Part A: Tell Tales Group Planning for Storytelling Program Rationale for Storytelling Program:

The story the Umbrella Dance was chosen because of the educational elements that can be taken out of the story. The logical and justified relevance of the choice of the story incorporates many different components, which can lead to benefits in the classroom. During the sessions for a period of four weeks the activities planed are designed to spark and creative nature in the students, for them to use their imaginations and be engaged in a fun learning environment. The unit will link with prior knowledge learnt in the classroom but the students will also be able to differentiate between tell-tales and the everyday classroom. During tell-tales sessions students will learn to retell stories without the formal component of classroom. Students will be able to achieve this through the creative and imaginative avenues of the tell-tales program, with out dismissing the literacy component. The text type of umbrella dance is poetry, but the other educational possibilities that can be based on this story, such as a focus on environment and season, animals rhymes and with the activities planned a literacy focus of recounts.

Rationale for choice of story:

Umbrella Dance is a simple story told through poetry. It sparks the imagination to picture the young girl dancing through the various scenes in the story. It has great potential for the students to become involved with the story, as poetry invites the audience in to participate and predict what may happen next. Poetry is a traditional form of literacy and is often left out (Evans, 2011). It can still have a very important role within the literacy classroom. Bringing the poem Umbrella Dance to life through drama and play will encourage students become further engaged yet does not neglect the literacy component. After hearing the story, it often provokes discussion amongst the students. This is a great way for students to reflect on what they have just heard. Poetry is a refined language and often conveys its story or message in a clear and succinct way (Calway, 2008). Having a rhythm throughout the story, can also encourage students articulation and oral language skills. Through engaging the students and encouraging them to retell the story in their own words, they discover their own potential for expression and giving the story meaning. In doing so, this it becomes evident what the students understand and how they interpret the story themselves. Students of varying abilities can also too equally engage in stories such as these. Re-enacting the poem changes the students mind set from school work to play and fun.
Calway, Gareth. "Don't be afraid: poetry in the classroom." NATE Classroom 4 (2008): 60+. Academic OneFile. Cited 16 Aug. 2011. Evans, Janet. "Rhymes, jingles, song and poetry--out of fashion or what?" NATE Classroom 13 (2011): 51+. Academic OneFile. Cited 16 Aug. 2011.

EDLA203 Literacy in the early years

Tell Tales Storytelling Program Overview

Story and/or theme: The umbrella dance Poetry/recount

Group Members: Ashleigh Graham, Katie Holt, Bianca Maher & Adrienne Harris Learning Outcomes for each session Session 1 Session 2 Illustrate a full understanding of Display an ability to indentify the progression of the story characteristics of animals in the story. Clearly drawn pictures (age level defined) in the story book. Successfully and competently following instructions throughout the creating and making process. Overview of key planned learning experiences Throughout the four sessions the desired learning experiences to be gained by the students are; enjoyment engagement Creativity A greater feeling of confidence while performing in front of their peers and us as their leaders

Session 3 Session 4 Identification of the various Students will actively animal characteristics for todays participating in the retelling of animals the story Following instructions correctly Students will retell the story with accuracy and expression

Key Assessment Tools & Strategies Overview of assessment of childrens learning: Children being able to identify what is included in the story as well as demonstrate an understanding of the story Assessment of teaching: Enjoyment Questions Work samples Photos or Videos Portfolio story telling kit for the children Checklist Evaluation sheet i.e. Happy/sad and Mind map Complete list of resources, roles and responsibilities of group members As there are so many different components during these four sessions as a group we have decided to meet together and get all the resources needed and not set individual tasks Resources needed however are, cardboard, pencils, textas, scissors, glue gun, stapler, sticky tape, feathers, string, X4 t-shirts, X4 aluminium trays, tooth picks , X4 head bands Ash is to create the booklet that the students can illustrate Katie is to bring music for the warm up activities Bianca is to create and bring the flip book 2

Literary/ Literacy Focus Poetry the actual story and rhyming throughout it Recount childrens own performance and understanding of the story

 Adrienne is to create and bring the students evaluation i.e. Happy/sad sheet Links to Victorian Essential Learning Standards (VELS) Victorian Early years Learning and development framework (VEYLDF), Australian Curriculum

English: At Level 1, students use spoken language appropriately in a variety of classroom contexts. They ask and answer simple questions for information and clarification, contribute relevant ideas during class or group discussion, and follow simple instructions.

Communication: AT Level 1, students learn to focus their attention and to listen without interrupting. Students practise retelling what a speaker has said to them and
learn to ask questions when appropriate, exploring the interactive nature of communication. They begin to use visual aids such as photographs, objects and drawings to assist them to communicate more effectively Arts: At Level 2, students create and present performing and visual arts works that show emerging arts knowledge and an ability to plan arts works that communicate ideas, concepts, observations feelings and/or experiences.

