K.S. Weddel 8/2016

Learning a Story Techniques for visualizing with graphics: Story Outline Story Board Story Circles Using the handout, review each kind of graphic for visualizing the story. Activity Divide into pairs Give each pair a different graphic handout (mind map, story board, story outline, or story circles) for learning a story Each pair becomes an expert in the technique Each pair presents the technique Thumbs up, Thumbs down (personal preference) Alternative Activity Show samples of each graphic on flip charts. Use the story introduced in Session #1 as the sample story. Ask Ps to work in pairs and identify the graphic that they might use. Explain why or why not. K.S. Weddel 8/2016

Take a Break and a Breath Break 10 minutes K.S. Weddel 8/2016

Finding and Choosing Stories RULE #1: Choose stories you LOVE! Resources Library Spellbinders® Newsletter Training materials Other storytellers and chapter leaders Internet with caution! No personal stories, please Slide 12-14 20 minutes Walk through the points on the slide. Give specific information about each item. Ask Ps to be cautious about searching for stories using Internet. There are thousands of stories available and the number of choices can be overwhelming unless you have a very specific site and a very specific topic. For our purposes as beginning storytellers, the Spellbinder notebook, our class-generated stories, and the Spellbinder newsletter are good resources. Remember to ask your chapter leadership team and trainers when in doubt. Refer Ps to books or other resources you may have provided. Trainer Note: Some chapters ask new volunteers not to use the Internet as a source for stories during the training. If Ps use the Spellbinders Website and other resources provided by the trainer in the appendix of the Study Notes, there will be no question about story appropriateness. 12 K.S. Weddel 9/8/2015 12

Finding and Choosing Stories RULE #1: Choose stories you LOVE! Consider the grade, age, and profile of audience Vocabulary Topic or theme Cultural diversity Walk through the points on the slide. Give specific information about each item. Refer Ps. to Study Note #8 13 K.S. Weddel 9/8/2015 13

Building a Repertoire Retell and Revise Create a system for cataloging YOUR stories Card file Folders Story logs or record forms Categorize stories for ages, seasons, topics etc. Respect Copyright/Always Give Credit Maintain an “Idea File” Resource SN #9, page 44 Have some examples of items on the slide. If your chapter requires use of a story log or record, provide handout and explain. In order to fill out a 25-30 minute program, you’ll need to learn 2 or 3 stories, plus transitional comments, each month. This can seem challenging the first year, but in following years, if you tell at the same grade level, you can use the same stories again. Be mindful that you are not repeating the same stories to the same audiences. This is especially true if you give regular programs in the same school. Building a repertoire by continually learning new stories keeps your storytelling interesting to you as well as to your audience. Your repertoire will consist of stories you love, that mean something to you with a MIT that you want to share with your audience. These stories can be entirely random and varied, or focused on certain kinds of stories and specific subjects. The choice is yours to make. You can choose to honor special requests or not, depending on how comfortable you are with learning new stories for a particular curriculum. You can always bow out by explaining that you have a repertoire of stories and that you’re confident that children will enjoy them. It’s important to always give credit to the story author. See appendix for details about copyright laws etc. 14 K.S. Weddel 9/8/2015 14

The Mechanics of Storytelling Introducing a story Strong Starts Effective Endings Voice Gestures Poise Slides 15-19 Mechanics of Storytelling 30-40 minutes There are specific best practices or techniques to storytelling. These practices are the nuts and bolts of telling. These are practices that can be learned, but are very personal and unique to each teller. In this section of the training, we’ll examine the following “mechanics”. – Read the items on the slide. K.S. Weddel 8/2016

Mechanics of Storytelling Introducing a Story Prepare your audience for the story Background/Factual Info Why you chose this story Appropriateness to season, theme, etc. Country of origin (find on map) Apply the K.I.S.S. Principle Pause before staring the story THIS IS MY STORY Introducing a Story The introduction to a story is not part of the story. It’s information about the story. Be careful not to spend too much time on the introduction. Let the story flow easily out of the introduction. Remember that an introduction to a story should not take longer than 1 minute. K.S. Weddel 8/2016

Mechanics of Storytelling Strong Starts & Effective Endings Strong Starts Opening Line(s)=Transition into “world of story” Grab listeners’ attention; arouse curiosity “Once Upon A Time” Ask a question Effective Endings Audience KNOWS story is over! Punch line; ties it all together EXPERIMENT ONCE UPON A TIME… Strong Starts and Effective Endings Story beginnings set the scene for the plot of a story. The opening lines should answer a few questions to let the listener know what to imagine: Where are we? When does the story take place? Who is it about? What’s the mood of the plot? The opening lines grab attention even if the information is simple and not “exotic”. Give a couple of examples that are engaging. “It was late one winter night when Pa and I went owling. There was no wind and the trees were as still as giant statures. The moon up above was so bright it seemed to light up the whole sky, it seemed to light up the whole earth!” “The coyote doesn’t have any words, but he can tell us many things if we know how to listen well.” K.S. Weddel 8/2016

Mechanics of Storytelling Gestures There’s no one right way Only use gestures that are natural for you The purpose of gesturing is to enhance meaning Ask for feedback Gestures There’s no right way, but there is a natural way. If you try to do something that is so different than yourself, it won’t illustrate your point. Be natural. Enhance meaning, don’t distract the audience. Always ask for feedback from trainers, other Spellbinders and teachers K.S. Weddel 8/2016

Mechanics of Storytelling Voice and Poise Only use different character voices that are comfortable for you Breathing makes for excellent voice Volume is important Be yourself while considering your audience Voice and Poise Voice changes to portray different characters is a good idea, but if it feels uncomfortable for you or if you don’t think you can represent the character well it’s not necessary. Be careful about accents! Breathing exercises before telling can actually enhance voice and projection Annunciate, pronounce clearly, audibly, with intention Remember your audience, for seniors volume is essential A story told in a BIG voice doesn’t have to be absent of magic and intrigue There’s a time for whispering loudly Be yourself, but consider how you dress, your manner, your affect K.S. Weddel 8/2016

Homework Review Study Notes #5, #6, #7, #8 Select, learn, practice and be prepared to tell a 4-minute folk tale, fable or other story without notes. Prepare a brief introduction for the story and give the source. Slide 20-23 10-15 minutes Read the homework assignment. Call for questions. Remind participants to use identified resources to locate stories. If Ps choose stories that are not in the notebook or on the Spellbinders website, ask them to bring the source of the story so that others may research it. K.S. Weddel 8/2016

Session 2 Objectives Look Again Practice telling a 2-minute fable. Reflect on your storytelling and offer comments for other tellers. Review a variety of ways to learn a story and to make it your own. Identify resources for finding stories and building a repertoire. Recognize age-appropriate stories. Identify best practices in story mechanics: introductions, strong starts/effective endings, voice and gestures. Ask participants to read the objectives for Session 2 and reflect on how they were met. The purpose of this reflection is to bring closure to the session, to let Ps know how much was accomplished and to acknowledge learning. K.S. Weddel 8/2016

How’d we do? Take a moment to write: 3 things you learned 2 things you want to know more about 1 thing you’ll try tomorrow Participants take about 5 minutes to evaluate the session. Trainers collect the 3-2-1 activity. K.S. Weddel 8/2016

Thank You Thank you for coming Check your email Questions are welcome See you next time Let participants know that the session is completed. Remind them to check their email for messages from the trainer. Invite individual questions via email or phone calls (if appropriate) Tell the date and time of the next session. Remind Ps to come 5 minutes early to sign in and get settled before beginning the session on time. K.S. Weddel 8/2016