Key Elements of a Pourquoi Story: 

• The Way Things Are: The stories always begin by describing how things are in the world, often presenting an aspect of nature, an animal, or a situation that seems unusual or unexplained. 

• Personified creatures: The tales portray natural forms as living breathing characters who get up to all kinds of adventures.

• A Problem or Question: There is often a question or problem that needs to be solved. The main character (usually an animal or person) might be curious about something in the world, leading them to search for an answer. 

• A Solution or Cause: The main character or characters work through the problem, often through cleverness, bravery, or wisdom. The solution often involves a transformation or explanation of why things are the way they are. 

• A Just Ending: The story ends in a way that makes sense of the situation. It provides a satisfying conclusion that explains the problem or question in a logical or moral way. 

• A Moral or Lesson: Every Pourquoi story imparts a lesson. This could be about behaviour, understanding nature, or learning the value of traits like patience, kindness, or intelligence. 

  
  

Examples of Pourquoi Stories: 

Below are five examples from various cultures, illustrating the different ways Pourquoi stories function: 

1. Why the Tiger Has Stripes (Punjabi Folk Tale) 

Tigers were once plain, with no stripes, and roamed the forests freely. 

The tiger, incredibly proud of his strength, hunted without mercy and often ignored the warnings of other animals. He boasted of his skills and believed himself to be the best at everything. 

One day, a clever, brave deer was being hunted by the tiger, and managed to trick the tiger into a trap. The tiger fought fiercely, but in the struggle to get out, he was injured by the sharp sticks and branches, leaving his body marked with deep, permanent stripes. 

The tiger’s stripes became a reminder of his overconfidence and cruelty, and he would forever be reminded of how he was foolishly tricked by the deer. 

The Lesson: This story teaches children about the consequences of arrogance and the value of humility. 

2. Anansi and the Sky God (West African Folk Tale) 

Anansi the spider was known for his trickery and cleverness, but he wanted to prove he could be the wisest of all creatures. 

One day, he decided he would steal take the Sky God’s wisdom, which was stored in a large, magical pot. 

Using his wit to trick the Sky God, Anansi tried to steal the pot, but in the end the pot broke, and the wisdom was scattered across the world. 

Now, the wisdom was spread among all creatures, meaning that no one could claim all the wisdom for themselves. 

The Lesson: The story teaches that wisdom should be shared, and it is better when spread among many. 

3. How the Camel Got His Hump (Rudyard Kipling’s Just So Stories – inspired by Middle Eastern Folk Tale) 

The camel used to be a perfectly ordinary, hardworking animal, just like all the other creatures in the desert. 

One day, the camel refused to work and became lazy, causing frustration for the other animals who had to do his share of the work. 

The Djinn (a magical creature) transformed the camel’s laziness into a hump that could store food and water, making him able to survive on long journeys. 

The camel’s hump became a symbol of his laziness, but it also helped him survive in the harsh desert. 

The Lesson: The story teaches that even laziness can lead to something useful, but it’s important to contribute to the community. 

4. The Sun and the Wind (Aesop’s Fable - Greek Folk Tale) 

The sun and the wind often argued about which of them was the strongest. 

One day, they decided to test their power by trying to make a traveller take off his coat. 

The wind blew fiercely, but the traveller only wrapped his coat more tightly. Then, the sun shone brightly, and the traveller, feeling too warm, took off his coat. 

The sun was declared the winner, showing that gentleness and kindness can achieve more than harshness. 

The Lesson: This story teaches the power of persuasion and the effectiveness of kindness over force. 

5. Why the Cheetah Has Spots (African Maasai Folk Tale) 

The cheetah, once a plain brown animal, was always fast but lacked the beautiful markings that other animals had. 

It desperately wanted to be as beautiful as the other animals, and struggled with its plain appearance. 

One day, the cheetah asked the wise god of the jungle to grant it spots. The god agreed, but only if the cheetah promised to use its speed to help others. The cheetah agreed and became the fastest animal in the jungle. 

The cheetah’s spots became a symbol of both its beauty and its swift nature, and it used its speed to help the weaker animals. 

