Lesson 1: Story Planning

Duration: 60 minutes
Class size: 26 students
Book focus: The Owl Who Was Afraid of the Dark by Jill Tomlinson
National Curriculum England objectives:

• Reading – Comprehension (Y3):
  • Develop positive attitudes to reading and understanding of what they read by listening to and discussing a wide range of fiction, poems and non-fiction at a level beyond that which they can read independently.
  • Identify themes and conventions in a wide range of books.
• Writing – Composition (Y3):
  • Plan their writing by discussing writing similar to that which they are planning to write, and discussing and recording ideas.

Learning Objectives

• Understand the structure of the original story and identify key events.
• Plan a retell by changing the main character to a different nocturnal animal.
• Use oral discussion to generate ideas and organise story elements (beginning, middle, end).
• Support developing narrative skills for varying abilities through scaffolded activities.

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Success Criteria

• Can verbally outline the main events of the original story.
• Generate ideas for a new nocturnal character and brainstorm plot changes.
• Complete a story map with beginning, middle, end sections appropriate to their level.

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Resources

• Copies of The Owl Who Was Afraid of the Dark (either read aloud or picture walk)
• Large story map template (visual with sections: beginning, middle, end)
• Pictures/cards of various nocturnal animals (e.g. bat, hedgehog, fox, badger, hedgehog, etc.)
• Whiteboards and pens, large paper, colour pencils
• Differentiated story planning worksheets (varied complexity)

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Lesson Outline

1. Introduction (10 min)

• Brief discussion about The Owl Who Was Afraid of the Dark. Read key excerpts aloud focusing on the owl’s feelings and the story’s structure.
• Create a shared class story map on the board, identifying beginning, middle, and end.

2. Exploring Nocturnal Animals (10 min)

• Show picture cards of nocturnal animals. Discuss characteristics and habitats.
• Ask children to choose one animal they would like to write about as their main character instead of the owl.

3. Guided Planning (25 min)

• Group children by ability for differentiated support:
  • Age-appropriate (Y3): Complete a detailed story map with sentences describing each section.
  • Working at Y2 level: Use a simpler story map with sentence starters and key prompts.
  • Working at Y1 level: Use a pictorial story map focusing on sequence with some words; supported by adult or learning assistant.
  • Reception level (Down syndrome child): Use a one-to-one verbal activity supported by pictures; sequencing 3 main picture cards (beginning/middle/end).
• Circulate, supporting children in fleshing out character traits, setting, and key events for their new story.

4. Sharing and Feedback (10 min)

• Invite children to share their chosen nocturnal animal and one event from their planned story.
• Peer and teacher feedback focusing on clear sequence and character choice.

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Assessment

• Formative assessment through observation during group work and story planning.
• Use a checklist to monitor children's ability to identify story structure and generate ideas appropriate to their level.

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Lesson 2: Draft Writing

Duration: 60 minutes
National Curriculum England objectives:

• Writing – Composition (Y3):
  • Draft and write narratives, creating settings, characters, and plot.
  • Use simple organisational devices (e.g. headings, paragraphs).

Learning Objectives

• Write a first draft of the re-told story using the planned structure.
• Begin to create a coherent narrative with a clear beginning, middle, and end, featuring their chosen nocturnal character.
• Use descriptive language and simple punctuation correctly.

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Success Criteria

• Write a draft story with an introduced character, logical sequence, and some description.
• Use capital letters, full stops, and joining words (and, but, because).
• Write at least three paragraphs for beginning, middle, and end (age-appropriate level).

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Resources

• Planning charts from previous lesson
• Writing frames differentiated by ability
• Word banks with adjectives and conjunctions
• Lined exercise books or plain paper for drafting
• Purple pens or pencils for self and peer corrections

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Lesson Outline

1. Recap Story Plan (5 min)

• Brief discussion of the planning lesson and remind children about their chosen animal and story map.

2. Modelling Writing (10 min)

• Model writing an opening paragraph using a nocturnal animal – describe setting and character feelings, emphasising capital letters, punctuation, and descriptive words.

3. Independent Writing (35 min)

• Children write their draft:
  • Y3 level: Write full paragraphs, include description, and use conjunctions.
  • Y2 level: Write sentences forming simple paragraphs with teacher prompting.
  • Y1 level: Use sentence starters and write short sentences supported by visuals.
  • Reception level (Down syndrome child): Focus on writing key words and simple phrases with adult scribing where necessary; encourage use of letter formation cards and word mats.

4. Reflection (10 min)

• Pair share their writing and give verbal feedback focusing on what they liked in the partner’s story.
• Teacher collects drafts for next lesson's editing and improvement.

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Assessment

• Use writing checklists aligned to NC writing expectations: use of capital letters, full stops, sequencing events, use of adjectives and conjunctions.
• Target support on punctuation and vocabulary use.

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Lesson 3: Editing and Improving

Duration: 60 minutes
National Curriculum England objectives:

• Writing – Vocabulary, grammar and punctuation (Y3):
  • Develop their understanding of the use of nouns, verbs, adjectives, and conjunctions.
  • Use commas in lists and apostrophes for contractions and possession.
  • Proof-read for spelling and punctuation errors.

Learning Objectives

• Edit own and peer writing to improve vocabulary, punctuation, and sentence structure.
• Use support to proofread for basic grammar and spelling mistakes.
• Make improvements based on feedback and self-assessment.

