Setting Description Planning

Overview

In this sixth lesson of the unit “Exploring Story Settings”, children plan a short setting description inspired by “The Tin Forest”. They use a simple graphic organiser to gather ideas, answering questions such as “What do you see?” and “What do you hear?”

Learning intentions

• Students will plan sentences to describe a story setting.
• Students will select ideas for what they can see, hear and feel in the setting.
• Students will organise their notes in order so writing is easier.
• Students will share their ideas clearly with a partner.

Success criteria

• I can write a plan with pictures/words for what I see.
• I can add a plan for what I hear (at least one sound).
• I can plan 3–4 sentences using my ideas.
• I can tell a partner my ideas using “I see…” and “I hear…”

Curriculum links

• English (Writing – composition): create settings, characters and plot in narratives (Lower key stage 2 framework supports planning and drafting for narratives).
• UK National Curriculum aim for writing sentences by sequencing them to form short narratives.
• Speaking and listening to support planning: children communicate ideas clearly before writing.

Lesson structure (30 minutes)

1. 0–5 min · Warm-up (idea recall). Teacher reads a short, vivid excerpt about the Tin Forest (teacher-prepared) and points to a chart with “What do you see?” “What do you hear?” Students turn-and-talk: choose one thing they noticed and say it in a full sentence stem (“I see…” / “I hear…”).

2. 5–10 min · Model planning together. Teacher displays an empty setting-planning organiser (see Resources) and completes it with a think-aloud: choosing 2 visual details and 1 sound detail from the excerpt, then naming an extra feeling/smell detail as optional. Students watch and repeat the sentence stems.

3. 10–18 min · Guided practise (independent planning with support). Teacher gives each child a planning sheet and a small word bank (e.g., flickering, rustling, glinting, humming). Students independently fill their organiser:

• Box 1: “What I see” (2–3 ideas with words or quick drawings)
• Box 2: “What I hear” (1 idea)
• Box 3: “How it feels/smells” (optional 1 idea) Teacher circulates, prompting with: “What do you see?” “What do you hear?” “What details make it feel like a real place?”

4. 18–23 min · Sentence planning (sequencing for writing). Teacher shows how to turn notes into ordered sentence plans using three starters on the board:

• “First, …”
• “Then, …”
• “I can hear …” Students choose 3–4 planned sentences and write them as a numbered plan (1–4) on the back of the organiser, using at least one “I can hear…” sentence.

5. 23–27 min · Pair share (clarify and improve). Teacher sets a clear protocol: Partner A reads their plan; Partner B gives one “Glow” (something good) and one “Grow” question (e.g., “What else can we hear?”). Students swap roles.

6. 27–30 min · Quick teacher check + exit ticket. Teacher asks each child to complete one oral sentence: “In my setting, I see… and I hear…” Students answer briefly; teacher notes who has at least one sound detail planned.

Resources

• Teacher-prepared short excerpt inspired by “The Tin Forest” (2–3 paragraphs)
• Setting description graphic organiser (boxes for see/hear/feel)
• Small sentence stem cards: “I see…”, “I can hear…”, “It feels…”
• Numbered sentence plan template (3–4 lines with space for writing)
• Word bank (adjectives + sound words appropriate for age 1)
• Coloured pencils/crayons for quick drawings
• Partner talk prompt strip: “Glow” and “Grow” sentence frames
• Class visual model of an example plan (projected or on chart paper)

Assessment

• Teacher observation during circulate: is the child answering “What do you see?” and “What do you hear?”
• Check written plans: do children include at least 1 sound and plan 3–4 sentences in order?
• Exit ticket (oral): “I see… and I hear…” to confirm readiness for drafting next lesson.

Differentiation

• Support: provide sentence starter strips, a reduced word bank, and a partially completed example organiser for children who need scaffolding.
• Support: allow children to use drawings plus key words (e.g., “rustle”, “buzz”) rather than full sentences during planning.
• Extension: challenge confident writers to add one extra sensory detail and choose stronger verbs (e.g., “glinting” vs “shiny”) and add a clear “First/Then” sequence.
• EAL/SEN: accept alternative spelling for planning notes; focus on whether ideas are clear and sequenced. Provide extra time for partner share and repeat stems aloud.