Wombat Story Map

Overview

In this lesson (Lesson 8 of 15), students plan their own personal Wombat story using a story map. They will then begin drafting key parts so they can later write and role-play their story.

Learning intentions

WALT: Plan a story using a story map.

Students will:

• identify key features of a story (characters, setting, and events)
• complete a Wombat story map with clear beginning, problem, and ending
• use story language to retell key events (orally) and prepare to write (later)
• participate in respectful partner sharing

Success criteria

Students can:

• fill out a new story map that includes a character, place, and clear story events
• use familiar story structure: beginning, problem (complication), and ending (resolution)
• say their story plan clearly to a partner, using key words from the map
• use a template to match the Wombat format (dyslexia-friendly option)

Curriculum links

• AC9E1LE05: orally retell or adapt a familiar story using plot and characters, language features (vocabulary) and structure, through writing/drawing
• AC9E1LE03: discuss plot, character and setting as features of stories
• AC9E1LY02: use interaction skills including turn-taking, speaking clearly, active listening and responding
• AC9E1LY06: create and re-read to edit short written/multimodal text (building toward drafting and revising)

Lesson structure (45 minutes)

1. 0–5 min · Activation (Wombat format recap). Teacher shows the Wombat story map headings on the board and briefly re-caps beginning, problem, and ending. Students chorally repeat the map headings and point to each as the teacher says it.

2. 5–12 min · Explicit teach (model a story map). Teacher models filling in one section (e.g., character + setting) using think-aloud: “First I choose my wombat character… Next I add where it lives… then I plan the trouble.” Students watch and use finger tracking to follow the completed example on a shared page.

3. 12–22 min · Guided planning (students complete story map). Teacher circulates with a “check for success” checklist and prompts: “Who is your main character? Where does it happen? What problem starts?” Students complete their own story map using a template, adding drawings and 1–3 key words per box.

4. 22–30 min · Story rehearsal (oral retell using the map). Teacher models a 20–30 second retell using only the map prompts. Students practice orally in pairs: Person A retells using their map; Person B listens and answers a question from the teacher’s question card (e.g., “What is the problem?”).

5. 30–40 min · Draft readiness (turn map into first lines). Teacher explains that next lessons will write more, but today students choose one box to convert into a sentence stem (e.g., “One day…”, “Then…”, “After that…”, “Finally…”). Students write/draw in one or two boxes using sentence stems; they then re-read their lines silently.

6. 40–45 min · Exit check (quick teacher assessment). Teacher asks each group to give one “key event” statement to the teacher at a designated spot. Students share their one key event and hand in the completed story map.

Resources

• Wombat story map template (large and student copies)
• Example completed story map (teacher model)
• Story vocabulary word bank (character, setting, problem, finally, next, then)
• Coloured pencils, crayons, or markers
• Sentence stem strips (One day…, Then…, But…, Finally…)
• Partner question card set (problem/where/who/ending)
• “Check for success” mini checklist for teacher
• Clipboards or desks folder for completed maps

Assessment

• Formative: teacher observations during guided planning (checking character, setting, and clear problem/ending)
• Formative: pair rehearsal—listen for understandable retelling using map prompts and correct interaction skills
• Exit: teacher records one key event from each student (or each table group)

Differentiation

• Support:
• dyslexia-friendly templates with consistent spacing and picture supports
• sentence stem options and limited writing targets (1–3 key words per box)
• word bank and teacher-led conferencing with visual prompts
• Extension (advanced learners):
• add an extra event (two problems or a “twist”) and include 2–3 describing words for character/setting
• include dialogue bubbles on the map (e.g., what the wombat says at the problem)
• EAL/SEN:
• allow oral planning first, then transfer key words to the map
• provide matching picture cards for setting and problem types
• reduce copying load by allowing drawing to carry meaning
• Dyslexia-friendly reading options:
• teacher reads the example map aloud; students follow along with a highlighted version
• offer audio read-aloud of the sentence stems (teacher voice) and allow students to repeat chorally before writing

Extension (optional)

• Advanced learners can share their story plan with a second partner or add a simple “dialogue” bubble to one event and rehearse it.