The Lesson: This story teaches that beauty and strength come with responsibility, and that kindness should go hand-in-hand with power. 

Writing Pourquoi Stories 

Read one or more of the stories to your class, discussing the different elements of the Pourquoi story as you go. 

1. After reading, ask students questions like: 

• What is the problem in this story? 

• How does the character solve the problem? 

• What lesson can we learn from this story? 

• How does the story explain why something is the way it is in the world? 

2. After discussing several Pourquoi stories, invite students to share similar tales from their own cultures or ask them to research Pourquoi stories from different parts of the world. 

   
   

3. Provide a template with each of the five key elements of Pourquoi stories on, for them to plot out their own ideas. They could either explain something in nature or a cultural tradition. Have them incorporate the same key elements:  

• The Way Things Are 

• A Problem or Question 

• A Solution or Cause 

• A Just Ending 

• A Moral or Lesson 

  
  

4. Students then write their own Pourquoi story. They could add an illustrative border to bring the stories to life, telling the story in images around the edge of the page. 

• £50 of book tokens for your classroom or school library

• A personal letter to your class from Michael Rosen

• The chance for your students' work to appear on the British Library's website

Please see our competition ts and cs here:

At the end of our livestreamed event with Michael Rosen on March 3rd we will release more resources, including beautiful animations featuring global tales of nature.

Storytelling is so intricately linked to humanity, our evolution, and our survival, that we could say humanity would not exist without it. As ancient civilisations told stories to help make sense of the world around them, the stories also passed on messages in a memorable way, warned people of dangers to come, shared tips for survival and passed on knowledge of the world. Stories gave our ancient ancestors hopes, fantasies, dreams, and something to believe.  

Chahta and Chicksa'

One Choctaw creation story involves two brothers, Chahta and Chicksa', who, after experiencing many years of war with a great enemy, both carried the bones of their ancestors in buffalo sacks from the original land in the West, developing a great earthwork mound. Chicksa', realising the land could not support all the people, led half of them North, creating the Chickasaw tribe, whilst Chata remained near the mound (which became known as Nanih Waiya, the mound of all creation) with the rest, and became known as the Choctaw tribe.  

The Story of the Three Sisters: 

Long ago, the Creator made the earth, the sky, and all the animals. He then decided to create plants for the people to grow and harvest. He made three special plants: corn, beans, and squash—the three sisters. These plants were meant to grow together and help one another, creating a balanced and harmonious ecosystem for the Choctaw people. 

Corn was the tallest of the sisters, standing straight and proud. Beans were nimble and could climb, so they wound around the tall stalks of corn. Squash was the ground dweller, its vines spreading along the earth, helping to keep the soil cool and moist. The three sisters worked successfully together to help each other grow: Corn provided support for Beans,

Beans helped stabilize Corn, and Squash spread along the ground, to keep it fertile and protect the roots. 

However, one day, a young man came to the Creator asking for help. He wanted to grow food to feed his people, but he didn’t know how. He could grow the plants individually, but they never flourished enough to be able to feed everybody. The Creator smiled and told him the story of the Three Sisters. He explained that each plant had a role to play, and they needed each other to grow strong and healthy. Together, they are better than when apart. 

The man planted the three sisters together, just as the Creator had taught him, and soon, the crops flourished. The corn grew tall, the beans climbed high, and the squash spread wide. The people had plenty of food to eat, and they lived in harmony with the earth. 

The story of the Three Sisters teaches children that everything in life has a role to play, and when we work together and respect each other’s unique strengths, we can create something greater than ourselves. This tale is often shared to remind children of the importance of cooperation, whether it's with friends, family, or nature, and how balance and mutual support lead to a thriving community. 

Stories were not only entertaining, but they also taught the next generation about behaviour, values, and traditions.

In Hawaiian folklore, the Menehune are mythical little people who are said to live deep in the forests or mountains of the Hawaiian Islands. These small, skilled people are known for their extraordinary craftsmanship and ability to accomplish great tasks in a short amount of time.

