Inside this guide
with Carol Lyons
sometimes you will
Please read to students Description
act them out. It’s
Artist Bio 1
Mrs. Lyons will come going to be great fun! Learning 2
to your class once a
week. You will hear
stories from around Vocabulary 2
the world. You will Drakestail Curriculum 2
hear stories about
After the 2
animals, children, and program
magic. You will help
List of Resources 3
tell the stories. You Expectations 3
will sing songs, recite Day by Day 4-
poems and play 8
you will draw or
write about the
Artist Bio: Carol Lyons
Please read to students. even went to a college stories to her
that put on plays all five
When Mrs. Lyons the time and acted out grandchildren.
was a little girl, she stories. She can’t wait to
loved listening to her share them with
Irish grandmother’s When she was a you.
stories. She and her teacher assistant, her
friends were always class loved to play
having shows and “pretend”. Now she’s
performing plays for a busy grandmother
their neighbors. She who loves telling
Be stimulated to Be engaged in respectfully
PK‐1 visualize the stories the story
through role‐play, Be motivated to learn
writing, and Be engaged in to read.
drawing the stories and
‐ Communication listen to them
Arts actively and
Preparing for the Program
1. Designate a 2. Have the 3. Provide me
space in the students wear with a class list.
classroom for name tags so I
storytelling. can call them by
● Fairy tale – a make generation. Identify – to know, to
believe story about Fiction- an imaginary recognize a person or
magical events and story, unreal. thing.
creatures such as fairies,
witches, giants and Construct – to build or ● Ukulele – a small
talking animals. piece together guitar with four strings
originally used in
Folktale – stories that Character – a person Hawaii;
were told and passed or animal in a story.
down from generation to
After (and during) the program…
Between lessons: friendship. lines of a tale; see
‐After Rumplestiltskin, show a After the program: where the story goes.
video of the fairy tale, tell or Role play more stories, Change a story; stop
read other traditional fairy encourage active before the end of a
tales, i.e.: Rapunzel. participation through story and ask “what
‐After Abiyoyo, do lesson on chants, refrains or group happens next?”
African culture. Draw huge telling. ‐Divide the class into
outline of Abiyoyo on ‐Make up a modern pairs; have them take
butcher block paper and let fairytale. turns telling a
each child add a feature to ‐Read other Anansi stories, designated story to
the giant. trickster stories. each other.
‐After Drakestail, locate ‐Play “Create a Story” by ‐See individual lesson
France on globe; discuss having each child add a days
French customs, also sentence to the beginning
Resources: Storytelling Crazy Gibberish by
● Story books, Festival Naomi Baltuck
audiotapes, and Sponsored by The Storytelling
DVD’s at your local MO‐Tell and Classroom by
library Gateway Sherry Norfolk
courses (for adults): Books:
At UM‐St. Shake It Up Tales
Louis and by Margaret
Resources At the annual Storytelling by
St. Louis Len Cabral
Expectations for the Hosting Teacher
Centene Center for Arts
3547 Olive St. Advance notice of schedule changes.
Saint Louis, MO 63103
Name tags or tents for participating students.
For more information on Information that will make the program successful for
this program or others your students, such as classroom rules, individual students’
learning styles, etc.
314.289.4120 Your presence and participation in every session. This
helps connect the residency to what you are teaching,
stimulate the interest of your students, and maintain order.
www.springboardstl.org On‐going feedback on the residency.
Completion of a program evaluation at the end of the
programs in the arts,
cultures, humanities, and
sciences to schools and
community organizations. Teachers must remain
These programs inspire
their audiences to with the students in the
embrace knowledge and classroom at all times.
new experiences that
broaden their horizons. Thank you.
Day by Day Schedule
MORTIMER by Robert Munsch
Theme: A Bedtime Story
1. Students will identify the parts of the story, characters, problem/situation, setting, and solution. They
will discuss good bedtime habits and other solutions to the problem. They will retell and role play the
2. Students will either make a simple puppet or write about their own bedtime rituals, depending on the
THE HAT MAKER AND THE MONKEYS (A folktale)
Theme: Cleverness saves the Day.
