Tin Forest Beginnings

Overview

In this lesson, children listen to and read the beginning of The Tin Forest and focus on meaning, including the title and early events. They will practise predicting what might happen next using clues from what they have heard.

Learning intentions

Students will discuss what the title suggests about the story.
Students will identify key events from the beginning of the story.
Students will make predictions about what might happen next, using clues from the story so far.
Students will use talk and short answers to explain their ideas.

Success criteria

I can say what I think the title means.
I can tell you one or two things that happen at the start of the story.
I can predict what might happen next and give a clue from the story to support my prediction.
I can listen to others and share my own idea politely.

Curriculum links

Reading comprehension: discussing the significance of the title and events.
Reading comprehension: predicting what might happen on the basis of what has been read so far.
Reading comprehension: making inferences from what is being said and done.
Develop enjoyment in reading by becoming familiar with key stories, retelling and talking about their characteristics (starter discussion and shared meaning).

Lesson structure (20 minutes)

0–3 min · Settle and hook. Teacher shows the book cover/title of The Tin Forest and asks, “What does ‘Tin Forest’ make you think of?” Students turn-and-talk and share one idea with the class.
3–7 min · Title discussion (meaning). Teacher rereads the title aloud and asks, “What sort of forest could it be? What might grow there?” Students answer using sentence starters: “I think… because…”
7–12 min · Read the beginning (teacher-led). Teacher reads the beginning of the story (first part) with expression, pausing to check understanding of key moments (who/where/what). Students watch and listen, then point to the main event shown in the teacher’s quick retell cards (or teacher describes: “First… Next…”).
12–16 min · Stop-and-think predictions. Teacher replays a short section (or rereads a key paragraph) and says, “Based on this, what do you think might happen next?” Students make predictions using two stems: “I predict… because I heard/seen…” and share with a partner.
16–19 min · Quick inference check (why?). Teacher asks one inference question: “How do you know? What did the character do or say?” Students give one reason and one story clue (e.g., “The character says…”, “The character looks…”, “The story shows…”).
19–20 min · Exit ticket (show learning). Students complete a one-sentence card: “At the start, ____ happened. Next, I think ____ because ____.” Teacher collects cards to check predictions and understanding of early events.

Resources

Class copy or teacher copy of The Tin Forest
Enlarged title card (with “Tin Forest” clearly visible)
Simple retell/event cards for the opening (First / Next)
Sentence starter cards: “I think… because…”, “I predict… because…”
Exit ticket slips (pre-printed sentence frame)
Timers for talk/pair sharing

Assessment

Listen for students’ explanations in title discussion (“because” reasoning).
Check understanding during the reading pauses by asking “What happened then?” and tracking accuracy in retell cards.
Review exit tickets for: (1) at least one correct beginning event, (2) a prediction, and (3) a supporting clue from the story.

Differentiation

Support: provide visual retell cards and sentence starters; allow drawing instead of writing for the exit ticket (e.g., simple picture of the next event with a label).
Support for EAL/SEN: use frame-based talk first (“I think…”, “I predict…”) and pre-teach 2–3 key words from the beginning (e.g., forest, tin, grow/bloom).
Challenge: ask higher-support students to make two possible predictions (“One possibility is… Another possibility is…”) and choose which clue makes it more likely.
Managing 6-student group: use partner talk every time, with quick cold-call or volunteering so everyone shares at least once.

Teaching Instructions