Learning Circle 10: Telling Your Story · 10/06/2010 · telling their story. Instruct...

LearningCircle10:TellingYourStoryTotalrunningtime:3hours,35minutes

©2010StreetsideStories,LeyaCopper,MaiDoan,YouthWorker:Collective,DepartmentofChildren,Youth,andTheirFamilies

Goalstatement:

Bytheendofthistraining,participantswillexperience,understandandbeabletoapplytechniquestocraftandtellbothpersonalandorganizationalstories,identifyconnectionsbetweenstoryandaudience,andplaygamesandactivitiesthatbuildliteracyskillsofyouth.

Wewillaccomplishthisby:

− Brainstormingquestionsparticipantshopetoexplore;− Listeningtopersonalandorganizationalstories;− Writingpersonalandorganizationalstories;− Mappinglifemomentsthatcaninspirestories;− Connectingaudienceandaudienceneedstostoriestold;− Performingstories.

AgendaOverview:

Welcome and Arrival (20 minutes): Overview of learning circle structure, group agreements, etc. Reflect (10 minutes): Snowball Listen (35 minutes): Story Time Inquire (30 minutes): Free Write Connect (60 minutes): Life Maps, Audience, and Organizational Stories Dream (60 minutes): The Performer We Wish to Be Act (20 minutes): Act Worksheet

MaterialsNeeded:

− Blankpaper− Markers− Flipchartpaper− Coloredpencils− Otherartsupplies− Handouts:

o StreetsideStoriesHandouto Actworksheeto Evaluations

Context:

Organizationalnarrativesandhistoryhavemultipleuses–generalmarketing,fundraising,base‐building,etc.Middlemanagersareoftenexpectedtoconveythestoryofourwork–orsupportyouthparticipantsindoingso‐todifferentaudienceperhapswithoutadequatepreparation.Andyetweknowthattellingourstorycanbeoneofthemostpowerfulmethodsofgainingalliesinthiswork.Thiscurriculumtakesparticipantsthroughaprocessofexploringourownpersonalnarrativesandthekeycomponentsofeach;then,practicinghowtocommunicatetheessenceofan



organization'sstorywhilecustomizingaccordingtoaudience,purposeandindividualstyle.

DetailedAgenda:

Welcome–20minutesMaterialsNeeded:Flipchart,markers

SettingContext:Thepurposeofthisactivityistosetaninclusiveandopentonetotheday.

Directions:WelcomeparticipantstotheLearningCircle/Training.Inviteallparticipantstointroducehim/herself.

Reviewgroundrules/groupagreements/rightsandresponsibilities.Ifyoudonothavegroundrules/groupagreementsalreadyset,youcaneitherhavethegroupbrainstormgroundrules/groupagreements/rightsandresponsibilitiesoryoucanusetheonesprovidedbelow.Itisimportantthatallparticipantsactivelyagreetothegroupagreementsatthebeginningofthetraining,andunderstandwhatthegroupagreementslooklike.

Example:IfrespectisagroundruleASK:Howdoyouknowwhenyouarerespected?Howdoyourespectothers?

Establishboundariesandconsequencesifanyonebreaksagroupagreement.

Example:Ifaparticipantbreaksanagreement,theyhavetoparticipatesilentlyfor10minutes.

Example:Ifsomeoneisfeelingunsafe,theycansay“Ouch”,andthatisacuefortheleadertoaskwhytheysaid“Ouch”anddealwiththesituationdirectly.

ExamplesofGroupAgreements:

− Speakfromyourownexperience.− Seektounderstand.− Listenactively.− Challengeself.− Acknowledgeboundaries.− Stepup;stepback.− Celebratediversity.

Reflect–Snowball–10minutesMaterials: paper, pens, flipchart paper, markers



SettingContext:Thepurposeofthisactivityisto get participants to brainstorm their learning objectives for the day and to take them beyond themselves to seek answers

Set-up: A space large enough for all participants to stand in a circle.

Directions: Give all participants a half sheet of paper. Ask them to write a question related to the topic that they hope will be answered that day. Have participants crumple up paper into a ball and throw the ball into the middle of the room. Ask participants to pick up a new crumpled up sheet of paper and read the question. Popcorn out some questions participants are hoping to get answered. Check for clarification and a show of hands as to who else has that question. Chart questions and counts.

