Story Characters Settings

Unit Context

Lesson 3 of 9 in the unit "Foundations of Literacy Fun" for Year K students, focusing on listening comprehension, identifying story elements, and creative expression.

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Learning Objectives

Aligned with the NSW English K-6 Syllabus, this lesson targets:

• ENe-4A: Use interaction skills including listening while others speak, and contributing to conversations and discussions.
• ENe-8B: Respond to and compose simple texts about familiar aspects of the world and their own experiences.
• ENe-9B: Recognise that texts have different purposes and identify some features of texts.
• ENe-7B: Identify features of events and characters in texts.
• Critical and Creative Thinking: Recognise characters and settings in a story, fostering comprehension and imagination.

These objectives support early literacy and oral language development as outlined in the NSW Foundation Stage syllabus for English.

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Lesson Duration

120 minutes

Class Details

17 students, Year K (Kindergarten)

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Materials Required

• Age-appropriate storybook with clear characters and settings (e.g., "Where the Wild Things Are" by Maurice Sendak or equivalent)
• Character drawing templates (for differentiation)
• Crayons, coloured pencils, markers
• Whiteboard and markers
• Chart paper with prepared graphic organiser for characters and settings

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Lesson Structure

1. Introduction (15 minutes)

• Gather students into a circle for story time. Briefly explain that today’s story will help them find out who is in the story (characters) and where the story happens (setting).
• Show the cover of the storybook and ask prediction questions: "Who do you think might be in this story?" and "Where do you think the story might happen?"
• Display the NSW syllabus language about characters and settings in child-friendly terms: "Characters are like the people or animals in a story. The setting is where the story happens."

2. Story Listening and Comprehension (30 minutes)

• Read the story aloud with expressive voice, showing the pictures clearly.
• Pause after introducing each main character and setting to ask simple questions:
  • "Who is this?"
  • "Where are they?"
• Use visual aids or props to represent characters/settings if possible.
• Encourage students to respond verbally or by pointing.

3. Group Discussion (20 minutes)

• After the story, guide a whole-class discussion about:
  • The characters they remember.
  • What the setting was.
• Write or draw their responses on chart paper (a two-column chart: Characters | Settings).
• Use guiding questions:
  • "What was your favourite character? Why?"
  • "Where did your favourite part of the story happen?"

4. Creative Drawing Activity (40 minutes)

• Activity: Students draw their favourite character from the story.
• Differentiation:
  • Provide character templates for below-level learners to colour and add facial features.
  • Encourage above-level learners to write a simple sentence about their character (e.g., "This is Max. He is the king of the wild things.")
• Circulate and support, reinforce vocabulary: character names, descriptive words, setting words.

5. Sharing and Reflection (15 minutes)

• Invite students to share their drawings with the class and talk about their favourite character and why.
• Praise all contributions to build confidence in language and storytelling skills.

6. Conclusion (10 minutes)

• Recap learning points about characters and settings.
• Reinforce NSW syllabus goals by restating how stories help us understand people and places.
• Assign a simple take-home activity: "Tell a family member about your favourite character and where the story happened."

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Assessment and Feedback

• Formative assessment through observation during discussion and drawing activities:
  • Can students identify characters and settings?
  • Are students able to express preferences about characters?
  • For advanced students: assess ability to write a sentence about a character.
• Provide immediate oral feedback and encouragement.
• Collect drawings as a portfolio piece demonstrating their understanding.

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Classroom Management Notes

• Maintain a calm, supportive atmosphere to encourage participation.
• Use positive behaviour reinforcement.
• Use seated and standing breaks as needed for young learners.

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WOW Factor: Enrichment Extensions

• Create a "story character corner" where students can role-play characters and settings using props.
• Use puppet characters to retell the story in small groups.
• Include Indigenous Australian story elements or settings to integrate cultural understanding as appropriate to the school's environment and curriculum framework.

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This lesson plan concretely supports NSW Kindergarten English curriculum priorities by developing oral language skills, listening comprehension, and early literacy concepts of narrative structure through engaging, age-appropriate storytelling and creative activities.