Languages and literacy
Narrative writing planner
Read a short model story, plan a new narrative with a five-part story mountain, and write six to eight sentences. Pupils can draw and say each part before drafting, then use a short checklist for capitals, full stops and word choices.
Follow the five story stages. The mountain connects the supplied kite story with a plan for a new one.
Read the complete materialRead the material
Read a short model story, plan a new narrative with a five-part story mountain, and write six to eight sentences. Pupils can draw and say each part before drafting, then use a short checklist for capitals, full stops and word choices.
Activity. Use the preview for diagrams and layout.
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NAME CLASS DATE LEARNING GOAL Plan and write a story with a beginning, a middle and an end. I CAN ... plan a story in five parts. use good words for feelings and sounds. use capital letters and full stops. Read it with a grown-up. Each number shows one part of the story mountain. The Kite That Flew Away BY THE CLASS TEACHER O ne windy morning, Nia went to the park with Grandad. She had a new red kite with a long yellow tail. 1 Nia ran across the grass. Whoosh! The kite soared up into the big blue sky. 2 Suddenly, a strong gust tugged the string. Snap! The kite flew away and got tangled in a tall tree. Nia felt sad and worried. 3 Luckily, a kind park keeper saw what had happened. She fetched her long ladder, climbed up the tree and gently lifted the kite down. 4 In the end, Grandad tied the string back on. Nia said a big thank you. They flew the kite again, and this time Nia held on tight! 5 STORY MOUNTAIN 1 2 3 4 5 1 Opening 2 Build-up 3 Problem 4 Fix it 5 Ending Feelings happy sad worried surprised kind In the park tall tree big cloud red kite wet grass big hill Doing words ran jumped climbed flew cried Sound words Whoosh! Snap! Rustle! Flap! Swish! Story by the class teacher IN THIS ISSUE 1 READ 2 PLAN 3 WRITE E N G L I S H W R I T I N G A G E S 6 TO 7 S TO RY W R I T I N G Up, up and away! Read a windy story, plan it, then write it your way. ISSUE 05 1 Read the story R E A D 2 Read the words. Circle the ones you like. T H I N K Page 1 of 3
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NAME DATE Draw each part. Say your sentence. Then finish it. You can change the story! 1 Opening Who is in the story? Where are they? 2 Build-up What happens next? 3 Problem What goes wrong? 4 Fix it Who helps? How is it fixed? 5 Ending How does it end? Narrative writing planner · Planning page I S S U E 0 5 S TO RY W R I T I N G P L A N N I N G PA G E Plan your story mountain 3 Draw it, say it, write it P L A N DRAW One windy morning, DRAW Next, DRAW Suddenly, DRAW Luckily, DRAW In the end, Page 2 of 3
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NAME DATE MY STORY TITLE WOW WORDS soared gust tangled gently swooped delighted Look at your story mountain. Write one or two sentences for each part. CHECK MY STORY Capital letters Full stops Finger spaces A wow word and, because Narrative writing planner · Six to eight sentences I S S U E 0 5 S TO RY W R I T I N G W R I T I N G PA G E Write your story Page 3 of 3
A teaching sequence
Plan and write a short narrative with an ordered beginning, build-up, problem, resolution and ending, using sentence punctuation and selected descriptive vocabulary.
Follow the five story stages. The mountain connects the supplied kite story with a plan for a new one.
Read the complete materialNotice the kite's problem
Notice how the model moves from Nia's kite flying to a problem and a resolution.
What changes when Nia's kite flies away?
Follow the five story stages. The mountain connects the supplied kite story with a plan for a new one.
Read the complete materialPlan your story mountain
Choose a character and setting. Pupils draw each story-mountain part, say a sentence and use the printed starters to sequence events.
How will your resolution address the problem you chose?
Draft from your plan
Draft six to eight sentences from the plan. Encourage pupils to choose a few words from the wow-word list rather than copy the model story.
Which chosen word adds something your own story needs?
Read and edit aloud
Re-read the draft using the checklist for capital letters, full stops, finger spaces and a descriptive word; invite a grown-up to listen if that support is useful.
Where does one complete sentence end and the next begin?
Before you teach
Look for the thinking behind an answer, choose the support your class needs and leave room for an independent response.
What to look for
Look for five events in a sensible order and a problem that is addressed before the ending. Ask pupils to point to the sentence that explains the fix. If the story lists events without a link, prompt them with “What happened next because of that?”
Give a little support
Let pupils tell the story aloud while an adult records key words, then draw one moment for each story-mountain part. Offer the printed starters, reduce the task to three linked events, or rehearse the problem and fix before asking for a full draft.
Take the idea further
Invite pupils to change one part of the model, such as the setting or the way the kite is recovered, and explain how that change affects the ending. They can then compare their new resolution with the original sequence.
Things to keep in mind
The story is a model for discussing structure, not an account of a real classroom event or evidence of a teacher's authorship. Pupils can change details and use another sequence; not every narrative needs this exact story-mountain shape.
Keep the idea. Make it yours.
Bring your topic, learning goal and class context to PLAI™, then review what you create.
Ideas to try with your class
Sample teaching perspectives on what to try, what to adapt and what to watch for.
Meet The Creators
Meet the creators whose teaching interests connect with this template. Find an approach to try with your class.
Pham Thi Linh
I look for what pupils already know, then consider which example, representation or prompt might help them take a next step.
Meet the creator
Ruth Vellacott
I teach Year 2 and pay attention to the new demands children meet as their writing grows longer and they take on more responsibility in the classroom.
Meet the creator
Owen Trethowan
I want pupils to recognise a choice, think about what information is appropriate and know when to ask an adult for help.
Meet the creator
Little Lightbulbs
The three-page planner models “The Kite That Flew Away” as opening, build-up, problem, fix and ending, then gives five boxes for a pupil’s own story. The final page asks for six to eight sentences with capitals and full stops.
Reread Reminder
For ages 6 to 7, the pattern words and feelings, action and sound banks support planning before drafting. Pupils are told they may change the example story, which keeps the model as a structure rather than a required plot.
Notes Between Bells
Draw and say one sentence for each mountain part before writing. The repeated “One windy morning”, “Next”, “Suddenly”, “Luckily” and “In the end” prompts make sequence visible for a young writer.
Good Question
The sample story is a model, not a template pupils must copy. Assess the sequence and sentence conventions in the pupil’s own narrative rather than the kite or sample adjectives.