Cinderella First Draft

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Overview

Unit Title: Cinderella: A New Perspective
Lesson Number: 10 of 12
Lesson Title: Day 10: Writing the HOT Task – First Draft
Year Group: Year 3
Subject: English
Class Size: 30 pupils
Duration: 60 minutes

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Curriculum Links

Curriculum Area: English – Writing
Statutory Framework: National Curriculum in England (Key Stage 2 – Year 3 Expected Standard)

Pupils should be taught to:

• Draft and write by organising paragraphs around a theme.
• In narratives, create settings, characters and plots.
• Use simple organisational devices in writing.
• Evaluate and edit by assessing the effectiveness of their own and others’ writing and suggesting improvements.
• Use and punctuate direct speech.

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Objective for Learning & Instruction (OLI)

OLI: To write a complete narrative.

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Success Criteria (SC)

• I can write a first draft of my Cinderella story.
• I can use paragraphs to organise my writing.
• I can include dialogue and description.

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Resources Needed

• Individual writing books or lined A4 paper
• Hot Task Planning Sheets (from previous lesson)
• Word banks for description & dialogue
• Visual prompts (thumbnail illustrations or "story scene" cards)
• Purple polishing pens
• Sentence starters and speech punctuation strips
• Timer or visual countdown clock
• Peer feedback slips
• Calm background writing music (optional)

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Prior Learning

In previous lessons, pupils brainstormed, plotted and character-mapped “Cinderella: A New Perspective”, developing empathetic character rewriting and alternative settings. Pupils have planned their own versions, considering how perspective and voice change the narrative.

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Lesson Outline

⏰ Starter (10 minutes): Setting the Scene

1. Warm-up: 3-Minute Dialogue Sprint
Pupils are shown a cartoon image of two characters in Cinderella (e.g., Cinderella & Fairy Godparent). Using mini whiteboards, they write a short 2-line exchange, focusing on punctuation of speech:

🔹 Teacher models:
“I can’t believe they all left me behind!” Cinderella sobbed.
“You haven’t seen the last dance yet,” whispered the fairy.

Teacher reaffirms speech punctuation: inverted commas, comma before close quote, correct speech tags.

2. Recap of Planning
Pupils re-open their HOT Task Planning Sheets and re-read their structure:

• Introduction (new setting, new main character)
• Build-up
• Problem
• Resolution
• Ending

Quick turn-and-talk: "What’s something new or surprising about your version of Cinderella?”

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✏️ Main Task (40 minutes): First Draft Writing

Phase 1 (10 minutes): Focused Planning Check

Teacher models turning one section of their plan into prose (e.g., the story opening). Point out:

• Paragraphing for each event
• Use of description to ‘show not tell’
• Use of dialogue to reveal emotion

Pupils do a "ready check":

• Highlight 3 key points on their plan they feel confident writing
• Star 1 point they want support with (teacher/TA collects & targets support accordingly)

Phase 2 (25 minutes): Independent Writing Time

Pupils begin writing independently, using their plans. Encourage stamina writing: 25 uninterrupted minutes with support stations available.

Teacher and TA circulate to confer:

• Prompting paragraph starters
• Supporting dialogue writing
• Clarifying tone and perspective

Extension Challenge:
Pupils include a “twist” in their narrative, such as a new character or a surprise ending.

Optional: calming piano music to support focus during writing time.

Phase 3 (5 minutes): Peer Snapshot Share

Pupils swap stories with a writing partner. Using sticky notes, each partner comments: 🟣 “I loved the part where…”
🟣 “You could add more detail when…”

Teacher quickly selects 1–2 examples to share aloud with the class, celebrating unique plot twists and dialogue choices.

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🔁 Plenary (10 minutes): Reflect, Mark & Target

Whole-Class Reflection Questions:

• “What made your version different from the traditional Cinderella?”
• “Was there a moment you found tricky to write? Why?”
• “Whose perspective are you exploring – and how do we feel about that character now?”

Self-Assessment Traffic Lights (Red/Yellow/Green):
Pupils colour code their writing: 🟢 I’ve used paragraphs clearly
🟡 I’ve included at least 1 piece of dialogue
🔴 I’ve described at least 2 scenes or characters

Set personal editing target for next lesson (e.g. “Improve my punctuation in speech” / “Add more detail to the setting”).

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Differentiation

Group	Support Strategy
LA (Lower Ability)	Provide paragraph frames with sentence starters. Extra word mats for feelings, actions, and description. 1:1 support during writing.
MA (Middle Ability)	Focus on use of dialogue and consistent narrative voice. Challenge: Add a cliffhanger.
HA (Higher Ability)	Extended challenge: Flip the ending or include dual narrative. Focus on paragraph linking.

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Assessment for Learning (AfL)

• Formative assessment during conferencing and in initial peer feedback.
• Review of narrative structure, voice, and dialogue use during plenary share.
• Teacher uses sticky-note peer comments and exit slips to target next-lesson editing groups.

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Teacher Reflection Prompt

Were students confident applying their new perspectives?
Did they develop character empathy through their narrative choices? Who struggled holding narrative together?
Who needs immediate follow-up on paragraphing or dialogue punctuation?

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Looking Ahead

In Lesson 11, pupils will revise and edit their Cinderella drafts, focusing on narrative voice and emotional tone before publishing in a final illustrated mini book format in Lesson 12.

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This lesson blends imaginative narrative work with clear links to writing objectives, helping Year 3 pupils move from plan to prose with purpose, while embedding paragraphing, dialogue skills and empathy-focused storytelling.