Pancakes Story Recipes

Overview

Students explore the picture book Pancakes, pancakes by Eric Carle through shared reading, retelling, and multimodal creation. They move from understanding narrative sequence to creating a simple recipe text that includes illustrations and captions, with multiple entry and exit points for Years 1–3.

Learning intentions

• WALT understand and retell the events in Pancakes, pancakes in order (beginning, middle, end).
• WALT identify and use parts of a simple information text (recipe steps).
• WALT write or dictate a short recount/sequence using topic words and clear captions with drawings.

Success criteria

Students can…

• tell the story sequence using First, Then, Next, Last (or similar time words).
• identify key parts of a recipe (name/title, ingredients list and steps).
• create illustrations and add captions that match each event or recipe step.
• participate in peer sharing and explain their choices using simple sentences.

Curriculum links

• Creating texts: students create short narrative and informative texts, written and spoken, using an emerging text structure, some topic-specific vocabulary, and multimodal elements.
• Narrative/information sequencing: students use story maps or simple planners to outline a sequence of events and ideas.
• Writing and multimodal composing: students use images with captions to support meaning.
• For Years 1–3 range: students use a repeated simple structure and group ideas in a clear sequence.

Lesson structure (60 minutes)

1. 0–7 min · Welcome & Book Access (multiple entry). Teacher shows the cover and one page illustration, then asks: “What do you think happens next?” Students choose: join the whole-group discussion, point to details in the picture, or whisper a first response to a partner.

2. 7–18 min · Shared Reading (stop-and-think). Teacher reads Pancakes, pancakes aloud, pausing at turning points to ask: “What happened first?” “What changed?” Students mark a simple sequence card (Beginning/Middle/End) or hold up a number (1–3) for their understanding.

3. 18–28 min · Build a Story Map (sequence of events). Teacher draws a 3–4 box story map on chart paper: Box 1 (First), Box 2 (Then), Box 3 (Next), Box 4 (Last). Together, class co-construct sentence frames (e.g., “First, the family ___.”). Students create their own story map using paper boxes and choose drawings, or dictate a sentence for an adult/peer to write.

4. 28–41 min · Discover “Recipe” Features (information text). Teacher introduces a simple recipe template: Title, Ingredients (pictures/words), Steps (numbered). Teacher asks: “What do we need to make pancakes?” “How do we do it in order?” Students choose entry point:

• Group A (supported): match step pictures to story boxes.
• Group B (independent): write 1–2 ingredients words and 2–3 steps.
• Group C (early finishers): add extra captions to drawings.

5. 41–52 min · Create: Pancake Story-Recipe Page. Students complete one page that combines both: their story map (sequence) plus a simple recipe version. They must add at least 3 captions (one per main event/step). Teacher circulates, checks punctuation expectations at the students’ level (e.g., capital letter for names/first word; full stop if possible), and supports correct wording for sequence.

6. 52–58 min · Peer Sharing (structured turn-taking). In pairs, students use a shared script: “My first step is… My next step is…” and point to their captions. Students listen for order words and give one “glow and grow” comment (e.g., “Your pictures help.” “I want to know more about the bowl.”).

7. 58–60 min · Exit Ticket (quick check). Students complete one of three options:

• Point to the correct order on a 3-step card.
• Dictate one sentence: “First, ___.”
• Tick which recipe parts they included: Title / Ingredients / Steps.

Resources

• Class copy of Pancakes, pancakes (or projector/large print version)
• Printed story map templates (3-box and 4-box options)
• Recipe template: Title, Ingredients, Steps (with picture supports)
• Sentence stems/time connectives cards (First/Then/Next/Last)
• Coloured pencils/crayons, markers, glue
• Pre-cut ingredient picture cards (flour, milk, eggs, butter, syrup if available)
• Dyslexia-friendly reading options: audio recording of the book (teacher voice or app), large-font printed pages, and a “read-along” finger track sheet

Assessment

• Teacher observation checklist during story map construction: correct use of sequence words and ability to retell in order.
• Review completed pancake story-recipe pages for: presence of captions and clear matching of image-to-sentence.
• Exit ticket to confirm understanding of ordering (beginning/middle/end and first/then/last).

Differentiation

• Support for all: sentence starters, picture word bank for recipe ingredients, and numbered steps.
• Targeted support: provide a partially completed story map (e.g., Box 2 already drawn) and allow dictation for captions; use adult/peer scribing where needed.
• For students needing decoding support (dyslexia-friendly): offer audio version, large-print pages, and allow pointing/choosing from sentence-fragment cards instead of writing full sentences.
• Extension-ready scaffolds: challenge cards that ask for “because” or “what happened next?” prompts, plus an extra final caption.

Extension (optional for advanced learners)

• Add a “Problem/Solution” or “Why?” caption: “I think the pancakes are ready because…”
• Create a second page: a different ending (e.g., “Last, we share pancakes with…”), while keeping the same first/then/next/last structure.