Summer Storytelling Magic

ST Name: Kym Fox

ST Number: 40036679

Class Level: 2nd & 3rd Class

Date: 22/05/25

Subject: English

Time: 9:00

Duration of Lesson: 40 minutes

No of Pupils: 27 pupils

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Strand(s)

• Oral Language
• Writing

Element(s)

• Exploring and Using
• Communicating

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Learning Outcomes (Aligned to IE Curriculum)

• [OL/EU] Retelling and Elaboration: Create narratives and retell stories and events, both real and imaginary, for various audiences, using imaginative and figurative language, elaborating where appropriate. (IE English Curriculum - Oral Language Strand)
• [W/C] Engagement: Use writing as a tool to clarify and structure thought and to express individuality. (IE English Curriculum - Writing Strand)

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Focus of the New Learning / Learning Objectives:

1. The child should be enabled to: Confidently retell a personal story related to a summer object, using clear sequencing and vivid language, including nouns, adjectives, verbs, conjunctions, and onomatopoeia (linking to previous lesson's story cubes writing activity).
2. The child should be enabled to: Complete and refine their written narrative from the previous lesson by applying imaginative and figurative language features and incorporating constructive peer feedback.

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Assessment

1. Method:

• Observation and checklist during oral storytelling (fluency, vocabulary use, sentence structure).
• Review completed written stories for inclusion of required language features and narrative coherence.

2. Assessment of:

• Oral language skills: clarity, vocabulary, sequencing, imaginative language.
• Written expression: structure, creativity, correct use of grammatical features introduced earlier (nouns, adjectives, verbs, conjunctions, onomatopoeia).

3. To be recorded:

• Anecdotal notes of each pupil’s oral presentation.
• Marked written stories with focused feedback on language use and story completeness.

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Teacher Questioning

Lower order questions (Closed Questions) – (I/D)

1. What is the name of your summer object?
2. Can you tell me one thing you did with it?
3. Did you use any onomatopoeic words in your story?

Higher order questions (Open Questions) – (D/C)

1. How does your object help create a summer story?
2. Why did you choose those adjectives to describe your object?
3. What part of your story could you make more exciting with sound words or interesting verbs?

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Language Development opportunities in this lesson:

• Use of descriptive and figurative language (adjectives, verbs, onomatopoeia).
• Sentence-building skills with conjunctions to create complex sentences.
• Oral vocabulary enhancement through storytelling and peer listening.

Literacy Development opportunities in this lesson:

• Writing narrative stories with structure: beginning, middle, end.
• Editing and refining drafts based on self and peer-assessment.
• Integration of multi-sensory vocabulary (sound and action words).

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Teaching Methodologies

• Talk and Discussion (primary)
• Collaborative/Co-operative Learning
• Active Learning
• Skills Through Content

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Introduction

Stimulus:

Display a colourful basket or display table filled with diverse summer-related objects brought in by pupils (e.g., sunglasses, shells, small beach toys, photos).

Elicit Prior Knowledge:

Ask pupils to quickly name summer activities they remember or objects they associate with summer.

Share Learning Intention:

“Today, we are going to tell stories about your summer objects and finish the exciting stories you began last time. We will use our best describing words and sounds to make our stories really come alive.”

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Development

Activity 1: Summer Object Storytelling (20 minutes)

• Pupils come one by one to the front and show their object.
• They retell a short story or event connected to the object (2 minutes max each).
• Teacher prompts with questions to support use of nouns, adjectives, verbs, conjunctions, and onomatopoeic words.
• Class listens and gives positive feedback: “I liked how you made the sand sound like ‘crunch crunch’!”

Activity 2: Story Writing Completion (15 minutes)

• Pupils return to their desks to complete their written stories begun in the previous lesson.
• Remind them to use nouns, adjectives, verbs, conjunctions, and onomatopoeic words as tools to make their stories exciting and clear.
• Teacher circulates, offering prompts and encouragement.
• Optional peer sharing for those who finish early.

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Conclusion (5 minutes)

Cognitive Reflection:

Invite a few volunteers to share one sentence from their finished stories highlighting a sound word or vivid description they used.

Social:

Praise collaborative listening and peer encouragement throughout the class.

Universal Design for Learning (UDL):

• Visual: Real objects for tactile and visual grounding.
• Auditory: Storytelling and listening for language exposure.
• Kinesthetic: Handling objects and writing.
• Multiple entry points for diverse learners: oral or written strength leveraged.

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Pupil(s) – Reason(s) – Method(s) – Additional Comments

Pupil(s)	Reason(s)	Method(s)	Additional Comments
Struggling writers	Need oral scaffolding	Oral storytelling	Use sentence starters & visuals
EAL learners	Vocabulary building, repetition needed	Peer support, modelling	Use visual aids & target language
Advanced pupils	Extend vocabulary and story complexity	Independent writing	Challenge with figurative language

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The Learning Environment / Resources:

• Pupil-brought summer objects (shells, hats, toys)
• Classroom whiteboard/chalkboard for writing nouns/adjectives/verbs examples
• Story cubes from previous lesson
• Writing materials: paper, pencils, colourful markers
• Visual prompts for onomatopoeia and conjunctions
• Display area for storytelling

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This detailed lesson plan aligns closely with the IE Curriculum Framework for Oral Language and Writing strands while fostering imaginative and expressive skills appropriate for 2nd and 3rd class learners. It integrates multi-modal learning opportunities driven by pupils’ personal experiences to inspire confidence, creativity, and language development.