Draft the Retelling

Overview

In this fourth lesson of the five-lesson unit, students turn their fairy-tale plans into a complete first draft. The teacher models how writers create an engaging opening, organise paragraphs, sequence events, and use precise language; students then draft independently while using a concise checklist and receiving targeted support.

Learning intentions

• WALT turn a story plan into a clear, engaging narrative.
• WALT organise events into paragraphs using sequencing words.
• WALT use precise verbs, descriptive language, and correctly punctuated dialogue.
• WALT sustain independent writing and make purposeful revisions.

Success criteria

• I can write an opening that introduces the setting, characters, and situation.
• I can organise my retelling into paragraphs with events in a logical order.
• I can use sequencing words, precise verbs, descriptive details, and correctly punctuated dialogue.
• I can reread my draft and identify one strength and one improvement.

Curriculum links

• English — Reading: describing how characterisation, setting, and plot shape meaning.
• English — Reading: recognising how structural parts contribute to the meaning of a whole text.
• English — Reading: identifying and summarising key ideas and themes, explaining how details connect.
• English — Speaking, Writing, and Presenting: composing and revising texts for purpose and audience; supports the competencies of managing self and participating and contributing.

Lesson structure (45 minutes)

1. 0–4 min · Reconnect and hook. Teacher displays the opening hook slide and asks, “Which opening makes you want to read on, and why?” Students silently compare two short fairy-tale openings, then share one feature they notice with a partner.

2. 4–14 min · Teacher model. Teacher uses the model-writing slides to think aloud while converting a simple plan into an opening and first event. Model paragraphing by starting a new paragraph when the focus, speaker, place, or event changes. Explicitly highlight sequencing words such as first, soon, meanwhile, afterwards, and finally; replace weak verbs with precise choices such as crept, gripped, or dashed; add sensory description; and model dialogue punctuation: “I will help you,” whispered the fox. Students annotate the example on the retelling draft checklist and identify where each feature appears.

3. 14–17 min · Active reset. Teacher pauses the deck at the movement reset slide and gives a brief stand-and-stretch routine: students silently act out three precise verbs, then return to their seats. Students check that their plan, writing tools, and checklist are ready before beginning.

4. 17–34 min · Independent drafting. Teacher displays the drafting instructions slide and reminds students to follow their own plans rather than copy the model. Students independently draft their retold fairy tale, aiming to complete the opening and as much of the plot as possible. They use the retelling draft checklist to prompt paragraphing, sequencing, dialogue punctuation, precise verbs, and descriptive language. Teacher circulates, gives brief conferences, and asks: “What is the character trying to do here?” “Which detail helps the reader picture this?” and “Where will your next paragraph begin?”

5. 34–38 min · Reset and reread. Teacher signals a quiet reset: students stand, stretch, look away from the page, and take three slow breaths. Students reread the most recent paragraph, underline one precise verb, circle one sequencing word, and add or improve one descriptive detail.

6. 38–45 min · Share and exit reflection. Teacher displays the sharing and reflection slides and invites two or three students to read an engaging sentence or piece of dialogue, with permission. Students complete the final checklist boxes and write an exit response: “One part of my draft that shapes the reader’s understanding is ___ because ___.” Collect drafts or check progress before students pack up.

Resources

• the fairy-tale drafting slide deck
• the retelling draft checklist
• Students’ completed fairy-tale plans from Lesson 3
• Exercise books or writing devices
• Pens, pencils, and highlighters
• Word bank of sequencing words, precise verbs, sensory language, and dialogue punctuation
• Timer and visual lesson sequence
• Headphones and speech-to-text tools, where available
• Quiet workspace or low-distraction seating

Assessment

• During the model, check that students can identify paragraph breaks, sequencing words, precise verbs, descriptive language, and dialogue punctuation.
• During drafting, conference briefly with targeted students and record whether they are following their plan, sustaining writing, and applying at least two checklist features.
• Use the completed checklist and exit response to identify students needing support with structure, sentence construction, punctuation, or elaboration in Lesson 5.

Differentiation

• Provide a reduced checklist, coloured paragraph prompts, a sequencing-word bank, and sentence starters such as “At first…” and “Without warning…” for students with dyslexia, APD, or working-memory needs.
• Read instructions aloud, display them visually, and give one direction at a time. Seat students who need it in a quiet workspace and check understanding privately.
• Offer speech-to-text, typing, adult scribing, or oral rehearsal before writing. Do not assess spelling while students are composing ideas.
• Use short teacher conferences and visible time checks for students with ADHD. Allow a planned movement reset, standing workspace, or brief timed writing goals.
• Invite confident writers to vary sentence openings, build suspense through pacing, or show a character’s feelings through actions rather than simply naming emotions.