Sharing Our Stories

Grade Levels

1 to 7 (Adaptable for all ages within this range)

Time

30 minutes

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Curriculum Alignment – Alberta English Language Arts Program of Studies (2023)

General Outcome:

• GR1-7 C: Create Oral, Print, and Other Texts
  Specific Outcomes:
• GR1-7 C1.2: Present oral texts clearly and effectively to an audience.
• GR1-7 C3.1: Use appropriate speaking strategies (volume, expression, pacing) to engage listeners.
• GR1-7 C3.2: Demonstrate understanding and use of narrative elements when sharing stories orally.

Competencies Addressed:

• Communication
• Critical Thinking
• Personal Growth and Well-Being

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Learning Objective (I can statement)

I can present my narrative to an audience clearly and confidently using storytelling techniques.

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Success Criteria

• I speak loud enough for my audience to hear.
• I use expression and pacing to make my story interesting.
• I stay focused on my narrative and follow my script or notes.
• I use eye contact with my audience to connect.

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Materials Needed

• Students’ written narratives (prepared in previous lessons)
• Printed scripts (dyslexia-friendly fonts such as OpenDyslexic or Arial) for each student
• Optional: audio/video recording device (tablet or phone) for extension activity
• Space arranged for small group presentations
• Visual timer or clock

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Lesson Sequence

1. Warm-up & Set Purpose (5 minutes)

• Teacher prompt: “Today, you will become storytellers and share your own narratives. What makes a story fun to listen to?”
• Discuss briefly elements of good storytelling (voice expression, eye contact, pacing).
• Share a short example story yourself, demonstrating enthusiasm and expression.

2. Mini Lesson: Public Speaking Tips (5 minutes)

• Use "I can..." framed statements to guide students:
  • "I can speak clearly so everyone hears me."
  • "I can use my voice to show excitement or sadness in my story."
  • "I can look at my audience to keep their attention."
• Show simple techniques with modelling: speech volume, pausing at moments, smiling, and hand gestures.
• Review the script (printed) as a support tool for those who need it (especially for dyslexic learners).

3. Student Presentations (15 minutes)

• Arrange students in pairs or small groups (this class has only 2 students, so they’ll present individually to each other).
• Each student presents their narrative aloud using their script if needed.
• Encourage the listener to provide positive, specific feedback (e.g., “I liked when you used a funny voice!”).
• Teacher provides encouraging, constructive feedback focusing on success criteria.

4. Wrap-Up Reflection & Extension Suggestion (5 minutes)

• Students share one thing they felt proud about in their presentation.
• Discuss the extension: recording their story to add to their digital portfolio for family or future reflection.
• Reinforce how storytelling skills will help them in school and everyday life.

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Differentiation Strategies

Learner Needs	Strategies
Struggling readers/dyslexia	Provide clearly printed scripts in dyslexia-friendly fonts; allow use of recorded audio of their story to rehearse.
Speech anxiety	Allow peer or small group presentations instead of whole class; option to read only parts of the narrative.
Advanced learners	Challenge to include varied sentence structures or descriptive language while presenting; encourage recording and editing their presentation.
English Language Learners (ELL)	Provide key vocabulary with simple definitions before presenting; encourage use of visual prompts.

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Assessment

• Observation checklist based on success criteria:
  • Clear voice and volume
  • Use of expression and pacing
  • Eye contact with audience
  • Ability to follow script confidently
• Provide verbal descriptive feedback aimed at effort and progress.
• Optional: Save recorded presentations as formative assessment artifacts, contributing to ongoing digital portfolios.

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Dyslexia-Friendly Reading Supports

• Provide printed scripts using highly readable fonts (OpenDyslexic, Arial, Verdana).
• Use larger font size (14-16 pt) and double spacing.
• Highlight or underline key words and phrases to guide pacing.
• Allow audio versions of scripts where possible.

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Wow Factor Ideas for Teachers

• Interactive Audience Engagement: After each story, encourage students to ask 1-2 questions to their storyteller, building listening and interpersonal communication skills.
• Digital Storybook Creation: Use recorded presentations to create a class digital storybook collection showcasing each student’s work.
• Storytelling Props: Invite students to bring one small prop or drawing related to their story to make the presentation more engaging and multisensory.
• “Story Star” Certificates: Award small certificates or digital badges recognizing growth in public speaking and storytelling confidence to motivate students.

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This lesson fosters not only narrative skill development aligned with Alberta’s curriculum but also builds foundational communication and self-confidence essential for lifelong learning.