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The Apple Seed Storytelling: Big Fish

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The Apple Seed Storytelling: Big Fish

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Lesson Summary

  • Listen to the Apple Seed Live Story Big Fish by Lyn Ford.  
  • Discuss the basic elements of the hero’s journey.  
  • Put the story pieces in sequential order.  
  • Make a puppet and retell the story to partners.  
  • Enjoy other hero-journey stories.

Lesson Key Facts

  • Grade(s): Kindergarten, 1st Grade, 2nd Grade, 3rd Grade
  • Subject(s): Drama, English Language Arts, Visual Arts
  • Duration of lesson: 3 sessions, 20-30 minutes
  • Author(s): Wendy Folsom, Kelly Wehrmeister, Yvette Ward May 

Lesson Plan and Procedure

Media Image

The Apple Seed Storytelling lessons originate from BYU Radio and teach specific core standards through the stories found on The Apple Seed podcast. For additional stories for classroom use, see The Apple Seed Story Catalog, a searchable database organized by grade-level, duration, and theme.

 

Storyteller Lyn Ford standing in front of a microphone

Session One

Teacher Preparation: Listen to the whole story Big Fish by Lyn Ford, and become familiar with the story sequence and the Big Fish song. Lead the children’s participation, by following the storyteller’s instructions.
 

Lesson:

Prepare students for a listening and interactive story experience. Introduce the name of the story Big Fish and display this picture of the storyteller Lyn Ford.  If desired, share a little bit of background information about her. (Information found in the additional resource section below)  

Teacher: This story was recorded in a radio studio. So, you will not be seeing any pictures, or watching the storyteller, but you will be able to hear and participate. Listen well, be ready as you  follow the storyteller, participate with me, and use your imaginations to create the story pictures in your minds. We will talk about the story afterwards.  


Listen to Big Fish by Lyn Ford (Season 5, Episode 10, 10:42)

  • As instructed by the storyteller, help the children participate by putting up your pointer finger to signal the students saying, “BLOOP”.


“I’m the Big Fish (bloop)  

I’m the big bad fish (bloop)  

I’m the Big Fish (bloop)    

And I’m better than you (bloop)  

I’m the Big Fish (bloop)  

I’m the big bad fish (bloop)  

I’m the biggest, I’m the baddest, (bloop)  

And I’m good looking too. “  


Discuss the basic elements of the hero’s journey: home, threshold, adventure, hero, mentor, beast, boon/gift, using the provided The Big Fish, Hero Journey, Discussion Guide  

(Note: For more background teaching info. on the “Hero’s Journey” see: The Hero's Journey (hand-out and explanation). Also, included in other Appleseed Storytelling lessons)  

Put the story in sequential order on “Big Fish’s Journey” & Big Fish's Journey pg. 2  

  • The students will cut out images of Big Fish, the other fish, the turtle, the storm, the catfish, and then draw a new facial expression on the final image of Big Fish to show his change at the end of his adventure.  
  • Take students step-by-step through the hero-story-cycle as a class, asking questions along the way for discussion.  
  • Glue the images in the spots they belong to based on the story sequence.    

Session Two  

Revisit The Hero's Journey (hand-out and explanation) from the previous session.  

  • Briefly review as a class, the different parts of the Big Fish story sequence and hero’s journey.    

Activity Options: Big Fish Stick Puppet or Origami Fish Puppet  

Big Fish Stick Puppet Instructions:

  1. Cut 8 x 11 cardstock sheet into four equal parts.  
  2. Pass out ¼ rectangle piece of cardstock, and a popsicle stick to each student
  3. Invite students to draw and color what they think “Big Fish” looked like.
  4. Cut out Big Fish and glue or tape him to the popsicle stick.  


Origami Fish Puppet Instructions:

  1. Pass out large sheets of origami (foldable 19x19) paper, and a pair of googly eyes to each student.
  2. Invite them to follow along, fold, and make their own “Big Fish”  origami fish puppet.  


Partner Storytelling:  

Invite students to take turns retelling the whole Big Fish story with a partner, using their stick or origami puppets. Refer to this Story Circles in the Classroom handout for partner storytelling guidelines and expectations.  

