Tanya Valencic S00122203

EDRE101: assessment task 2- teaching scripture presentation

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EDRE101 Assessment task 2:
Teaching Scripture Presentation
Part A- Storytelling

CHOSEN PARABLE:

Matthew 13:3-8
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Then he told them many things in parables, saying: A farmer went out to
sow his seed.
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As he was scattering the seed, some fell along the path, and
the birds came and ate it up.
5
Some fell on rocky places, where it did not
have much soil. It sprang up quickly, because the soil was shallow.
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But
when the sun came up, the plants were scorched, and they withered
because they had no root.
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Other seed fell among thorns, which grew up
and choked the plants.
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Still other seed fell on good soil, where it produced
a cropa hundred, sixty or thirty times what was sown. (Holy Bible, New
International Version, 2011)

SCRIPT OF THE STORY:

What will be said What actions I will be doing
Hmm I wonder what this story will be
about?
Have box in front of me closed-
stroking the lid.
Carefully open the box- keeping it
hidden.

Lay out each item slowly and silently
in this order:
1. The field
2. The path
3. The rocks (with picture of
healthy and withered plants
underneath- hidden)
4. The thorns (with a picture of the
plants being choked by the
thorns underneath- hidden)
5. Good soil
6. Birds
(keep farmer and four final pictures of
healthy crops in the box)

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EDRE101: assessment task 2- teaching scripture presentation

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A farmer went out to sow his seed

I wonder if the person had a name?
I wonder who the person could
really be?

Take farmer out of box and present
him to the class
PAUSE

As he was scattering the seed,
some fell along the path,
Take seeds out of box and scatter
along the path

and the birds came and ate it up


I wonder who the birds really are?
Move birds towards path and mimic
them eating the seeds by covering
the seeds with the birds
PAUSE

Some fell on rocky places, where it
did not have much soil.

Scatter seeds along rocks
It sprang up quickly, because the soil
was shallow.

Move picture of growing grass from
under the rocks and hold there for a
moment
But when the sun came up, Use hand in a circular motion over
the field to represent sun (children
can use their imagination)

the plants were scorched, and they
withered because they had no root.

I wonder if the farmer was happy
about the plants being scorched?

Move picture of scorched and wilted
grass from under the rocks and hold
there for a moment
PAUSE

Other seed fell among thorns, Scatter seeds among thorns

which grew up and choked the
plants.

I wonder what the person was doing
when the little seeds were choked
by the thorns?

Move picture of plants being choked
by thorns and hold it there for a
second
PAUSE

Still other seed fell on good soil, Scatter seeds among good soil

where it produced a crop

Take out first picture of healthy crops
and lay this on good soil

a hundred,

Take out second picture of healthy
crops and lay this on good soil

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EDRE101: assessment task 2- teaching scripture presentation

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sixty Take out third picture of healthy crops
and lay this on good soil

or thirty times what was sown.

I wonder what the harvest could
really be?

I wonder why some of the seeds
grew and others didnt?

I wonder what all this really means?
Take out fourth picture of healthy
crops and lay this on good soil































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EDRE101: assessment task 2- teaching scripture presentation

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PHOTOS OF MY MATERIALS USED DURING THE PRESENTATION:


































The farmer

The birds

The field, the path, the rocky place, the thorns and the good soil

The seeds
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EDRE101: assessment task 2- teaching scripture presentation

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JUSTIFICATION:
As stated by the Catholic Education Office Melbourne (CEOM) in
[the Melbourne] curriculum the main style utilised for initially telling the story is
reective, using concrete or visual material (p.8, 2008). The reason I have
incorporated concrete and visual materials in my storytelling process is
because students tend to learn through the senses as well as through the
mind through movement, sight, sound, smell, feeling and touch (CEOM,
2008, p.11). By using concrete materials I am providing the students with
visual stimulants that will help them with trying to make sense of and with
understanding these biblical stories (CEOM, p.11).

