What Makes Stories Fun?

Overview

In this first lesson of Little Stories, Big Laughs, students explore how stories entertain readers and listeners. They identify a story’s beginning, middle and end, along with its character, setting and problem, then orally retell and represent these features.

Learning intentions

• WALT listen to and discuss an entertaining story.
• WALT identify the beginning, middle and end of a story.
• WALT identify a character, setting and problem.
• WALT explain one way a story creates humour.

Success criteria

• I can name the character, setting and problem.
• I can put story events in beginning, middle and end order.
• I can retell the main events in order.
• I can explain what made part of the story funny.

Curriculum links

• Oral language: listen actively, take turns, respond to ideas and retell events clearly.
• Reading: identify and discuss key ideas, characters, setting and events in a narrative.
• Writing: use drawing, labels and oral rehearsal to communicate meaning.
• English learning area capabilities: make meaning from texts and create meaning for an audience.

Lesson structure (40 minutes)

1. 0–5 minutes – Hook: What makes us laugh? Open with the story hook and discussion slide. Show a funny picture or surprising situation and ask: “What might happen next?” Invite two or three responses, then explain that today students will look for the parts that make stories fun.

2. 5–13 minutes – I do: teacher think-aloud Read aloud a short, humorous picture story, such as a character trying to hide a giant banana in a tiny pocket. Use the model story slides to show the illustrations. Think aloud: “The character is…”, “The setting is…”, “The problem is…”, and “This is funny because…”. Point out the beginning, middle and end using simple language.

3. 13–22 minutes – We do: sort the story Place six teacher-prepared story-picture cards where everyone can see them. In groups of three or four, students discuss and arrange the cards into beginning, middle and end. Use the sorting instructions and story prompts to display the questions: “What happened first?”, “What changed?”, and “How did it finish?” Check the order together and ask students to justify one choice.

4. 22–27 minutes – Oral rehearsal Model a retell using the frames: “At the beginning…”, “In the middle…”, and “At the end…”. Partners rehearse the retell, with one student speaking and the other gently prompting. Encourage students to include the character, setting and problem. Provide picture cards, gestures and adult scribing where needed.

5. 27–36 minutes – You do: draw and label Distribute the story parts drawing and labelling sheet. Students draw or label the character, setting and problem, then show the beginning, middle and end. They may use the model story or the sorted picture sequence. Circulate and ask: “What is happening here?” and “Which part made the story funny?” Scribe student words where writing fluency is still developing.

6. 36–40 minutes – Share and reflect Use the sharing and reflection slide. Invite three students to share one labelled part or retell one section. Finish with a quick oral response: “A story is fun when…” Record useful ideas, such as a surprising problem, silly character, unexpected ending or funny words.

Resources

• the complete introduction, modelling, activity and reflection deck
• the story parts drawing and labelling sheet
• A short humorous picture book or teacher-created six-picture story sequence
• Six large story-picture cards for each group
• Whiteboard and markers
• Pencils, crayons and erasers
• Sentence frames displayed or written on the board
• Optional puppet or prop connected to the funny story

Assessment

• Listen during partner retells for correct sequencing and identification of character, setting and problem.
• Observe group sorting: note whether students explain their choices using story events.
• Check the worksheet for labelled story features and a recognisable beginning, middle and end. Record students needing further support in later lessons.

Differentiation

• Support: use picture cards, gestures, repeated modelling and the frames “The character is…”, “The setting is…”, “The problem is…” Allow drawing instead of independent writing.
• EAL learners: pre-teach character, setting, problem, beginning, middle and end with pictures; provide partner rehearsal before whole-class sharing.
• SEN or students needing motor support: offer larger drawing spaces, reduced copying, adult scribing, speech-to-text or oral recording.
• Extension: ask students to explain how the author creates humour through surprise, repetition, silly actions, unusual characters or an unexpected ending.