You will learn
- Name story parts.
- Find the problem and solution.
- Retell in order.
- Explain how the parts connect.
Version 0.2 · expanded edition · built from cited public sources Content is based on the official frameworks and sources listed under Sources and standards. No official endorsement is claimed. Written in the style of common primary school assessments. No exam result is promised.
Student lesson
- Beginning: characters and setting.
- Middle: the problem grows.
- End: the problem is solved.
- Each part leads to the next.
Words to know
a person or animal in a story
where and when a story happens
the trouble in a story
how the trouble is fixed
1. Discover: The lost drum stick
In the village of Ode, Tolu loved to play the talking drum. One morning he could not find his drum stick. He searched the house, the yard and the school. At last his little sister said, It is in your bag! Tolu laughed, thanked her, and played a happy song for the whole village.
Think: What is the problem? What is the solution?
2. Understand: How stories are built
Idea 1: Beginning
The beginning tells us the characters and setting: Tolu, in the village of Ode.
Idea 2: Middle
The middle shows the problem: the drum stick is lost. Tolu searches in different places.
Idea 3: End
The end gives the solution: his sister finds the stick in his bag. The parts connect like a chain.
3. Worked examples
Example 1 (I show you): Character and setting
Who is the main character and what is the setting?
- Look at the start.
Answer: Tolu; the village of Ode
Example 2 (We do it together): Problem
What is the problem?
- What goes wrong?
Answer: Tolu cannot find his drum stick
Example 3 (You try): Solution
What is the solution?
Show the steps and answer
- How is it fixed?
Answer: his sister finds it in his bag
Did you know?
Stories from every culture follow patterns with a beginning, a middle and an end.
Why this matters
Knowing story structure helps you understand, retell and write stories.
4. Explore: Story map
Make a story map.
- Choose a story.
- Write characters and setting.
- Write the problem.
- Write the solution.
Think about it: what did you notice?
You can map a story.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- The story is set in ___.
- The main character is ___.
- The problem is ___.
- The solution is ___.
Guided practice
Question 1. A person or animal in a story is a ___.
character
Question 2. Where and when a story happens is the ___.
setting
Question 3. The trouble in a story is the ___.
problem
Independent practice
Level 1: Start
- A person or animal in a story is a ___.
- Where and when a story happens is the ___.
- The trouble in a story is the ___.
- How the trouble is fixed is the ___.
- Tolu played the talking ___.
Level 2: Grow
- Where does the story happen?
- Who finds the drum stick?
- Where was it?
Level 3: Stretch
- Does the middle have the problem?
- Does the end have the solution?
- Do the parts connect?
Answers are in the answer key below. Try first, then check.
6. Apply: English in everyday life
Retell a story you know using beginning, middle and end.
Show a sample answer
a retelling
Another one. Retell a short story to someone using beginning, middle and end.
Show a sample answer
a completed task
7. Common mistakes
Fix: Slow down and check your work.
Fix: Study the example first, then try.
8. Lesson summary and revision card
- I can name story parts.
- I can find the problem and solution.
- I can retell in order.
- I can explain how the parts connect.
9. Check and master
Answer all 14 questions. You will see feedback after each one.
Your result appears here after you answer every question.
10. Key takeaways
- Beginning: characters and setting.
- Middle: the problem grows.
- End: the problem is solved.
- Each part leads to the next.
11. Next lesson
Next lesson: Character traits. Keep going with the next idea in this course.
Exam practice
These questions are written in the style of common school and international primary assessments. Try them on your own, without looking back. Then check your answers in the marking guide. The marks are shown in brackets.
- Name the three parts of a story. [3 marks]
- What is the problem in the story? [1 mark]
- What is the solution? [1 mark]
- What is a setting? [1 mark]
- Explain how the parts of a story connect. [3 marks]
Total: 9 marks.
Marking guide and model answers
- beginning [1]; middle [1]; end [1]
- Tolu cannot find his drum stick [1]
- his sister finds it in his bag [1]
- where and when a story happens [1]
- beginning sets up [1]; problem in the middle [1]; solution in the end [1]
Score guide: 8 to 9 = secure. 6 to 7 = nearly there, revise the parts you missed. Under 6 = work through the lesson again with a grown-up.
Printable worksheet
- A person or animal in a story is a ___.
- Where and when a story happens is the ___.
- The trouble in a story is the ___.
- How the trouble is fixed is the ___.
- Tolu played the talking ___.
- Where does the story happen?
- Who finds the drum stick?
- Where was it?
- Does the middle have the problem?
- Does the end have the solution?