Listen–StoryTime–35minutesMaterials:StreetsideStorieshandout

SettingContext:Thepurposeofthisactivityistoexperiencethepowerofastory.

Setup:Chairsshouldbeinacircle.

Directions:Shareastoryrelatedtothe“theme”oftheworkshop.(Note:Thisworkshopcanhavemany“themes”.Thethemefortheoriginalworkshopwas“SpeakingYourTruth.”Themeshelpfocusthetoolsusedduringthetraining.Theyarenotnecessarilythe“content”thatwillbecovered.)

DebriefstoryusingamodifiedORID1:

− OBJECTIVE:Whatdidyouspecificallyhearinthesestories?Whatphrasesorpassagesstoodout?Whatdidyounoticeinthetellingofthestory?

− REFLECTIVE:Howdidthisstorymakeyoufeel?Whereinyourbodydidthisstoryresonateandreverberate?Whatemotionssurfacedwhenhearingastoryabout“SpeakingYourTruth”(akatheme)?

− CONNECTION:(ThisisamodificationtoORIDforthistraining.Thepurposeofthissetofquestionsistoopenupparticipantstotelltheirownstoryandfindconnectionsbetweenthetheme/storysharedandtheirlives.Itisanimportantstepforstorydeconstructionandshouldnotbeleftout.):Howmanyofyoucanrelatetothisthemeandtopic?Howdoyourelatetothistheme?Wheredoesyourstoryaboutspeakingyourtruthconnecttothestorytellers?

1ORIDisadebriefingtechniquedevelopedbytheInstituteofCulturalAffairs



− INTERPRETIVE:Whatmessagescanwederivefromboththestorysharedandyourstories?Whatisthepurposeofstorytellingforourselves?Forouryouth?Forourprograms?

− DECISIONAL:Howcanthesestoriesinformmyselfandmyprogram?Howcanyouapplywhatwediscussed?

AfterORID,brainstormandchartadditionalideasaboutthetheme.

Inquire–FreeWrite–30minutesMaterials:Blankpaper,pens

SettingContext:Thepurposeofthisactivityistogetparticipantswritingonatheme.

Set–up:Thereshouldbetablesandchairs,enoughwallspaceforfourposters

Directions:Reviewthefollowingprinciplesofafreewrite.

FromStreetsideStories:

Thepurposeofthefreewriteistogeneratethebeginningsofanautobiographicalstory.Studentscanusethebrainstormlisttothinkofaspecifictimethatsomethinghappenedtothemthatrelatestothetheme.

Beforebeginningtowrite,makesureallparticipantshavepaperandpencils/pensandexplainthefreewriterules:

− Don’tstopuntilyouhear,“Pencilsdown.”− Don’tworryaboutspelling,punctuationorgrammar.− Don’teraseorcrossout.− Changeanyrealnames,exceptforyourownorpeopleinyour

family.− Pleasebequiet.

Emphasizethatoncetheybeginwriting,therewillbenotalking.Iftheyhaveaquestionorneedhelp,askthemtopleaseraisetheirhands.

Beginfreewrite.Giveparticipantsfiveminutesforfreewrite.Letthemknowwhenoneminuteisleft.

Aftercompletion,thankparticipantsforwriting.Askforacoupleofparticipantstosharetheirfreewriteiftheyarecomfortabledoingso.

Askparticipants,“Howdowesetupyouthforsuccessinwritingandtellingtheirstory?”andbrainstormanswersforthreeminutes.



Connect–LifeMaps,Audience&OrganizationalStory–60minutesMaterials:Blankpaper,pens,markers,flipchartpaper

SettingContext:Thepurposeofthisactivityistoexploreourlivesforthestoriestheyhold;tounderstandanaudienceandwhatanaudiencemightseekfromastory;tocraftanorganizationalstoryfortwodifferentaudiences

Directions:LifeMaps:Handoutblankpaperandmakerstoparticipants.Instructparticipantstopickfivemomentsfromtheirlifetodrawontheirlifemap.Thinkoffivetruemomentsintheirlifethathaveshapedthem.Itcanbebigmoments,someoneintheirlife,eventsoractivities.Theonlythingisthatithastobesomethingthattheyrememberandthatispartoftheirlifestory.Atimewarningwillbegivenhalfwaythrough.Eveniftheydon’thavetimetofinisheverything,makesurethattheyhavethoughtofthefivedifferentmoments.Giveparticipantstenminutestocompletethistask.

