Wrap-Up and Futures

Overview

This final lesson in “Wombat Tales: A Story Adventure” invites students to reflect on story features they have learned and to generate ideas for a new story. Students discuss plot, characters and setting, then brainstorm a next-story plan.

Learning intentions

WALT: Reflect on what we learned about storytelling.

Students will:

• discuss key story features (plot, character, setting)
• share personal connections to a story moment
• plan a simple future story idea for a new adventure

Success criteria

Students can:

• share one key takeaway about storytelling
• name one plot event (beginning/problem/resolution) from a familiar tale
• describe a character and setting for a future story idea
• contribute an idea during class brainstorming

Curriculum links

• English (Literature): discuss plot, character and setting, which are features of stories - English (Literature): discuss literary texts and share responses by making connections with students’ own experiences - English (Literature): discuss how language and images are used to create characters, settings and events - Literacy comprehension strategies: use summarising and questioning when listening/viewing/reading ## Lesson structure (45 minutes)

1. 0–5 min · Retrieval warm-up (explicit). Teacher displays three picture cards: “Character”, “Setting”, “Plot” and quickly prompts: “What is a character? What is the setting? What happens in the plot?” Students turn-and-talk, then one student per turn shares a word/idea.

2. 5–15 min · Whole-class reflection circle. Teacher re-tells a short, familiar part of the unit (or shows a key illustration) and asks guiding questions: “Who is in the story?”, “Where does it happen?”, “What is the problem and how does it get solved?” Students answer using sentence starters: “The character is…”, “The setting is…”, “The problem is…”, “It ends when…”.

3. 15–25 min · “Story Feature” quick task (hands-on + dyslexia-friendly). Teacher hands out a simple reflection sheet with three boxes and optional drawing prompts:

• Box 1: Draw one character you loved
• Box 2: Draw the setting (place + time cue like “morning/inside/outside”)
• Box 3: Draw one important plot moment (beginning/problem/resolution icon) Students choose to complete with drawing first, then add 1–2 words the teacher writes or prompts (e.g., “wombat”, “cave”, “lost”, “found”).

4. 25–33 min · Share and listen (structured talk). Teacher sets rules: “Listen for the story feature words.” Students form pairs and use a checklist: “Did my partner share one key takeaway?” Students share their takeaway using the stem: “One thing I learned is…” then point to their drawing.

5. 33–42 min · Future story brainstorm (play-based + co-creation). Teacher places story “idea stations” around the room: Character cards, Setting cards, Problem cards (simple and familiar: hungry, lost, noisy, rain, garden, cave, schoolyard). In small groups, students pick one card from each station and build a quick verbal “next story” with a role-play moment (10–20 seconds): “Act it out once, then say it.” Teacher records group ideas on a class “Next Story” chart with simple headings: Character / Where? / Problem / How it ends (teacher writes words; students may draw).

6. 42–45 min · Exit ticket (fast assessment). Students hold up a mini-card or sticky note and complete one sentence starter: “My key takeaway is…” and draw a single icon for a future story (character/setting/plot).

Resources

• Picture cards: Character, Setting, Plot
• Reflection sheet with three boxes and icon prompts (beginning/problem/resolution)
• Coloured pencils/markers
• Story idea station cards (character/setting/problem) with illustrations
• Class chart paper or whiteboard headings: Character / Where? / Problem / How it ends
• Sentence starter strips for students
• Mini-cards/sticky notes for exit ticket

Assessment

• Formative: teacher observes turn-and-talk and circle responses for correct use of story feature language
• Formative: checks reflection sheet boxes (drawing + 1–2 words) show character, setting, and a plot moment
• Summative check (light): exit ticket verifies each student shared one key takeaway and contributed a future story icon

Differentiation

• Support:
• Provide sentence starters and word banks with high-frequency story words (character, setting, problem, found, happy)
• Allow drawing first; teacher or aide can scribe student words
• Offer a smaller choice set (2–3 cards per station) for students who need reduced cognitive load
• Extension (advanced learners):
• Ask for a “time and place detail” (e.g., “in the morning at the playground”)
• Challenge to predict an extra plot step: “What might happen before the problem?” or “What might happen after it ends?”
• Add a “learned value” idea: “What will the character learn?”
• Dyslexia-friendly options (during tasks and reading):
• Use large, clear illustrations; rely on drawing and icons rather than copying text
• Provide short, spoken-only re-tell prompts; avoid long independent reading
• Offer audio teacher reading of any displayed sentence strips (teacher models and repeats)
• Allow extra time for idea station discussions; students can point to cards instead of writing

Extension (optional)

• If time remains or for early finishers: students add one extra illustration to their reflection (a “special event” scene) and tell a partner where it would fit in the plot.