Storylines Garden

Overview

In this lesson (Lesson 7 of 10) children explore simple story structure using nature observations. They create storylines for their characters in pairs, building a clear beginning, middle, and end that connects to the “Storytelling Garden Adventure” theme.

Learning intentions

• WALT recognise that stories have a beginning, middle and end.
• WALT use simple actions and words to show what characters do in order.
• WALT contribute ideas with a partner to create a short storyline.
• WALT make connections between observed nature and story events.
• WALT use simple te reo Māori phrases to talk about nature (with support).

Success criteria

• I can tell you what happens first, next, and last in my story.
• I can say (or point to) events in order for my character.
• I can work with a partner to make one simple storyline.
• I can connect at least one story part to something we saw in the garden.

Curriculum links

• English Comprehension: Text form, structure, style, and features — stories have a beginning, middle and end, with characters, settings and action.
• English Comprehension: Text form, structure, style, and features — stories are written in sentences and paragraphs (we focus on spoken sentences and short sequences).
• English Communication: Speaking and listening — sharing ideas and listening to a partner.
• Curriculum competencies: Using language, symbols, and texts (story structure) and Relating to others (working in pairs).

Lesson structure (60 minutes)

1. 0–5 min · Welcome and focus. Teacher greets the class and briefly reminds them of the “Storytelling Garden Adventure” characters from earlier lessons; students gather on the mat and repeat the lesson focus: “Beginning, middle, end.”

2. 5–12 min · Nature prompt and te reo Māori connection. Teacher shows 2–3 garden items or pictures (e.g., leaf, flower, snail; or what children observed earlier) and names them, inviting responses. Teacher adds supported te reo Māori phrases: “kupu iti” nature words like rau (leaf), putiputi (flower), ngārara (creepy-crawly/insect/creature) and the question Nō hea tēnei? (Where is this from?). Students point to an item/picture and say one word or phrase, or repeat after the teacher.

3. 12–20 min · Model a simple storyline (teacher think-aloud). Teacher uses a large 3-part picture sequence labelled with simple icons: a “start” scene, a “middle” scene, and an “end” scene. Teacher models one character storyline:

• Beginning: “The character sees the garden.”
• Middle: “The character does something to help/explore.”
• End: “The character finds success or the garden changes.” Teacher emphasises order words: first, next, last; and optionally tērā anō (also/then) as a support. Students join in by echoing the sentences and using the gesture for beginning/middle/end.

4. 20–30 min · Pair planning with sentence cards. Teacher explains: “You will work in pairs to make a storyline for your character.” Each pair gets a small set of picture cards and sentence stems:

• Beginning stem: “First, [name]…”
• Middle stem: “Then, [name]…”
• End stem: “Last, [name]…” Teacher circulates, asking gentle questions: “What happens first?” “What happens next?” “How is it connected to the garden?”

Students place the three cards in order (beginning, middle, end) on their planning mat and practise saying the three sentences together.

5. 30–44 min · Make the storyline (spoken writing—teacher records). Teacher provides each pair with a mini booklet or three boxes on a page. Teacher guides pairs to say their three sentences clearly; teacher (or a scribe child with support) writes down the children’s words as dictated text. Teacher targets structure: remind them that stories have “a beginning, middle and end” and “characters, settings and action.” Students take turns speaking for their pair, pointing to their cards, and watching teacher write their sentences.

6. 44–54 min · Share time: “Storyline spotlight.” Teacher selects 4–5 pairs to share. Each pair shares only their beginning and middle first, then finishes with the end if time allows. Teacher prompts audience with one question: “What happens first/next/last?” Students listen, then answer as a class using beginning/middle/end gestures.

7. 54–60 min · Quick exit check. Teacher holds up a beginning/middle/end icon; students respond with a one-word action or one short spoken sentence starter (“First…, Then…, Last…”). Teacher notes who is using order language and story structure.

Resources

• Garden items or picture cards (leaf/flower/snail/bug or garden scenes)
• Large 3-part sequence chart with beginning/middle/end icons
• Picture cards for story actions (see, look, find, pick up, help, walk, hide, rest)
• Sentence stem cards: “First… / Then… / Last…”
• Pair planning mats (beginning/middle/end spaces)
• Mini booklets or three-box story sheets
• Pencils/markers (for dictation support) and clipboard for teacher notes
• Simple te reo Māori phrase cards (teacher-facing)

Assessment

• Teacher observation during pair planning: correct use of beginning/middle/end order and character action.
• Check dictation accuracy: children’s spoken sentences include an event for each part of the storyline.
• Exit check: students can respond with an order word or starter sentence matching the icon shown.

Differentiation

• Support: Provide more visual picture cards and limit choices to 3 per part; use gesture prompts for beginning/middle/end.
• Support for language: sentence stem cards held by teacher; repeat-and-echo routines; allow one-word answers if needed.
• Extension: Encourage children to add one extra detail connected to nature (e.g., “wet leaf,” “smells nice,” “the sun is warm”), still keeping the three-part structure.
• EAL/SEN: Pair a confident speaker with a supportive partner; allow non-verbal responses (pointing to cards) before speaking; teacher records dictated language.