Sharing Our Stories

Overview

In this 12th lesson of “Wombat Tales: A Story Adventure”, students share their completed stories with classmates. They practise clear speech, appropriate pacing, and simple retelling structure, building confidence with oral presentation.

Learning intentions

WALT: Present your story to the class.

Success criteria

• I can read aloud my story clearly to my peers.
• I can start my story and include the main events in order.
• I can use the characters’ words or feelings in my voice.
• I can listen respectfully to other students and respond appropriately.

Curriculum links

• English: Literature — students orally retell or adapt a familiar story using plot and characters and the structure of a familiar text.
• English: Literature — students discuss story features including plot, character and setting.
• English: Literacy — students use interaction skills, including turn-taking, speaking clearly and active listening.
• English: Literacy — students create and re-read to edit short written or multimodal texts by preparing a final version for sharing.

Lesson structure (45 minutes)

1. 0–5 min · Warm-up: Story sentence starters Teacher models 3–4 “ready to read” sentence starters on the board (e.g., “One day…”, “First…”, “Then…”, “In the end…”). Students repeat as a whole class with actions (show “first/then/end” with fingers) to cue story order.

2. 5–15 min · Explicit instruction: How to present Teacher demonstrates a short example from a “Wombat Tale” using:

• clear volume (quiet → classroom voice),
• pacing (slow down at problem/ending),
• character voice (happy/grumpy/scared),
• eye contact (look up on key words). Students practise in pairs using their own “story pages” or picture plan, whispering one page at a time, then switching roles.

3. 15–30 min · Story sharing in small groups Teacher sets up 3–4 groups (depending on room layout) and explains the routine:

• one reader shares,
• listeners use a checklist to give one kind comment,
• then switch. Students read their story aloud to their group using the order cues (beginning/first/then/end) and the prepared pages.

4. 30–38 min · Whole-class sharing (volunteer spots) Teacher invites 2–3 volunteers to share to the class; keep it time-limited and supportive. Students listen actively and respond with a polite question or comment after each share (e.g., “Where did the wombat go?”, “How did the character feel?”).

5. 38–45 min · Quick reflection and exit ticket Teacher leads a brief reflection: “What helped you sound like a storyteller today?” Students complete an exit ticket: draw a small face (confident/working on it) and write one success sentence starter: “I read clearly when…”.

Resources

• Students’ completed “Wombat Tales” story books or printed pages
• Story order cue cards: Beginning / First / Then / End
• Listener feedback checklist (one star + one question frame)
• Whisper phones (or soft speaking shells) for dyslexia-friendly practice
• Clipboards or table mats for stable reading positions
• Timer for group rotations
• Pencils, crayons, and the exit ticket slips

Assessment

• Formative observation during group sharing: clarity, pacing, and use of story order cues.
• Listener checklist: whether peers can identify at least one main event and respond respectfully.
• Exit ticket: self-assessment of confidence plus one sentence about what helped.

Differentiation

• Support: Provide sentence starters for reading practice (Beginning / First / Then / End) and allow students to read from larger-print pages or with a finger-tracking ruler.
• Support: Use whisper phones for rehearsal and permission to practise standing near the teacher before presenting.
• Extension: Advanced learners include an extra character or setting detail and reread their favourite line with a clear character voice, then add one brief “story question” to the listener (e.g., “What would you do next?”).
• EAL/SEN: Accept non-verbal participation (pointing to pictures, using partial text) and focus feedback on speaking clarity and story order, not perfect spelling.

Extension (optional)

• Create a “Storytelling Club” plan: students design a 3-step routine for club meetings (choose stories, practise voices, share) and add one rule for kind listening.