First Draft Writing

Context

This is Lesson 8 of 12 in the "Narrative Adventures Unleashed" unit for Primary 3 students (ages 7-8). The focus is for learners to compose a cold writing piece based on their previously created story mountain outlines. The aim is to encourage independent application of narrative skills without prior feedback to establish a baseline before drafting polish and refinement.

This lesson adheres closely to the Curriculum for Excellence (CfE) Experiences and Outcomes for Literacy at Early Level and First Level, with particular focus on writing and applying narrative techniques.

Curriculum for Excellence Alignment

Experiences and Outcomes:

• LIT 1-20a: I can write independently, using my own ideas and interesting vocabulary, and I can use what I have learned about layout and punctuation.
• LIT 1-27a: I can structure and organise my writing in a way that makes sense, using appropriate sequencing and linking words.
• LIT 1-21a: I can use the correct punctuation and spelling when writing, remembering full stops, capital letters and finger spaces.
• LIT 1-22a: I regularly ask questions to help me understand texts and others' ideas, and I use this to improve my writing.

Curricular Skills Development:

• Developing creativity and imagination in writing narratives
• Applying knowledge of story structure from story mountain planning
• Beginning independent drafting without immediate correction or feedback
• Building resilience in writing through “cold” drafting

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WALT (We Are Learning To)

• Independently write the first draft of a narrative using my story mountain outline.
• Use simple story structure with a clear beginning, middle, and end.
• Apply basic punctuation (capital letters, full stops) and finger spaces.
• Use adventurous vocabulary previously explored.

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Success Criteria

• I have written a complete narrative draft based on my story mountain plan.
• My story has a clear beginning, middle, and end.
• I have remembered full stops and capital letters.
• I have used some new and interesting words from our vocabulary banks.
• I have spaced my words correctly with finger spaces.

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Resources Needed

• Story mountain outlines created from previous lessons
• Writing paper or journals
• Pencils and erasers
• Word mats with adventurous vocabulary and common words
• Dyslexia-friendly printed instructions and writing sheets (cream-coloured paper, sans-serif fonts, spaced lines)
• Visual timer for pacing

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Lesson Breakdown

Time	Activity	Description	Differentiation & Inclusion
0–5 mins	Starter: Refresher and Inspiration	Quick whole-class recap of story mountain structure; display a simple model narrative example on the board. Encourage use of adventurous words seen this term.	Use visuals, story mountain image, and read aloud; repeat instructions clearly for all learners.
5–20 mins	Main Activity: Cold Draft Writing	Students independently write the first draft of their narrative using their story mountain as a guide—focus on capturing ideas rather than perfect spelling/punctuation.	Provide additional support sheets with key linking words for EAL and emerging writers; allow scribe if needed. Use quiet zones and noise-cancelling headphones for students with sensory needs.
20–25 mins	Peer Sharing (Optional Extension)	Volunteers or pairs share parts of their drafts; encourage positive feedback focused on story structure and vocabulary rather than correctness. Advanced learners may suggest improvements or new words.	Use talking tokens to support turn-taking; offer sentence starters for shy pupils.
25–30 mins	Plenary: Reflect and Set Targets	Whole-class reflection on what went well and challenges; introduce next lesson’s focus on editing and improving the draft.	Visual prompt sheets for reflection questions; allow responses verbally or via drawing for learners with writing difficulties.

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Differentiation Strategies

• Emerging writers: Provide word banks, story mountain reminders, and scribe support. Allow drawing or story mapping alongside writing.
• Dyslexic learners: Use dyslexia-friendly paper and fonts, allow extra time, reduce visual clutter, and provide a quiet writing space.
• Advanced learners: Challenge to include more descriptive vocabulary or simple dialogue in their drafts; encouraged to add additional story detail or complexity.
• EAL learners: Sentence starters and key vocabulary lists; paired work with stronger peer to support language development.

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Assessment for Learning

• Formative: Teacher circulates during writing to observe engagement and offer minimal prompts (focused on encouraging progress, not correcting).
• Use of success criteria checklist by teacher post-lesson to identify common writing challenges and plan next teaching points.
• Optional: quick exit card where pupils indicate one part of their story they feel proud of and one part they want to improve.

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Extension Activities (For Early Finishers / Advanced Pupils)

• Add a “Wanted” poster for the story’s villain/antagonist using persuasive language.
• Write a simple diary entry from the perspective of the story’s main character.
• Begin drafting alternate endings or plot twists inspired by their story.

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Notes for Teachers

• Emphasise this is a cold draft, so perfection is not expected; the goal is to independently apply learning.
• Celebrate effort and creativity to boost confidence for future writing phases.
• Keep the atmosphere calm and supportive, honouring different writing paces.
• Use positive language to build resilience and growth mindset around writing challenges.

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By aligning closely to curriculum outcomes and integrating scaffolds for diverse learners, this lesson provides a strong foundation for narrative writing development while fostering independence and creativity.