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Success Criteria

• Identify words to improve using a thesaurus or word bank.
• Correctly use capital letters, full stops, commas in lists, and apostrophes in contractions.
• Produce an improved draft with teacher guidance.

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Resources

• Children’s first drafts
• Editing checklists (visual and text-based)
• Word banks and simple thesauruses
• Marking pens/pencils (purple)
• Contraction and possession posters
• Peer feedback sentence stems cards

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Lesson Outline

1. Introduction to Editing (10 min)

• Display an example paragraph with deliberate errors; work together to identify and correct mistakes (capital letters, full stops, commas, tricky spellings).
• Explain importance of editing to make writing clearer and more interesting.

2. Peer Editing (20 min)

• In pairs, children use checklist prompts and editing cards to review each other’s work focusing on:
  • Capital letters and full stops
  • Use of conjunctions and adjectives
  • Spelling corrections
• Adults support lower ability children and the child with Down syndrome in oral reviewing of their sentences.

3. Self-Editing and Improvement (20 min)

• Children revise their own work applying peer and teacher feedback.
• Encourage children to add more description or conjunctions to improve flow.
• Reception level child supported one-to-one with verbal prompts and adult scribing changes as needed.

4. Sharing Improvements (10 min)

• Invite a few volunteers to read improved paragraphs.
• Celebrate editing as part of writing process.

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Assessment

• Use editing checklist outcomes to assess understanding of punctuation and vocabulary development.
• Monitor ability to use peer and self-assessment strategies.

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Lesson 4: Final Write-Up

Duration: 60 minutes
National Curriculum England objectives:

• Writing – Composition (Y3):
  • Write narratives about personal experiences and those of others, real and fictional.
  • Proofread for spelling and punctuation errors consistently.

Learning Objectives

• Produce a final, polished re-tell incorporating edits and improvements.
• Use joined handwriting where taught or neat print.
• Write independently or with minimal adult support following planning and editing phases.

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Success Criteria

• Write an organised story with clear sequence, characterisation, and setting.
• Use correct punctuation throughout (capital letters, full stops, commas, apostrophes).
• Produce a neat, final copy ready for sharing or display.

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Resources

• Final draft lined paper or writing books
• Pencil grips or adapted pens for motor skills needs
• Display word banks and punctuation reminder charts
• Stickers or stamps for motivation

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Lesson Outline

1. Warm Up (5 min)

• Recap editing tips and success criteria for a good final piece.

2. Independent Final Writing (40 min)

• Children write their improved story neatly and independently.
• Adults provide discreet support for spelling and punctuation reminders and scribing if necessary (especially for the child with Down syndrome).

3. Peer/Teacher Check (10 min)

• Quick peer check to spot any obvious errors.
• Teacher marks and praises efforts focusing on improvements.

4. Celebration and Sharing (5 min)

• Share a few final stories with class or create a “Nocturnal Tales” display wall.

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Assessment

• Summative assessment of writing achievement against Year 3 writing standards, focusing on narrative structure, spelling, punctuation, and handwriting.
• Annotate samples with evidence of meeting NC attainment targets.

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Lesson 5: Creative Extension – Illustrate and Present

Duration: 60 minutes
National Curriculum England objectives:

• Speaking and Listening (Y3):
  • Participate in discussions, listen and respond appropriately.
  • Speak audibly and express ideas clearly.
• Writing – Composition:
  • Use imaginative description to engage the reader.

Learning Objectives

• Create an illustrated front cover and key scenes for their story.
• Develop speaking skills through presentation of their story to small groups or whole class.
• Use expressive language and clear speech to engage listeners.

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Success Criteria

• Produce a colourful illustrated cover reflecting their nocturnal character and story setting.
• Present a 2-3 minute oral retell using visual prompts confidently.
• Listen politely and give positive feedback to classmates.

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Resources

• Art supplies (coloured pencils, crayons, watercolours, paper)
• Story planning sheets and final stories for reference
• Speaking prompt cards (e.g. “My story is about...” “My character is...” “The problem is...”)
• Audio recorder (optional for teacher or peer review)

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Lesson Outline

1. Art and Illustration (25 min)

• Children design a book cover and draw key scenes from their nocturnal animal story.
• Adults assist where needed with ideas, colour mixing, and fine motor skills.

2. Oral Presentation Preparation (10 min)

• Plan what to say using prompt cards.
• Practice telling key parts aloud in pairs or small groups.

3. Storytelling Presentations (20 min)

• Children present their story and illustrations to the class or groups.
• Teacher models positive listening and provides constructive praise.

4. Reflection (5 min)

• Discuss what they enjoyed about telling their story and listening to others.

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Assessment

• Use speaking and listening rubrics aligned to NC Year 3 descriptors: clear speech, relevant content, engagement with audience.
• Informal observation of confidence and creativity in presentation.

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Differentiation Summary

Level	Support & Adaptations
Age-appropriate (Y3)	Full planning templates, extended writing, peer editing
Working at Y2 level	Sentence starters, guided planning, joint writing
Working at Y1 level	Picture-based story maps, short sentence writing, scaffolded feedback
Child with Down syndrome	One-to-one support, verbal & pictorial prompts, adult scribing, sensory-friendly materials and breaks

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This series of lessons meets the English National Curriculum for Year 3, focusing on developing narrative writing skills through engaging with a familiar text, applying vocabulary and grammar knowledge, and fostering speaking and listening skills in a differentiated, inclusive classroom environment.