AudienceandOrganizationalStories:Haveafacilitatorsharetwotellingsofanorganizationalstoryrelatedtothe“theme.”Eachtellingshouldhaveadifferentintendedaudience.Afterthestoriesaretold,ask:

o Whatdotheydo?o Whydotheydoit?o Whatdotheywantyoutodo?o Whoistheaudience?o Whatiscompellingaboutthestory?o Whyisitrelevant?

IntroduceMindMappingconcept:tobrainstormawayofknowingwhotheaudienceisandhowtoreachthataudience.

Placeasmallcircleinthecenterofapieceofflipchartpaper.Inthecenterofthecircle,write“YourOrganization.”Askparticipants,“WhatGROUPSofpeopledoyouneedtocommunicatetoaboutyourorganization?”(Note:Makesuretheparticipantskeepthegroupslarge.Examplesincludefunders,policymakers,parents,youthinprogram,youthyouwantinyourprogram,media,etc.)

Asparticipantsbrainstorm,writethegroupnamesaroundthe“YourOrganization”circle.Connectthegroupswithasinglelinetothe“YourOrganization”circle.

Oncebrainstormingiscomplete,pickONEgrouptostartwith.Askthegroup“Whatistheselfinterestofthisgroup?”Orinotherwords,“Whatisthisgrouplookingoutfor?”Oranotherwaytoputitis,“WhywouldthisgroupWANTtoknowaboutyou?”

Recordtheirresponsesnexttothegroup.

Goaroundtheflipchartandaskthosequestionsforaboutfiveothergroups.



Informparticipantsthattheywillnowdoafreewriteabouttheirorganization.Theirgoalistocraftastorythataddressestheneedsofatargetaudience.TheyshouldtrytowriteTWOdifferentstoriesforTWOdifferentaudiences.Giveparticipantsfiveminutesforthisfreewrite.

Havevolunteersshareinthelargegrouporinsmallergroups.

Foreachpieceask,“Whowastheaudience?”Dream–ThePerformerWeWishtoBe–60minutesMaterials:Stageandmicrophoneifavailable.

SettingContext:Topracticetellingastory.

Set–up:Stageandaudiencearea

Directions:Tell participants that they will be given an opportunity to practice telling their story. Instruct participants to choose their personal story, life map, or organizational story to flush out in more detail. Give participants eight minutes to complete this task.

After eight minutes, have participants get into pairs to practice telling their story. Inform participants that they each have three minutes to tell their story. Check in after five minutes to make sure the other person in the pair has an opportunity to practice.

At the end of ten minutes, convene the large group. Inviteparticipantstosharetheirstorieswiththelargegroup.Applaudattheendofeachstory.

TrainingNote:Thisisaveryriskyactivitybecauseitdealswithpeopleandtheirstories.Itisimportanttocreateandensureapositiveandsafelearningenvironment.Whileitmightfeelappropriatetogivefeedbackaboutthe“performance;”thisisnotthevenuetodoso.Thisisjustanopportunitytopractice.

Alsobeawareofflow.Atourinitialtraining,peoplesharedverypersonalstorieswhereparticipantscried.Trymixinguptheenergyoftheroombyinjectinghumorwhereappropriate.Ifsomeonehasjustsharedamovingandtearfulstory,haveafacilitatorgetupandshareoneofhis/herstoriesthathasahumoroustwist.

Act–ActWorksheet–15minutesMaterials:Actworksheet,evaluations

SettingContext:Thepurposeofthissectionistogetparticipantsthinkingabouthowtheywillapplywhattheyjustlearnedintheirprogram.



Directions:HandoutActWorksheettoallparticipants.Givefiveminutestocompleteworksheet.Attheendoffiveminuteshaveparticipantsshare,“OnethingIamtakingawayfromtodayis...”AND“OnethingIappreciatedabouttodayis…”.

