Where Does It Happen?

Overview

In this lesson, students listen to part of The Tin Forest and talk about where and when the story happens. They then make a simple visual “setting map” using pictures and labels, using sentence prompts to support their ideas.

Learning intentions

• Students will identify and describe the main setting in The Tin Forest (where it happens and when it happens).
• Students will discuss what they understand from the story by answering questions about the setting.
• Students will connect the setting to specific events they hear in the story.
• Students will create a visual map of the setting with pictures and short labels.

Success criteria

• I can say where the story happens using at least one detail from the text.
• I can say when the story happens (e.g., “in the past”, “long ago”, “at night”) using a story clue.
• I can tell someone what happens in the setting and point to it on my map.
• I can use a simple sentence to explain my understanding.

Curriculum links

• Reading – comprehension: explain clearly their understanding of what is read to them.
• Reading – comprehension: predict what might happen on the basis of what has been read so far.
• Reading – comprehension: discuss the significance of the title and events (link the “tin forest” to what they notice).
• English: participate in discussion about what is read to them, taking turns and listening to what others say.

Lesson structure (30 minutes)

1. 0–4 min · Warm-up listening. Teacher shows the book cover and asks, “What do you notice in the title?” and “What do you think a tin forest looks like?” Students share one idea each using turn-taking.

2. 4–12 min · Shared reading (setting hunt). Teacher reads a selected section of The Tin Forest (chosen by the teacher so students can find clear setting clues). Teacher pauses at key moments and asks, “Where are we right now in the story?” Students listen and respond with short answers or gestures (pointing to a “where” chart).

3. 12–18 min · Discuss and record ideas. Teacher writes two headings: “Where?” and “When?” and models turning clues into sentences using prompts: “I think it happens…” and “I noticed…” Students use sentence starters to add 1–2 clues to the class chart (with teacher support as needed).

4. 18–26 min · Create a visual setting map. Teacher demonstrates a simple map layout on the board: a big circle for “The Tin Forest”, with small boxes around it for details (e.g., the trees/ground/sounds/people’s actions). Teacher hands out pre-drawn map sheets with picture boxes and a few word cards. Students work in pairs (or individually with support) to add pictures and choose labels, then add 1 short sentence to explain their map.

5. 26–30 min · Share and check understanding. Teacher invites each student to “present” their map to the group using a question frame: “My story setting is… because…” Students listen to peers and give one “I agree / I wonder” comment.

Resources

• Teacher copy of The Tin Forest (same edition as students/listening copy)
• Student pre-drawn setting map sheets (simple “Where/When” sections plus picture boxes)
• Picture cards for support (e.g., forest/trees/night/light/ground/animals/people) and word cards (where, when, in the forest, at night, long ago, near)
• Coloured pencils/crayons
• Sentence starter strips: “I think it happens…”, “I noticed…”, “It might be…”
• Class display chart with headings “Where?” and “When?”
• Timer for discussion and making time

Assessment

• Teacher checks understanding during pauses: students’ answers to “Where are we?” and “When is it?” and whether they use a clue from the story.
• Teacher circulates during map-making, looking for evidence that students link the setting to events (e.g., “In the forest, the… happened”).
• Quick oral end-of-lesson assessment: each student completes “My story setting is… because…” accurately enough to show comprehension.

Differentiation

• Support: provide word cards and sentence starters; model at least one example sentence; use picture cards to reduce drawing load; allow gestures for “when” clues (e.g., acting “night”).
• Support for discussion: teacher prompts with yes/no choices first (“Is it in the forest? Yes/No”) before asking open questions.
• Extension: ask, “What might happen next in this setting?” so students make a simple prediction based on what they heard.
• EAL/SEN: offer a visual “clue bank” on the board (icons next to “Where?” and “When?”) and repeat key lines from the text so students can echo confidently; give extra time and keep labels short (1–3 words).