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English lesson plan · 2nd grade (Year 3 in England) · 30 minutes

Story shape: beginning, middle and end

Reading Comprehension

CCSS RL.2.5England: Y2 Reading (story structure)England: KS1 SATs Reading

Objective and success criteria

Students will: Story shape: beginning, middle and end.

  • I can answer questions on today's skill on my own, without help.
  • I can explain each step and say why it works.
  • I can check my answer and spot a mistake.

Before and after

Needs first: Retell a story: first, next, last; Order of events

Leads to: the next skill in this area.

Materials: A short text or extract (one copy each), Highlighters, Question cards, Mini whiteboards, A short model text on the board, Printed student sheet (below).

Warm-up · 4 min

  • Quick retrieval from earlier learning (Retell a story: first, next, last; Order of events). Students answer on mini whiteboards.
  • Show answers together and note who needs support in the main task.
  1. Lee dug a hole. He put in a seed. Then he covered it with soil and gave it water. What did Lee do before he put in the seed? (covered it with soil / dug a hole / picked a flower / gave it water) → dug a holePrompt: Look for time words: first, then, next, after, finally.
  2. Dad cracked two eggs into a bowl. He mixed them. Then he cooked them in a pan. What did Dad do after he mixed the eggs? (washed the bowl / cooked them in a pan / cracked the eggs / bought eggs) → cooked them in a panPrompt: Look for time words: first, then, next, after, finally.
  3. The alarm rang. Amy got up and brushed her teeth. After that, she ate breakfast. What did Amy do right after she got up? (brushed her teeth / ate breakfast / went to bed / set the alarm) → brushed her teethPrompt: Look for time words: first, then, next, after, finally.

Hook · 3 min

  • Read the first lines of a short text aloud and ask what students predict will happen and why.
  • Share the objective: Story shape: beginning, middle and end. Read the success criteria together.

I do: model it · 7 min

  • Work through the example out loud, saying why you do each step, not just what you do.
  • Example: Beginning: Ana wanted to win the school kite contest. Middle: Her kite kept crashing because it was too heavy. End: She made a lighter kite from paper and straws, and it flew higher than all the others. What is the PROBLEM in the middle?
  • Step 1: Beginning = setting the scene; middle = the problem; end = the solution.
  • Step 2: So the answer is: The kite was too heavy and kept crashing.
  • Answer: The kite was too heavy and kept crashing.
  • Pause after each step and ask a student to say what comes next.

We do: guided practice · 6 min

  • Do these together. Students try each step on whiteboards before you reveal it.
  • Use the hints as prompts rather than giving the answer.
  1. Beginning: Ana wanted to win the school kite contest. Middle: Her kite kept crashing because it was too heavy. End: She made a lighter kite from paper and straws, and it flew higher than all the others. What is the PROBLEM in the middle? (Ana wanted to win. / Ana won the contest. / The kite was too heavy and kept crashing. / The kite was made of paper.) → The kite was too heavy and kept crashing.Prompt: The problem is usually in the middle of the story.
  2. Beginning: The class was making a model volcano. Middle: When they added the vinegar, nothing happened. End: Ms Lee noticed they had forgotten the baking soda. They added it, and the volcano fizzed over. What happens at the BEGINNING? (The volcano fizzed over. / They added baking soda. / The class was making a model volcano. / Nothing happened.) → The class was making a model volcano.Prompt: The problem is usually in the middle of the story.

You do: independent practice · 7 min

  • Students work on the student sheet. Circulate and check the first two answers of every student early.
  • Students who finish: write a question of their own for a partner, with the answer.

The 4 questions are on the student sheet below, with answers in the key.

Exit ticket · 3 min

  • Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
  1. Beginning: The class was making a model volcano. Middle: When they added the vinegar, nothing happened. End: Ms Lee noticed they had forgotten the baking soda. They added it, and the volcano fizzed over. What happens at the BEGINNING? (They added baking soda. / The volcano fizzed over. / Nothing happened. / The class was making a model volcano.) → The class was making a model volcano.Prompt: The problem is usually in the middle of the story.
  2. Beginning: Ana wanted to win the school kite contest. Middle: Her kite kept crashing because it was too heavy. End: She made a lighter kite from paper and straws, and it flew higher than all the others. What is the PROBLEM in the middle? (The kite was made of paper. / Ana won the contest. / The kite was too heavy and kept crashing. / Ana wanted to win.) → The kite was too heavy and kept crashing.Prompt: The problem is usually in the middle of the story.

Watch out for

  • Answering from memory or opinion instead of evidence in the text.
  • Copying a long quote without explaining what it shows.

Support and stretch

Support

  • Review first: Retell a story: first, next, last.
  • Use concrete materials: a short text or extract (one copy each).
  • Give the first step of each question, or a partly worked example to finish.
  • Pair with a confident partner for the guided practice.

Stretch

  • Explain a common mistake in writing and how to fix it.
  • Write a word problem that uses today's skill, then solve a partner's.

Homework and more practice

Free online practice with hints and printable worksheets for this skill: eurekami.com/english/grade-2.

Free lesson plan from eurekami.com/lesson-plan-builder

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Story shape: beginning, middle and end

Name

Date

Score/ 4

  1. Question 1

    Beginning: Lucy and Sam wanted the same swing. Middle: They argued, and neither of them got a turn. End: They agreed to take turns, counting to fifty each time. What is the PROBLEM?

    • A. The swing was broken.
    • B. They took turns.
    • C. They counted to fifty.
    • D. They both wanted the same swing.

  2. Question 2

    Beginning: Kofi found a lost puppy in the park. Middle: It had a collar but no phone number. End: Kofi and his mum took it to the vet, who scanned its microchip and called the owner. How is the problem solved at the end?

    • A. The vet scanned the microchip and called the owner.
    • B. The puppy ran away.
    • C. Kofi found a collar.
    • D. Kofi kept the puppy.

  3. Question 3

    Beginning: The class was making a model volcano. Middle: When they added the vinegar, nothing happened. End: Ms Lee noticed they had forgotten the baking soda. They added it, and the volcano fizzed over. What happens at the BEGINNING?

    • A. Nothing happened.
    • B. They added baking soda.
    • C. The class was making a model volcano.
    • D. The volcano fizzed over.

  4. Question 4

    Beginning: Ana wanted to win the school kite contest. Middle: Her kite kept crashing because it was too heavy. End: She made a lighter kite from paper and straws, and it flew higher than all the others. What is the PROBLEM in the middle?

    • A. The kite was too heavy and kept crashing.
    • B. The kite was made of paper.
    • C. Ana won the contest.
    • D. Ana wanted to win.

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Answer key: Story shape: beginning, middle and end

  1. 1. D. They both wanted the same swing.

  2. 2. A. The vet scanned the microchip and called the owner.

  3. 3. C. The class was making a model volcano.

  4. 4. A. The kite was too heavy and kept crashing.