Handoutevaluationsandthankthemforattending.

LearningCircle1:TransferenceofLearning,Knowledge,andInformationTotalrunningtime:4hours


ACTWorksheetTodayIlearned…

OfthethingsIlearned,whatisconfirmedbypastlearningcircles,personalexperiences,formaleducation,and/orothertrainings?

OfthethingsIlearned,whatisdissonantwithpastlearningcircles,personalexperiences,formaleducation,and/orothertrainings?

WhatdoIneedtolearnmoreabout?

OfallthatIhavelearned,themostcriticalthingIneedtoapplytomyprogramis…

Thiscriticalpieceofinformation,knowledge,learningwillchangemyprogramby…

Inorderforthischangetohappen,Ineedto…

IwillknowIamsuccessfulwhen…

WhatIneedtocommunicateaboutthislearning,growth,andchangetoothersis…

3130 20th St., San Francisco, CA 94110 • www.streetside.org • 415-864-5221

Inspiring Autobiographical Writing in Youth

www.streetside.org

Streetside Stories Inspiring Autobiographical Writing

3130 20th St., San Francisco, CA 94110 • www.streetside.org • 415-864-5221 2

STREETSIDE STORIES MISSION

THROUGH THE POWER OF STORYTELLING, STREETSIDE STORIES VALUES AND CULTIVATES YOUNG PEOPLE’S

VOICES, FOSTERING EDUCATIONAL EQUITY AND BUILDING COMMUNITY, LITERACY AND ARTS SKILLS.

CONTENTS

TELLING YOUR STORY PAGE 3 Picking Stories

Practicing and Telling

STORY SWAP PAGE 4 The Story Ball

Questions to ask

BRAINSTORM PAGE 5 Sample Brainstorm Questions

Sample Brainstorm

FREE WRITE PAGE 6 Free Write Rules

How to Help Students

SHARING WRITING PAGE 7 Sample Free Write



Storytelling is a fundamental human activity. We tell stories all the time, to inspire, amuse, instruct or just to share our experience with someone else. Telling a story from your life can help your students remember a story from their life. Dramatic moments from your life can make good stories, but ordinary ones can too. Choose a story that will exemplify the theme the students will be writing or talking about. How to Pick A Story 1) List 10-20 events from your life that relate to the theme/topic students

will be writing or talking about. Tip: Students are particularly engaged by family stories, especially escapades with siblings.

2) Star the three events you remember the most about. 3) Tell your three stories to someone. 4) Ask yourself:

Which story did I remember the most details about? Which story had a problem that needed to be solved? Which story did I enjoy telling the most? This is the story you should tell!

How to Practice • List the five most important moments/events in the story. • Tell your story aloud to yourself three times, allowing yourself to change

how you tell it each time, but making sure you hit each of your five moments. Tip: You may wish to write out the version of the story you like the best.

• Notice where you can act out events. Tip: The more movement you include in your story, the more engaged the students will be.

• Notice who your characters are. What is one small change you can make to your posture, voice or facial expression to indicate each character?

How to Tell Your Story Whether you choose to tell your story with or without a script, the most important thing is to enjoy telling your story. If you are enjoying telling it, the students will enjoy listening to it. It is okay if your story keeps changing each time you tell it. Every audience is different, and we tell stories for different reasons in different situations.



Story Swap The story swap provides students with the opportunity to share their experiences and to hear their peers’ stories. The story swap works best when students are sitting in a circle or U-shape so that everyone can see everyone else. Emphasize to your students that this space needs to be a safe one, where people feel supported in sharing and participating. The Story Ball We also use a little light-weigh ball called the Story Ball. The person who holds the Story Ball is the focus of the class, and the only person who is allowed to speak (except for the facilitator). The facilitator throws the Story Ball to a student who wants to share a story from their life that relates to the theme or discussion topic. When the student is finished talking, they throw the ball back to the facilitator. The key to having a good story swap is to ask lots of questions! Questions to Ask Sometimes it can take a class a while to get comfortable with sharing their stories out loud. We have discovered that being prepared with a lot of different types of questions can help. If one question fails to interest students, try another. It is often helpful to begin with Recall Questions about the story you told like, “Who remembers from my story what I wanted to change?” “How did I feel about the change I made?” Some kids feel uncomfortable sharing anything personal. A Question that elicits a Show of Hands can spark more personal story swapping. For example, you might ask, “How many people have moved?” and then call on someone with a follow-up with questions such as, “Where did you move to? Where did you move from? How did you feel about moving? What is the thing you miss the most about your old room?” Specific Questions like, “What did you wear to graduation?” and “How did you feel when they handed you your diploma,” are easier to answer than a general question like, “What happened at your graduation?”



