You will learn
- Choose characters and setting.
- Decide the problem.
- Plan the ending.
- Use a story planner.
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
- Brainstorm ideas.
- Choose who, where, when.
- Decide the problem and ending.
- Fill in a planner.
Words to know
to collect many ideas quickly
a chart to plan a story
a person or animal in a story
the trouble the character faces
1. Discover: Zainab plans a story
Zainab brainstorms: a girl, a lost kite, a windy hill, a kind old man. She fills her planner. Characters: Lola and Mr. Sade. Setting: a windy hill at harvest time. Problem: Lola’s kite flies away. Events: she chases it, meets Mr. Sade, they mend an old kite. Ending: the new kite flies higher than the first.
Think: Why plan first?
2. Understand: Plan before you write
Idea 1: Brainstorm
To brainstorm, list ideas for who, where, when and what could go wrong. Choose the best.
Idea 2: The planner
A story planner holds the characters, setting, problem, main events and ending.
Idea 3: Check the plan
Does the problem matter to the character? Does the ending solve it? A good plan makes writing easier.
3. Worked examples
Example 1 (I show you): Problem
What is the problem in Zainab’s plan?
- Trouble.
Answer: Lola’s kite flies away
Example 2 (We do it together): Setting
What is the setting?
- Where and when.
Answer: a windy hill at harvest time
Example 3 (You try): Ending
How does the story end?
Show the steps and answer
- Solution.
Answer: the new kite flies higher than the first
Did you know?
Many authors spend longer planning than writing the first draft.
Why this matters
A plan keeps your story clear and finished.
4. Explore: My planner
Plan a story.
- Brainstorm five ideas.
- Choose one.
- Fill a planner.
- Share with a partner.
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 character is ___.
- The setting is ___.
- The problem is ___.
- The story ends when ___.
Guided practice
Question 1. To collect many ideas quickly is to ___.
brainstorm
Question 2. A chart to plan a story is a story ___.
planner
Question 3. A person or animal in a story is a ___.
character
Independent practice
Level 1: Start
- To collect many ideas quickly is to ___.
- A chart to plan a story is a story ___.
- A person or animal in a story is a ___.
- The trouble the character faces is the ___.
- Lola’s ___ flew away.
Level 2: Grow
- Who helps Lola?
- Where is the story set?
- What do they mend?
Level 3: Stretch
- Should you plan before writing?
- Does a story need a problem?
- Does the ending solve the problem?
Answers are in the answer key below. Try first, then check.
6. Apply: English in everyday life
Fill in a story planner for a new story idea.
Show a sample answer
a story plan
Another one. Plan a story about a surprising discovery.
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 decide the problem.
- I can plan the ending.
- I can use a story planner.
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
- Brainstorm ideas.
- Choose who, where, when.
- Decide the problem and ending.
- Fill in a planner.
11. Next lesson
Next lesson: Narrative structure. 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 brainstorming? [1 mark]
- Name four parts of a story plan. [4 marks]
- What is the problem in the kite plan? [1 mark]
- Why plan a story? [1 mark]
- Explain how to plan a story. [3 marks]
Total: 10 marks.
Marking guide and model answers
- collecting many ideas quickly [1]
- characters [1]; setting [1]; problem [1]; ending [1]
- the kite flies away [1]
- so it is clear and finished [1]
- brainstorm ideas [1]; choose characters, setting and problem [1]; plan events and ending [1]
Score guide: 9 to 10 = secure. 6 to 8 = nearly there, revise the parts you missed. Under 6 = work through the lesson again with a grown-up.
Printable worksheet
- To collect many ideas quickly is to ___.
- A chart to plan a story is a story ___.
- A person or animal in a story is a ___.
- The trouble the character faces is the ___.
- Lola’s ___ flew away.
- Who helps Lola?
- Where is the story set?
- What do they mend?
- Should you plan before writing?
- Does a story need a problem?
Homework
Plan a story about a surprising discovery.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. To collect many ideas quickly is to ___. | brainstorm | 1 |
| 2. A chart to plan a story is a story ___. | planner | 1 |
| 3. A person or animal in a story is a ___. | character | 1 |
| 4. The trouble the character faces is the ___. | problem | 1 |
| 5. Lola’s ___ flew away. | kite | 1 |
| 6. Who helps Lola? | Mr. Sade | 1 |
| 7. Where is the story set? | a windy hill | 1 |
| 8. What do they mend? | an old kite | 1 |
| 9. Should you plan before writing? | yes | 1 |
| 10. Does a story need a problem? | yes | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 brainstorm; 2 planner; 3 character; 4 problem; 5 kite. Level 2: 1 Mr. Sade; 2 a windy hill; 3 an old kite. 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 Decide 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 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 |
| O4 Use a story planner | 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; decide the problem; plan the ending; use a story planner.
Prerequisite knowledge. Grade 3 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 10-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 4 » Writing; Grade 4 » 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.4.3 and W.4.5 (write narratives to develop real or imagined experiences; develop and strengthen writing by planning); Cambridge Primary English Stage 4 (writing fiction). These sources informed the lesson.