The Legend of the Menehune

Long ago, a young Hawaiian chief named Kauhi had a problem. The village needed to build a large, important fishpond to feed the people, but the task was so enormous that no one in the village could complete it in time. 

Kauhi, worried about the future of his people, ventured deep into the forest to seek help. It was there he encountered the Menehune, and was originally dismissive due to their tiny size. However, despite their small size, they were very strong and clever, and they agreed to help him. They worked all night long, and by the morning, the fishpond was complete—beautiful and functional, just as needed.

The lesson for children is one of not making immediate judgements, or dismissing others due to our own perceptions or biases. Children also learn about the value of asking for help when needed, teamwork and ingenuity. While the Menehune were small in size, their cleverness and ability to work together made them capable of completing monumental tasks. It teaches children that no matter their size or age, with the right attitude, skills, and collaboration, they can accomplish great things.

The Story of Anansi the Spider and the Wisdom Pot 

Anansi, the clever and sometimes tricky spider, was known for his intelligence and wit. One day, he learned that the heavens had a pot filled with all the wisdom in the world. Whoever possessed this wisdom would be the wisest person alive. Anansi, eager to gain this knowledge for himself, decided he wanted to own the pot. 

Anansi managed to steal the wisdom pot and hid it high up in a tree, planning to keep it for himself. He tied the pot around his waist, but he realized it was difficult to carry, especially because it was so heavy. As he tried to climb the tree to his hiding place, Anansi kept slipping and falling. 

His young son, Ntikuma, watched him struggling and asked, “Father, why don’t you try tying the pot to your back instead of your front? It would be easier to climb.” 

Anansi, feeling a little embarrassed but not wanting to admit that his son was smarter than he was, decided to keep trying with the pot tied in front of him. But the more he struggled, the more he realized that his son’s suggestion was a good one. 

Finally, Anansi, frustrated, asked his son to help him. Ntikuma showed him how to tie the pot to his back, making it easier for Anansi to climb the tree.

Anansi then realized the lesson: wisdom is not something to be hoarded. True wisdom comes from being open to others and learning from them, regardless of their age or status. 

The story teaches the value of humility and the importance of being open to learning from others. Even the wisest person, like Anansi, can benefit from listening to others, especially those who may seem younger or less experienced. It also teaches that wisdom is not just about knowledge but about being willing to ask for help, acknowledging when others have better ideas and recognising that nobody knows everything.

One traditional Irish folk tale that explains a natural phenomenon is the legend of the formation of the Giant's Causeway. This famous geological feature in Northern Ireland consists of thousands of interlocking basalt columns, and the story behind it offers a mythical explanation for how the Causeway came to be. 

The Legend of Finn McCool and the Giant's Causeway 

According to Irish mythology, Finn McCool, a great warrior and leader, was involved in a rivalry with a Scottish giant named Benandonner. The two giants had been taunting each other across the sea, with Benandonner challenging Finn to a duel. 

In response, Finn decided to build a causeway—an enormous bridge made of stone—across the sea from Ireland to Scotland, so the giants could meet face to face. Finn, using his strength and magic, created the massive stones that formed the causeway, which still stretches across the sea between the two lands today. 

However, when Finn saw the size of Benandonner, he grew frightened. Realising that the Scottish giant was much bigger and stronger than he had anticipated, Finn sought advice from his wife, Oonagh. Oonagh cleverly disguised Finn as a baby, and when Benandonner arrived at his house and saw the huge ‘baby’, he assumed that his father, Finn, himself must be an enormous giant, much too large for Benandonner to take on. Terrified of what a fully-grown Finn might look like, Benandonner fled back to Scotland, tearing up the causeway behind him as he ran in fear. 

The pieces of the broken causeway are said to have become the hexagonal columns that make up the Giant's Causeway, with the legend explaining how the natural formation of these strange rock formations came to be.  

This tale not only offers an explanation for the natural phenomenon of the Giant's Causeway, but also conveys themes of cleverness, bravery, and the power of wit over sheer strength, showing children how intelligence and resourcefulness can often triumph over brute force. 

