I have decided to post this story to show the value of not only the StoryTelling programme but also how it seamlessly fits into an intergrated curriculum.
The Dragon of Winter taught by Michelle Topp in Collaboration with Martin Weaver
Over view of the story
This is a story about a dragon who resides on the Port Hills of Christchurch New Zealand. He wraps himself around the Port Hills from Bridal Path (we adapted it Rapaki Track as our class was looking at the History of our community and Rapaki Track is in walking distance from our school) to Bowenvale. The dragon brings with him iron cold winter. At first the villagers do not mind as they like winter and snow and all that it brings. Over time they ran out of food and so they went to the pompous mayor and asked him to talk to the dragon and tell him needs to leave so the ships can come and so they can grow their crops and feed their animals and family. The mayor did this and the dragon left with a tear in his eye. Summer came and soon the dragon returned bring with him winter. Again he did not leave so a wee boy offered to go and speak to him. He climbed Rapaki Track slipping and sliding all the way until he looked into the icy cold eyes of the dragon, just as the pompous mayor did earlier, and he asked the dragon why have you not left. The dragon respond because he did not know when to leave. The boy explained that when you see me and my Uncle planting Snapdragons and begin to bloom that is when you need to leave, and they are the flowers that look like your face. The dragon said thank you and left again to visit the suited peguins of Antarctica.
The Dragon of Winter - copy of the adapted story here
Snapdragon by Pie Corbet, re told by Taffy Thomas - story and tile ideas
Unit planning - adapted from NZ Curriculum and Storytelling Curriculum
Teacher to introduce the story and brainstorms the values in the story with the children -
construct the story map simultaneously Children go off to complete story map and colour Teacher roam -
Teacher and whole class retell the story stepping it out.
Teacher with the assistance of students and their actions retell the story. -
story, ending -
- History on Opawaho Math - measurement, mapping, coding, algebra, algorithm,
- 3D Dragon Technology - coding, Seesaw, email Scott base
Photos of the Storytelling mapping and an overview of the terms work.
Story mapping
Teacher Brainstorm
Buddy Writing
The Dragon of Winter taught by Michelle Topp in Collaboration with Martin Weaver
Over view of the story
This is a story about a dragon who resides on the Port Hills of Christchurch New Zealand. He wraps himself around the Port Hills from Bridal Path (we adapted it Rapaki Track as our class was looking at the History of our community and Rapaki Track is in walking distance from our school) to Bowenvale. The dragon brings with him iron cold winter. At first the villagers do not mind as they like winter and snow and all that it brings. Over time they ran out of food and so they went to the pompous mayor and asked him to talk to the dragon and tell him needs to leave so the ships can come and so they can grow their crops and feed their animals and family. The mayor did this and the dragon left with a tear in his eye. Summer came and soon the dragon returned bring with him winter. Again he did not leave so a wee boy offered to go and speak to him. He climbed Rapaki Track slipping and sliding all the way until he looked into the icy cold eyes of the dragon, just as the pompous mayor did earlier, and he asked the dragon why have you not left. The dragon respond because he did not know when to leave. The boy explained that when you see me and my Uncle planting Snapdragons and begin to bloom that is when you need to leave, and they are the flowers that look like your face. The dragon said thank you and left again to visit the suited peguins of Antarctica.
The Dragon of Winter - copy of the adapted story here
Snapdragon by Pie Corbet, re told by Taffy Thomas - story and tile ideas
Unit planning - adapted from NZ Curriculum and Storytelling Curriculum
Reflection on Sessions
The purpose of this story is to develop a class culture/values/charter. The focus will be on the mood,
and values in the story not writing conventions. By doing this we hope to highlight the students
strengths as they will automatically use these showing us where we need to focus out explicit teacher
in the future informing our practise.
and values in the story not writing conventions. By doing this we hope to highlight the students
strengths as they will automatically use these showing us where we need to focus out explicit teacher
in the future informing our practise.
Teacher to introduce the story and brainstorms the values in the story with the children -
Introduction of story went well
Teacher retells the story as support teacher on A3 paper and children in their Storytelling book construct the story map simultaneously Children go off to complete story map and colour Teacher roam -
Children noticed the slight changes made to each telling. As the story was familiar to all children this
was an easy story to do
Children using their story map retell the story to a small group and come up with actions/role was an easy story to do
play to share with another group. Link to a value/charter - Children recorded parts of the story into their story writing book.
We looked at how the dragon felt when he had to leave. Children practised writing high interest
sentences using a catchy beginning.
Mood mapping -
Students discuss and record their own interpretation of the story, change the characters, location of sentences using a catchy beginning.
story, ending -
Children spent a small time doing this part as they are now into their second yr of storytelling and onto
their 8th story. Most children find the innovation phase of story writing easy. We chose to focus on
deepening.
Children act out the story in freeze frames.
Story tiles - their 8th story. Most children find the innovation phase of story writing easy. We chose to focus on
deepening.
Began to move into drama freeze frame. Week four to continue with drama. Children like to create
large movements to retell parts of the story. We broke up into pairs and I gave a story tile to each pair
and asked them to act it out.
large movements to retell parts of the story. We broke up into pairs and I gave a story tile to each pair
and asked them to act it out.
Following this activity the children were asked to record a sentence or two about the story tile from
the story, or to innovate this part of the story.
Intergrated Unit from story
Google earth
Seesaw - assessment tool
Maps
Persuasive writing
Conservation
Science - seasons, plants, water cycle
Social Science - Maori historythe story, or to innovate this part of the story.
