Please enable JavaScript.
Coggle requires JavaScript to display documents.
Central Idea: There are many ways to tell stories. - Coggle Diagram
Central Idea: There are many ways to tell stories.
Learner Profile (with examples)
• Thinker: Thinking creatively about how to tell and change stories.
•Risk-Taker: Trying new and different ways of telling stories and expressing creativity..
• Communicator: Sharing stories in various forms and discussing them with peers.
Transdisciplinary Learning Subject Integration
• Art: Using visual arts to express and tell stories through drawings, paintings, and other mediums. Example: Drawing story sequences, creating story-related crafts.
• Social Studies: Understanding the role of stories in different cultures and societies. Example: Exploring traditional stories from various cultures and discussing their significance.
• Language: Exploring different forms of storytelling such as oral stories, written stories, and digital stories. Example: Listening to and retelling stories, creating simple books or digital stories.
Lines of Inquiry
hanging stories: Understanding how stories can be altered or retold in different ways. (Change) (Influence)
Change: Exploring how stories can be adapted and modified.
Opinion: Sharing and discussing our personal views on stories.
Contexts (Real-World Application)
• Character Switch: Changing the characters in a story and discussing how it changes the plot. Example: Children replace a story’s characters with different animals and talk about how the story changes.
• Illustrating Changes: Drawing new illustrations for a story to reflect changes they made. Example: After changing a story’s setting, children draw pictures to match the new setting.
• Interactive Storytelling: Using a felt board to change elements of a story as it is being told. Example: Children use felt characters and props to change and adapt a story as they listen.
• Story Sequencing: Mixing up story cards and having children put them in order. Example: Children receive shuffled cards depicting scenes from a story and arrange them in the correct sequence.
• Story Rewrites: Changing the ending of a familiar story. Example: Children think of a new ending for a well-known fairy tale and share it with the class.
Our thoughts on stories: Expressing our opinions and interpretations of stories. (Perspective) (Opinion).
Perspective: Recognising and expressing our views and interpretations of stories.
Influence: Understanding how stories can change and be influenced by different factors.
Contexts (Real-World Application)
• Opinion Charts: Using charts to express what they liked or didn’t like about a story. Example: Children place stickers on a chart to show if they liked, loved, or didn’t like a story.
• Character Discussions: Talking about favourite characters and why they are important to the story. Example: Children discuss which character they liked the most and what they think about their actions.
• Story Comparison: Comparing two different stories and expressing preferences. Example: After reading two stories, children share which one they liked better and why.
• Story Reviews: Drawing or writing a simple review of a story. Example: Children draw a picture of their favourite part of the story and tell why they liked it.
• Story Circles: Sharing opinions about stories in a group discussion. Example: After a story is read, children sit in a circle and share their favourite parts and why they liked them.
Ways to tell stories: Exploring different methods and mediums for storytelling. (Form) (Ways)
Form: Understanding the different methods and structures used to tell stories.
Ways: Exploring various ways to convey stories.
Contexts (Real-World Application)
• Digital Storytelling: Using simple digital tools to create and share stories. Example: Children use a tablet app to create a digital story with pictures and narration.
• Role-Playing: Acting out stories with costumes and props. Example: Children dress up as characters from a story and act out scenes.
• Story Stones: Using painted stones to tell stories. Example: Children pick stones with different images and create a story based on the images.
• Storytime with Picture Books: Reading picture books and discussing the stories. Example: A teacher reads a picture book and children talk about the story and characters.
• Puppet Shows: Using puppets to tell and act out stories. Example: Children create puppets and use them to retell a favourite story.
Approaches to Learning
Thinking Skills: Thinking creatively and critically about how to tell and interpret stories.
Social Skills: Developing the ability to share and appreciate different perspectives on stories.
Communication Skills: Enhancing verbal and non-verbal communication through storytelling, sharing, and discussions.
Assessment Methods
• Creative Story Projects: Children create their own stories using various art forms and present them to the class. Teachers assess the creativity and clarity of their storytelling. Example: A child draws a series of pictures to tell a story and explains it to their peers.
• Story Discussions: Holding discussions about stories read or told in class to assess children's understanding and interpretation of the stories. Teachers note how children express their thoughts and opinions. Example: After listening to a story, children share what they liked about it and what they think could happen next.
• Storytelling Sessions: Assessing children's ability to tell stories using different methods and mediums. Teachers observe and note how children engage with and convey their stories. Example: A child uses puppets to tell a story they created.