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Teachers Activity Guide
A Cultural Vision Project
www.motherwitstories.com
All Programs developed by Lambert van Buuren
She holds a M.Ed. B.A. in Humanities/Psychology
A.A. in Art
E-mail: info@motherwitstories.com
VERBAL AND NONVERBAL COMMUNICATIONS
A LISTENING EXERCISE
In this lesson, students and teachers are
called upon to use effective communication skills when discussing the
topics that arise during this session. In this two-part lesson, students
will explore different ways of communicating. As a group, students will
examine the reasons why they should be careful listeners and thoughtful
speakers.
Teachers will:
~ Orally present the skit (story). Be sure you have familiarized yourself with the materials so your telling of the skit (story) is problem free. In this way, you draw a visual picture of the skit (story), which will enhance the imagination and allow students to develop their listening skills.
~ Alternatively, you can record the skit (story) on cassette tape as you are making your oral presentation. In this way, you can play it back during the class discussion for reference if needed.
NOTE: Teachers can use a substitute story of the same caliber if desired. Keep in mind if you select a different story, you will need to adjust the activity portions below to match the story you are telling.
Activity: Part I [ACTIVE LISTENING]
The first part of this session will consist
of listening or receiving information, which is an important part of
communicating.
1. Remind students that being a good listener takes practice. After the teacher has completed the oral presentation, give students the opportunity to discuss what they have heard.
2. The focus of these discussions should center around the oral presentation made by the teacher.
a. The exercise is to examine reasons why it is important to be careful listeners and thoughtful speakers.
b. Students should not take notes, as the purpose of this exercise is to develop listening skills.
c. Pay attention to which characters each student gravitates to or identifies with.
Activity: Part II [ACT IT OUT]
Setting the Stage:
~ Ask ten students to volunteer for this skit (story).
~ Place students in roles opposite of the characters they gravitated to during the discussion of the skit (story).
The Skit (Story):
~ One person will be the official announcer and two people will be the official security officers.
~ Seat five people next to each other in a row (as if they were at an official event).
~ Seat two people in the row of seats in front of the other five people, they will be hecklers. The hecklers are extremely obnoxious. For example: highly disagreeable and offensive to the people sitting around them.
The scene opens with a sporting event in progress. The hecklers are loudly expressing their disapproval. When asked to stop by the fans behind them, they begin to harass them as well. The first of the five, goes to get security. The second, fourth and fifth, fight verbally with the hecklers. The third refuses to partake in the matter. The first person returns with security. The hecklers are taken away by security. Four of the five hi-five their victory. The first event concludes; the five fans wait for the next event.
The second event is about to start, we hear the officials say:Official Announcer: "Ladies and Gentlemen please rise to sing our National Anthem."
The first, second, fourth and fifth persons stand and place their right hand over their hearts and proudly sing the National Anthem. As they sing, they notice the third person is still seated and not singing. During the singing of the song, they attempt to get their friend to stand and sing by prodding and nudging their friend. When the third person refuses, they become more physical than before. When that does not work they beat their friend up, all the while they are singing the National Anthem. When the song has concluded they have beaten their friend down for not being patriotic.
Students viewing the skit are to take notes on as many different forms of communication used in this skit (story). For example: verbal and nonverbal communications. The actions/reactions of everyone’s role in the skit (story). Be it negative or positive.
Activity Discussion
After viewing the skit (story) ask students to take 10 minutes to make a list of what they saw. Now ask students to work together listing the ways the characters used or did not use positive communication skills. Once the list is complete, ask students to discuss what actually happened from as many different points of view, as there are characters in the skit (story). In other words, discuss the essential concept of communication or the lack of communication.
~ Define and illustrate the five major elements of communication found in the Cultural Vision Project manual, entitled "Roles of Language: The Process of Communication."
~ Focus on both nonverbal and verbal communications. In other words, body movement (language) or kinesic values.
a) In your discussions talk about the negative and the positive gestures used throughout the skit (story).
~ Discuss the twist of the skit (story) at the end. In other words, when the four characters turned on their friend. Discuss why they did so. Discuss their body language and all nonverbal communication during the song and after.
~ Discuss how the character, who was beaten for not being patriotic and refusing to sing the National Anthem must have felt. Examine how you would have felt if it were you.
Note: Students should examine this portion (meaning the ending) of the skit (story) from the perspective of all five characters.
HOW BRUH GATOR MEETS TROUBLE, by Lambert van Buuren, is a retelling that recants the How come and Why things are the way they are or the changes that come about. These are the lessons Bruh Gator learns from Bruh Rabbits introduction to trouble.
In this lesson, we will explore Oral Literature as an important educational
vehicle that provides the traditional form of linguist expression found
in traditional folklore. Through story telling, the Cultural Vision
Project offers the traditional form of linguist expression found in
traditional folklore. The art of telling stories develop skills and
values designed to expand communication, expand oral expression and
teach social interaction. Students are encouraged to develop their own
stories. In doing so, they will gain the full effects of teaching that
only occurs during story telling, between the Speaker and the Listener.