1. Why is this night different from all other nights? 

• Answer: On all other nights, we eat either leavened or unleavened bread, but on this night, we eat only matzah (unleavened bread). This represents the haste with which the Israelites left Egypt, not having time to let their bread rise. 

2. On all other nights, we eat all kinds of vegetables, but on this night, why do we eat only bitter herbs (maror)? 

• Answer: The bitter herbs represent the bitterness and harshness of slavery that the Israelites endured in Egypt. Eating maror serves as a reminder of the suffering they experienced. 

3. On all other nights, we do not dip our vegetables even once, but on this night, why do we dip twice? 

• Answer: The first dip is into saltwater, which represents the tears and the pain of the Israelites during their time of slavery. The second dip is into charoset, a sweet mixture of apples, nuts, and wine, symbolizing the mortar the Israelites used while building for the Egyptians and the sweetness of freedom that ultimately came. 

4. On all other nights, we eat either sitting upright or reclining, but on this night, why do we all recline? 

• Answer: Reclining symbolizes freedom. In ancient times, free people would recline while eating, so by reclining at the Seder, we show that we are no longer slaves but free people, just as the Israelites were freed from slavery in Egypt. 

This ritual helps uses storytelling to help children remember and engage with the significance of Passover and the story of the Exodus, emphasising themes of freedom, remembrance, and gratitude. 

 
In ancient times, travelling oral storytellers journeyed from village to village, bringing stories alive with music and drama in public gatherings, which were then passed on through generations by word of mouth. Additionally, trade routes facilitated the exchange of stories through interactions between merchants from different regions, and eventually written accounts by travellers also played a role, although literacy was limited in many societies.  

Through stories, children feel a character’s pain and share in their joy. They live experiences and emotions previously unknown to them, and share in the emotional journey of a character, providing a safe way to see the world through another’s eyes. 

Empathy 

Children develop empathy and tolerance through the stories they read: stories told through the perspective of another allow the reader to get inside their head, and see the similarities and differences between the world of the character and their own world.

They make links to situations they may have experienced which are similar, or are prepared when a similar event occurs in their own lives. They’re more able to understand why a character reacts a certain way and connect with other cultures, voices and perspectives that are markedly different from their own. They realise the world isn’t black and white, and that people are not simply good and evil, but a complex blend of both. This allows them to forgive past mistakes and consider the views of others in a world different from their own. 

Questioning and Self-Reflection 

Engaging stories trigger many questions about a character’s decisions and prompt deeper thinking about choices made. Stories can be a powerful tool for helping children engage in self-reflection because they allow them to connect with the experiences of characters, which can lead to a deeper understanding of their own emotions, thoughts, and actions. When children follow characters through challenges and moral dilemmas, they connect to struggles of their own and consider how they might react in a similar situation. 

Curiosity 

As teachers, you know that stimulating a sense of curiosity is key to sparking a love of learning. Stories bring up so many questions: by engaging with so many different worlds, cultures and characters, children are fascinated by journeys of discovery, surprises and the unknown. This exposure to new concepts can spark questions and a desire to explore more about the world around them.

Through vivid characters, settings, and events, stories encourage children to imagine possibilities beyond their immediate reality. When their imagination is sparked, they become naturally curious about how things work or what might happen next. Stories often leave gaps or room for interpretation, which can prompt children to ask "Why?" or "What if?" These questions can drive them to seek answers and explore concepts in greater depth. 

The act of sharing stories has always reflected our innate desire to make sense of the world and connect with others on a deeper level. We have been telling stories for as long as history can see, and we will likely continue to do so for the rest of our lives. 

You will need space for children to move around in, such as the school hall, paper for collating ideas, and ideally some props, such as scarves, sticks or paper for children to make simple costumes to represent natural elements like the wind, the sun, the moon etc. 

Teacher Explanation: 
In ancient times, before science could explain why the sun rose or how storms happened, people told stories to help them understand these mysteries and make sense of the unknown. These stories often involved gods, spirits, and mythical creatures who controlled natural events. Today, we’re going to use drama to explore how these ancient stories might have been told! 