1. Students will participate both verbally and physically in the story as they ʺbecomeʺ the shopkeepers,
selling their wares to the hat maker
2. Younger students will create a hat for their monkey picture; older students will write a description of
their hat in their story journal.
FIVE MINUTES PEACE by Jill Murphy
Theme: A Little Peace and Quiet
1. Students identify with the mothers situation and enjoy the antics of the children.
2. By re‐telling the story, the students practice sequencing and fact identification.
MEAN SOUP by Betsy Everett
Theme: Understanding our Feelings
1. Students will discuss their own bad days and what they do that makes them feel better.
2. Students will each come up to the “pot” and put something in our mean soup recipe (a growl, a scream,
banging the pot, etc.) Then we will make “happy soup”, thinking of things to put into it.
QUIET, WYATT by Bill Maynard
Theme: Growing Up
1. Students will examine feelings of frustration when no one believes in them. Through the story they will
see how “doing the right thing” changes everything. They will learn their part in telling the story.
They will role play the story and talk about how everyone treated Wyatt differently ‐ with respect ‐
after he rescued the puppy.
2. Students will draw a picture of themselves doing something they will be able to do when they are older
and write a sentence describing what they are doing.
SIR SMALL AND THE DRAGONFLY by Jane OʹConnor
Theme: Little but Mighty
1. Students compare the sizes of objects, ants, shoeboxes, toothpicks and pennies which illustrate the
various words for little.
2. This story illustrates that bravery and brains can come in small packages
THE SQUEAKY DOOR by Naomi Baltuck
Theme: Animal Tales
1. Students will talk about their experiences spending the night away from home and discuss what a
funny old house might look like (to get them visualizing the story).
2. Since this is a great participatory story, students will be asked to help to tell it. They will act out the
story, emphasizing the sequence by arranging the animal pictures in order as they tell it.
3. Students will learn about humor in the story and will compare this silly bedtime story to our story about
HOW THE CAT GOT ITS NAME by Bev Bos
Theme: A Silly Riddle.
1. The children help solve the problem with each name and in the end discover a funny answer.
2. Students can draw what their favorite cat would look like. Older students will write about their favorite
name and why they chose it.
WHY DOGS HATE CATS (Audiotape by Bev Bos)
Theme: Another Animal Tale
1. Students will identify how the cat tricked the dog and will make a simple cat/dog puppet to re‐tell the
THE COOKIE GIRL by David Novak (audiotape)
Theme: Too Much of a Good Thing
1. Students will name their favorite foods. Would they like to eat it for every meal? Well, the little girl I’m
going to tell them about did just that. They will help tell the story and construct a story web by
identifying the story’s setting, characters, problem and outcome.
2. Students will draw their favorite food person like “Pizza Boy” or “French Fry Man” and share their
creations with the class.
THE CANDLE STORY From The Book of Gibberish (author unknown)
Theme: Out of the Mouth of Babes
1 Students learn about life before electricity and other modern conveniences.
2 The class will discuss other ways to solve the problem and what was silly about this story.
3 Students will write about something they have that people didnʹt have long ago. (Younger students will
decorate a candle picture.)
DRAKESTAIL A French Folktale adapted by Ellen Dolan
1. Students will learn about folktales and what makes them unique. They will discuss the good qualities
of the duck and contrast them with the evil ways of the King.
2. Students will assist in creating a story line while role‐playing the story.
3. Students will talk about friendship and what they like to do with their friends. They will draw and/or
write about it.
THE PRINCESS AND THE PEA by Janet Stevens
Theme: a Royal Fairy Tale
1. Students will discuss some of the elements of a fairy tale. They will examine peas in a pod and feel that
they are hard and small, not at all like the peas they eat.
2. Students will take turns coming up and putting “mattresses” on top of the pea on the Princess’ bed as
they retell the story.
CHRYSANTHEMUM by Kevin Henkes Theme: Kindness (Different but Special)
1. Students will talk about how they feel when someone makes fun of them. We will emphasize how each
of us is different and unique, but that we are ALL special.
