Plot Development

Overview

This is Lesson 6 of 15 in “Wombat Tales: A Story Adventure”. Students revisit Wombat Stew to identify how the plot develops by sequencing key events from beginning to end.

Learning intentions

WALT sequence events in the story so they can retell the plot in order.

Success criteria

• I can identify the main events in Wombat Stew.
• I can put events in the correct order.
• I can explain what problem happens in the story and how it ends.
• I can create a timeline with clear beginning, middle and end.

Curriculum links

• Literature: discuss plot, character and setting, including how plots develop from beginnings (orientation) to complications and resolution.
• Literature: make connections to students’ own experiences by sharing responses to characters and events.
• Literacy: use comprehension strategies such as summarising and questioning to build literal meaning while listening/viewing/reading.

Lesson structure (45 minutes)

1. 0–5 min · Hook and recap Teacher shows the Wombat Stew cover and asks: “What did we learn happened first, then next, then last?” Students turn-and-talk, then share one idea of an event they remember.

2. 5–12 min · Explicit instruction: plot sequence Teacher draws a simple whole-class timeline on the board with three boxes: Beginning, Middle, End and names them as story parts (orientation, complication, resolution). Students watch while teacher models sequencing using 3 teacher-chosen event cards (read aloud or shown as picture prompts), speaking in order: “First… Next… Then… Finally…”

3. 12–22 min · Guided practice: build the class timeline Teacher gives each pair a small set of 5–6 event picture/word cards (large print). Students come to the board in turns to place one card into the correct timeline box and explain why using sentence starters. Students: “I think this goes in the middle because…” and adjust if classmates disagree.

4. 22–35 min · Independent/paired task: timeline worksheet Teacher distributes a dyslexia-friendly timeline organizer (colour-coded, minimal text, large spacing) with 5 boxes. Students complete their own timeline by recording (or drawing) the main events in order. Options:

• Write 1–2 words per box
• Draw the event and add a label
• Use sentence frames: “In the beginning…”, “A problem happens when…”, “In the end…”

5. 35–42 min · Share and formative check Teacher sets up a quick “gallery walk” in small groups. Students point to their timeline and retell in order, while teacher listens for correct sequencing and key plot movement. Students leave one “Glow and Grow” comment using a sticky note (one strength, one suggestion).

6. 42–45 min · Exit ticket Teacher shows two event cards and asks: “Which one comes first?” and “Tell me one reason.” Students answer on a small card, orally or in writing (teacher may scribe if needed).

Resources

• Wombat Stew picture book (class copy) or printed story pages
• Event cards (5–6): picture + minimal word labels
• Whole-class timeline chart (Beginning/Middle/End)
• Dyslexia-friendly student timeline organizer (colour-coded, large spacing)
• Coloured pencils, crayons, markers
• Sentence starter strips (e.g., “First…”, “A problem happens when…”, “Finally…”)
• Sticky notes for feedback
• Clipboards / writing boards

Assessment

• Teacher observation during guided practice: are events placed in the correct timeline section?
• Timeline worksheet: check correct order and inclusion of beginning/middle/end events.
• Exit ticket: quick check for sequencing understanding and reasoning.

Differentiation

• Support:
• Provide visual-only event cards first; add word labels only if needed.
• Use sentence frames and allow responses as drawings with short labels.
• Offer audioreadings of the pages (teacher reads aloud; students follow with fingers on the page).
• Allow scribing for students who need handwriting support.
• Dyslexia-friendly options:
• Minimise copying; use 1–2 word responses or “draw + label”.
• Use colour-coding for beginning/middle/end and consistent box shapes.
• Provide a “timeline bank” (small word/picture choices) to reduce cognitive load.
• Extension (advanced learners):
• Add an extra box: “A surprising moment” and explain where it fits.
• Include a short alternative ending on a separate strip (1–2 sentences or a labelled sequence).

Extension (optional)

• Write an alternative ending: “What happens if the wombat finds a different way to solve the problem?” Students add one to two sentences or draw the new final event and place it on their timeline.