Discussion Prompt: 

• Have you ever wondered why it rains, how the mountains were made, or why it gets so hot in the summer? How do you think people in ancient times might have explained these things? 

• Can you think of any stories where nature (like the sun, rain, or wind) is given a personality, like a character? 

• In ancient stories, the sun might be a powerful king, the rain could be a crying goddess, and the wind might be a mischievous spirit. By acting out these elements, we’ll explore how stories helped people understand the world. 

  
  

Task Explanation:
Divide pupils into small groups. Explain they are to think of a story that might explain one of the events given to ancient people, who could not make sense of it through science, like we can now. They are going to be creating and performing their stories. 

e.g. 

• Thunderstorm: People might think a thunderstorm is caused by a powerful god or angry spirit, such as in Norse mythology. The thunderstorm would often be seen as an angry response from the god Thor, especially when the storm was intense and destructive. In this way, ancient Norse people might have believed that if the weather was especially violent, it was because Thor was upset about something or engaged in a fierce battle. 

• Changing Seasons: People might explain the change of seasons as a goddess going on a journey or a spirit changing the world, such as in Greek mythology. Demeter, the goddess of harvest and grain, travelled to the Underworld to find her abducted daughter, Persephone. Without Demeter’s care, the land grew cold and no crops would grow. It was agreed that Persephone could visit in the spring, which is when the happy Demeter caused the flowers to bloom and crops to grow. However, in the autumn, Persephone must return to the Underworld, causing Demeter’s sorrow to cause the Earth to fall into winter once again. 

• The Rising Sun: The sun might be a god or goddess who has to travel through the sky every day, such as the Hindu tale of Surya, the god of the sun, who rides a magnificent, golden chariot across the sky from East to West each day. Each horse represents a colour of the rainbow and also a day of the week, with each horse carrying the energy of the sun that governs for one day. 

• The Creation of the Mountains: The mountains could be the result of battling giants, the spine of a mighty dragon or, as in the story from Maori culture, the result of the separation of Earth and Sky, from a time when the Sky Father and the Earth mother were bound together in close embrace. One of their sons, Tane Mahuta (the god of forests and birds) sought to bring light and space into the world, and with great effort and the help of his brothers, he lifted his mother from the grasp of his father, lifting up parts of the Earth as he did so. 

Steps: 

1. Divide the class into 4 groups and assign each group one of the events listed above. 

2. Brainstorm ideas with the group: Discuss how they might act out the event using imagination and simple props (e.g., trailing scarves around for the wind, bashing sticks together for thunder). Encourage students to give personalities to the elements involved. Who or what is causing the event? Why might it be happening? What can the people in the story do to explain or react to it? 

3. Give them 5 minutes to come up with a short scene (1-2 minutes) that tells the story of their event. They should focus on how ancient people might have explained the event using characters and drama. 

4. Performing their stories: Each group performs their story. After each one, reflect on the following: 

• How did the group use drama to explain the event? 

• How well did the group use their voices and express emotions to reflect what was happening? (e.g. loud, booming and scary for thunder; soft, gentle and joyous for the sun) 

• How was movement used to communicate the story? 

• How did the ancient people in the scene react to the unknown? 

• What role did characters like gods, animals, or spirits play in explaining the event? 

5. Reflection and Discussion: Ancient stories often involved people interacting with the forces of nature as if they were characters. Think about how different that is from how we understand these events today. 

While we now know that thunderstorms are caused by weather patterns and that the sun rises and sets because of Earth’s rotation, ancient people used stories to make sense of things they couldn’t explain. 

• How do you think the ancient people might have felt when they saw a thunderstorm or a volcano erupt? Why do you think they created stories to explain these things? 

• How are the stories we tell today similar or different? Do we tell stories to explain the unknown, or do we use other ways, like science, to understand the world? 

  
  

Conclusion: 
Through drama, we’ve seen how ancient people used their imaginations to explain the mysteries of nature. Even though we understand more about the world today, storytelling still helps us make sense of our lives, our emotions, and our experiences. Just as the ancient stories helped people understand the unknown, stories today help us connect with each other and explore new ideas. 

