Domain:
History & Culture
Competency:
Build empathy across differences
🎂
7-9 year olds
⏰
20 to 25 minutes min
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Learning Objective
Students will learn to identify and describe how imagination and storytelling can help people cope with difficult experiences, such as those faced by refugees.
Learning Resource Synopsis
In 'Story Boat' by Kyo Maclear, two young children and their family Begin a journey to find a new home after being forced to leave their own. Throughout their uncertain travels, the children find solace in small objects like a cup, a blanket, and a flower, which ignite their imaginations and transform their world into a 'storyboat' that carries them forward. This beautifully illustrated picture book provides a gentle introduction to the migrant experience, portraying the resilience and hope of displaced children. Through the eyes of a little girl and her younger brother, readers learn how creativity and storytelling can lighten even the most challenging journeys.
Extended Learning Resources
| Resource & Author | Publication Info | Description |
|---|---|---|
| We Are Water Protectors | Roaring Brook Press, written by Carole Lindstrom and illustrated by Michaela Goade | This award-winning picture book encourages young readers to explore themes of courage and stewardship through a powerful story about protecting the earth's water. |
| Last Stop on Market Street | G.P. Putnam's Sons Books for Young Readers, written by Matt de la Peña and illustrated by Christian Robinson | This engaging story follows a young boy and his grandmother as they ride the bus together, highlighting themes of gratitude, community, and seeing beauty in everyday life. |
| The Journey | Frances Lincoln Children's Books, written and illustrated by Francesca Sanna | This poignant picture book tells the story of a family's journey as they flee their home in search of a safe place, offering a gentle introduction to the refugee experience for young readers. |
Vocabulary List
| Word | Definition | Example |
|---|---|---|
| Resilience | The ability to recover from or adjust to difficulties or challenges. | Even when the family had to leave their home, the children's resilience helped them stay hopeful and find joy in little things. |
| Imagination | The ability to create ideas or pictures in your mind. | Using her imagination, the girl turned a simple blanket into a magical sail that took them on adventures. |
| Creativity | The ability to make new things or think of new ideas. | The children's creativity helped them turn ordinary objects into parts of their storyboat, making their journey feel less scary. |
| Hope | A feeling of expectation and desire for good things to happen in the future. | Even though their journey was hard, the family held onto hope that they would find a new place to call home. |
| Support | To give help or assistance to someone. | The children supported each other by sharing stories that made them feel less alone on their journey. |
Prompt
Essential Question: "How can using our imagination and telling stories help us understand and support others who have gone through tough times?"
Today, let's explore how our imagination can be a powerful tool to help us and others when facing difficult times. Just like the objects we treasure hold special stories, our imagination can transform these stories into a source of comfort and hope.
Anticipatory Set
- Begin by asking students to close their eyes and picture an object that makes them feel safe or happy. Let them think about where they keep this object and why it is special to them.
- Play a gentle sound, like ocean waves or soft music, and invite students to imagine their special object taking them on a journey. How does this sound make them feel? What story might their object tell on this journey?
- Invite students to share their imagined journeys with a partner. Encourage them to describe the feelings and stories their special objects bring to life.
Teacher Tips
- Model the activity by sharing your own special object and the feelings it evokes, setting a tone of openness and trust.
- Use a calming tone and give students time to visualize and reflect, ensuring they feel comfortable and unhurried.
- Encourage students to use descriptive language by offering sentence starters like 'My object makes me feel..' or 'On my journey, I imagine..'.
Learn
Let's dive into the beautifully illustrated world of 'Story Boat' by Kyo Maclear. This story follows two young children on a journey as they use their imagination to find comfort and hope in small objects during difficult times. As we read, let's explore how storytelling can help us understand and support each other.
Interactive Engagement
- As we read this part, what do you notice about the objects the children find? Why do you think these objects are important to them?
- Let's pause and imagine if you were one of the children in the story. How would you feel about leaving your home? What would bring you comfort?
- When the children transform the objects into a 'storyboat,' what do you think this means? How does it help them on their journey?
- Can you think of a time when using your imagination helped you feel better? Share with a partner how your imagination changed your experience.
- As we reach this illustration, notice the colors and expressions of the characters. What do you think they are feeling and why?
Teacher Tips
- Encourage students to share their thoughts and feelings during pauses, fostering a sense of empathy and connection.
- Use varied voice tones and gestures to bring the characters to life, making the story more engaging and relatable.
- Monitor student reactions and adapt questions to ensure all voices are included, inviting quieter students to contribute in ways that are comfortable for them.
Ask
Now that we've journeyed with the children in 'Story Boat,' let's think about how imagination and storytelling can help us and others during tough times. Stories can be like friends, offering comfort and a way to understand our feelings.
Discussion Questions
- How do you think the stories the children created with their objects helped them feel during their journey? Can you think of a story that has helped you feel better when you were worried or scared?
- Imagine you could tell a story to someone who is having a hard time. What kind of story would you tell, and how do you think it might help them?
- The children in the story found hope in small things. What are some small things in your life that give you hope or make you feel happy?
