Story telling plan
Annabella Bellerive
Early Childhood Education
ENL_1904F Children’s Literature
Professor Jennifer Carioto
November 13, 2024
Storytelling plan
Overview: Imagine that you are writing a storytelling plan for a substitute ECE. You need to
write your plan clearly and directly so that an ECE can understand what you want them to do
and why you want them to do it (3.5 points).
Using a book with a plot from the required course book bundle, plan a read-aloud for
children in a toddler room, a preschool room, or a kindergarten room. Choose one audience
of children and develop the read-aloud for that one audience with one learning focus. The
read-aloud plan will follow the three-part structure as discussed in class. That means you
need a motivational hook, a middle: with questions, and an extension activity (3).
Learning focus Choose ONE from ABCs/alphabet knowledge, phonological awareness,
expressive vocabulary, or narrative skills; DO NOT CHOOSE: Print and book handling
skills/book concepts OR Print motivation/love for books.
Use the template (see below) to complete the assignment.
The template prompts you to explain your rationale for the choices you make in the plan.
This assignment is heavily weighted towards writing skills: 5.5 points out of 12 Responses should
be provided in complete and correct sentences.
What follows are:
1. Title Page and Attestation
2. Template with prompts
3. Rubric Rationale
Note: Reminder to follow instructions. You must use a plot book from the course book bundle
which are course-required resources. Story plans using books that are not from the course book
bundle will receive a zero and not be marked.
Please read this attestation, check mark the box, and write your name and date underneath.
Attestation: I attest that I did not rely on AI to generate answers in this submission. I also attest that I did
not rely on translation devices to show my thinking in English. I understand that the purpose of this
assignment is to get me to think for myself and to express my thoughts in English independently. I have
approached this assignment in that spirit.
✓ I have read and understood this attestation. It describes my approach to this assignment.
Full name: Annabella Bellerive
Date: November 13, 2024
Part 1: Focus and rational (3.5 points)
Learning focus: Narrative skills
Title of a storybook with author and illustrator information:
The Paperbag Princess by: Robert Munsch Illustrated by: Michael Mortchenko
Story’s connection to emergent literacy:
In the PaperBag Princess, the plot follows princess Elizabeth’s journey of bravery, resilience,
and self discovery after a dragon burns her castle and kidnaps her fiance prince Ronald. Instead
of giving up or giving in, Elizabeth uses her intelligence to outsmart the dragon and ultimately
rescues Ronald, Only to realize he is ungrateful and shallow. This realization leads to her
growth, as he decides to leave him behind, illustrating the story’s message that true strength
comes from within. Through a clear sequence of elements and strong narrative structure, the
story engages readers, highlighting Elizabethe’s courage and the development of her character.
Developmental age and stage of audience:
The PaperBag princess the plot follows the princess as she bravely faces challenges after a
dragon destroys her castle and kidnaps her fiance prince Ronald. Although initially upset,
Elizabeth shows resilience and cleverness, outsmarting the dragon with her intelligence rather
than strength ( Munsch, 1980, p.10). The simple, clear sequence of events, along with
Elizabeth’s courageous actions, make this story accessible and engaging for young children aged
3-4 years olds, helping them understand concepts like problem-solving, bravery and self-worth
through a fun and adventurous narrative. The repetition of key moments, like Elizabeth’s
determination to rescue Ronald, reinforces narrative skills like following a story and recognizing
character growth.
Connecting learning focus, story, and audience:
Young children aged 3-4 can develop narrative skills by engaging with the clear sequence of
events and simple character progression. The story follows princess Elizabeth as she uses her
bravery and cleverness to rescue prince Ronald from a dragon, even after her castle is destroyed
( Munsch, 1980, p.6). This narrative helps young children understand basic story elements, such
as a problem, solution and character change, while also introducing important concepts like
resilience and using one’s mind over physical strength. The straightforward plot and repetition
of key actions allows young readers to follow along easily, enhancing their ability to anticipate
what happened next and recognize character growth, which are essential early narrative skills.
