Storytelling Unit Opener, Part 2

My task for the Unit Opener (the link to the theme) was to help make memories and stories of past events that are treasures a family can share. I came up with a great idea. I die-cut doll bodies in five Lakeshore People colors in assorted shades of browns to represent most of the colors of the children in the classes. Ahead of time, I made one of myself from a darker brown die cut, short hair that I drew on, small stud earrings, and a dress, with a backpack and a ruler. I shared this with the students who thought it was so cute. I told them that, for the exercise, they were going to make one of their own to tell their own story.

As I held up my example, I asked the students who it was. “It’s you!” they all said.
“How do you know?” I asked.
There was various answers. All correct.
“Good. I’m glad you get it,” I said. When you get yours, I want to be able to tell what your “story” is about.
Since this assignment was all about memories and connections, and since I love reading and doing read alouds, I chose Natasha Anastasia Tarpley’s “I Love My Hair”.
My connection(s): The little girl in the story had braids. My mother used to braid my hair; I now braid my daughter’s hair.
So that everyone could see, I made an 11″ X 17″ poster of the front of “I Love My Hair”. I passed around a picture of my daughter with braids for the class to see. (The students always love to see my children. I think it’s because they think that teachers aren’t real people and don’t have real lives.)

I also used some real life examples. A couple of the little girls in some of the classrooms had braids, so I had them stand up and instructed everyone to look at their braids. This served two purposes. It’s a real life example, plus the student who’s receiving all the attention feels special.
I had three copies of the book- a board book, a hardcover book, and a book made by my daughter Phillise. As I read, I let two students in the class (usually the ones who have behavior problems) be my helpers and hold up the board book and Phillise’s book so that everyone could see. After reading the story, I had other students pass out the construction paper for them to glue their die cuts on, the doll die cuts, scissors, glue/glue sticks, crayons, ribbon, and pencils to draw with.
It turned out really well. I had a wonderful time. The children had a wonderful time. It was great. How funny that I always think that I’m not going to be able to fill the time, or that the children won’t be engaged. It’s never happened. Although I had one little girl say that she didn’t want to do it.
“Oh stop it girl,” I said. You are at school. You don’t have a choice. You are here to work.
“Isn’t that why you came to school?” I asked her.
She shook her head.
“Okay then, get to work”.
“Do you need help?”
(blank stare) So I go and help her.
She didn’t finish, but she didn’t give me trouble either. Mission accomplished.
I worry for nothing!