Introduction to Stories

Unit: Diverse Voices in Stories

Year Level: Foundation

Duration: 45 minutes

Class size: 6 students

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Learning Objectives

By the end of the lesson, students will:

• Understand what a story is and why people tell stories.
• Share and listen to their favourite stories, recognising personal connections and emotions in stories.
• Identify basic story elements such as characters, setting, and events in familiar stories.
• Reflect on experiences similar or different to their own through engagement with story texts.

These objectives align with the Australian Curriculum (v9) English content description for Foundation Year:

• AC9EFLE01: Share ideas about stories, poems and images in literature, reflecting on experiences that are similar or different to their own by engaging with texts by First Nations Australian, and wide-ranging Australian and world authors .

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Curriculum Links

• Content Description:
  • AC9EFLE01 - Share ideas about stories, poems and images in literature by First Nations Australian, and wide-ranging Australian and world authors and illustrators.
• Achievement Standard (Foundation):
  • Students listen to, read and view a range of texts including literary texts.
  • They share their responses to these texts and make connections to their own experiences and ideas.
• General Capabilities: Literacy, Critical and Creative Thinking, Personal and Social Capability.

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Materials Needed

• Large picture book or storybook appropriate for Foundation students (preferably featuring diverse characters or First Nations stories).
• Story element visual cards (characters, setting, event).
• A comfy circle seating arrangement for group discussion.
• Drawing materials (paper, crayons/markers).
• A simple "Story Sharing" mat or placemat for personal story-sharing time.

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Lesson Structure

1. Introduction (5 minutes)

• Gather students in a circle.
• Open with a warm greeting and briefly discuss what a story is - "A story is something we tell or read that has people, places, and things that happen." Use simple, age-appropriate language.
• Ask students: "What is your favourite story? It can be a book, a story someone told you, or a story you made up."
• Allow quick responses (brief sharing).

2. Shared Reading and Story Elements Introduction (15 minutes)

• Read aloud a picture book/story that has rich characters, a clear setting, and a simple plot.
• While reading, pause and point out key story elements:
  • Characters: "Who are the people or animals in the story?"
  • Setting: "Where does the story take place?"
  • Events: "What happens in the story?"
• Use visual cards to reinforce these concepts.
• Encourage students to repeat and name these elements themselves.

3. Story Sharing Activity (15 minutes)

• Invite each student to share a short story or favourite story part with the group while sitting on the "Story Sharing" mat.
• Prompt them with simple questions: "Who is in your story? Where does it happen? What happens first?"
• Other students listen actively and celebrate each story with claps or a thumbs-up, reinforcing respect for diverse voices and experiences.

4. Creative Response (7 minutes)

• Ask students to draw their favourite character, place, or event from a story they heard or shared.
• Encourage colouring and simple labels if able.
• Walk around, ask questions, and celebrate individual ideas.

5. Wrap-up and Reflection (3 minutes)

• In the circle, ask: "Why do you think people tell stories?"
• Facilitate brief answers such as “to have fun”, “to share feelings”, “to learn new things”.
• Emphasise that stories help us understand each other and the world around us.

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Assessment Strategies

• Observation: Teacher notes participation, listening behaviour, ability to identify story elements during the shared reading and discussion.
• Oral Sharing: Assess each student’s ability to narrate a simple story with basic elements.
• Creative Drawing: Check for engagement and the ability to represent story elements visually.
• Use informal questions and prompts to scaffold and support individual students as needed.

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Differentiation and Support

• For students with limited oral language, provide picture cues and allow non-verbal participation (e.g., pointing to characters/setting cards).
• Use exaggerated facial expressions and gestures during story reading to enhance comprehension.
• Repeat key vocabulary and use clear, simple sentences.
• Provide one-on-one support during story sharing and drawing.

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Teacher Reflection Prompts for Next Lessons

• Which stories engaged students most, and why?
• What story elements do students understand well? Which need more reinforcement?
• How can we integrate diverse cultural stories including First Nations perspectives in future lessons?
• How can we encourage deeper personal connections with stories in a supportive environment?

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This lesson introduces the foundational understanding of stories tied firmly to the Australian Curriculum for Foundation English (v9), promoting inclusivity by encouraging diverse voices and personal experiences with literature from the start of the unit "Diverse Voices in Stories" . The format is designed to accommodate the developmental needs of young learners with ample opportunities for oral language development, social-emotional engagement, and creative expression.