You will learn
- Choose characters and setting.
- Plan the problem.
- Plan events.
- Plan the ending.
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
- Choose characters.
- Choose setting.
- Plan the problem.
- Plan beginning, middle and end.
Words to know
a story
where and when a story happens
the sequence of events in a story
a plan showing parts of a story
1. Discover: Planning The Lost Kite
Tolu makes a story map. Characters: Tolu and her grandfather. Setting: a windy hill near the village, late afternoon. Problem: her kite is carried away. Events: she chases it, meets a shepherd boy, they follow it to a baobab tree. Resolution: she finds the kite and learns to tie it better.
Think: Which parts does the plan include?
2. Understand: Plan first, write better
Idea 1: Parts of a narrative
A narrative has characters, a setting, a problem, events and a resolution.
Idea 2: Story map
A story map lists the parts so your plot has a clear beginning, middle and end.
Idea 3: Plan the end
Know your ending before you write, so the events lead towards it.
3. Worked examples
Example 1 (I show you): Setting
What is the setting?
- Where and when.
Answer: a windy hill near the village in late afternoon
Example 2 (We do it together): Problem
What is the problem?
- Kite.
Answer: her kite is carried away
Example 3 (You try): Resolution
How does it end?
Show the steps and answer
- Learns.
Answer: she finds the kite and learns to tie it better
Did you know?
Many authors plan the ending first and then work backwards.
Why this matters
Planning makes stories clear and exciting.
4. Explore: Story map
Plan a story.
- Choose characters.
- Pick a setting.
- Decide the problem.
- Plan three events and an ending.
Think about it: what did you notice?
You can plan a narrative.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- The characters are ___.
- The setting is ___.
- The problem is ___.
- In the end, ___.
Guided practice
Question 1. A story is a ___.
narrative
Question 2. Where and when a story happens is the ___.
setting
Question 3. The sequence of events is the ___.
plot
Independent practice
Level 1: Start
- A story is a ___.
- Where and when a story happens is the ___.
- The sequence of events is the ___.
- A plan showing the parts of a story is a story ___.
- Tolu’s kite was carried ___.
Level 2: Grow
- Who is Tolu with?
- Where does the kite end up?
- Who does Tolu meet?
Level 3: Stretch
- Should you plan first?
- Does a story have a problem?
- Does it need an ending?
Answers are in the answer key below. Try first, then check.
6. Apply: English in everyday life
Make a story map for a new story.
Show a sample answer
a story map
Another one. Tell a family member the plan for a story you want to write.
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 choose characters and setting.
- I can plan the problem.
- I can plan events.
- I can plan the ending.
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
- Choose characters.
- Choose setting.
- Plan the problem.
- Plan beginning, middle and end.
11. Next lesson
Next lesson: Plot development. 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.
- What is a narrative? [1 mark]
- What is a setting? [1 mark]
- Name three parts of a plan. [3 marks]
- What is the problem in The Lost Kite? [1 mark]
- Explain how to plan a story. [3 marks]
Total: 9 marks.
Marking guide and model answers
- a story [1]
- where and when a story happens [1]
- characters [1]; setting or problem [1]; events or ending [1]
- her kite is carried away [1]
- choose characters and setting [1]; decide the problem and events [1]; plan the resolution [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 story is a ___.
- Where and when a story happens is the ___.
- The sequence of events is the ___.
- A plan showing the parts of a story is a story ___.
- Tolu’s kite was carried ___.
- Who is Tolu with?
- Where does the kite end up?
- Who does Tolu meet?
- Should you plan first?
- Does a story have a problem?
Homework
Tell a family member the plan for a story you want to write.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. A story is a ___. | narrative | 1 |
| 2. Where and when a story happens is the ___. | setting | 1 |
| 3. The sequence of events is the ___. | plot | 1 |
| 4. A plan showing the parts of a story is a story ___. | map | 1 |
| 5. Tolu’s kite was carried ___. | away | 1 |
| 6. Who is Tolu with? | her grandfather | 1 |
| 7. Where does the kite end up? | near a baobab tree | 1 |
| 8. Who does Tolu meet? | a shepherd boy | 1 |
| 9. Should you plan first? | yes | 1 |
| 10. Does a story have a problem? | yes | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 narrative; 2 setting; 3 plot; 4 map; 5 away. Level 2: 1 her grandfather; 2 near a baobab tree; 3 a shepherd boy. 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 Choose characters and setting | 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 Plan the problem | 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 Plan events | 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 Plan the ending | 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: choose characters and setting; plan the problem; plan events; plan the ending.
Prerequisite knowledge. Punctuation and editing.
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 5 » Writing; Grade 5 » Language. These pages list the standards that cover this topic area; read them alongside the lesson.
Research used to shape this lesson. Common Core W.5.3a (orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence); Cambridge Primary English Stage 5 (story planning). These sources informed the lesson.