You will learn
- Name the parts of a plan.
- Choose characters and setting.
- Plan a problem and solution.
- Use a story map.
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
- Plan before you write.
- Decide who, where and when.
- Choose a problem and how it is solved.
- List events in order.
Words to know
a list of ideas made before writing
a chart showing the parts of a story
a person or animal in a story
the main events of a story
1. Discover: Ngozi plans her story
Ngozi wants to write about a lost kitten. She makes a story map. Characters: Ngozi and a kitten called Dodo. Setting: her village after school. Problem: Dodo is lost. Events: she searches the garden, the market and the river. Solution: she finds Dodo asleep in a basket. Ending: she carries Dodo home.
Think: Why is a plan helpful?
2. Understand: Planning a story
Idea 1: Why plan
A plan helps you know what happens before you start. It stops stories from wandering.
Idea 2: Story map
A story map lists the characters, setting, problem, events and solution. The events form the plot.
Idea 3: Choose carefully
Pick a problem that can be solved. Think of three events that lead to the solution.
3. Worked examples
Example 1 (I show you): Characters
Who are the characters?
- People or animals.
Answer: Ngozi and Dodo
Example 2 (We do it together): Problem
What is the problem?
- What goes wrong?
Answer: Dodo is lost
Example 3 (You try): Solution
What is the solution?
Show the steps and answer
- How is it fixed?
Answer: she finds Dodo asleep in a basket
Did you know?
Many professional writers plan their stories before they write them.
Why this matters
A plan makes writing easier and the story clearer.
4. Explore: Story map
Make a story map.
- Choose a topic.
- Write characters and setting.
- Write problem and events.
- Write the solution.
Think about it: what did you notice?
You can plan a story.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- My characters are ___.
- The setting is ___.
- The problem is ___.
- The solution is ___.
Guided practice
Question 1. A list of ideas made before writing is a ___.
plan
Question 2. A chart showing story parts is a story ___.
map
Question 3. A person or animal in a story is a ___.
character
Independent practice
Level 1: Start
- A list of ideas made before writing is a ___.
- A chart showing story parts is a story ___.
- A person or animal in a story is a ___.
- The main events of a story are the ___.
- Ngozi writes about a lost ___.
Level 2: Grow
- Name the kitten.
- Where does Ngozi search?
- Where was Dodo?
Level 3: Stretch
- Should you plan first?
- Does a plan list the problem?
- Is a story map useful?
Answers are in the answer key below. Try first, then check.
6. Apply: English in everyday life
Make a story map for your own story.
Show a sample answer
a story map
Another one. Plan a story with a story map and bring it to class.
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 the parts of a plan.
- I can choose characters and setting.
- I can plan a problem and solution.
- I can use a story map.
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 before you write.
- Decide who, where and when.
- Choose a problem and how it is solved.
- List events in order.
11. Next lesson
Next lesson: Story beginnings. 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 story plan? [1 mark]
- Name four parts of a story map. [4 marks]
- Plan a problem and solution for a story. [2 marks]
- Why is planning helpful? [1 mark]
- Explain how to plan a story. [3 marks]
Total: 11 marks.
Marking guide and model answers
- a list of ideas made before writing [1]
- characters [1]; setting [1]; problem [1]; solution [1]
- problem [1]; solution [1]
- it makes writing clearer [1]
- choose characters and setting [1]; choose a problem and events [1]; choose a solution and ending [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
- A list of ideas made before writing is a ___.
- A chart showing story parts is a story ___.
- A person or animal in a story is a ___.
- The main events of a story are the ___.
- Ngozi writes about a lost ___.
- Name the kitten.
- Where does Ngozi search?
- Where was Dodo?
- Should you plan first?
- Does a plan list the problem?
Homework
Plan a story with a story map and bring it to class.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. A list of ideas made before writing is a ___. | plan | 1 |
| 2. A chart showing story parts is a story ___. | map | 1 |
| 3. A person or animal in a story is a ___. | character | 1 |
| 4. The main events of a story are the ___. | plot | 1 |
| 5. Ngozi writes about a lost ___. | kitten | 1 |
| 6. Name the kitten. | Dodo | 1 |
| 7. Where does Ngozi search? | the garden, the market and the river | 1 |
| 8. Where was Dodo? | asleep in a basket | 1 |
| 9. Should you plan first? | yes | 1 |
| 10. Does a plan list the problem? | yes | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 plan; 2 map; 3 character; 4 plot; 5 kitten. Level 2: 1 Dodo; 2 the garden, the market and the river; 3 asleep in a basket. 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 the parts of a plan | 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 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 |
| O3 Plan a 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 |
| O4 Use a story map | 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 the parts of a plan; choose characters and setting; plan a problem and solution; use a story map.
Prerequisite knowledge. Grade 2 narrative writing.
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 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. 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 » Writing; Grade 3 » 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.3.3 (write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences) and W.3.5; Cambridge Primary English Stage 3 (writing). These sources informed the lesson.