Storybook Creation Time

Overview

Unit Name: Exploring Our Special Places
Lesson Number: 13 of 16
Lesson Title: Creating a Place Storybook
Duration: 45 minutes
Class Size: 20 Prep students
Teacher Context: Catholic school, limited resources, preference for cooperative learning and play-based methods.
Curriculum Connection:

• Australian Curriculum: Humanities and Social Sciences (HASS) – F–6/7 Humanities and Social Sciences
  • Level: Foundation Year (Prep)
  • Strand: Knowledge and Understanding – My personal world
  • *Sub-Strand: Special places and why they are important to people
    • Content Descriptor: ACHASSK017 – The reasons why some places are special to people, and how they can be looked after.

Learning Intention

"We are learning to share what we know about a special place by creating a storybook with a friend."

Success Criteria

By the end of the lesson, students will be able to:

• Collaborate with a partner to share and draw ideas about a special place.
• Retell information they learned from the guest speaker during a previous lesson.
• Sequence simple ideas into pages to tell a story about a place.
• Use their own drawings and voice to express concepts of importance, belonging, and respect for a special place.

Required Resources

• A4 blank folded booklets (pre-stapled with 4–6 pages per booklet) – one per pair
• HB pencils and coloured pencils or crayons
• Printed mini-photo cards from the guest speaker session (if available) – examples might include: church, local park, beach, grandparent's garden
• “Sentence Sparkle” dice (see Teacher Preparation)
• Floor mat for circle time
• Soft background music for quiet working (optional)

Note: No need for fancy digital resources – everything can be created using regular classroom supplies.

Vocabulary Focus

• Special place
• Belonging
• Respect
• Storybook
• Share
• Sequence

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Lesson Breakdown (45 minutes)

1. Welcome Circle & Learning Recap (5 minutes)

Gather students on the floor in a circle around a special storytelling mat. Use a soft toy 'story koala' to focus attention.

Teacher talk (scripted):

“Do you remember our friend who came to speak to us about their favourite place? What do you remember they said about looking after it?”

Record 2–3 student responses on large drawing paper (use symbols or quick sketches to represent responses).

Prompt Questions:

• What made their place special?
• Have you ever been to a place that made you feel warm and happy inside?

Explain that today students will make a storybook with a partner about a special place. They will be expert storytellers!

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2. Mini-Modelling: Making a Storybook (5 minutes)

Live demo: Show a simple pre-made storybook titled “My Special Place at the Beach”. Read aloud the 4-page sample, using simple language:

• Page 1: “I go to the beach.” (Drawing of the beach)
• Page 2: “I love the sand.” (Drawing of bare feet in sand)
• Page 3: “My mum helps me pick up rubbish.” (Drawing of people cleaning)
• Page 4: “The beach is special to me.” (Drawing of a heart)

Point out to students:

• Simple sentences + big drawings = great stories!
• Every book is different because every place is special in its own way.
• You can use what the guest speaker taught us.

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3. Partner Work: Storybook Creation Time (25 minutes)

Pre-arranged Pairs: Strategically pair students based on social support or mixed-abilities (e.g. EAL + talkative peer, early finishers + slower processors).

Hand each pair:

• One booklet
• Writing and drawing tools
• Optional: mini-photo card (to stimulate ideas)

Launch activity:

1. Pairs sit together on the floor before moving to tables.
2. Each student shares ONE special place they know with their partner.
3. Roll the “Sentence Sparkle” dice:
   • Side 1: “Who goes with you?”
   • Side 2: “What do you see there?”
   • Side 3: “What do you hear?”
   • Side 4: “What makes it special?”
   • Side 5: “How do you care for it?”
   • Side 6: “Draw anything!”

Students roll once and answer aloud; this helps get them ready to think, draw, and write.

Book Writing Expectations (flexible):

• 2 pages per student
• Drawing must be meaningful
• Attempt a few words or dictated sentence (teacher/Learning Support may assist generating phrases)
• Encourage partner sharing as they work

Teacher’s Role During This Time:

• Float and scribe for students needing help with writing (e.g. take oral response and write it on a sticky note)
• Praise teamwork and effort
• Gently prompt students to refer back to what they learned from the guest speaker

Differentiation Embedded Without Rotation:

• EAL/D learners: Use visual photo cards + partner support; teacher scribes key words
• Confident early finishers: Add another page or help another pair
• Students with fine motor difficulties: Scribe and let them focus on verbal storytelling

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4. Community Story Mat (8 minutes)

Invite all students to sit in a circle, with their books in front of them on the mat.

Randomly call 4–5 pairs to share their book aloud to the group.

Guided Reflection Questions:

• “How was your place similar or different to our guest speaker's place?”
• “Did you show how you care for the place in your story?”
• “How do you know this place is special?”

Encourage respectful listening using a simple 'silent cheer' signal (wiggly fingers in the air).

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5. Closing With Prayer (2 minutes)

Finish with a quiet moment and gratitude:

“Dear God, thank You for all of our special places. Help us to care for them, share them, and love them. Amen.”

Offer a gentle high-five as each child returns the materials to a basket.

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Assessment (Anecdotal & Formative)

✔ Observation of student participation in partner discussions
✔ Engagement and comprehension demonstrated in drawings/texts
✔ Use of vocabulary relating to special places
✔ Reflection during circle time

Pairs to be observed for:

• Willingness to share ideas
• Use of prior knowledge from the guest speaker
• Emerging sequencing and oral narration skills

Assessment notes can be jotted quickly on a sticky note checklist.

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Teacher Tips & Time Savers

• Pre-staple booklets the day before (put on calming music and invite student helpers).
• Use student-created word banks from earlier lessons on “places” to scaffold writing.
• Keep the storybooks for later inclusion in Unit Portfolio, Parent Night or classroom prayer table.
• Invite a school buddy class (Year 5 or 6) next lesson to pair up and listen to the Prep students’ stories!

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Extension Ideas

• Turn stories into puppet plays in the following lesson
• Invite students to create a model (using boxes or craft items) of their storybook scene
• Scan and bind books into a “Class Library of Special Places”

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Connection to Past & Future Lessons

• Builds on Lesson 12 (Guest Speaker visit)
• Prepares students for Lesson 14 (Exploring Aboriginal and Torres Strait Islander special places)
• Reinforces community values and ownership of our environments

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Teacher Reflection Prompt:
Which pairs surprised me with their storytelling? Which students needed more modelling or support to connect ideas?

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Let this lesson be a joyful expression of place, wonder, and shared story-building!