BRAINSTORMING

Generating a brainstorm of your theme/topic as a part of story swap generates a resource for students choosing free write topics later in class. Make a web on the board and write out students’ ideas. Keep asking questions while they brainstorm to flesh out all aspects of your theme. Feel free to keep adding to your brainstorm in future classes if you are going to keep exploring the same theme. Sample Brainstorm Questions for “Community Change” theme: How can a friendship change? How do people change? How can a family change? How can a neighborhood change? What are some things that change at school?

Sample Brainstorm

SELF FRIEND FAMILY SCHOOL NEIGHBORHOOD

Attitude Better food in the cafeteria Build new house Change goals

Change park Change relationship with brothers/sisters Changing jobs

Divorce Ears pierced Friend visits Friend/family moves

Friends change what they like Get a locker Get a scar Get hurt

Get older Getting braces/retainers Getting glasses Go to a new

neighborhood/ country Going to college Grades change rowing hair

Growing taller Hairstyle Handwriting New teacher Hormones

Illness Lean new things CHANGES Learning English

Learning to drive Losing friends Make new friends

More books in the library Move to a new house Moving to the United

States Neighbor moves New baby New brother/sister New computer

New furniture New name New park New pet Parent remarries

Personality changes Someone dies Speak a new language

Wear a uniform You aren’t as shy You get a girlfriend/boyfriend

You get older and you have to take responsibility You look different

Your friends change Your interests change



FREE WRITE

The purpose of the free write is to generate the beginnings of an autobiographical story. Students can use the brainstorm list to think of a specific time that something happened to them that relates to the theme (it can be off the brainstorm list, or from their own head). Before beginning to write, make sure all students have paper and pencils and tell them the Free Write Rules. Free Write Rules • Don’t stop writing until you hear, “Pencils down.” • Don’t worry about spelling, punctuation or grammar • Don’t erase or cross out • Change any real names, except for your own, or people in your family • Quiet Emphasize that once they begin writing, there will be no talking. If they have a question or need help, they should raise their hands quietly, because everyone needs silence to concentrate. Have students hold pencils up in the air to show that they are ready to begin writing. Count down 3...2...1.... begin writing! Give the students 5-8 minutes to write. You can go a little longer if they are enthusiastic and focused. How to Help Students While they write, walk around the room and look for students who need help getting started. Go over the brainstorm options with them and ask specific questions like, Have you ever gotten a new pet? Do you remember what your first day at a new school was like? If they get an idea, ask them to tell you their story verbally for a minute. Then tell them to start writing it down. When time is up, say, “Pencils down!” Some kids will be very concerned about finishing their story. Remind them that a free-write is just the beginning of a story. It’s okay if they didn’t finish. Tip: Writing can be done on unlined paper in any direction, shape or pattern they want.



SHARING WRITING

Sharing writing provides students with the opportunity to share their experiences and hear their peers’ stories. Students can tell their story or read their story aloud. We never force students to share. We always share the names of the authors who choose to have their stories read. Sometimes students only want to share anonymously. We explain that we share names because the authors should be proud of what they wrote, and because if we didn’t say the names, the audience would spend more time trying to figure out who wrote the story, than listening to the story. Sample Free Write (By a sixth grade student at Marina Middle School) It was the first day of 5th grade. Me and my best friend since 1st grade were going to the classrooms. One the 2nd day he told me that he was moving. I didn’t want him to go. He was moving the next day. So we did all the things that we wanted to do for years. When he left he sent me a present. And I still remember him from this day on. And I never had a best friend that was like him again. His name was Brandon.

Learning Circle 10: Telling Your Story · 10/06/2010 · telling their story. Instruct...

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