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English lesson plan · 2nd grade (Year 3 in England) · 45 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 · 5 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? (dug a hole / picked a flower / covered it with soil / 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 / bought eggs / cooked them in a pan / cracked the 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 / set the alarm / went to bed) → brushed her teethPrompt: Look for time words: first, then, next, after, finally.

Hook · 5 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 · 10 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 · 10 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 won the contest. / The kite was made of paper. / 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.
  2. 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? (They counted to fifty. / The swing was broken. / They both wanted the same swing. / They took turns.) → They both wanted the same swing.Prompt: The problem is usually in the middle of the story.

You do: independent practice · 10 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 · 5 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. / 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.
  2. 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? (They took turns. / They both wanted the same swing. / They counted to fifty. / The swing was broken.) → They both wanted the same swing.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

eurekami

Story shape: beginning, middle and end

Name

Date

Score/ 4

  1. Question 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?

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

  2. Question 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?

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

  3. Question 3

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

  4. Question 4

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

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Answer key: Story shape: beginning, middle and end

  1. 1. B. The kite was too heavy and kept crashing.

  2. 2. A. The class was making a model volcano.

  3. 3. B. They both wanted the same swing.

  4. 4. D. The vet scanned the microchip and called the owner.