It is through this discussion that they will enhance their imaginations
by exploring the story orally.
In recanting the African American folk literature, the distasteful racial
phraseology has been eliminated. Yet, the "Mother Tongue"
or vernacular dialect of African Americans remains in tack. In this
way, we can begin to examine as well as investigate the dialect intolerance
of African American speech pattern or spoken soul.
The original story is an African American Folklore with many titles
Author(s)
Zora Neale Hurston, Mules & Men "How The Gator Got Black"
Edited by Langston Hughes; Arna Bontemps, Book of Negro Folklore, "Why
Br’ Gator’s Hide is so Horny"
Virginia Hamilton, "Bruh Alligator Meets Trouble" A Gullah
Dialect Tale
Julius Lester, More Tales of Uncle Remus, "Brer Alligator Learns
About Trouble"
Edited by Roger D. Abrahams, Afro American Folk Tales "You Never
Know What Trouble is Until it Finds You."
Lambert van Buuren, "How Bruh Gator Meets Trouble"
Subjects: Language Arts, Oral Literature, Cultural History, and
Folk Art/Medicines so as to conceptualize a culturally diverse teaching
and learning process in an educational setting.
Community Agreements seating arrangement: It is important the
classroom is divided into 4th’s. Disperse students from each section
save for one or two. Remind the class these guiding principals will
be the guidelines for their discussions.
ð Community agreements can consist of the
following:
ð Agreeing to actively listen
ð Respect for different perspectives and opinions
ð Be aware of tone of voice and body language
ð Be aware of your equity of voice (Meaning the fairness in your tone
when you are speaking)
Overview of Lesson Plan: The main objective of each lesson is to
learn to listen to verbal and nonverbal communication. We will examine
how story telling encourages us to recognize differences and similarities
in speaking patterns used in the story. This will foster common principles
for fairness and respect for differences and similarities. It will also
assure that the goal of the discussion is to listen and learn from one
another.
Comprehensive Objectives: The storyteller uses and old Southern
dialect and Standard English to tell the story.
Students will:
1. Analyze the differences between both dialects. Students should discuss
how the storyteller effectively uses both dialects.
2. Further discussion can consist of how African American writers, comedians,
singers and rappers use this dialect, yet it is condemned in educational
settings and in public commentary.
3. Explore new avenues for sharpening the understanding of language
skills and gaining appreciation for expressive differences. This will
allow students to look at dialect intolerance in a way that encourages
them to discuss their attitudes toward speech differences.
4. Analyze the story relating it’s meaning and characters to an
incident that has occurred in their lives.
ð In this case, major changes. Changes that created the possibilities
of hostilities.
ð What changes occurred?
ð Who and Why did the changes happen to?
ð Where did the changes happen?
ð When did the changes happen?
5. Investigate how the trickster character, Bruh Rabbit, manipulates
the situation just so he could introduce Bruh Gator to his friend Trouble.
ð Examine why Bruh Rabbit had troubles of his own. Also, examine why
he felt he should introduce Bruh Gator to Trouble.
6. Examine why Bruh Gator felt he was the smartest in the whole world
being that he was King of the water world.
7. Why do you think Bruh Gator trusted Bruh Rabbit in the first place.
8. Examine how you would respond if someone imposed changes on you the
way Bruh Rabbit did to Bruh Gator. How many changes did Bruh Rabbit
make on Bruh Gator? Discuss each change Bruh Gator went through.
9. What do you think Bruh Gator meant by Gator Law? Why did Bruh Rabbit
tell Bruh Gator he could not use Gator Law up on top of hard dry land?
10. Discuss the strategy of Bruh Rabbits plan to introduce Trouble.
11. Examine how many facts about Alligators are in this story. Are there
really white alligators with blue eyes, if so where do they live and
how many are there? The best place to start is the New Orleans’
Zoo.
12. In accordance with this story, discuss why Rabbits don’t go
around the water and why all &"quick jump back in the water
if he hears a crackle or snap."
13. In accordance with this story, discuss the personalities of Bruh
Rabbit and Bruh Gator.
14. Next, examine the characteristic of a real rabbit and the characteristic
of a real alligator. Then examine the mystical characteristics of Bruh
Gator and Bruh Rabbit.
15. How did Mrs. Gator, the kids and friends get in the broom grass
field with Bruh Gator when Trouble arrived?
16. WRAP-UP/PROJECT HOMEWORK: At the end of the assigned time
for Listening Groups, students should go back to their assigned seats
to disperse the new information. In this way, the story is discussed
as a whole or community. In other words, everyone shares what she or
he has learned. In this way, we avoid the spread of misinformation.