Part 2. Direction for engagement activities.
Motivational hook- Bring a stuffed/plastic dragon to class
Educator: *holding up the dragon* "Look, children! This is a special dragon named Flame—but
don’t worry, he’s a very friendly dragon!"
Child 1: "Is he real? Is he going to eat us?"
Educator: "Oh no, Flame is not going to eat anyone! He’s very friendly. But what if I told you he
had a big adventure? What do you think could happen in his adventure?"
Child 2: "Maybe he’s looking for treasure!"
Student 3: "He’s going to fly in the sky!"
Educator: *smiling* "Great ideas! Flame might look big and scary, but he’s not mean at all. He
just needs a friend—like the princess in our story. Do you think she would be scared of Flame?"
Child 4: "No! She’s brave like me!"
Three questions and ritualized reading pattern:
Educator : What does Princess Elizabeth wear after the dragon burns her castle?
Child:: She wears a paper bag!
Educator: Yes you are right she is wearing a paper bag.
Page. 5
Question 2:
Educator: What does Princess Elizabeth want to do with a dragon?
Child:: She wants to stop him and save Prince Ronald!
Educator: That’s correct she does want to save the prince.
Page. 10
Question 3:
Educator: How does Princess Elizabeth feel when she sees the dragon?
Child: She feels brave and not scared!
Educator, Yes, she feels brave and not scared.
Page.15
Ritualized reading Pattern: page 12
**Page Chosen: The page where Princess Elizabeth is wearing the paper bag.**
1.
Educator: "Look at Elizabeth! What is she wearing?"**
Children: A bag
Educator: "That’s right! She’s wearing a paper bag. Do you think that’s a fancy dress?"
Children: Yes!
Educator: No, it’s not a fancy dress! But she’s still so brave, isn’t she? What do you think she
looks like in her paper bag?"
2.
Educator: What does Elizabeth’s face look like? How do you think she feels?"**
Studen: She’s happy
"Educator: You think she’s happy or maybe a little confused? Hmm, maybe she’s not worried
about what she’s wearing because she’s focused on solving a big problem!"
Educator: "Can you show me a face like hers? Show me what it might look like if you were
feeling brave, just like Elizabeth!"
3.
Educator "What do you see in the picture? What color is the paper bag?"**
Child: Brown
Educator: "It’s brown! What else can you think of that is brown?"
Child: "Maybe a tree or a bear? Right! Just like those things, Elizabeth can be strong too, even
if her dress isn’t like a regular princess’s."
4.
Educator: Can you think of a time when you wore something funny, like a costume or
something silly?"**
Student: I work a dino costume
Educator: "I bet you looked so funny, just like Elizabeth! Sometimes, what we wear doesn’t
matter. What’s most important is how brave and strong we are, just like Elizabeth!"
5.
Educator: "What do you think will happen next in the story? Will the paper bag help
Elizabeth?"**
Child: maybe she doesn’t need it?
Educator: "That’s a great guess! Elizabeth’s paper bag might not be what we expect, but she’s
going to show us that what’s inside is even more important than what she wears."
**Dialogic Reading Patterns Used:**
- "What’s that?"
- "Can you show me?"
- "What do you think?"
- "How do you feel?"
- "What else can we see?"
Extension activity
Activity description: create their own brave outfits
By using simple materials like paper bags, fabric scraps, stickers, markers and other craft
supplies, each child will design an outfit they believe will make them feel strong and brave. Just
like princess Elizabeth. Once the children are done creating their outfits the children will have a
turn to share their creation with class if they want to and explain how their outfit makes them feel
brave.
This activity connects directly to the learning focus which is emergent literacy, after reading the
story by engaging in this creative process, children express their understanding of the story’s
theme, of bravery, self-resilience and discovery. This activity encourages children in imaginative
play and self-expression. This activity promotes emotional resilience and helps children make
connections between the story's messages and their own lives. As they create and share their
outfits, children practice storytelling and communication, key components of emergent literacy,
while reinforcing the idea that bravery comes from within, not from what we wear.
