Our Time-Travel Stories

Overview

In this final lesson of Talk, Tense, and Tell, students bring together their learning about past, present and future tense. They plan three connected sentences through talk, rehearse clear pronunciation, and present a brief time-travel story to a partner or small group.

Learning intentions

• WALT plan a short story by talking through each sentence before writing.
• WALT use past, present and future tense accurately.
• WALT speak clearly so listeners can understand our words.
• WALT listen carefully and give kind, specific feedback.

Success criteria

• I can tell what happened before, what is happening now, and what will happen next.
• I can use a past, present and future verb correctly.
• I can say my sentences clearly and loudly enough for my listeners.
• I can name one successful tense choice and give one helpful suggestion.

Curriculum links

• English — Writing Processes: planning a short series of sentences through talk and careful thinking.
• English — Writing Processes: working towards a specific writing goal to improve the quality of writing.
• English — Composition: sentence structures, grammar and punctuation across the first two years.
• Oral language, listening and speaking: sharing ideas clearly and responding respectfully to others.

Lesson structure (30 minutes)

1. 0–4 min · Reconnect and hook. Open with the time-travel story introduction slides and show the image of a child meeting the same friendly dinosaur in three different times. Ask, “What might have happened, what is happening now, and what might happen next?” Students turn to a partner and orally suggest one sentence for each time.

2. 4–8 min · Model the language. Teacher models a three-sentence story, pointing to a simple past, present and future timeline: “Yesterday, I found a tiny door. Today, I am standing inside it. Tomorrow, I will visit the moon.” Highlight the verb choices and think aloud about clear speech, pausing between sentences and looking at listeners. Students identify the three time words and verbs, then echo-read the sentences with the teacher.

3. 8–14 min · Plan through talk. Distribute the three-part time-travel story planner. Teacher explains that students first draw or jot an idea in each box, then say each sentence to a partner before writing it. Students plan a past, present and future event, using the prompts “Yesterday…”, “Today…” and “Tomorrow…”. Circulate and prompt: “What happened first?”, “What is happening now?” and “What will happen next?”

4. 14–18 min · Write and rehearse. Teacher supports students to write three connected sentences, checking that each sentence has a clear subject and verb. Students read their story quietly, underline or circle one past, present and future verb, and rehearse to a partner using a clear voice. Partners listen for understandable words and help the speaker repeat any unclear word.

5. 18–26 min · Present and respond. Revisit the presentation and feedback slides to display the speaking and listening reminders. Students present in groups of three or four; each speaker has up to 45 seconds. Listeners record or tell the speaker one successful tense choice, such as “I heard you use will travel for the future,” and one kind, specific suggestion, such as “Try saying yesterday more clearly.” Rotate until all 11 students have presented.

6. 26–30 min · Reflect and assess. Teacher invites two students to share a strong example of tense use and one useful feedback sentence. Students complete the final reflection on the three-part time-travel story planner, identifying their strongest tense and one speaking goal for next time. Collect planners as students leave.

Resources

• the time-travel story introduction slides
• the three-part time-travel story planner
• Board or interactive whiteboard
• Markers or highlighters
• Pencils and erasers
• Timer
• Teacher assessment checklist

Assessment

• During planning, listen for students orally constructing one past, one present and one future sentence before writing; prompt or reteach where tense choices do not match the time.
• During presentations, record whether each student uses the three tenses, forms clear sentences and pronounces key words understandably.
• Review the partner feedback and final reflection to check that students can identify a successful tense choice and set a specific speaking goal.

Differentiation

• Support students with a visual timeline, the sentence frames “Yesterday, I ___,” “Today, I am ___,” and “Tomorrow, I will ___,” plus a small bank of familiar verbs such as walked, is exploring and will fly.
• Allow students to draw their events first, rehearse privately with the teacher, or present to one trusted partner before speaking to a group.
• For students developing English, accept labelled drawings and oral rehearsal as planning steps; model each target verb with gesture and provide extra wait time.
• Extend confident writers by linking the three sentences with a problem or surprise, or by adding a clear reason using because while maintaining accurate tense.