Additional Activity Options:

  • Upload The Hero's Journey, Slide 1
    Rewrite Big Fish’s song from the story to reflect his progress by replacing the underlined negative adjectives with more positive adjectives.
    Sing the new song together.  
  • Reflection: If there’s time, talk about what it means to be kind to yourself and others.  
    • How did Big Fish go from being rude to being kind?  
    • What kind of decisions can we make to be more kind and respectful to others?  
    • Did Big Fish’s boon (understanding the benefits of kind behavior) make his life better? Did it make life better for others in the pond? Why?  
    • How can we be examples to others of being kind?  
    • Share stories of a time when someone was kind to you. Can you look for and notice when others around you are being kind?  

Session Three  

Read one or two additional hero’s journey stories with the class. If possible, create a way for the stories to be interactive. (actions, movements, repeated words or phrases, singing, etc.)

Dive deeper & make connections: Ask students questions while you read to help them assign the characters and events to the hero’s journey after the story.  

Suggested Picture Books with Hero’s Journey Stories:  

  • Frederick by Leo Lioni  
  • Last Stop On Market Street by Matt De La Pena  
  • The Rainbow Fish by Marcus Pfister  
  • Gary by Leila Rudge  
  • Grandmother Spider Brings the Sun by Geri Keams
     

Class discussion: 

Refer to pg. 1 of  The Hero's Journey (hand-out and explanation)  

Upload Slide 2: The Hero's Journey map questions

Media Image

If desired, make copies and invite students to complete their own map on pg. 2 of  The Hero's Journey (hand-out and explanation) based on the story read as a class.   

Learning Objectives

  • Participate effectively in a range of conversations and collaborations, using age-appropriate vocabulary, on topics, texts, and issues.  
  • Speak clearly and audibly while asking and answering questions about a topic and key details presented in various media and formats.
  • Use age-appropriate language, grammar, volume, and clear pronunciation when speaking or presenting.
  • Present information, stories, or opinions, sequencing ideas logically and use relevant descriptions, facts, and details to elaborate on main ideas and themes.
  • Describe characters in a story and explain how their actions contribute to the sequence of events. Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect
  • Retell the story Big Fish.  
  • Identify the order of events in Big Fish.  
  • Identify the different aspects of the hero’s journey using pictures and discussion.  
  • Reflect on the benefits of kind behavior.  
  • Develop imagination to create artistic ideas and work.
  • Create character through imagination, physical movement, gesture, sound and/or speech and facial expression based on stories or through improvisation.
  • Demonstrate the ability to work effectively alone and cooperatively, with a partner or in an ensemble.
  • Demonstrate audience skills of observing attentively and responding appropriately.
  • Elaborate on an imaginative idea and apply knowledge of available resources, tools, and technologies to investigate personal ideas through the art-making process.
  • Create a personally satisfying puppet using a variety of artistic processes and materials. 

Utah State Board of Education Standards

This lesson can be used to meet standards in many grades and subject areas. We will highlight one grade’s standards to give an example of application.

English Language Arts: Grade 3

  • Standard 3.SL.1: Participate effectively in a range of conversations and collaborations, using age-appropriate vocabulary, on topics, texts, and issues.  
  • Standard 3.SL.2: Speak clearly and audibly while asking and answering questions about a topic and key details presented in various media and formats.
  • Standard 3.SL.3: Use age-appropriate language, grammar, volume, and clear pronunciation when speaking or presenting.
    • Present information, stories, or opinions, sequencing ideas logically and use relevant descriptions, facts, and details to elaborate on main ideas and themes.

  • Standard 3.R.7: Describe characters in a story and explain how their actions contribute to the sequence of events. (RL) Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. (RI)

     

     

Drama: Grade 3

  • Standard 3.T.CR.1: Develop imagination to create artistic ideas and work.
  • Standard 3.T.CR.5: Create character through imagination, physical movement, gesture, sound and/or speech and facial expression based on stories or through improvisation.
  • Standard 3.T.P.2: Demonstrate the ability to work effectively alone and cooperatively, with a partner or in an ensemble.
  • Standard 3.T.R.1: Demonstrate audience skills of observing attentively and responding appropriately.
     

Visual Art: Grade 3

  • Standard 3.V.CR.1: Elaborate on an imaginative idea and apply knowledge of available resources, tools, and technologies to investigate personal ideas through the art-making process.
  • Standard 3.V.CR.2: Create a personally satisfying artwork using a variety of artistic processes and materials. 

Equipment and Materials Needed

Additional Resources

 

Image References

Image 1: CC https://attic.sh/aslagzh2cobomcqwkqjvwwjhbgu3 

Image 2: https://www.byuradio.org/the-apple-seed 

Image 3: Lyn Ford, copyright 2022 BYUradio