Story Components

Overview

In this lesson (Lesson 2 of 4), students explore how stories can be shown visually using the components character, setting, and events. They brainstorm a family story they want to share and identify who, what, where, and why, then plan and draw key moments.

Learning intentions

Students will:

• explore where, why and how people experience visual arts by connecting artwork to storytelling
• identify the key story components: character, setting, and events
• use visual conventions and materials to create simple illustrations of story moments
• experiment with mark-making to show important details and sequence in a family story

Success criteria

Students can:

• name a character in their family story and describe them with one or two details
• describe a setting (where it happens) and include it in a drawing
• choose 2–3 key events from their story and draw them in order
• share what their drawings show about the “who, what, where, and why”

Curriculum links

• AC9AVA2E01: explore where, why and how people across cultures and/or other contexts experience visual arts
• AC9AVA2C01: use visual conventions, visual arts processes and materials to create artworks
• AC9AVA2D01: experiment and play with visual conventions, visual arts processes and materials
• AC9AVA2P01: share artworks and/or visual arts practice in informal settings

Lesson structure (60 minutes)

1. 0–5 min · Welcome and story warm-up. Teacher shows 2–3 picture cards (e.g., a birthday, a beach day, a family reunion) and asks students to quickly name who, where, and what happened. Students respond with short spoken ideas.

2. 5–15 min · Teach story components (character, setting, events). Teacher draws a simple “story map” on the board: three boxes labelled Character, Setting, Events, and models a family-style example (teacher’s own safe, non-sensitive example). Students help by answering prompts: “Who is in the story?”, “Where does it happen?”, “What are the important moments?”

3. 15–30 min · Brainstorm and choose moments. Teacher gives each student a planning sheet divided into four parts: Who? Where? What happened first/next/last? Why it matters. Students think quietly, then turn-and-talk to share their ideas; teacher circulates to check understanding and supports students to select 2–3 key events.

4. 30–45 min · Directing visual planning with Viewpoints-style questions. Teacher asks guiding questions that students can answer using their plans: “What detail will help people recognise the character?”, “Which part shows the setting?”, “Which event is most important?”, and “What should be the first/second/third drawing?”. Students practise by sketching very small thumbnails (3 squares) on the top of their page before starting their main drawings.

5. 45–55 min · Create key-moment illustrations. Teacher demonstrates a simple approach: draw character first, add setting details (e.g., house/park/river), then draw an event in each panel; encourage using colour for important features and adding simple lines to show action. Students draw 2–3 panels (one per key event) with clear details, using pencils/crayons/markers and any classroom materials provided.

6. 55–60 min · Share and reflect (informal gallery). Teacher sets up a quick “show and tell” circle. Students hold up their page, point to each panel, and say one sentence using the frame: “In my story, the character is…, the setting is…, first/next/last…, and it matters because…”. Teacher collects 2–3 examples for whole-class feedback.

Resources

• Story component planning sheet (Who / Where / Events 1–3 / Why it matters)
• Paper for final artwork (one page divided into 3 panels)
• Coloured pencils or crayons
• Markers or black pencils for outlines
• Pencil sharpener and erasers
• Picture cards for warm-up (family events and places)
• Teacher board markers/chalk
• Sentence starters on a display card (“My character is…”, “My setting is…”, “First/Next/Last…”, “It matters because…”)
• Optional: stapler or tape for students to secure pages for display

Assessment

• Formative: During warm-up and brainstorm, listen for students naming who/where/what and using “first/next/last”.
• Formative: Check planning sheets for clear selection of 2–3 events and inclusion of setting details.
• Summative (quick, informal): At share time, use a simple observation checklist: character named, setting described, events in order, and one reason (“why it matters”).

Differentiation

• Support:
• Provide sentence starter frames and a model story map with examples of character/setting/event.
• Offer a “choice board” of common events (e.g., making food, going on a trip, visiting family) to reduce blank-page pressure.
• Allow students to start with a simple stick figure character if they are not confident drawing faces.
• Extension:
• Challenge students to add one extra setting detail (e.g., weather, time of day, a landmark) or include a thought/speech bubble in one panel.
• Ask students to explain how the artwork shows “why it matters” in one clear sentence.
• EAL/SEN:
• Use visual supports (picture cards and three-box story map) and allow oral responses rather than long writing.
• Offer extra time for planning; keep drawing task expectations focused on 2–3 panels.