Loading presentation...

Present Remotely

Send the link below via email or IM


Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.


Storytelling session - We're going on a Bear Hunt

By Xerri Maureen & Xuereb Lorna

Maureen Xerri

on 11 February 2014

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Storytelling session - We're going on a Bear Hunt

Xerri Maureen
Xuereb Lorna

What is the story all about?
Books written by Michael Rosen
Why did we choose the book?
Helen Oxenbury
Illustration Techniques:
emphasizes on:

The punctuation facilitates the choice of the voice tone
How can we use
this book in the classroom?
Reviews found online
Highly Recommended
Resources used
Main parts of
the Lesson
Conclusion of lesson
We're Going on a Bear Hunt

Written by Michael Rosen
illustrated by Helen Oxenbury
A family who decides to go on a bear hunt
Various situations are encountered on the way
Once they find the bear they run back to their home
Dark forest
Snow storm
Bear cave
Mom & dad
3 kids
Author: Michael Rosen

Harrow, London

Worked as:
poet, performer,
broadcaster and scriptwriter

English degree
at Wadham College, an M.A. in
Children's Literature from the
University of Reading and a
Ph.D. from the University of North
''Sometime around the age of twelve and thirteen I began to get a sense that I liked writing, liked trying out different kinds of writing, I tried writing satirical poems about people I knew'' ('Biography of Michael', 2014, para.4)
Biography of Michael Rosen. (2004). Retrieved February 1, 2014, from http://www.poemhunter.com/michael-rosen/biography/
How the animals got their colours
You're thinking about tomatoes
You wait till I'm older than you
This is our house
No breathing in class
Alphabetical: How every letter tells a story
For those aged between 5-7 years
Front cover is eye-catching
Demonstrated to us through a lecture
Book genre: fantasy fiction and adventure
Don't judge a book by its cover
also suggested through the front cover
They always stick together
They all remained safe and sound till the end of the story
Lack of character development in the book
''Illustrations are literature in their own right and, whether used by themselves or integrated with written texts, they sharpen the perception of children, stimulate their imagination and increase their sense of observation. The overall development of children can be aided by good illustrations.'' (Segun, 1988, p.27)
Segun, M. (1988). The importance of illustrationsin children's books. Retrieved February 1, 2014, from http://www.mabelsegun.com/Illustrating.pdf
Illustrations offer more
information than if it was text alone.
Integrated text and illustrations
Compared to an ongoing movie
Enhances the observation skills of our children
This is immediately evident through the book cover which flows from the back to the front
Detailed two page illustrations
Black and white Coloured
Large fonts
Various punctuation marks
Bold format

This makes it:
for those children who are still starting their journey in the world of books and reading.
Onomatopoeic words by making use of an enlargement approach
Isn't this another way to capture our children's attention?
Sequencing Method,
Children easily remember the main events of the story.
''It's a great book for teaching them about adjectives and prepositions: ''A swirling whirling snowstorm. We can't go over it. We can't go under it, Oh no! We've got to go through it!'' ('Michael Rosen', 2014)
It can also be used for sequencing
To gain fluency in the English language by ''bouncing along to the rhythm of the story'' ('A great first book', 1999).
Raise questions and open discussions
A great first book. (1999, October 13). [Review of the book We’re Going on a Bear Hunt]. Retrieved February 1, 2014, from http://www.amazon.com/Were-Going-Classic-Board-Books/dp/0689815816
Reference: Michael Rosen. 2014. Retrieved February 1, 2014, from http://www.childrenslaureate.org.uk/previous-laureates/michael-rosen/

‘’A book like this, with fun noises, great prepositional phrases, interesting drawings, a funny storyline, an exciting ending, and a repetitive reading sequence, really help children to remember what's going on’’ (Haynie, 2004).
Positive Review
Negative Review
‘’I feel extremely disappointed by this book and also shocked by the huge amount of +ve reviews.. The text is plain and dull, the same 8 sentences are repeated on every page in a slightly different format’’ (E.M., 2013).
E.M. (2013, January 12). What a rubbish book.. [Review of the book We’re Going on a Bear Hunt]. Retrieved February 1, 2014, from http://www.amazon.co.uk/product-reviews/0744555728?pageNumber=32

Haynie, S.D. (2004, August 11). One of the best choices out there. [Review of the book We’re Going on a Bear Hunt]. Retrieved February 1, 2014, from http://www.amazon.com/Were-Going-Classic-Board-Books/dp/0689815816
For those children who are still commencing in the development of their reading skill

Isn’t this an ideal
way for parents to
read this to their
children and thus
creating a stronger
bond between them?
A very effective method in
communicating the importance
of reading to the young
generation of our society.
’To learn to read is to light a fire’’
(Hugo, Les Miserables).

