Polish and Share

Overview

This is the final lesson in the eight-part unit Little Stories, Big Laughs. Students reread, improve, illustrate and share their entertaining stories, using simple editing checks and feedback suited to Year 2–3 writers.

Learning intentions

• WALT reread our writing and make it clearer and more entertaining.
• WALT check capitals, full stops and the order of events.
• WALT add an interesting detail, word or picture for our audience.
• WALT read our story aloud and respond kindly to a partner.

Success criteria

• I can find and fix a capital letter and full stop.
• I can check that my story has a beginning, middle and end.
• I can add or improve one entertaining detail.
• I can read my story clearly and listen respectfully to someone else’s story.

Curriculum links

• Creating texts: plan, compose, reread, revise and publish a short narrative for a known audience.
• Oral language: read aloud, share ideas and listen and respond in a small group.
• Language features: use capital letters, full stops, simple sentence structures and time-order words.
• Key competencies: managing self, participating and contributing, relating to others, and using language, symbols and texts.

Lesson structure (40 minutes)

1. 0–5 minutes – Reconnect and hook Open with the opening and learning-intention slides. Ask: “What makes a story make someone smile or laugh?” Invite two or three quick responses, then remind students that today they are authors preparing work for an audience.

2. 5–12 minutes – I do: model editing Display the short sample story in the editing model slides. Think aloud while checking one sentence: “I need a capital at the start and a full stop at the end.” Model checking that events are in order and adding an entertaining detail, such as a surprising sound, action or describing word. Keep the focus on improving, not correcting every possible error.

3. 12–18 minutes – We do: two stars and a wish Read the sample aloud together using the shared revision slides. Ask students to identify two strengths and one helpful next step. Record responses as two stars and a wish. Briefly model replacing a repeated word, such as changing ran to dashed or zoomed, and explain that authors choose words deliberately.

4. 18–27 minutes – You do: edit and improve Give each student their story and the picture editing checklist. Students reread quietly or whisper-read with a partner, checking capitals, full stops, sequence and one entertaining detail. They make small changes, illustrate a key moment, and use a coloured pencil to show their improvements. Offer adult scribing or shared writing where needed.

5. 27–34 minutes – Partner or small-group sharing Use the sharing instructions and audience prompts to establish listening expectations. Students share with a partner or in groups of three: one reads while others listen, then listeners name two things they enjoyed and ask one gentle question. Swap roles so every student has a chance to present.

6. 34–38 minutes – Author choice and response Invite students to explain one choice they made: a funny detail, an unusual character action, a sound word or an interesting illustration. Year 2 students may point to the choice or complete the sentence, “I chose ___ because ___.” Year 3 students explain how it helps the reader.

7. 38–40 minutes – Celebrate and assess Return to the reflection and celebration slide. Ask students to show thumbs up, sideways or down for: “I improved my story” and “I shared and listened well.” Celebrate specific behaviours and collect stories and checklists for a final unit record.

Resources

• the complete lesson slide deck
• the picture editing checklist
• Students’ draft stories from earlier lessons
• Pencils, coloured pencils and erasers
• Optional writing paper for a clean final copy
• Teacher model story displayed or written on the board
• Timer
• Quiet space or defined sharing areas

Assessment

• Confer briefly during editing: ask each student to show a capital, full stop, ordered event and improved entertaining detail.
• Use the checklist and collected story to record whether the student can revise independently, with prompting or through adult scribing.
• Listen during sharing for clear reading, audience awareness and a respectful response to a partner.

Differentiation

• Support: provide the picture checklist, read the student’s story aloud, use partner reading, scribe dictated changes, and allow drawing or oral explanation instead of extended writing.
• Support language learners with gestures and examples for capital, full stop, beginning, middle and end. Pair with a supportive reader and rehearse orally before sharing.
• For students needing reduced load, focus on one sentence, one sequence check and one entertaining detail rather than editing the whole story.
• Extend Year 3 writers by replacing repeated words and explaining one deliberate author choice, including how it affects the reader.