Overview

This block of 5 lessons is designed for Year 1 students (ages 5-6) to develop their English literacy skills through retelling a story by Oliver Jeffers, specifically “Lost and Found”, a beloved picture book rich in narrative and visual elements. The lessons align with the National Curriculum for England (2014) for English at Key Stage 1, focusing on speaking, listening, reading comprehension, and narrative writing.

Each 40-minute lesson includes interactive, multisensory activities to engage all learners, including those with additional needs. The plan encourages creativity, oral language development, and early writing skills through storytelling techniques.

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Lesson 1: Exploring the Story

National Curriculum Links

• Spoken Language (Years 1–2):

  • Listen and respond appropriately to adults and peers
  • Ask relevant questions to extend their understanding and knowledge
  • Participate in discussions, presentations, performances, role play, improvisations and debates

• Reading – Word Reading and Comprehension (Year 1):

  • Develop pleasure in reading, motivation to read, vocabulary and understanding by discussing stories
  • Predict what might happen on the basis of what has been read so far

Learning Objectives

• Listen attentively to a story read aloud.
• Recall main events and characters from the story.
• Express simple opinions about the story and predict what might happen next.

Resources

• Lost and Found by Oliver Jeffers (illustrated copy)
• Large story sequencing cards (key scenes from the book)
• Whiteboard and markers

Activities

1. Introduction (5 mins):
   Show the book cover, ask students what they think the story might be about. Elicit predictions to activate prior knowledge.

2. Read Aloud (10 mins):
   Teacher reads Lost and Found with expressive tone and pauses for dramatic effect.

3. Story Recall (10 mins):
   Using the sequencing cards, model retelling the story out loud. Then, in pairs, children order the cards and tell a friend what happens in each part.

4. Whole-Class Discussion (10 mins):
   Ask guided questions:

   • Who are the characters?
   • How do they feel at different parts?
   • What might happen next if the story continued?

5. Reflection (5 mins):
   Children draw a quick picture of their favourite part of the story and say one sentence about it.

Assessment

• Observe pupils' ability to recall story events and details during the paired retell and discussion.
• Note participation and relevance of predictions and opinions.

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Lesson 2: Characters and Feelings

National Curriculum Links

• Spoken Language:

  • Express ideas and feelings spontaneously and clearly.

• Reading – Comprehension:

  • Discuss the significance of the title and events.

Learning Objectives

• Identify main characters and describe their feelings.
• Use simple adjectives to express emotions in speech.

Resources

• Character emotion cards (happy, sad, worried, excited)
• Copies of character face outlines for drawing
• Mirrors for facial expression practice

Activities

1. Warm-Up (5 mins):
   Mimic facial expressions showing different emotions (using mirrors).

2. Character Exploration (15 mins):
   Discuss the boy and the penguin’s feelings at key story points. Show emotion cards, ask children to connect emotions to characters.

3. Drawing Activity (10 mins):
   Children draw faces of the boy and penguin showing different emotions. Write simple captions (e.g., “The boy is sad.”).

4. Role Play (10 mins):
   In small groups, act out scenes focusing on expressing feelings using voice and face.

Assessment

• Monitor children's vocabulary use when describing emotions.
• Check drawings and captions for understanding of characters’ feelings.

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Lesson 3: Sequencing the Story

National Curriculum Links

• Reading – Comprehension:

  • Sequence events in stories to aid understanding.

• Writing – Composition:

  • Use vocabulary and grammar taught so far to articulate ideas clearly.

Learning Objectives

• Sequence story events correctly using pictures and simple sentences.
• Use time words (first, next, then, finally) in speaking and writing.

Resources

• Printed picture strips from the story
• Sentence strips with time words
• Individual whiteboards and pens

Activities

1. Recap (5 mins):
   Quick oral summary of previous lessons using key vocabulary.

2. Sequencing Game (15 mins):
   Children in small groups place picture strips in order and arrange sentence strips below them.

3. Sentence Building (10 mins):
   Using whiteboards, children copy or create simple sentences describing each event, e.g., “First, the boy finds a penguin.”

4. Class Story Wall (10 mins):
   Compile all groups’ sentences on a class display in the right order.

Assessment

• Check sentence structure and correct use of time connectives.
• Observe group collaboration and oral sequencing skills.

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Lesson 4: Retelling with Drama

National Curriculum Links

• Spoken Language:
  • Participate in role play and improvisation to explore narrative.
  • Speak audibly and fluently with appropriate intonation.

Learning Objectives

• Retell the story orally using own words and expressive language.
• Develop confidence speaking in front of a group.

Resources

• Simple costumes or props (hat for boy, penguin puppet)
• Story sequencing cards

Activities

1. Introduction (5 mins):
   Recap key story points using sequencing cards.

2. Drama Warm-Up (5 mins):
   Voice and body warm-up exercises to build confidence.

3. Group Role Play (20 mins):
   Divide class into groups. Each group retells a part of the story, rehearses then performs to the class.

4. Feedback and Discussion (10 mins):
   Discuss what was good about each group’s storytelling and how emotions were shown.

Assessment

• Assess clarity, fluency, and use of expressive language during role play.
• Note collaboration and creativity.

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Lesson 5: Story Writing and Creative Response

National Curriculum Links

• Writing – Composition:

  • Write simple sentences that can be read by themselves and others.
  • Sequencing sentences to form short narratives.

• Reading – Comprehension:

  • Begin to understand texts beyond literal meaning.

Learning Objectives

• Write a simple retelling of the story using pictures as prompts.
• Express ideas about the story through drawing and writing.

Resources

• Story map templates (pictures and space for sentence writing)
• Writing mats with key vocabulary and sentence starters
• Colouring materials

Activities

1. Shared Writing (10 mins):
   Teacher models writing a sentence retelling part of the story on the board. Use time connectives and simple punctuation.

2. Independent/Paired Writing (20 mins):
   Children complete their story map by writing sentences for each picture strip. They add illustrations.

3. Gallery Walk and Sharing (10 mins):
   Children display their work around the room and walk around to see peers’ stories. Volunteer to read their sentences aloud.

Assessment

• Review individual story maps for sequencing, sentence structure, and use of vocabulary.
• Check for emergent writing conventions (capital letters, full stops).

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Additional Notes for Teachers

• This block can be adapted to include more sensory and scaffolded support for SEND pupils by simplified language prompts and increased modelling.
• Encourage expressive language and creativity over spelling accuracy at this stage.
• Consider inviting parents/carers to watch drama retellings on Lesson 4 for community engagement.
• Extend learning by incorporating the creation of a class book collecting all children’s retellings.

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This detailed, curriculum-aligned block offers an immersive, creative, and interactive approach to story retelling while developing core English skills at Key Stage 1, designed to "wow" teachers with its depth and innovation.