Stories Take Flight

Overview

Lesson 7 of 16 in Empowered English: Tuarere Tahi. Students explore how stories use characters, setting, events and endings, then create and share a short tale inspired by the idea of a valued place, person, animal or natural feature. Use a Māori narrative respectfully as inspiration, not for students to copy or retell without context.

Learning intentions

• WALT identify key parts of a story: beginning, middle and ending.
• WALT use character, setting and events to build a short tale.
• WALT choose words, pictures, actions and voice to interest an audience.
• WALT listen respectfully to stories and acknowledge the people and places that inspire them.

Success criteria

• I can name or show the character, setting and main events in a story.
• I can create a beginning, a problem or change, and an ending.
• I can use interesting words, pictures, actions or expression to communicate my ideas.
• I can listen carefully and respond kindly to another storyteller.

Curriculum links

• Oral language: listening, speaking, presenting and responding for different purposes and audiences.
• Reading and viewing: noticing how texts are shaped and how language creates images and meaning.
• Writing: creating and developing ideas, using a simple structure and selecting vocabulary for effect.
• Te ao Māori and local curriculum: engaging respectfully with Māori narratives, people, places and perspectives.

Lesson structure (60 minutes)

1. 0–7 minutes – Welcome and story hook Display a striking image of a special natural place, such as a mountain, river, forest or beach. Open with the image hook and welcome slides and ask: “What might this place remember?” Invite students to share one wondering, while reinforcing that Māori narratives belong to particular iwi and hapū and should be treated with care.

2. 7–17 minutes – Notice story parts Tell a brief teacher-created tale about a child or animal caring for a special place. Do not present it as a traditional Māori story. Pause to ask: “Who is the character?”, “Where are they?”, “What changes?”, and “How does it end?” Use the model story and story-parts slides to reveal the four elements: character, setting, events and ending.

3. 17–25 minutes – Oral rehearsal Model a simple story pathway: “One day…”, “But then…”, “So…”, “At last…”. Students rehearse with a partner, using a familiar place, animal, object or person as their focus. Partners may tell the story orally, draw it, or use picture prompts. Invite two or three students to share a beginning and an ending.

4. 25–40 minutes – Create a short tale Distribute the story mountain planning sheet. Students plan a tale with a character, setting, a change or challenge, and a resolution. Year 0–1 students may draw and dictate a sentence to an adult or buddy; Year 2–3 students write key words or 3–6 sentences. Encourage sensory language, repeated phrases and respectful connections to place. Refer back to the story-planning instructions as students work.

5. 40–52 minutes – Story circles Form groups of five or six. Each student shares their tale in up to two minutes using their plan, drawings, voice and actions. Listeners practise the response: “I noticed…” and “I wondered…” Remind students not to interrupt, laugh at mistakes or claim another person’s cultural story as their own. Use the sharing norms and response prompts.

6. 52–60 minutes – Reflect and celebrate Invite volunteers to perform a favourite line, sound or action. Ask: “Which story part helped your tale make sense?” and “How did you show care for your inspiration?” Students complete the reflection box on the story mountain planning sheet by drawing, dictating or writing one thing they did well and one next step. Close by acknowledging the storytellers and their audiences.

Resources

• the storytelling techniques slide deck
• the story mountain planning sheet
• Image of a local natural place or meaningful environment
• Whiteboard and markers
• Pencils, crayons and coloured pencils
• Optional word cards: character, place, first, next, then, finally
• Timer
• Space for small-group storytelling

Assessment

• Listen during partner rehearsal and group sharing for understanding of character, setting, sequence and ending.
• Confer with students during planning: ask them to point to or explain each story part.
• Collect or photograph plans. Assess whether the student communicates a connected tale appropriate to their mode: drawing, oral language, dictated text or independent writing.

Differentiation

• Support: provide a four-box picture planner, oral sentence frames and a choice of familiar settings. Scribe children’s ideas without correcting their ownership or voice.
• Year 0–1: prioritise oral storytelling, drawing, gesture and shared writing; accept one clear event and ending.
• Year 2–3: encourage a problem, character feelings, precise verbs, dialogue or a repeated phrase.
• EAL learners and students needing additional support: allow home-language planning, partner rehearsal, visual vocabulary, extra processing time and alternative recording methods. Extension students can add a narrator’s voice or retell the tale from another character’s viewpoint.