Childhood Tales

Overview

Lesson 3 of 9 focuses on listening to childhood stories from parents or grandparents and noticing ideas that help us retell what happened. Building on the unit’s earlier discussion about toys and traditions, students will practise sequencing (“then/now/yesterday”) and retelling using pictures and simple oral storytelling.

Learning intentions

WALT:

• Listen to childhood stories about everyday experiences from parents or grandparents.
• Identify key parts of a childhood story (who, where, what happened, and how it ended).
• Re-tell a childhood story using simple time words and story details.

Success criteria

Students can:

• Retell the story in the correct order using words like “then” and “later”.
• Name at least two details from the story (e.g. a toy, a place, a routine).
• Speak clearly enough for a partner to understand.
• Use story terms such as “beginning”, “problem”, and “ending” when prompting (teacher supports).

Curriculum links

• Humanities and Social Sciences: continuity and change between aspects of students’ daily lives and parents’ and grandparents’ childhoods through comparing and commenting on oral histories.
• Humanities and Social Sciences: develop narratives and share observations using sources, including using time sequence words such as “then” and “yesterday”.
• Humanities and Social Sciences: draw conclusions from collected information to comment on what has changed or stayed the same over time (teacher-led, brief).
• English (Literature): discuss features of stories including plot elements like beginning, complication, and resolution, using age-appropriate talk.

Lesson structure (30 minutes)

1. 0–4 min · Hook (Story Listening). Teacher plays or reads a short childhood story (1–2 minutes) using clear voice and shows 3 picture cards from the story. Students turn and talk: “What was this story mostly about?”
2. 4–12 min · Explicit instruction (Retell steps). Teacher models a retell using a simple “Story Map” on the board: Beginning (who/where), Problem/Activity, Ending (how it finished). Students repeat the steps chorally and point to the correct card as the teacher retells again.
3. 12–18 min · Guided practise (Interactive retell). Teacher rereads the story slowly, pausing at 3 planned points. Students answer with sentence starters (“First…”, “Then…”, “Later…”) and place the corresponding picture card into a shared class sequence.
4. 18–24 min · Pair retell (Formative check). Students work in pairs with their own printed Story Map. They practise retelling the story to their partner (30–45 seconds each) while teacher circulates using a simple checklist: order, key details, speaking clarity.
5. 24–28 min · Whole class sharing (One detail). A few pairs share one key detail from the story. Teacher prompts: “What was the same as your day?” and “What might be different now?”
6. 28–30 min · Exit ticket (Individual snapshot). Students draw one picture that matches the story’s activity and add one sentence using a time word (e.g. “Then I…” or “Yesterday they…”).

Resources

• Short teacher-read childhood story (prepared as a script)
• 3 picture cards representing beginning, main activity/problem, ending
• Class “Story Map” (large poster or board template)
• Student Story Map worksheet (Beginning / Then / Ending)
• Sentence starter strips (“First…”, “Then…”, “Later…”, “After that…”, “Finally…”)
• Exit ticket sheet with drawing box + 1 writing line
• Dyslexia-friendly option: audio recording of the story on an iPad or classroom device
• Coloured pencils or crayons
• Checklist clipboards for teacher observation

Assessment

• Formative: teacher checklist during pair retells (order + two story details).
• Formative: exit ticket drawing and one sentence with a time word.
• Observation: students’ responses during teacher pauses (recognising key story parts).

Differentiation

• Support:
• Provide sentence starter strips and a word bank with time words (“then”, “later”, “yesterday”, “today”, “finally”).
• Offer a partially completed Story Map (one picture already placed) for students needing extra scaffolding.
• Dyslexia-friendly reading option: students listen to the interactive audio story and follow with pictures only (no required reading).
• Extension (advanced learners):
• Add one “Compare” sentence: “In my family today, we… but in the story they…”
• Encourage a longer retell including a feeling word (e.g. “They were excited/worried/happy.”) and one extra detail not used in the shared map.
• EAL considerations:
• Use gestures and clear visuals; allow students to retell in shorter phrases first, then add more detail with prompts.
• SEN (including dyslexia) considerations:
• Reduce handwriting load: allow an oral recording of the retell or scribing by a teacher/learning support if needed.

Extension (optional)

• After today’s retelling practice, invite students who are ready to plan a 4–6 scene puppet show based on the story (choose characters, decide simple actions, and rehearse one scene with a partner).