Tell Tales Storytelling Program Session Plan

Session:1

Learning Outcomes: Learning Experiences: Resources, roles and responsibilities: Illustrate a full understanding of the Throughout the lesson the learning experiences gained by the All props for the story will be brought by all students is; progression of the story group members enjoyment Clearly drawn pictures (age level Ash- bringing the booklets defined) in the story book. engagement

Implementation Plan: 10 minuets: Introductions getting to know each other, (one leader working with students) share three interesting facts about the other person with the group. 15 20 minutes: Perform story to the group. (Ash, Adrienne, Katie & Bianca.) 60 minutes: students are to decorate booklets the have been made before the session. Each page has one verse on it; the students are to decorate the booklets in correspondence to what I happening in that verse. Depicting the animal, weather condition and any other significant component of the verse. Early Finishers: Students who finish early are to read the story and become familiar with each character in the story, and try to remember and what happens in the story so the can participate in the story telling for the next session. Evaluation strategies: Other: collection of the students work samples (booklet) Happy/ sad check list. Tell Tales Storytelling Program Session Plan Session:2 Learning Outcomes: Learning Experiences: The ability to identify characteristics of Creativity animals in the story. Enjoyment Successfully and competently following Engagement instructions throughout making their animal parts. Resources, roles and responsibilities: All the members of the group will be responsible for bringing along the equipment and the students prior work. Katie is going to get the headbands and the Mickey Mouse active song. Adrienne will make sure that the stockings and pillow cases are taken care of.

Implementation Plan: Warm up/ getting to know activity: 5minutes we are going to play the Mickey mouse, lets get active song. This activity will get the students up and dancing with the song and hopefully regain their focus from the week before. 15-20 minutes Discussion with the students of animals, the different animals in the story and the characteristics of those animals. - Read the story through again with the students. 60 minutes during the creative part of this session the students will be creating their individual parts of the animals in the story, to end up with their conjoined wacky animal. - The students will be using the resources brought to the session by us. They will create; their snowman nose, wombat ears, owl eyes, Joey pouch and wallaby tail. Early Finishers: Will have the opportunity to colour in a Joey that in the end can be put inside their pouch for the final performance. 4

Evaluation strategies: Other: The students will be evaluated on their ability to make the animal part correctly, demonstrating that they followed the instructions. We will evaluate the students through listening to their discussions and through observing their working progress The students will fill out their happy/sad evaluation checklist. Tell Tales Storytelling Program Session Plan Theme: Session:3 Learning Outcomes: Learning Experiences: Resources, roles and responsibilities: Identification of the various animal Throughout the lesson the learning experiences gained by the Students previous work pieces i.e. their booklet students is; characteristics for todays animals Flip book template Creativity Following instructions correctly Textas Enjoyment and engagement Pencils Stapler Paper T-shirt Feathers Aluminium plate Toothpicks Implementation Plan: 5 minute warm up game: Bobs and Statues 15-20 minutes: Re read the booklet that the children have made again and delegate pages for each child to read. As students are of a young age if their reading abilities are not great we can assist them and encourage the students to look at each picture they have drawn for each verse to prompt them with reading the story. 60 minutes: Students will be asked to make different characteristics of each animal that were within the story ( as seen with our performance) As we have already focused on five animals already we will be focusing on another five today . They are: Bat wing Sugar glider wing Birds body (out of a T-shirt) Echidnas back

Early Finishers: Early finishers can begin making their flip book Students will be given templates of various animals from the story. They can then colour, decorate and then put them together to form a book. Each book is then cut across into three sections to create an animal with three different body parts. Evaluation strategies: Other: The happy/sad checklist If students made the various animal parts correctly and if not why? Observations and discussions with the students Work samples i.e. the flip book Tell Tales Storytelling Program Session Plan Theme: Session:4 Learning Outcomes: Learning Experiences: Resources, roles and responsibilities: Students will actively participating in the Students will experience a greater feeling of confidence while Students previous work pieces performing in front of their peers and us as their leaders. retelling of the story Flip book template Students will retell the story with Textas accuracy and expression Pencils Stapler Paper Implementation Plan: 20 minutes: To begin the session students who have begun their flip books can continue to work on them, while the other students can begin. Students will be given templates of various animals from the story. They can then colour, decorate and then put them together to form a book. Each book is then cut across into three sections to create an animal with three different body parts. 30 minutes: Students now have the opportunity to work together to create their own interactive version of umbrella dance. They have the opportunity to use the props that they have made over the last three sessions. 15-20 minutes: They then come back together to perform to us and possibly parents. In the final 10 minutes, all of their creations/work will be returned to them and we ask the students to create a mind map of: 6

What was most enjoyable? What didnt you like? What did you learn? Anything else they may like to add. Other:

Evaluation strategies: The main evaluation will consist of a summative assessment, the mind map. Other evaluation for this session will include: Active involvement within the play Observation and student discussions Photos/video

Part B: Implementation and Evaluation Week Modifications, changes to original plan, learning outcomes, activities, 1 Type text here 2 Type text here 3 Type text here 4 Type text here Justification for changes Type text here Type text here Type text here Type text here Evaluation Type text here Type text here Type text here Type text here Evidence Type text here Type text here Type text here Type text here

Final Evaluation of the group program Type text here

References:

Calway, Gareth. "Don't be afraid: poetry in the classroom." NATE Classroom 4 (2008): 60+. Academic OneFile. Cited 16 Aug. 2011.

Evans, Janet. "Rhymes, jingles, song and poetry--out of fashion or what?" NATE Classroom 13 (2011): 51+. Academic OneFile. Cited 16 Aug. 2011.

VELS website at; www.vels.vcaa.vic.edu.au

Appendices Appendix 1: Happy / sad checklist Appendix 2: Flip Book Appendix 3: Joey colouring in template.