Our storytelling session plan
What were the learning outcomes of our storytelling session?
Paw Prints
Sit down in a circle

Introducing the book through a discussion of its cover and title

Pointing out main characteristics of the book (title, illustrations, author, illustrator and blurb)

Imagine and predict
Reading the book to the children while showing them illustrations
Explaining to the students what needs to be done in each station
There will be a second reading where the students will travel from one station to the other
Onomatopoeic words will be emphasized through the use of sound effects
Students will be asked to provide the sequence of the settings according to the story

Associating onomatopoeic words with the settings
Students will be able to:
Involve themselves in the understanding of the
story through a sensory process
Acquire new vocabulary through the exposure of
different environment simulations
Identify several characteristics found on a cover of a book
(such as the author, illustrator, title and blurb)
Understand the order in which events take place,
thus introduce themselves to the grammatical
concept of sequencing
Teaching visual skills to our children, that pictures
are not just illustrations to our text but sources
in their own right
Evaluation of
When evaluating the session we were very happy
with the positive results, however there were
some things which could have been improved.
What went well
What didn't go well
- The lesson was quite motivating
for the children and they were engaged
in the story.

- Simulative environments were achieved
through the colourful and eye-catching resources

- The sensory process such as auditory through
the sound effects.

- The children were engaged
through the chosen physical space
which was very spacious

- Acting out of the story by
imagining themselves as the family
mentioned in the book.

- We were very satisfied that we managed to
focus our plan on the concept of experiential long lasting learning which in this case was mainly
achieved through role play.

- The children managed to learn the
grammatical concept
of sequencing.

- Our main flaw has been the
restrictive classroom management.

- We feel that we could have avoided certain limitations and restrictive behaviours such as calling for silence frequently, various prompts and limitations of space in which they
were allowed to roam during
the session.

- Another weakness which we encountered was that of chaos and confusion in the early stages of our activity due to lack of set rules.

- Lack of smooth transitions
between one step to the next.
What could be improved
- Restrictive classroom management
could have been avoided by adopting a
positive and calm attitude.
- Positive reaction could have been achieved through the use of non-verbal cues.
- It would have been better if we provided
a clear set of rules for the conduct
of the activity.

- Another improvement which could
have been made was that of occupying
the children while waiting for their turn to pass through the station.
- With regards to the easily disrupted child, it would have been better if we decreased prompts and gave him his own space.

A very positive lesson
which was also proved by our children’s feedback.
Our teaching experience needs
more amendments to reach the
ideal classroom environment.
Dedicate our time to improve our weaknesses, mainly our restrictive behaviours.
Maintain the focus on experiential learning which helped us and our students reach our objectives, as proved
in our session.
‘’Role-playing simulations provide
students an opportunity to learn
through playing a role in a scaled-down
real-life situation in which students
assume real world roles as they
solve problems and make decisions.’’
(Catalina Foothills School District, n.d., p.4).
Catalina Foothills School District. (n.d.). Effective use of simulations in the classroom. Retrieved February 5, 2014, from ftp://www.clexchange.org/documents/implementation/IM1996-01EffectiveUseOfSims.pdf
“Experiential learning exists when
a personally responsible participant
cognitively, affectively, and behaviorally
processes knowledge, skills, and/or attitudes
in a learning situation characterized by
a high level of active involvement”
(Gentry, 1990, p.10).
Gentry, W. J. (1990). What is experiential learning? Retrieved February 5, 2014, from http://www.wmich.edu/casp/servicelearning/files/What%20is%20Experiential%20Learning.pdf
Full transcript