This lesson will be broken into two or three class periods. The first day will introduce the story cloth and intergenerational storytelling. On the second day, students will have in-class work time to create their own story cloth. (If the instructor selects an object as the assessment, they can skip day two. The last day will provide an opportunity for students to apply and share their stories.)

Day One: Introduce storytelling through story cloth (30–35 minutes)

1. Focus Learner (Hook) - Begin the lesson by showing pictures of Hmong story cloths, using the two sources provided below. 
   1. Hmong Story 40 Panel Exhibit A: The Story of Story Cloth  https://ucdavis.box.com/s/r9kl6cve59ytwjxmj2qdm3qe46i4g7ai 
   2. Early Hmong Story Cloth from Shayle Miller Collection  https://ucdavis.box.com/s/z1f4q3rfbj6y8j3u4jxpfp6zkgs7dqq4 

Students will look and share what they See, Think, and Wonder. Write down their responses on a poster or the board. 

2. Establish Connection - Ask students what they know about Hmong paj ntaub (story cloth) and what looks familiar about the images they see on the paj ntaub. 
3. Establish Purpose - Explain to students that paj ntaub is one way how Hmong people tell their story. This explanation will provide an understanding of Hmong story cloths.
4. Explore - Watch the documentary Hmong textiles tell a story of vibrant culture (12:18 minutes)  https://www.youtube.com/watch?v=Nqjubfc7fYg.
   • Questions for students to take notes on: Based on the documentary, what types of stories are told through cloths? 
     • Who is telling the stories? 
     • How does one learn about these stories? 
5. Explain 
   • Discuss intergenerational storytelling and how Hmong families use this practice to preserve and pass down their own histories.
   • Explain to students how Hmong people are migrants in the United States.
   • Check for understanding with thumb’s up, thumbs down.
6. Observe and Analyze - Revisit the previously shown story cloths. 
   • Examine and identify the features on the story cloths. 
   • Compare and contrast the two different story cloths. This can be done with a partner, or as a whole class discussion.
7. Reflect
   1. Prompt students to discuss: 
      • What are some stories your family or community members have told you about your background?
      • What are some stories you heard from your family? 
   2. Share the lesson assessment with students. As students go through the lesson, have them keep in mind the end goal so they can begin thinking about their interviews. 
   3. Teacher will review the “Family Migration Interview Questions” below and choose at least two questions that students can use in their interview. Students are welcome and encouraged to formulate additional questions. 
      • Where is our family originally from? 
      • Do we have any family that still lives in this place? Why or why not?
      • What was this place like?
      • How and why did our family move here? 
      • What was this journey like? 
      • What was hard about the journey? What was exciting?
   4. If a teacher chooses to have students bring an object, they can utilize this time to brainstorm possible objects. 
   5. Consideration: Teachers should be mindful of this activity for students who may not have access to family members. Thus, they can frame this activity using community members as a way for students to broaden understanding of familial history. 
   6. Interview preparation: 
      • Inform students that they can begin their interviews immediately. 
      • Encourage students to voice record (with consent) or take copious notes as they sit with their interviewee. 

Day Two: Shared Practice & In-class Work Time (30–35 minutes)

1. Introduction: Teachers will prepare their own story cloth or object to share both visually and verbally with the class. This story cloth and verbal narration will serve as an example for students to model their own story cloth after. 
   • Teachers - Present a narrative through a drawing of your family migration.
   • Have students identify images/pictures in your story cloth. 
   • Tell your story to your students. 
2. Brainstorm: Teacher will give students time in class to begin crafting and writing their story cloth. 
   • Students will be asked to brainstorm visuals or ideas about the stories they learned from their family or community members. 
   • If the teacher wants to utilize this lesson to write a three to five sentence narrative/presentation, this class period can be utilized to brainstorm and draft the sentences. 
3. Close-out
   • Teacher will review the assignment (story cloth art and/or story cloth narrative).
   • Teachers will remind students that they will be presenting their story cloth. Encourage students to have talking points ready and allow for use of note cards during presentation.

Day Three: Presentation (30–35 minutes)

1. Introduction: Teacher will do a final check in on students' story cloths for comprehension and will also remind students the purpose of storytelling through cloth.
2. Presentation: Students will present and share their story to the class.
   • Options for presenting: whole class presentation, video recording, Give One/Get One, Lines of Communication, small group discussion, or gallery walk
3. Conclusion/Reflection: Have students summarize the stories they learned about from their peers, and to restate how Hmong practices of intergenerational storytelling can help us preserve and learn about our families’ and communities’ background and history. This can be done as an exit ticket or as a whole class share-out.