You will learn
- Plan a story.
- Tell it with expression.
- Use story parts.
- Use imagination.
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
- Start with a character and setting.
- Add a problem.
- Show how it is solved.
- Tell it with your voice and face.
Words to know
telling a story aloud
making up ideas in your mind
what happens in a story
showing feeling with your voice
1. Discover: The singing drum
Once there was a small drum in a village. Whenever someone was sad, the drum sang a happy song. One day the drum lost its voice. A girl named Efua found a feather and tickled the drum. It laughed and sang again. From then on, Efua visited the drum every day.
Think: What are the character, setting, problem and solution?
2. Understand: Telling stories
Idea 1: Story parts
A story has characters, a setting, a problem and a solution. Plan these before telling.
Idea 2: Use imagination
Your imagination lets you make up magical things: a singing drum, a talking cloud.
Idea 3: Tell with expression
Use your voice, face and hands. Speak softly for sad parts and loudly for exciting ones.
3. Worked examples
Example 1 (I show you): Character
Who is the main character?
- Who is it about?
Answer: the drum and Efua
Example 2 (We do it together): Problem
What is the problem?
- What goes wrong?
Answer: the drum lost its voice
Example 3 (You try): Solution
What is the solution?
Show the steps and answer
- How fixed?
Answer: Efua tickled it with a feather
Did you know?
Storytellers around the world have told tales aloud for thousands of years.
Why this matters
Storytelling builds imagination and speaking confidence.
4. Explore: Make up a story
Plan and tell a story.
- Choose a character.
- Choose a problem.
- Plan the solution.
- Tell it.
Think about it: what did you notice?
You can tell a story.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- Once there was ___.
- The problem was ___.
- Then ___.
- In the end ___.
Guided practice
Question 1. What is a plot?
what happens
Question 2. What is imagination?
making up ideas
Question 3. What is storytelling?
telling a story aloud
Independent practice
Level 1: Start
- Telling a story aloud is ___.
- Making up ideas is ___.
- What happens is the ___.
- Showing feeling in voice is ___.
- Once there was a small ___.
Level 2: Grow
- Name the setting.
- Name the problem.
- Name the solution.
Level 3: Stretch
- Why plan?
- Why expression?
- Can stories be magic?
Answers are in the answer key below. Try first, then check.
6. Apply: English in everyday life
Tell a made-up story to your family.
Show a sample answer
a story
Another one. Plan and write a short story.
Show a sample answer
a story
7. Common mistakes
Fix: Add one.
Fix: Use expression.
8. Lesson summary and revision card
- I can plan a story.
- I can tell it with expression.
- I can use story parts.
- I can use imagination.
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
- Plan character, setting, problem, solution.
- Use imagination.
- Use expression.
- Tell it aloud.
11. Next lesson
Next lesson: Friendly letters. 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 storytelling? [1 mark]
- Name four story parts. [4 marks]
- Make up a character and a problem. [2 marks]
- Why use expression? [1 mark]
- Explain how to tell a story. [3 marks]
Total: 11 marks.
Marking guide and model answers
- telling a story aloud [1]
- character [1]; setting [1]; problem [1]; solution [1]
- character [1]; problem [1]
- to show feeling [1]
- plan parts [1]; use imagination [1]; use expression [1]
Score guide: 10 to 11 = secure. 7 to 9 = nearly there, revise the parts you missed. Under 7 = work through the lesson again with a grown-up.
Printable worksheet
- Telling a story aloud is ___.
- Making up ideas is ___.
- What happens is the ___.
- Feeling in voice is ___.
- A story has a problem and a ___.
- True or false: stories can be magic.
- True or false: stories have no problem.
- Name a character.
- Name a setting.
- Tell a story aloud.
Homework
Make up and tell a story to your family.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. Telling a story aloud is ___. | storytelling | 1 |
| 2. Making up ideas is ___. | imagination | 1 |
| 3. What happens is the ___. | plot | 1 |
| 4. Feeling in voice is ___. | expression | 1 |
| 5. A story has a problem and a ___. | solution | 1 |
| 6. True or false: stories can be magic. | true | 1 |
| 7. True or false: stories have no problem. | false | 1 |
| 8. Name a character. | Efua | 1 |
| 9. Name a setting. | a village | 1 |
| 10. Tell a story aloud. | a spoken story | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 storytelling; 2 imagination; 3 plot; 4 expression; 5 drum. Level 2: 1 a village; 2 the drum lost its voice; 3 a feather. Level 3: 1 good story; 2 interest; 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 Plan a story | 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 Tell it with expression | 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 Use 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 |
| O4 Use imagination | 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: No problem. Add one.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Use a story planner.
- 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 makes up and tells stories. You do not need to be an expert to help.
- Listen to the story.
- Ask questions.
- Praise imagination.
- 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: plan a story; tell it with expression; use story parts; use imagination.
Prerequisite knowledge. Short factual reports
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). Model storytelling.
Explanation (10 min). Teach parts.
Guided activity (10 min). Practise.
Independent activity (10 min). Share.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. Who? Where? Problem? Solution?
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 a planner. Extension. Add twists.
Formative assessment. Listen to learners read and explain, ask “how do you know?”, and check the independent work.
Misconceptions. No problem. Add one.
13–15. Assessment questions, answer keys, marking scheme
Use the quiz, the 11-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. Use a story planner. Enrichment. Add dialogue. 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 2 » Speaking & Listening; Grade 2 » Writing. These pages list the standards that cover this topic area; read them alongside the lesson.
Research used to shape this lesson. Common Core SL.2.4, W.2.3 and RL.2.2; Cambridge Primary English Stage 2 (speaking and writing). These sources informed the lesson.