- History on Opawaho Math - measurement, mapping, coding, algebra, algorithm,
- 3D Dragon Technology - coding, Seesaw, email Scott base
Using Google Earth we were able to show the children just exactly where the dragon lay and where
he flew to. We were able to zoom into Rapaki Track and show the children where it was in proximity
to our school and their local area, linking to our topic “Our Community”. We zoomed into Antarctica
and were able to show Scott Base and then we branched off looking at the history of Scott Base,
Conservation, Sea life, we linked this to the animal life in our local area and how the river was filled
with water (from term two). We also used google earth to measure flight distance and to assess using
Seesaw. Children were asked to plot the travel and tell us what they had learnt.
he flew to. We were able to zoom into Rapaki Track and show the children where it was in proximity
to our school and their local area, linking to our topic “Our Community”. We zoomed into Antarctica
and were able to show Scott Base and then we branched off looking at the history of Scott Base,
Conservation, Sea life, we linked this to the animal life in our local area and how the river was filled
with water (from term two). We also used google earth to measure flight distance and to assess using
Seesaw. Children were asked to plot the travel and tell us what they had learnt.
After boxing up the story we looked at how the pompous Mayor convinced the dragon to leave. We
looked at the facts that he was told by the villagers and how he used these facts to get the dragon to
leave. We then as a whole class wrote a letter to Mr Caddie (Principal) to ask if we could go for a walk
on Rapaki track so we could see where the dragon lived. We did end up doing this walk. We walked
from the top down, learning about the native plants and animals that relied on the local environment
for survival. We were lucky to have a Doc worker guide for this walk (friend). Further to this we then
went back to school and wrote another letter asking Mr Caddie if we could go to Willowbank to
continue learning about conservation and native wildlife as well as do some community singing,
linking back to story with children wanting to do fun stuff and linking to community by giving a
gift of joy.
looked at the facts that he was told by the villagers and how he used these facts to get the dragon to
leave. We then as a whole class wrote a letter to Mr Caddie (Principal) to ask if we could go for a walk
on Rapaki track so we could see where the dragon lived. We did end up doing this walk. We walked
from the top down, learning about the native plants and animals that relied on the local environment
for survival. We were lucky to have a Doc worker guide for this walk (friend). Further to this we then
went back to school and wrote another letter asking Mr Caddie if we could go to Willowbank to
continue learning about conservation and native wildlife as well as do some community singing,
linking back to story with children wanting to do fun stuff and linking to community by giving a
gift of joy.
Our Doc friend, Mark has been coming into our class on a regular basis teaching our tamariki about
conservation of the Kea. This has been fabulous. We have learnt about tracking, mapping and safety
around kea. This has then been extended to our local area and the skink present on the Port Hills, as
well as the idea to go to Willowbank. Children have learnt about the effect cats and rubbish have on
our local environment.
conservation of the Kea. This has been fabulous. We have learnt about tracking, mapping and safety
around kea. This has then been extended to our local area and the skink present on the Port Hills, as
well as the idea to go to Willowbank. Children have learnt about the effect cats and rubbish have on
our local environment.
Seasons, children learnt the four seasons and the cycle in which it goes. They learnt that some parts
of the world have two seasons and other parts of the world have four. They learnt that temperatures
change as you get closer to the equator. They learnt about equator lines, on the globe which lead us to
mapping. They learnt about the importance of plants to support our native wildlife and the water cycle
and how the moon plays a role. The learnt that the ocean is made up of many oceans and seas. They
learnt that the sea is full of rubbish and how this kills sea life. they learnt that our local river is filled
by a spring and the runoff and aquafilter of the Canterbury Plains. They also learnt that it was a resting
place for the ancient Maori as the travelled from Kaiapoi to Rapaki.
of the world have two seasons and other parts of the world have four. They learnt that temperatures
change as you get closer to the equator. They learnt about equator lines, on the globe which lead us to
mapping. They learnt about the importance of plants to support our native wildlife and the water cycle
and how the moon plays a role. The learnt that the ocean is made up of many oceans and seas. They
learnt that the sea is full of rubbish and how this kills sea life. they learnt that our local river is filled
by a spring and the runoff and aquafilter of the Canterbury Plains. They also learnt that it was a resting
place for the ancient Maori as the travelled from Kaiapoi to Rapaki.
Look at Migrating birds
Learnt how the used the river, chiefs, myths, waiata. They learnt how the river was used to carry logs
down it and how it feed the early settlers and how if provided water and use to be a place where we
could swim. Visit local Marae
down it and how it feed the early settlers and how if provided water and use to be a place where we
could swim. Visit local Marae
Children looked at how we measure things. Non standard measure, standard measure, imperial and
metric. Discussed how some things are still around today that were made in imperial and how this is
a different measure so when it come to repairing them they have to make parts by hand. Looked at
how far away things were in our community, like school, supermarket, parks etc
metric. Discussed how some things are still around today that were made in imperial and how this is
a different measure so when it come to repairing them they have to make parts by hand. Looked at
how far away things were in our community, like school, supermarket, parks etc
Taught mapping, adding key, compass direction and labels. Used a map of our community as an art
project.
project.
We invested a little time in coding and then linked this to repeating patterns, algebra, algorithms.
We highlighted these concepts through origami, creating a fantastic dragon.
We highlighted these concepts through origami, creating a fantastic dragon.
Using Seesaw we were able to share our learning with our family and it gave us (teacher) an
opportunity to assess the children's understanding of each concept.
opportunity to assess the children's understanding of each concept.
Coding currently is a foreign concept and so linking it to the basic math skills it became better
understood and we got more by in by students on tasks such as origami.
We are yet to get a response back from Scott Base.understood and we got more by in by students on tasks such as origami.
Story mapping
Teacher Brainstorm
Buddy Writing
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