Warm Up: Emotion Charades 

• As a whole class, provide an emotion (e.g. anger) and ask them to act it out without speaking. Discuss their responses: how do we know someone is angry without them telling us? What happens to their facial expressions, body and posture? Explore even further – what do their eyebrows do? What does their mouth do? Does everybody react in the same way? 

• Ask students to choose a different emotion (e.g., happiness, sadness, surprise) and act it out without speaking. 

• Can the class guess the emotion? What clues were we shown? Focus in on the detail. 

• Repeat a few more times with different volunteers, each time focusing in on micro-details, such as what their hands are showing us, or how they hold their head.  

• Working in pairs, students act out and guess each other’s emotions. Discuss ones that stand out. Link to how writers use these tools when creating a character – they often don’t tell us how a character is feeling, but they show us through different body language and facial expressions, leaving the reader to work out the emotion themselves. 

Task Explanation:

Write the word personification on the whiteboard, underlining the ‘person’ part of the word. Ask if anyone knows what personification might be.  

During discussion, draw out from the students that personification is when we give human qualities (feelings, actions, etc.) to something that isn’t a person, like an animal, object or an idea. 

Give examples, asking students to explain how personification has been used e.g. 

• The wind whispered through the trees. 

• The sun smiled down on the playground. 

• The pencil danced across the paper. 

Notice how action verbs have been used to bring the object to life.

Ask the students to help you come up with a few more examples using objects they are familiar with, using objects from the classroom. Explain that they are going to be using drama to bring non-human (inanimate) objects to life, using the tool of personification. 

You may wish to share ‘The Day the Crayons Quit’ by Drew Daywalt’: a picture book which uses the art of personification brilliantly to bring alive the different colour crayons. 

Steps: 

1. Divide the class into small groups (3-4 students each) and provide each group with a different physical object.  

2. Ask the students to think about and discuss what their object would be like if it were a person. Would it be happy? Sad? Excited? Grumpy? What would it say? How would it move? (e.g. a hat could be stylish, confident, striking poses and always wanting to be the centre of attention; a pencil sharpener could be a meticulous, impatient perfectionist; and a chair could be a wise, supportive listener or alternatively be tired of providing support for everyone else!) 

3. Provide time for each group to explore the physicality and speech for their object. They should use their voices, bodies, and imagination to show the object’s personality. 

4. Allow each group to share their ideas with the class, performing as a group.

 For example:  

• The bouncy balls could be constantly smiling, excited and bouncy, saying, “Whee! Let’s play! I can play all day!” 

• A chair might sigh a lot, saying, “Do you realise how hard it is for me to support other people all day? I need a break!” 

5. Choose one of the follow-on tasks, depending on the ability of your students: 

a. Students create a short scene depicting a group of the same object. Ask them to consider what time of day it is, which will make them think of what could be happening to them: 

 For example: 

• Pencils in a pencil case, hoping to be taken out to get sharpened - each pencil could be a different colour 

• Chairs in a classroom at the end of the school day 

• Hats on a shop shelf, as someone is trying them on 

b. Students create a short scene, with each of them choosing a different object. 

For example: 

• In a pencil case at the end of the school day, there is a handwriting pen, a broken yellow crayon, a ruler and an eraser.  

• In a kitchen, a meal is being prepared whilst the kettle, oven, toaster and microwave argue about who is the most useful appliance. 

The concept of bringing an object to life, and also interacting with a different object, is more difficult to do, but can bring about hilarious results! 

6. Perform and celebrate successes. 

7. Reflection and Discussion: Ask the students:  

• “What was your favourite part of pretending to be an object?” 

• “How did it feel to give a pencil or a ball human-like qualities?” 

• “Can you think of any other objects that might have interesting personalities?” 

  
  

Conclusion:

This lesson provides a fun and imaginative way for children to explore the concept of personification.

Link to how, in their writing, they can bring objects to life in the same way, making them seem friendly, mysterious or even angry. Challenge students to look out for example of personification in the books and stories they are reading.

In this lesson, students use their imagination and creativity to reimagine a mythological story in their own unique way. They will explore the concept of why the sun and moon live in the sky, using personification, narrative structure, and descriptive writing. 