Homework
Retell a short story to someone using beginning, middle and end.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. A person or animal in a story is a ___. | character | 1 |
| 2. Where and when a story happens is the ___. | setting | 1 |
| 3. The trouble in a story is the ___. | problem | 1 |
| 4. How the trouble is fixed is the ___. | solution | 1 |
| 5. Tolu played the talking ___. | drum | 1 |
| 6. Where does the story happen? | the village of Ode | 1 |
| 7. Who finds the drum stick? | Tolu’s little sister | 1 |
| 8. Where was it? | in his bag | 1 |
| 9. Does the middle have the problem? | yes | 1 |
| 10. Does the end have the solution? | yes | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 character; 2 setting; 3 problem; 4 solution; 5 drum. Level 2: 1 the village of Ode; 2 Tolu’s little sister; 3 in his bag. Level 3: 1 yes; 2 yes; 3 yes.
Quiz answers: 1 B, 2 C, 3 A, 4 B, 5 C, 6 A, 7 B, 8 C, 9 A, 10 B, 11 C, 12 A, Challenge 1 B, Challenge 2 C.
Mastery and remediation
| Objective | Bronze (Developing) | Silver (Proficient) | Gold (Advanced) |
|---|---|---|---|
| O1 Name story parts | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O2 Find the problem and solution | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O3 Retell in order | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O4 Explain how the parts connect | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
Courseversity badge thresholds (overall quiz score): Gold = 90–100%; Silver = 80–89.9%; Bronze = 70–79.9%. A badge is never a full record of progress.
If a learner struggles
- Find the misconception: Rushing without checking. Slow down and check your work.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Re-read the examples slowly and use the sentence frames.
- Guided practice: work through one example together and let the learner try the next one.
- Reassess: use the quiz again or the worksheet.
- Move on when the learner shows Silver-level evidence independently.
For parents and guardians
In this lesson your child practises a key Grade 3 English skill with clear examples and a quiz. You do not need to be an expert to help.
- Listen while your child explains the idea.
- Ask for one new example.
- Praise effort and careful work.
- Ask “how do you know?” after each answer, and listen.
- Praise effort, not only right answers. Mistakes are how we learn.
- Ten to fifteen minutes a day is better than one long session.
Teacher package
1–5. Objectives, prerequisites, materials, preparation, duration
Lesson objectives. Learners will: name story parts; find the problem and solution; retell in order; explain how the parts connect.
Prerequisite knowledge. Grade 2 story elements.
Materials. Chart paper or board, pencils, picture or word cards, a reading book if available. Low-resource options: use chalk or charcoal on a board or wall, drawings in the sand, and objects from the classroom instead of printed materials.
Preparation. Write the key words and examples on the board or on cards before the lesson.
Suggested duration. 45–60 minutes. It can be split into two shorter sessions.
6–9. Teaching procedure, explanation notes, guided and independent activities
Introduction (5 min). Introduce the idea with the opening example.
Explanation (10 min). Teach the key words.
Guided activity (10 min). Practise together.
Independent activity (10 min). Check understanding with the quiz.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. What is the key idea? Can I give my own example?
Teacher explanation notes. Move from the spoken word to pictures and then to print. Read aloud often, point to the words, and let learners hear and say before they read and write.
10–12. Differentiation, formative assessment, common misconceptions
Support. Use the sentence frames and work with a partner. Extension. Create a harder example of your own.
Formative assessment. Listen to learners read and explain, ask “how do you know?”, and check the independent work.
Misconceptions. Rushing without checking. Slow down and check your work.
13–15. Assessment questions, answer keys, marking scheme
Use the quiz, the 9-mark exam practice and the worksheet on this page. All answers and marking guides are in the answer sections above. Re-check every answer before use.
16–19. Remediation, enrichment, homework, teacher reflection
Remediation. Re-read the examples slowly and use the sentence frames. Enrichment. Make up your own example and teach it to someone at home. Homework. See above.
Teacher reflection. After teaching, record: which ideas learners understood; which misconceptions occurred; which activities worked; which learners need more practice; and what to improve next time.
Sources and standards
This lesson is based on the sources below, and no official endorsement is claimed. Reference starting points: Common Core State Standards for English Language Arts, Cambridge Primary and the IB Primary Years Programme. Where a standard code is named, it points to the official framework.
Official standards for this topic area. Common Core State Standards for English Language Arts (official site): Grade 3 » Reading: Foundational Skills; Grade 3 » Reading: Literature; Grade 3 » Reading: Informational Text. These pages list the standards that cover this topic area; read them alongside the lesson.
Research used to shape this lesson. Common Core RL.3.5 and RL.3.3; Cambridge Primary English Stage 3 (reading literature). These sources informed the lesson.