Too Much Stuff: The Problem

Overview

In this second lesson of the four-part unit, students revisit the beginning–middle–end structure of Too Much Stuff and focus on the problem or challenge faced by a character. Through discussion and shared writing, they generate possible problems and add one or two sequenced sentences to their own story.

Learning intentions

• WALT identify the problem or challenge in a story.
• WALT use what has already happened to predict what might happen next.
• WALT introduce a story problem using sequencing words such as “But…” and “Suddenly…”.
• WALT add a problem to our own story.

Success criteria

• I can say what the problem is in Too Much Stuff.
• I can suggest a problem that could happen when someone has too many belongings.
• I can use “But…” or “Suddenly…” to introduce a problem.
• I can draw or write a problem in my own story.

Curriculum links

• English — Comprehension: Stories have a beginning, middle, and end, with characters, settings, and action.
• English — Comprehension: Readers use what has already happened to predict what might happen next.
• English — Composition: Stories can be about real events or made-up events.
• Key Competencies: Thinking; using language, symbols, and texts; relating to others.

Lesson structure (30 minutes)

1. 0–4 min · Reconnect with the story. Teacher opens the story-recall slide and briefly revisits the class retelling of Too Much Stuff, asking, “Who is the character, where are they, and what has happened so far?” Students turn and talk, then share one remembered event.

2. 4–9 min · Revisit story structure. Teacher displays the beginning-middle-end story map and places the story events into the three sections, emphasising that the middle often includes a problem or challenge. Students help identify whether each event belongs at the beginning, middle, or end, using actions or simple oral responses.

3. 9–14 min · Find and predict the problem. Teacher shows the problem and prediction prompt and asks, “What is becoming difficult for the character?” and “What might happen next because there is too much stuff?” Model that predictions should connect to what has already happened. Students think quietly, share with a partner, and offer possible problems, such as not being able to find something, tripping over belongings, or having no room to play.

4. 14–19 min · Model problem sentences. Teacher uses the shared-writing model to think aloud and write: “The room was full of toys. But Mia could not find her favourite book.” Then model a second example: “Suddenly, the pile of boxes fell over!” Point out the capital letter, full stop, character, action, and sequencing word. Students orally rehearse one sentence with a partner, beginning with “But…” or “Suddenly…”.

5. 19–26 min · Add the problem. Teacher distributes the Too Much Stuff story problem page and reminds students to look at their existing story beginning before choosing a problem. Students draw the problem and write one or two sentences, using a sequencing word where possible. Teacher conferences with individuals, prompting: “What has happened already?”, “What goes wrong?”, and “How will your reader know this is the problem?”

6. 26–30 min · Share and check. Teacher displays the share-and-check slide and invites three or four students to read or explain their problem. Class listens for the character, the challenge, and a sequencing word. Students complete a quick oral self-check: “My problem is clear because…” and place their worksheet in the collection tray.

Resources

• the Too Much Stuff story and writing deck
• the Too Much Stuff story problem page
• Class copy of Too Much Stuff
• Whiteboard and markers
• Pencils, crayons, and erasers
• Students’ story beginnings from Lesson 1
• Visual word cards or board prompts: “But…”, “Suddenly…”, “problem”, “challenge”

Assessment

• During discussion, listen for students who can identify the story’s character, setting, sequence of events, and emerging problem.
• During oral rehearsal and writing, check whether students connect their problem to the story beginning and use “But…” or “Suddenly…” appropriately.
• Review each worksheet for a recognisable challenge and one or two linked sentences or a labelled drawing. Note students who need support sequencing events or expressing an idea in writing.

Differentiation

• Support students by scribing their dictated sentence, offering a choice of picture prompts, or providing the frame: “But _____ could not _____.” Rehearse the sentence orally before writing.
• Pair students thoughtfully for think–pair–share and allow drawing with labels as a valid first step towards writing.
• Provide the sequencing words and key vocabulary on the board, with gestures and simple explanations for English language learners.
• Extend confident writers by adding the character’s feeling or a consequence: “Suddenly… so…”. Invite them to write two connected problem sentences with a clear action.