Using a version of the myth 'Why the Sun and Moon Live in the Sky' (a popular story from African mythology), students will create their own retelling of the story, with a twist.

Lesson Objectives:

• To consider how different characters, elements, or actions can be used to explain the natural world in a fun and imaginative way.

• To use vivid description and personification to create personalities for their characters.

• To write a short story using creative ideas.

Tasks:

1. Watch Sandra Agard's retelling of the story on the Activity Page

   This story tells of how the Sun and Moon once lived with humans on Earth but were forced to move to the sky due to a disagreement or a series of events that made their stay on Earth untenable. The story is often a metaphor for the relationship between day and night. 

2. Class Discussion

   Discuss the themes of the story with your students: 

   • Why do you think the Sun and Moon had to leave Earth?

   • What kind of personalities do you imagine the Sun and Moon having?

   • How does the Sun’s warmth and the Moon’s coolness affect the world?

   • Why is it important for the Sun and Moon to remain in the sky? 

3. Creative Writing Prompt

   Now, it’s time to create a new version of the myth! Ask your students to use the following prompt: 

   
   

"Imagine a world where the Sun and the Moon were not always in the sky. They once lived on Earth, alongside humans. However, due to an event or a disagreement, they had to leave and live in the sky. Write a story about why the Sun and the Moon moved to the sky. What kind of personalities do the Sun and Moon have? Did they cause trouble or offer help to humans? What were the challenges they faced, and how did they solve them?" 

Encourage students to think about: 

• Personifying the Sun and Moon: How do they act? Are they friendly, mischievous, or serious?

• Descriptive language: How does the Sun make the Earth feel when it is near? What does the Moon bring when it rises? Use vivid descriptions of light, colour, and atmosphere. 

• The cause for the move: was it a problem with humans or another mythical being? What event caused the Sun and Moon to leave the Earth? 

• The transition: how did the Sun and Moon get to the sky? Did they have to travel far? Were there obstacles along the way? 

4. Extension Ideas

   • Draw the Scene: Have students draw the scene where the Sun and Moon leave the Earth, or their first night in the sky. This helps them visualise their story. 

   • Dialogue: Act out a short conversation between the Sun and the Moon where they discuss how they feel about their new home in the sky. This will help develop character voice and relationships. 

5. Share and Discuss: 

Once students have completed their stories, invite them to share their tales with the class or in small groups. Discuss the different interpretations of the Sun and Moon and how creative variations can explain natural phenomena. 

Example:

Once upon a time, the Sun and the Moon were the best of friends. They lived together in a peaceful valley, where the Sun would shine brightly during the day, and the Moon would glow softly at night. But the Sun loved to be loud and bright, filling the sky with golden light. The Moon, on the other hand, loved quiet nights, shining in silver and cool colors.

One day, the Sun grew tired of waiting for the Moon to rise, and in a fit of impatience, the Sun decided to shine all night. The people on Earth were confused and exhausted. They could not sleep, and the crops withered from too much light. The Moon, feeling left out, decided to leave the Earth altogether.

She climbed up into the sky, but not alone—she took her light with her, so that night would fall in peace. The Sun, realizing his mistake, followed her into the sky, and they have lived there ever since, taking turns to shine brightly or softly, making the world balanced between day and night.

In this lesson, students will create their own stories where they describe how winter gives way to spring, personifying the seasons and using their creativity to imagine the battle between them. 

Lesson Objectives: 

• Develop an understanding of the seasons and their characteristics. 

• Practise using personification to bring natural elements to life (e.g., winter, spring). 

• Write a short, creative story where the seasons interact and change the world around them. 

• Focus on descriptive language, making the natural world vivid and exciting. 

Tasks:

1. Warm-Up Discussion 

• Start by asking the students, "What do you think winter is like as a person? What about spring?" 

• Encourage them to think of characteristics and actions for each season (e.g., winter might be cold, slow, and quiet, while spring might be warm, full of energy, and playful). 

