Storytime Exploration

Unit: Foundations of Literacy Fun

Lesson 3 of 9: Story Time: Characters and Settings

Year K, 17 Students, Duration: 120 Minutes

Key NSW Curriculum Links: English K-2 Syllabus (Version 2.6)

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Learning Objectives

By the end of this lesson, students will:

• Identify and name characters and settings in a story through listening and viewing
• Participate actively in group discussions expressing ideas about story characters and settings
• Demonstrate understanding of characters and settings through visual art (drawing) and simple written language (for above-level learners)
• Develop oral language skills consistent with NSW English K Curriculum outcomes

These align specifically with the NSW English K curriculum strands:

• Literature and context: Recognise that stories have characters and settings (ENe-6B)
• Literacy: Express ideas and information about familiar texts using drawing, dictation and/or simple writing (ENe-10C)
• Literacy: Communicate with peers and teachers through listening and speaking (ENe-1A)
• Literacy: Respond to and compose simple texts (ENe-7B)

Curriculum Standards Referenced:

• ENe-6B: Recognise that texts have different purposes and contexts
• ENe-10C: Express ideas and information through drawing, dictation, and writing
• ENe-1A: Communicate with peers and teacher to share ideas
• ENe-7B: Respond to texts by making connections to own experience

These are drawn from the NSW English Syllabus for Kindergarten students and support foundation literacy competencies.

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Lesson Outline and Timings

Time	Activity	Description	Differentiation/Support	Resources
0-10 mins	Welcome and Warm-up	Gather students on the reading mat. Briefly introduce the lesson focus: "Today we will listen to a story and learn about the people and places in the story." Sing a simple warm-up song related to stories or characters.	Use a visual schedule to outline the session	Story-themed welcome song (e.g., “The Character Song”)
10-30 mins	Story Reading and Listening	Teacher reads aloud a carefully selected picture book with clear and engaging characters and settings (e.g. “Where the Wild Things Are” or a NSW syllabus-appropriate story). Use expressive voice and visual aids. Pause to emphasize characters and settings, show illustrations clearly.	Use picture cards of characters and settings for below-level learners	Picture book, character, and setting cards
30-50 mins	Group Discussion: Who and Where?	Guided whole-class discussion. Ask: "Who are the characters? Where does the story happen? What do you notice about the people and places?" Facilitate student responses. Use think-pair-share to engage all students and encourage oral expression.	Scaffold vocabulary with sentence starters, e.g. "The character is..." or "The setting is..."	Whiteboard/chart paper for noting ideas
50-70 mins	Art Activity: Draw Your Favourite Character	Students draw their favourite character from the story on paper. Below-level learners get pre-drawn character templates to colour and decorate. Above-level learners are encouraged to write a sentence describing their character, e.g. “My character is happy.”	Provide pencil grips, coloured pencils/crayons. Assistance for fine motor support. Sentence frame for advanced learners.	Drawing paper, character templates, pencils, crayons
70-85 mins	Sharing Time	Invite students to share drawings with a partner or small group, and for above-level learners to read their sentence aloud. Teacher reinforces the language of characters and settings.	Pair weaker speakers with supportive peers	Student drawings, sentence sheets
85-100 mins	Movement Break: Role-play Characters and Settings	A short physical activity where students act out characters or settings from the story (e.g., "Be a wild thing", "Pretend to be in the forest"). Supports kinaesthetic learning.	Encourage all abilities to participate; offer roles matching energy levels	Open space in classroom or outside
100-115 mins	Story Sequencing Game	Use laminated cards showing story events, characters, and settings. In small groups, students sequence story cards in correct order, focusing on identifying characters and settings again.	Groups formed mixed ability; support by guiding questions for below-level learners	Laminated story sequencing cards
115-120 mins	Reflection and Goodbye	Circle time wrap-up. Ask: "What did you learn about characters and settings?" Praise contributions. Sing a goodbye song.	Use visual aids to help with reflection	Visual reflection prompts, goodbye song lyrics

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Assessment and Feedback

• Observation: Teacher notes student participation during discussion and role-play, especially the use of vocabulary related to characters and settings (ENe-1A, ENe-6B)
• Student work: Collect drawings and sentences for evidence of recognising characters and settings (ENe-10C)
• Anecdotal: Informal oral responses during sharing time and story sequencing activity
• Provide immediate, specific praise and corrective feedback focusing on key vocabulary (e.g., character names, setting descriptions)

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Notes for Teachers

• Select a story with rich, clear characters and distinct settings to maximise engagement. NSW recommended early childhood texts or familiar Australian stories can support cultural context.
• Encourage oral language development by modelling full sentences and using repetition of key vocabulary (“character”, “setting”, “in the…”, “is happy”)
• Use visual aids extensively for clarity and support diverse learners including EAL/D students.
• The drawing activity connects literacy with fine motor skills and self-expression; writing a sentence extends literacy skills for advanced learners, supporting differentiation naturally.
• The role-play and movement break cater to young children’s need for physical activity and help embed understanding kinaesthetically.

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Resources Needed

• Selected picture book (from classroom or school library)
• Character and setting picture cards and templates
• Drawing paper, pencils, crayons
• Laminated sequencing cards from the story
• Visual schedule and reflection prompts
• Space for movement activity

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This plan balances literacy development, oral language, creativity, physical activity and group participation with concrete links to the NSW English K syllabus. It ensures an engaging and inclusive experience for all students while explicitly addressing foundational literacy concepts of characters and settings.

If you would like, I can also suggest an exact story title aligned with NSW Australian early years recommendations or prepared printables to support this lesson!