HOW RABBITS COME TO HAVE SHORT TAILS, by Lambert van Buuren, is a retelling of how all Rabbits lost their big bushy tales. All on the count of the Swamp Rabbits need to cross the river by tricking the Alligator. The Swamp Rabbit tricks the Alligator into making a line across the river, forming a bridge so he could get to the other side. In doing so his plan backfires and is how he loses his tail. The lesson learned by the Swamp Rabbit relates to the old folk proverb, "What goes around comes around sooner or later."
In this lesson, we will explore Oral Literature as an important educational
vehicle that provides students the opportunity to tell their stories.
Through story telling, the Cultural Vision Project offers the traditional
form of linguist expression found in traditional folklore. The art of
telling stories develop skills and values designed to expand communication,
expand oral expression and teach social interaction. Students are encouraged
to develop their own stories. In doing so, they will gain the full effects
of teaching that only occurs during story telling, between the Speaker
and the Listener. It is through telling their personal stories, that
students will enhance their imagination while exploring topics of interest
orally.
In recanting African American folk literature, the distasteful racial
phraseology has been eliminated. Yet, the "Mother Tongue"
or vernacular dialect of African Americans remains in tack. In this
way, we can begin to examine as well as investigate the dialect intolerance
of African American speech pattern or spoken soul.
Author(s)
Lambert van Buuren, "How Rabbits Come to Have Short Tails"
J. Mason Brewer, American Negro Folklore "Why the Rabbit Has a
Short Tail"
The original story is an African American Folklore: "Why the
Rabbit Has a Short Tail"
Subjects: Language Arts, Oral Literature, Cultural History, Folk
Arts/Medicines so as to conceptualize a culturally diverse teaching
and learning process in an educational setting.
Comprehensive Objectives: The storyteller
uses an old Southern dialect and Standard English to tell the story.
Students will:
1. Analyze the differences between both dialects. Students should discuss
how the storyteller effectively uses both dialects.
2. Further discussion can consist of how African American writers, comedians,
singers and rappers use this dialect, yet is condemned in educational
settings and in public commentary.
3. Explore new avenues for sharpening the understanding of language
skills and gaining appreciation for expressive differences. This will
allow us to look at dialect intolerance in a way that encourages us
to discuss their attitudes toward speech differences.
4. Analyze this story and relate the Folk proverb, "What goes around
comes around sooner or later," to an incident that occurred in
their lives.
5. Students should ponder whether the Swamp Rabbit got what he deserved
and why.
6. If you were a member of the Gator Clan, how would you feel? Keep
in mind that the Swamp Rabbit’s cousin, Bruh Rabbit’s introduction
to Trouble changed the appearance of the entire Gator Clan.
7. Discuss how you would feel if you were a member of the Rabbit Clan.
Keep in mind the entire Rabbit Clan has been held responsible for changing
the appearance of the entire Gator Clan.
8. Why was it that the Swamp Rabbit felt he did not need to stay away
from the river? Discuss how you would feel if you found yourself in
a similar situation.
9. Why did the Swamp Rabbit feel the fight between Bruh Gator and his
cousin Bruh Rabbit did not have anything to do with him any old way?
10. How did the Swamp Rabbit trick the Gator’s into doing what
he wanted and why?
ð Discuss all angles of this portion of the story as it relates to ways
in which people justify their action.
11. Why did the Swamp Rabbit trick the Gator’s into making a line
across the river in the first place?
12. After the line was made how did the Swamp Rabbit cross the river
to get to the other side?
13. After the Swamp Rabbit got to the other side what did he do? What
happens to him after he washes his big bushy tail and why?
14. Investigate, using smaller groups if needed, how the trickster character;
in this case Bruh Rabbit, manipulates the situation before he crosses
the river and why?
15. Investigate how the two factions (the Gator Clan and the Rabbit
Clan) are closely related to tribal or gang activities.
ð Before starting this portion define what is meant by the word "tribe"
and how it relates to cultural etiquette.
ð Define what is meant by cultural etiquette.
ð Discuss why tribal or gang members expect all members to partake in
a plan of attack or retaliation.
ð Discuss how and why we could change these rituals to avoid violence
in the world today.
ð Ponder whether such rituals should/or can be changed. Discuss how
and why we as humans’ could/should or could/should not change rituals
of this nature.
16. Why do people who come from cultures other than American culture,
feel the need to retain or hold on to their cultural rituals? Do you
feel this is because they speak the same language, practice the same
religion and/or practice the same cultural aspects of life?
ð Investigate what is meant by American culture? Exclude any traditions
that did not originate in America. In other words, if something is considered
American culture and it came from a different country, i.e. African,
Asian, Latino, European and so forth. You must exclude it from your
list as American culture (Include Native American traditions as non
American culture, as their cultural existence was here prior to the
America we know today.)
ð Note to the Teacher: write on the board what the students discover
from this topic.
17. WRAP-UP/PROJECT HOME WORK: At the end of the assigned time
for Listening Groups, students should go back to their assigned seats
to disperse the new information. In other words, everyone shares what
she or he has learned. In this way, we avoid the spread of misinformation.
ð Go to Guidelines for End of Discussion
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