Story Map Planning

Overview

Unit: Narrative Adventures Unleashed
Lesson: 3 of 12
Duration: 30 minutes
Class Size: 20 Primary 3 pupils (aged 7–8)
Curriculum: Curriculum for Excellence (CfE), Scotland
Context: This lesson introduces pupils to the concept of story structure through the use of a story map. Children will explore beginnings, middles, and ends by analysing examples from a familiar story.

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Learning Intentions (WALT)

• WALT: Understand the key components of a story (beginning, middle, end).
• WALT: Use a story map to organise ideas when planning a narrative.
• WALT: Identify these story sections in a shared text.

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Curriculum for Excellence Links

Literacy and English Experiences and Outcomes (Primary 3):

• ENG 0-31a: I can explore and discuss how the structure of different texts contributes to their impact.
• ENG 1-30a: I can use what I learn about other texts and my own experiences to help me plan and organise information for different types of writing.
• LIT 1-07a: I can show my understanding of what I listen to or watch by responding to questions and other tasks.

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Success Criteria

• I can identify the beginning, middle, and end of a story aloud or in writing.
• I can create a simple story map using pictures or words.
• I can explain how the story map helps organise my ideas for writing a story.

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Lesson Structure

1. Introduction (5 mins)

• Begin with a brief recap of what a narrative is (a story with characters and events).
• Show a large picture/story map of a simple, well-known story (e.g., The Three Little Pigs, selected for familiarity and clear structure).
• Ask pupils what parts they notice (beginning, middle, end) and describe each briefly with prompting questions:
  • “What happens first in the story?”
  • “What is the problem or main event in the middle?”
  • “How does the story finish?”

2. Teaching Input and Modelling (8 mins)

• Introduce the term story map: a visual organiser that shows the story sections.
• Display an empty story map template on the board divided into three clear sections: Beginning, Middle, End.
• Using the example story, fill in each section together as a class, writing key words or drawing simple pictures.
• Emphasise how the story map helps to plan the story before writing.

3. Guided Practice (10 mins)

• Provide each pupil with a dyslexia-friendly printed story map template (with large font, clear spacing, and icons).
• Read a short familiar story aloud (or use an illustrated storybook with simple text).
• Ask pupils to work in pairs or small groups to fill in the three parts of their story map with either keywords or drawings.
• Circulate and support pupils, using questioning to scaffold ideas:
  • “What do you think happens here?”
  • “Can you tell me what the start of the story is?”

4. Reflection and Discussion (5 mins)

• Invite volunteers to share their story maps, explaining one key event from each section.
• Highlight different ways pupils represented the story.
• Summarise how the story map helped to understand and plan the story structure.

5. Plenary / Assessment (2 mins)

• Ask pupils to individually say or write one sentence about the beginning, middle, or end of the story.
• Collect templates for informal assessment of understanding story structure and ability to organise ideas.

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Differentiation

• Support for learners with additional needs:

  • Use pre-filled options in the story map for pupils who find writing challenging.
  • Allow drawing or oral responses instead of writing.
  • Provide word banks and picture prompts for story parts.

• Extension for advanced learners:

  • Encourage pupils to add details to each section (e.g., describing characters’ feelings or setting details).
  • Challenge pupils to create a story map for a story they know well or for an original story idea.
  • Explore alternative story structures (e.g., stories with a twist ending), discussing how the map changes.

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Resources

• Large story map poster of The Three Little Pigs or similar simple narrative.
• Dyslexia-friendly story map template handouts (large font, clear iconography).
• Selected short storybook or printed narrative with simple language and illustrations.
• Whiteboard or interactive smartboard for modelling.

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Note for Teachers

• To make reading more accessible, use coloured overlays or reading rulers to support pupils with dyslexia during the shared reading.
• Incorporate multi-sensory approaches by allowing pupils to physically place pictures or cards into sections on a magnetic story map board as an interactive activity if time permits.
• Consider pairing pupils strategically to support peer learning—pair stronger readers/writers with those who benefit from oral support.

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Reflection Notes (Post-Lesson)

• Observe pupils’ ability to sequence events and identify story parts.
• Note engagement levels during collaborative activities.
• Identify pupils needing extra support or extension work for following lessons.
• Consider ways to integrate digital tools (e.g., simple story mapping apps) for future lessons.

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End of plan.