All of the materials I have used to tell this parable through The Good
Shepherd Experience are either made out of felt, wood or laminated paper.
The reason I have chosen these particular materials is because according to
the CEOM (2008) the concrete materials should be simple and sturdy and
of good quality (p. 11) as they need to be manageable for the children to
use and play with after the story.

I have used a wooden 3D doll to represent the farmer in this story. I
have kept the farmer in my story faceless, wearing only simple clothes made
from felt. The reason I have left the farmer quite unspecific with little detailing
is because as Madges (1996) explains, God is represented in numerous ways
to many different people- in this story he is a farmer (p.4). I wanted to let the
students view the wooden man as whoever their imagination leads them to
imagine him as being. They may wonder whether the farmer is God, they
may not. I didnt want to add too much detailing to this material as I wanted
the wondering from the students to be left open. Most of the materials have
been developed this way because if the materials are too detailed they can
sometimes take students attention away from the story and also obstruct the
students from utilising their imagination (CEOM, 2008, p.11).

FOCUS AREA 3.4:
This section
shows that I
have selected
resources that
engage students
in their learning.
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EDRE101: assessment task 2- teaching scripture presentation

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While developing my script I had originally included a picture of a sun
as it was something I was going to visually represent. However after further
exploration I decided to purposely leave it out as I wanted the children to
be able to use their imagination in the storytelling process. Hyde and Rymarz
(2008) explain that through play, children develop their imagination and
relationships with othersIt may provide them with opportunities to
transcend (p. 57). Although this was in relation to Godly Play, this
relationship through play can still exist through the storytelling experienced in
The Good Shepherd Experience.

While I was working on the script I tried to really focus on what
Berryman (2009) said about contemplative silence; contemplative silence
celebrates the wholeness of the relationship with God, which is more than
language can articulate (p.22). Taking this into account I tried to make sure
there were definite pauses in specific places throughout my script to enable
the students time to contemplate. Generally I placed these silences after
each sentence to allow the students to think about why the seeds had been
eaten or why the plants had died. The CEOM (2008) also agree with
Berryman and believe that these silences assist the imagination as the
children observe what is happening. It allows time for feeling the story.
Without feeling, it is harder for the students to really make a personal
connection (CEOM, 2008).

I included wonderings at the start, end and throughout the storytelling
process because it allows students to wonder together about what the
parable might really be (Berryman, 1991, p.45). It also models for students
how to wonder, which enables them to engage creatively with the Christian
language while they are wondering (Berryman, 2009,p. 22).




FOCUS AREA 3.5:
This section
demonstrates
that I have
knowledge and
understanding of
verbal and non-
verbal
communication
strategies to
support student
engagement.
FOCUS AREA 3.3:
This section
shows that I
used a teaching
strategy
allowing
students to think
about their
wonderings.
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EDRE101: assessment task 2- teaching scripture presentation

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REFERENCES

Berryman, J. W. (1991). Godly Play: A Way of Religious Education. Retrieved
from
http://dlibrary.acu.edu.au.ezproxy2.acu.edu.au/ereserve/copyright/d
ocuments/Berryman10298.pdf.

Berryman, J.W. (2009). Teaching Godly play: How to mentor the spiritual
development of children. Retrieved from
http://dlibrary.acu.edu.au.ezproxy1.acu.edu.au/ereserve/copyright/d
ocuments/Berryman10302.pdf.

Catholic Education Office, Melbourne. (2008). Coming to Know, Worship
and Love. Retrieved from
http://resource.fraynework.com.au/_uploads/rspga//PrimaryCurriculu
m/kwl_level1_4_bookmarks.pdf.

Holy Bible, New International version. (2011). Matthew 13:3-8. Retrieved from
http://www.biblegateway.com/passage/?search=Matthew%2013:3-
8,19-23;%20Luke%208:5-15.

Hyde, B., & Rymarz, R. (2008). First steps in religious education. Ballan, VIC:
Connor Court Publishing.

Madges, W. (1996). Who is God? RTJ, November/December, 4-7. Retrieved
from
http://dlibrary.acu.edu.au.ezproxy1.acu.edu.au/ereserve/copyright/d
ocuments/Madges10125.pdf.