Overview

This 45-minute lesson is designed for a mixed-age group of approximately Year 9 students working at primary levels in a secondary special school. The focus is on developing creative writing skills through story-building, integrating speaking, listening, and writing activities in a differentiated, multisensory approach. The lesson aligns with the National Curriculum for England’s English programmes of study for Key Stage 3, adapted for learners working below expected levels.

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National Curriculum Links

English – Writing (Key Stage 3 adapted)

• Initiate and develop ideas, in narrative and non-narrative forms, selecting appropriate grammar and vocabulary to suit purpose and audience.
• Plan, draft, edit and proofread writing to develop breadth and control of meaning and accuracy.
• Use spoken language to develop understanding and clarify ideas.

English – Spoken Language (Key Stage 3 adapted)

• Listen and respond appropriately to adults and peers.
• Consider different viewpoints and contribute to group discussion.

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WALT (We Are Learning To)

• Generate imaginative and coherent stories using structured ideas.
• Practise writing simple sentences with correct punctuation.
• Share ideas orally and respond positively in group discussion.

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Learning Objectives

By the end of this lesson, most students will:

• Develop a basic narrative structure (beginning, middle, end).
• Write simple sentences that form a coherent story.
• Participate fully in group discussion and show understanding through oral contributions.

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Resources

• Story prompt cards (3 differentiated levels: images only, simple sentences, and questions to prompt ideas)
• Writing frames (dyslexia-friendly fonts and spacing)
• Whiteboard and markers for mind-mapping
• Mini whiteboards and pens for quick sentence writing
• “Story Building” quiz cards (differentiated in complexity)
• Visual timer for activity management
• Sticky notes for exit reflections

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Lesson Structure (45 minutes)

1. Recap & Starter Discussion (8 minutes)

• Activity: “What makes a good story?” group discussion.
• Process: Using the whiteboard, the teacher and TA write down key ideas students contribute about stories (characters, setting, problem, solution).
• Differentiation:
  • Level 1: Use picture prompts to support discussion.
  • Level 2: Write simple sentences on mini whiteboards about story elements.
  • Level 3: Pose open-ended questions for deeper exploration (e.g., “How can a setting influence a story?”).
• Outcome: Activate prior knowledge about story structure.

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2. Group Starter - Story Mapping (10 minutes)

• Activity: Together, create a story map on the whiteboard using a familiar sentence starter (e.g., “Once upon a time...”).
• Teacher Role: Lead the group to generate characters, setting, and plot points, encouraging different viewpoints and ideas.
• Differentiation:
  • Level 1: Use images and keywords to represent story parts, supported by the TA.
  • Level 2: Encourage simple sentence formation for each story part.
  • Level 3: Challenge students to add ‘why’ or ‘how’ ideas to deepen story elements.
• Outcome: Collaborative creation of a story scaffold.

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3. Individual Writing Task (15 minutes)

• Activity: Students write their own short story based on the shared story map using writing frames.
• Writing frames: Divided into three levels:
  • Level 1: Sentence starters + pictures (e.g., “The hero is...”)
  • Level 2: Partially completed sentences + word banks
  • Level 3: Blank frames with prompts to encourage creativity and punctuation practice.
• Support: TA circulates giving personalised support; teacher models tricky sentence structures for all.
• Dyslexia-Friendly: Use pastel-coloured paper and sans serif fonts; audio versions of prompts available.
• Outcome: Individual story drafts reflecting the group discussion.

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4. Group Finisher - Story Building Quiz (7 minutes)

• Activity: A fun quiz game to reinforce story elements and vocabulary, played in 3 teams.
• Quiz format:
  • Picture identification
  • Choose the correct sentence that completes a story
  • Match story parts
• Differentiation:
  • Level 1: Picture-based questions with simple answers.
  • Level 2: Sentence completion questions.
  • Level 3: Opinion-based questions requiring reasoning aloud.
• Technology: Use a whiteboard timer to add excitement.
• Outcome: Consolidate learning in an interactive way.

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5. Secure Exit Routine & Reflection (5 minutes)

• Activity: Each learner writes or draws one new thing they learned today on a sticky note, then sticks it on a ‘Learning Wall’.
• Alternative: For non-writers, oral reflections recorded by TA or teacher.
• Outcome: Formative assessment of understanding plus positive closure.

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Differentiation Summary

Learner Level	Support & Resources	Challenge & Extension	Engagement Strategy
Level 1	Pictures, sentence starters, TA support	Create additional sentences with adjectives	Use multisensory prompts
Level 2	Word banks, partial sentences	Add dialogue or different endings	Peer discussion roles
Level 3	Open prompts, extended writing frames	Write a detailed setting description	Lead quiz team / explain answers

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Assessment

• Formative assessment through observation during group and individual work.
• Review of written stories for coherence and punctuation.
• Participation and contributions during discussion and quiz.
• Exit reflections to gauge individual understanding.

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Additional Notes

• The inclusion of visual, auditory and kinaesthetic elements supports SEND and dyslexic learners.
• The group quiz at the end utilises gamification to increase motivation and recall.
• The lesson plan is flexible and can be adapted for various ability levels in the mixed group, encouraging peer support.

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End of Plan