Final Story Showcase

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Overview

Unit Title: Cinderella: A New Perspective
*Lesson 12 of 12: Redrafting and Presenting – Final Touches
Year Group: Year 3
Class Size: 30 pupils
Duration: 60 minutes
Subject: English
Curriculum Link:
National Curriculum in England – English – Lower Key Stage 2 (Year 3 and Year 4):

• Write for a range of real purposes and audiences.
• Organise paragraphs around a theme.
• Use the drafting, editing and evaluating process.
• Read out loud writing with intonation to make the meaning clear.

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Learning Objectives (OLI)

• To present my narrative.

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Success Criteria (SC)

• ✅ I can redraft my Cinderella story with improvements.
• ✅ I can present my story confidently to the class.
• ✅ I can reflect on my learning journey from the unit.

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Mindset Focus

Growth Mindset Prompt:

“We are authors. Great writing takes revisiting, refining, and reflecting!”

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Prior Knowledge

Students have:

• Studied the traditional and alternative versions of Cinderella.
• Planned and written their own new perspective of the story.
• Practised narration, dialogue, character development, and structure.
• Peer-assessed and self-assessed earlier drafts.

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Resources Required

• Completed story drafts (from Lesson 11)
• “Writer’s Check Cards” (editing prompts on laminated cards: spelling, punctuation, up-levelling vocabulary, check tense consistency, etc.)
• Redrafting paper or writing books
• Pens and editing pencils
• Star Lanyard or Author’s Chair (for presentation)
• Reflective Journals (from throughout the unit)
• Stickers for peer feedback and ‘Star Author’ awards
• Timer, visualiser or large storybook chair for class focus

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Lesson Outline (60 mins)

⏱️ Starter (10 mins): "Step Back in Time"

Aim: Warm-up and activate story immersion.

• Teacher plays soft instrumental fairy-tale music and dims the lights.
• Display: “Final Chapter: Our Authors Take the Stage!”
• Children close eyes while recalling the journey they have taken with their Cinderella-inspired stories.
• Guided visualisation: “Think of your main character. What is their voice like? What challenge did they face? What makes your version uniquely yours?”
• Turn and talk: Children share their character’s challenge with a partner.

Purpose: Builds confidence and emotional storytelling investment before redrafting and presenting.

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🖊️ Main Task Part 1 (20 mins): Redraft with a Purpose

🎯 Focus: I can redraft my Cinderella story with improvements.

• Teacher reminds pupils of editing goals using the Writer’s Check Cards.
• Mini-lesson (4 mins): Modelling a meaning-based redraft on the board. Focus on improving a sentence or adding depth to character emotion.
• Pupils redraft their stories quietly, independently.
  • Peer support rings (Optional: groups of 3 for those requiring guidance).
  • LSA works with target writers (SEND/EAL) to scaffold edits.
• Redeployment of self-check stations (Dictionary, Thesaurus Corner and “Show Not Tell” adjective posters).

💬 Teacher Tip: Ask, “Have you painted pictures with words?” or “Does your character feel real?”

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📢 Main Task Part 2 (20 mins): Present to the Class

🎯 Focus: I can present my story to the class.

• Designated Author’s Chair at the front of the room (decorated to feel special).
• Children take turns to read a 1-minute extract from their final Cinderella narrative.
• Use of a timer to help with pacing.
• Peers give 1 x Star (What went well) and 1 x Step (suggestion for future narration or writing) using sticky notes or stickers.

🎤 Confident readers go first, building classroom bravery culture.
📚 Pupils reluctant to present may elect a partner to read on their behalf.

✅ Teacher’s Praise Notes: Write a ‘Star Author of the Day’ certificate to give out at the end. Optional tea party or ‘Author’s Table’ lunch as a reward.

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🧠 Plenary (10 mins): Reflect and Connect

🎯 Focus: I can reflect on my learning throughout the unit.

Activity: “Through the Glass Slipper” – My Writing Journey

• Students open their Reflective Journals or a fresh A4 template page.
• Respond to three guided prompts:
  1. What was my favourite writing moment in this unit?
  2. What challenge did I overcome as a writer?
  3. What do I want to do next as an author?

Children may draw a symbol that represents their journey (e.g. pen sword, glass boot, rewritten pumpkin).

• End with 2-3 confident pupils reading their reflections aloud.

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Assessment Opportunities

• Informal assessment during redrafting: Teacher conferencing with selected students.
• Presentation assessment: Evaluate voice, clarity, storytelling expression.
• Final narratives can be collected for teacher-level summative assessment using a Year 3 narrative writing rubric.
• Journal reflections showcase overall pupil growth and engagement with writing process.

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Differentiation & Inclusion

Group/Need	Strategy
EAL/Lower Attainers	Sentence stems for reflection. Teacher scribes thoughts. Use of visuals.
SEND (Writing)	Word banks, "Postcard Story" length option, use of computer to type.
Higher Attainers	Extension: Present with props or supporting illustrations. Showcase multiple narrators.

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Extension / Home Challenge

Optional Parent Showcase
Invite parents/carers in next week to a “Mini Author Festival” with published printed stories and student reflections displayed. Children can act as guides and read aloud to visitors.

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Teacher Self-Reflection (Post-Lesson)

• Which types of reflections were most honest or insightful?
• Was there evidence of personal voice throughout the redrafted pieces?
• How can their feedback help reframe next term’s writing focus?

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Wow Factor Bonus Idea 💡

Magic Quill Ceremony: Each child receives a glitter-dipped feather or “author’s pencil” and is dubbed “Storyteller of the Realm” by the teacher. Helps cement the pride of writing and create a joyful moment they’ll take home.

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Key Vocabulary

• Reflect
• Redraft
• Narrator
• Fiction
• Perspective
• Characterisation
• Sequence
• Atmosphere

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Connections to Wider Curriculum

• Art: Designs of new character versions could be displayed alongside writing.
• Drama: Hot seat activities and improvisation in earlier lessons build vocal confidence.
• PSHE: Empathy through new perspectives; overcoming challenges; expressing emotions.

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End of Unit Outcome

Celebrate the growth from storytelling consumers into empowered, diverse storytellers — helping pupils understand that they can change traditional narratives with their own voice and creativity.