Story Elements Starter

Overview

In this first lesson of the unit, students explore how characters, settings, and plots work together in a short picture book. They then use a simple writing scaffold to create their own “story element” sentences.

Learning intentions

Students will:

• identify the character and setting in a story picture book
• describe the story’s beginning, middle, and end
• use key vocabulary (character, setting, beginning, middle, end, problem, solution) in discussion and writing
• plan and write 2–3 sentences that match a simple story structure

Success criteria

Students can:

• point to evidence from the picture book to name the character and setting
• explain what happens first, next, and last using the plot structure
• write sentences that include a character and setting and an event from the beginning/middle/end
• check their writing for a capital letter and full stop

Curriculum links

• EN1-UARL-01: create texts using structures and intentional language choices appropriate to audience and purpose
• EN1-RECOM-01: comprehend sustained texts by connecting sentences and recalling key details
• EN1-CWT-01: plan and create simple paragraphs using knowledge of vocabulary, text features, and sentence structure
• EN1-VOCAB-01: use taught vocabulary to elaborate ideas during speaking and writing

Lesson structure (90 minutes)

1. 0–10 min · Hook and activate thinking. Teacher opens with story element hook slides showing three quick story snapshots (character, setting, and an event) and asks: “Who is in the story? Where are they? What might happen?” Students turn-and-talk, then share one idea each.
2. 10–25 min · Read picture book (shared, teacher-led). Teacher reads the picture book aloud from beginning to end, modelling tracking and pausing to ask “What do we know from the pictures?” Students listen, then use thumbs to show confidence after each section (beginning/middle/end).
3. 25–40 min · Direct teach: story elements. Teacher revisits pages and explicitly names: character (who), setting (where/when), and plot (beginning–middle–end). Teacher records a class “Story Element Bank” on the board while students suggest words and phrases from the book. Students complete story element notes worksheet: “Character we see”, “Setting we notice”, and “First/Next/Last”.
4. 40–55 min · Guided practice: connect pictures to plot. Teacher points to three key moments in the book and asks a sequence of questions: “What happened first?”, “What problem/problem-like moment appears?”, “How is it solved (or what changes)?” Students work in pairs to match the moment (beginning/middle/end) to a sentence starter on story element notes worksheet (sentence stems such as “At the start… / Next… / In the end…”).
5. 55–70 min · Independent writing: 2–3 story sentences. Teacher explains success criteria and models how to write using the scaffold: include a character + setting + an event from beginning/middle/end. Students write their own short paragraph (2–3 sentences) in story element notes worksheet, then do a quick self-check: capital letter, full stop, and one story element word (character/setting/beginning/middle/end).
6. 70–82 min · Conferencing and feedback. Teacher circulates with a short checklist (correct use of at least one story element term; includes character and setting; sequence is clear). Students reread their sentences to themselves and make one improvement based on teacher feedback.
7. 82–90 min · Plenary share and close. Teacher returns to story element hook slides and shows the three snapshots again, now asking: “Which story element did you use in your writing?” Students share one sentence with a partner, then one or two volunteers share with the class.

Resources

• story element hook slides (slide deck covering hook, teaching prompts, and plenary)
• story element notes worksheet (character/setting/plot notes + sentence writing)
• Picture book (teacher-selected, age-appropriate)
• Board markers/chalk
• Pencil, eraser, and colour pencils (optional for highlighting character/setting words)

Assessment

• Teacher observation during discussion: can students identify character and setting using evidence from pictures?
• Worksheet check: completed character/setting and beginning/middle/end notes show understanding of plot sequence.
• Writing check-in: students include a character and setting and one event aligned to beginning/middle/end (formative).

Differentiation

• Support: provide sentence starters on the worksheet; allow students to point to pictures to choose “First/Next/Last” before writing.
• Support: model “say it, show it, write it” (students first speak, then write).
• Extension: ask students to add a simple “problem” or “solution” word (problem/try/fix/help) to one sentence.
• EAL/SEN: accept oral responses first; provide a word bank on the board (character, setting, beginning, middle, end) and allow copying one model sentence structure with a new character/setting.