• Explain that personification is when we give human qualities to things that aren't human, like seasons or animals. For example, 'Winter wraps the world in a cold blanket' or 'Spring dances through the trees'. (To avoid confusion, you may wish to explain that season are not normally capitalised as proper nouns, but when used as names of characters we do need capitals).

• Show the concept of personification by writing a few examples on the board:  

  • Winter whispers secrets with the snowflakes.

  • Spring skips across the hills, leaving flowers scattered behind her.

2. Introduce the Myth 

• Remind the students of the Celtic story of Cailleach, the Winter Hag, told by Emily Gravesbrook during the live session (linked above), and how she reigns over the land during the cold months.  

  • 'Cailleach is a powerful, icy woman who loves winter. She brings snowstorms and ice. But one day, when spring starts to come, the warmth from the sun grows stronger, and Cailleach's powers start to fade'. 

  • 'Spring, the gentle goddess, is born anew and begins to take over, turning the icy land into lush, green meadows. Eventually, Cailleach retreats to the mountains, turning into stone, and the world is full of new life'.

• Ask the class to imagine what it would be like if Winter and Spring were people, and they had to decide who would rule the world.  

• How would they feel? Would they fight or work together? What could happen to the land during their battle? 

• Can they think of any other stories in which the winter months never ended? (e.g. The Lion, the Witch and the Wardrobe)

3. Creative Writing Prompt 

Imagine that Winter and Spring are two magical characters who live on Earth. They both want to be the rulers of the land. Winter, the icy Queen, wants to keep everything frozen, while Spring, the warm Princess, wants to bring flowers and sunshine to the world. We will be writing a story about their battle to rule the world. What do they do? What happens to the Earth when they fight? What happens when they work together? Describe what happens when one of them wins or loses. How does the world change? Can Winter and Spring become friends or is there only room for one of them?

Lead in tasks: 

Some of your class may need to complete the lead-in tasks before attempting to write their story, whereas some may be eager to start straight away. 

• Describe Winter and Spring using personification (e.g., How does Winter look? What does Spring do to make the flowers grow? How does Spring speak? How does Spring move?) 

• Draw Winter and Spring, labelling their appearance: how do their clothes, hair and general physicality represent their characters? 

• Describe the changes in nature as the seasons battle or work together (e.g., snow melting, flowers blooming, trees turning green). How can we show the changes? Do they want to include anything from the story, such as Cailleach being turned to stone? 

• List action verbs and strong adjectives to make the scene feel lively and real, and practise writing short paragraphs to hone descriptive skills. 

4. Planning – five part structure 

Allow time for students to plan out their story. You may want to provide a writing frame to support this. Students may prefer to add symbols or simple pictures to illustrate their ideas, or write in note form. The important part is that they understand the structure and can retell their story using the planning frame. 

• Opening - What happens at the very start of the story? This is where the reader is introduced to the main characters and features rich descriptions of the characters and setting. 

• Build-Up - The reader finds out why the characters are in disagreement. 

• Problem - Describe the effects on the Earth. What is going to happen? 

• Resolution - Describe how the problem is resolved. Does one of them win the battle? Do they agree to work together? 

• Ending - What is the world like now? Is it a happy ending, or not...? 

5. Writing Activity 

• Always encourage students to orally tell their stories to each other. This will enable them to see any problems with their plot, and also offer each other feedback on what to include. 

• Allow students time to write their stories independently. 

• Remind them to think about how the characters of Winter and Spring feel and act. Encourage them to describe the effects on the world as Winter and Spring interact with each other – in both a negative and positive way. 

  
  

6. Sharing and Illustration 

• After writing, give the students an opportunity to share their stories with the class if they wish to. 

• They could draw a picture of Winter and Spring battling, or working together, to create a beautiful landscape to illustrate their stories, e.g. the cold snow transforming into blooming flowers or a storm turning into a sunny sky. 

7. Conclusion 

• Conclude by asking the students what they think about the relationship between Winter and Spring. Do they think Winter and Spring ever fight? Or do they work together in a cycle?  

• Discuss how their stories showed the transition from winter to spring and how personification helped bring the seasons to life.