Final Story Writing

Overview

In this ninth lesson of Exciting English Explorations, the student brings together the narrative skills developed throughout the unit. They will plan, draft, revise, illustrate and present an original story with a clear beginning, problem, solution, characters, setting and purposeful vocabulary.

Learning intentions

Students will:

• plan and create an imaginative narrative for an audience.
• use a familiar story structure, including a beginning, problem, events and solution.
• choose descriptive vocabulary and correctly punctuate sentences.
• revise writing to improve meaning, detail and accuracy.
• present a story clearly using appropriate speaking and listening behaviours.

Success criteria

• I can include a character, setting, problem and solution.
• I can organise my story into a clear beginning, middle and ending.
• I can use interesting words, complete sentences, capital letters and full stops.
• I can add an illustration that matches my story.
• I can read or tell my story clearly to an audience.

Curriculum links

• Understanding and responding to literature through creating a text with a similar narrative structure and intentional language choices.
• Planning, creating and revising written texts using vocabulary, text features, sentence structure and punctuation.
• Using taught vocabulary to extend and elaborate ideas.
• Communicating effectively during planning, discussion and story presentation.

Lesson structure (60 minutes)

1. 0–5 min · Reconnect and hook. Open the story challenge slides and show the provocative question, “What makes a story exciting enough to share?” Briefly revisit the narrative elements studied in earlier lessons. The student orally identifies a favourite character, setting, problem or solution from a previously read story.

2. 5–12 min · Model the success criteria. Use the story structure and checklist slides to model a short example about a character who loses something important. Think aloud while identifying the character, setting, problem, key events, solution and descriptive words. The student helps place the example into beginning, middle and ending sections and explains what makes it effective.

3. 12–20 min · Plan the story. Distribute the story planning and drafting booklet and guide the student to choose a character, setting and problem. Use the planning prompts to orally rehearse possible events before the student records brief ideas. Encourage precise vocabulary such as enormous, whispered, suddenly, determined or other suitable words.

4. 20–38 min · Draft the narrative. Return to the writing steps and sentence prompts slides and remind the student to write a beginning, develop the problem, include at least two events and finish with a solution. The student drafts independently in the booklet while the teacher conferences briefly, asking prompts such as, “What does your character want?” and “How will the reader know how the character feels?” Support the student to write complete sentences rather than copying a model.

5. 38–46 min · Revise and illustrate. Use the story planning and drafting booklet for the revision checklist. The student reads the draft aloud, checking that the events make sense, the story has an ending, sentences begin with capitals and punctuation is included. The student adds an illustration showing an important moment, with details from the setting and character.

6. 46–55 min · Practise and present. Display the presentation tips and audience questions slides. The student practises reading or retelling the story with expression, an audible voice and appropriate pace. The student presents to the teacher, who responds as an appreciative audience member and asks one question about the character, problem or solution.

7. 55–60 min · Reflect and celebrate. Revisit the reflection and celebration slide. The student names one successful story element and one writing choice they improved. The teacher records a brief assessment note and previews the final unit celebration and sharing activity in Lesson 10.

Resources

• the story challenge slides
• the story planning and drafting booklet
• Pencils, eraser and coloured pencils
• Quiet writing space
• Teacher conferencing checklist
• Timer
• Student’s previously completed English workbook activities for reference

Assessment

• During planning and conferencing, check whether the student can orally explain the character, setting, problem, events and solution before writing.
• Review the draft for narrative structure, relevant vocabulary, complete sentences, capital letters and end punctuation. Note whether the student independently revises at least one part.
• During presentation, assess clarity, expression, listening and the ability to answer a question about the story. Collect the student’s final draft and illustration as evidence of learning.

Differentiation

• Support planning with oral rehearsal, a teacher-scribed first sentence, picture prompts, a reduced choice of characters and settings, or sentence starters such as “One day…”, “Suddenly…” and “At last…”.
• Allow the student to dictate ideas, use speech-to-text or present by retelling from the illustration if handwriting becomes a barrier.
• Provide a word bank of sensory, action and feeling words, and read the checklist aloud one item at a time.
• Extend the student by adding dialogue, a stronger emotional change, a repeated phrase or a more detailed setting, while maintaining a clear beginning, middle and ending.