2. Students will learn about flowers, their different parts and types. And they can examine a real “mum.”
3. Students will write about something they did or that happened to them that made them feel good about
WAIT AND SEE by Robert Munsch Theme: Birthday Wishes Can Come True
THE BOO BABY GIRL (Audio by David Novak)
Theme: Scared Silly
1. Students will recollect what they used to think was scary when they were little and will describe what a
haunted house looks like.
2. They will talk about humor and surprises in stories and use their imagination to help create a scary
monster on the board. (Each will come up and add a part.)
THE HALLO‐WIENER by Dave Pilker (Seasonal)
Theme: Thereʹs a Hero in all of us
1. Students will retell or role play the story. They will share Halloween stories and costume ideas.
2. They can create a picture of their own scary monster or describe it in their journal.
ABIYOYO by Pete Seeger
Theme: An African Folktale
1 Students will locate Africa on a globe, talk about life in a village and musical instruments.
2 Students will talk about the magic in the story and in folktales. They will write/tell what they would
choose as their magic power.
THE GIRL WHO WORE TOO MUCH by Margaret Mead MacDonald (Folktale)
Theme: More is not always better
1. Students will participate in the story and ʺofferʺ more silks, and suggest more jewels and finery for Aree
to wear to the dance.
2. They will describe their favorite part of the story.
RUMPLESTILTSKIN by Paul Zelinsky
Theme: Magical Fairytale
1 Students will discuss the elements of a fairy tale and the magic in the story. They will talk about the
spinning wheel and other unfamiliar elements of the story.
2 They will make‐up their own silly name and write what they like about fairytales.
THE PAPERBAG PRINCESS by Robert Munsch
Theme: A New twist on a traditional fairytale
1 Young students will re‐tell the story in sequence and make a paper bag Prince or princess puppet
2 They will discuss how the Princess outsmarted the dragon and add some ideas of their own
ANANSI AND THE MOSS COVERED ROCK Retold by Eric Kimmel (Folktale)
Theme: A Trickster Tale
1. Students role playing the story (by delivering their lines on cue).
2. Students name the animals in the story and think of other forest animals. They will draw/write about
their favorite animal.
CHICKIN ʹLICKIN DOG by Lucy Lockett Theme: Friendship
1. There is a lot of participation in this rather silly story, but the students love retelling it and acting like
2. Students will tell/write about what they like to do with their friends.
AMAZING GRACE by Mary Hoffman
Theme: Believe in yourself and you can do anything
1. Students will discuss the story ‐‐ its problem and solution ‐‐ and relate it to their lives. And they will act
out some characters they liked from stories.
2. They will write/tell about different things they would like to be or do in their lives
THE FULL BELLY BOWL by Jim Aylesworth
Theme: Always follow directions
1. Students will discuss the story and think of others things that could happen that would change the
2. They will draw their own magic bowl, filling it with their best wishes.
Students will talk about all the different types of stories they have heard in the program, selecting a few of
their favorites to retell. They will also write about one of their favorites.
1. Develop and apply skills and strategies to the reading process
E. Develop vocabulary by listening to and discussing unknown words in stories.
G. During storytelling, develop and use strategies to form questions, infer, predict, etc.).
H. Develop and demonstrate post‐storytelling skills to respond to text: question to clarify, retell,
illustrate, re‐enact stories.
I. Identify connections between text ideas and own experiences.
2. Develop and apply skills and strategies to comprehend, analyze and evaluate fiction, poetry
and drama from a variety of cultures and times
B. Respond to rhythm, rhyme and alliteration in oral reading of poetry and prose.
A. Use details from text to identify story elements.
3. Write effectively in various forms and types of writing
C. Plan and tell an idea through pictures and words using factual information.
Listening & Speaking
1. Develop and apply effective listening skills and strategies
A. Listen for enjoyment, for information, and for simple directions
B. Demonstrate listening behaviors.
2. Develop and apply effective speaking skills and strategies for various audiences and
A. When sharing ideas or experiences, speak audibly and use age‐appropriate vocabulary
Develop and apply skills to communicate ideas through theatrical performances.
PP1B1,2: Role playing
PP1E1,2: Practice appropriate audience behavior
Interdisciplinary Connections (IC)
Develop and apply skills to make connections between theatre and other arts and subject areas.
IC1D1,2: Listen to a story and act out the story in dramatic play