■ Then tell it a second time, bringing in the five senses to add color to the sky, fragrance to the flowers, and sounds to the animals.

■ Retell it a third time, this time bringing in the emotions and feelings.

■ See how each story feels for you and observe the impact on your listener.

6. Make an Outline of the Story

You do not need to write out a story verbatim, hold it in your hand, or read it out like an actor faithfully reciting a Shakespearean script. It may be easier to develop a story outline and then elaborate on it in a way that allows you to communicate collaboratively with the child, thus permitting a more interactive process. To help establish this outline and know where the story is going it may be helpful to ask yourself four basic questions:

■ What is the outcome of the story?

■ What are the steps or processes to reach that outcome?

■ What is the challenge or problem that begins the story?

■ What character can match the listener and reach that outcome?

Since a story does not become a story until it has an ending, I find it helpful, in outlining a story, to begin at the end. An example ofa story beginning at the end occurred when I made a recent phone call to Tracey Weatherhilt, a school psychologist who generously shared time and conversations in the planning of this book. Her secretary answered the phone, "Department of Education." While I waited to be connected to Tracey, the on-hold music came on—and what happened next made this telephone conversation into the story worth repeating. From the Department of Education's phone I found myself listening to the Pink Floyd song "The Wall," which goes: "We don't need no education. We don't need no thought control. No dark sarcasm in the classroom. Teachers, leave those kids alone." When Tracey came on the line and I told her the story she had a good laugh, saying, "Wait till I tell my colleagues about that!"

We both had a story to tell because of the ending: an anti-education song heard while on hold with the Department ofEducation. Without that, there would have been no story to tell and I would not have this example to highlight that the ending is what makes the story. I will discuss the planning of the story's outline in greater detail in Chapter 16.

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