Teacher Tips
- Encourage students to share their thoughts and feelings in a way that is comfortable for them. Some students might prefer drawing their ideas instead of speaking.
- Foster a safe and inclusive environment where students feel their perspectives are valued. Use gentle prompts to invite quieter students to share if they wish.
- Connect the conversation to familiar experiences by asking students to think about their own lives, helping them make personal connections to the story's themes.
Navigate
Crafting Storyboats of Hope
Inspired by 'Story Boat', this activity invites students to construct symbolic 'storyboats' that represent hope and resilience. Through collaboration and creativity, students will explore how imagination can be a powerful tool in navigating and understanding challenging experiences, much like the children in the story who find comfort in small objects during their journey.
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Teacher Tips
- Encourage students to listen actively to their peers during the sharing session, fostering an environment of empathy and respect.
- Remind students there are no right or wrong choices in their designs—their storyboats should be personal and meaningful to them.
- Facilitate a brief reflection after the activity, asking students how the process of creating and sharing their storyboats made them feel and what they learned about using imagination in tough times.
Share
Let's take a moment to think about our journey with 'Story Boat' today. We explored how imagination and storytelling can help people face tough times, just like the children in the story. Reflect on what you've learned and how you've grown through our shared experience.
Reflection Questions
- What is one thing you learned about using stories and imagination to help us through difficult times? How did this make you feel?
- Think about how the characters in the story used their imagination. How might you use your imagination to support yourself or others in challenging situations?
- Can you share a moment from our lesson that surprised or inspired you? How will you carry this with you in the future?
Teacher Tips
- Encourage students to share their thoughts with a partner or small group, fostering a safe space for expression.
- Allow students to choose a creative way to share their insights, such as drawing, writing, or verbal storytelling.
- Celebrate student reflections by highlighting unique ideas and connections, reinforcing their understanding and confidence.
UDL Strategies
Representation
- Use a combination of picture books, digital slideshows, and physical models to present examples of 'storyboats' and the significance of symbolism in storytelling.
- Include audio recordings of stories from refugees or people who have overcome challenges, allowing students to hear firsthand experiences.
- Integrate hands-on activities where students can handle various crafting materials, such as paper, fabric, and natural elements like twigs or leaves, to inspire creativity and understanding of different textures.
- Develop a visual storyboard template that guides students through the process of planning their storyboats, with spaces for sketches and brief notes about the symbolism of each element.
- Offer a multilingual glossary of key terms related to hope, resilience, and storytelling to support students from diverse language backgrounds.
Action & Expression
- Facilitate a storytelling circle where each pair presents their storyboat and explains the story behind it, encouraging verbal expression and public speaking skills.
- Provide a structured reflection sheet where students can draw their storyboat and write a short narrative about its significance, using a mix of words and illustrations.
- Offer art supplies such as colored pencils, stickers, and decorative paper for students to personalize their storyboats, making their symbolic choices more vivid.
- Introduce a digital option for students to create a narrated slideshow using simple apps like Google Slides or PowerPoint, allowing them to combine images and audio clips.
- Develop a set of open-ended questions or sentence frames to support students in articulating their thoughts, such as 'My storyboat represents.. Because..' or 'The most important part of my storyboat is.. Because..'.
Engagement
- Kick off the activity with a personal story or a fictional tale about a character overcoming adversity with a storyboat, engaging students' emotions and curiosity.
- Provide a choice board with different themes for storyboats, such as 'safe haven,' 'courageous journey,' or 'magical new beginnings,' allowing students to select what resonates with them.
- Encourage peer feedback sessions where pairs can discuss their designs and offer suggestions to each other, promoting active listening and collaboration.
- Set up a creative exhibition space in the classroom where students can display their finished storyboats, adding elements of excitement and pride to the activity.
- Implement a reward system where students earn badges or certificates for creativity, teamwork, and storytelling, fostering a positive and motivating environment.
Assessment Criteria
Formative Assessment
- Observe students during the material selection process for their storyboats, noting if they articulate meaningful connections between their chosen materials and themes of hope, comfort, or home, and how they engage in discussions about their choices with partners.
- Listen to pair discussions as they craft their storyboats to assess if students are using empathetic language, articulating narratives that link their storyboat elements to refugee experiences, and considering the impact of their stories on others.
- Facilitate reflection prompts where students express their feelings and insights gained from creating their storyboats, focusing on their responses and connections made between the activity and real-life experiences of others facing challenges.
Summative Assessment
- Have each pair present their storyboat and its narrative to the class, evaluating if they clearly explain the symbolism of their material choices and demonstrate an understanding of how empathy and storytelling can support others during difficult times.
- Ask students to write a reflective journal entry about their learning from the activity, assessing their ability to articulate how imagination and storytelling can help cope with difficult experiences and reflect on their personal understanding of empathy.
- Create a class storybook compiling stories and images of the storyboats, assessing the inclusion of thoughtful stories demonstrating empathy and understanding, as well as illustrations or descriptions that effectively convey the intended message.
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