Finishing with Next

Overview

In this eighth lesson of First, Then, Next, students complete a three-step text by adding what happens next. They rehearse their final sentence orally, write it clearly, and use a simple checklist to check that their steps are in order and include an illustration or a relevant detail.

Learning intentions

• WALT plan and write a final “next” sentence.
• WALT use talk to rehearse a sentence before writing it.
• WALT check that our three steps are in the correct order.
• WALT add an illustration or relevant detail to help the reader.

Success criteria

• I can say what happens next.
• I can write a sentence beginning with or including “Next”.
• I can check that my text has first, then and next in the right order.
• I can add an illustration or a detail that matches my writing.

Curriculum links

• Writing Processes — Planning: planning a short series of sentences through talk and careful thinking before writing.
• Writing Processes — Planning: using a simple organiser or checklist to structure a short text.
• Writing Processes — Planning: working towards a specific writing goal to improve the quality of writing.

Lesson structure (30 minutes)

1. 0–4 min · Reconnect and hook. Teacher displays a three-picture sequence with the final picture covered and opens the hook and sequence slides. Ask, “What do you think happens next? How do you know?” Students briefly discuss their predictions with a partner, using “First… Then… Next…”.

2. 4–9 min · Model the final step. Teacher revisits a familiar example, such as planting a seed: “First, I put soil in the pot. Then, I planted the seed. Next, I watered it.” Think aloud: “I know the last step because it follows planting the seed. I will say it before I write it.” Model adding a matching detail or small illustration, and show how to use the three-step writing and checking sheet. Students help identify the word “Next”, the action, and the matching detail.

3. 9–13 min · Oral rehearsal. Teacher reveals several possible final pictures on the oral rehearsal slides and prompts pairs to complete the sentence: “Next, …”. Encourage students to include one precise detail, such as where, how or what they used. Students say their sentence to a partner, listen for whether it follows “Then”, and improve it if needed.

4. 13–23 min · Independent writing and illustrating. Teacher asks students to reread their first two steps, decide what happens next, and complete the final section of the three-step writing and checking sheet. Confer with individuals: “Tell me your next sentence before you write it. What detail will help your reader?” Students write their final sentence, then add an illustration or a relevant detail to the completed three-step text. Students who finish early quietly reread the whole text to check that it makes sense.

5. 23–27 min · Partner checklist check. Teacher models kind, specific checking using the checklist and partner-review slides: read the text, point to First, Then and Next, check the order, and check for an illustration or relevant detail. Students swap work with a partner and use the checklist on their worksheet, giving one positive comment and one helpful suggestion. Writers make one small improvement.

6. 27–30 min · Share and exit reflection. Teacher invites two or three students to read their final sentence and show their matching detail or illustration. Students complete the final reflection on the three-step writing and checking sheet by circling or stating: “My next step is clear / I need to improve it.” Close with: “How did talking first help you write?”

Resources

• the “First, Then, Next” teaching and discussion deck
• the three-step writing and checking sheet
• Pencils, erasers and coloured pencils
• Three-picture sequence for modelling
• Teacher model text on chart paper or whiteboard
• Visual timer

Assessment

• Listen during oral rehearsal for a logical final action and a sentence that follows the second step.
• During writing, check that students include a clear “Next” sentence and a matching illustration or relevant detail.
• Use the completed checklist and reflection to identify students who need further support with sequencing, sentence formation or adding detail.

Differentiation

• Support writers with picture prompts, oral rehearsal with an adult, sentence frames such as “Next, I ___” and a word bank of action words.
• Allow students to draw the final action first, then label it or dictate the sentence before copying or writing it.
• Provide an adult or peer scribe where handwriting or transcription limits participation; accept oral responses during checking.
• Extend confident writers by asking them to add two connected details using “because”, “so” or “when”, while keeping the sequence clear.
• For English language learners, use gestures, picture cues and repeated partner talk; invite students to rehearse in their strongest language before sharing the idea in English.