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Unpacking Seeds.pngSession 1
Session 1
Learning Intension: Turning a memory seed into a story plan by zooming in on a moment.
Learning Intension: Turning a memory seed into a story plan by zooming in on a moment.
We are learning how to take a small memory and stretch it out into a full story idea.
Hook:
VCOP Cards
Mini Lesson:
On the board or projector, model how to: Use Classroom Poster
Name the seed: A time I fell off my bike.
Ask “story-stretching” questions:
What happened before?
What was I feeling?
Who was there?
What did I want in that moment?
What went wrong?
How did it end?
Sketch a quick story arc:
Independent/Guided:
Students choose one of their memory seeds.
Use a Story Stretching Questions prompt page (you can hand out or write on the board).
Write 3–5 key story events underneath their seed idea.
Reflection
Authors chair - Select students to share their writing with the class.
Session 2
Session 2
Learning Intention: Taking a belief or opinion seed and using it to create a fictional story plan with a message.
Learning Intention: Taking a belief or opinion seed and using it to create a fictional story plan with a message.
We are learning how to use our thoughts or opinions to inspire a story with a message.
Hook:
“I think it's important to stand up for what’s right—even if you’re scared.”
Explain: This isn’t a full story, but it could inspire a story about a character who faces a tough choice.
Mini Lesson:
Choose the seed: "Standing up for what's right."
Ask story-building questions:
What situation could show this?
Who is the character?
What’s the problem?
What choice do they have to make?
How does the story end?
Create a quick character + problem + resolution plan:
Character: A shy girl who sees someone being bullied.
Problem: She wants to help but is afraid the bully will target her.
Resolution: She tells a teacher and later stands with the bullied student.
Sketch the idea using a Somebody–Wanted–But–So–Then chart.
Independent
Students pick one thought, wish, or opinion seed from their notebook.
Use the SWBST (Somebody–Wanted–But–So–Then) planning chart to turn it into a story plan.
Reflection
Authors chair - Select students to share their writing with the class.
Session 3
Session 3
Learning Intention: We are learning how to turn a stretched-out memory into a clear story plan.
Learning Intention: We are learning how to turn a stretched-out memory into a clear story plan.
Hook:
VCOP Cards
Mini Lesson:
Use the bike memory seed. Think aloud as you fill in a basic story planner:
Title: The Big Fall
Characters: Me, best friend Lucy, group of kids at school
Setting: Outside school gate
Beginning: I was riding my bike fast, trying to show off to my friends.
Middle: I hit a bump and fell in front of everyone. My knees were scraped and kids laughed.
End: My best friend helped me up, said something funny, and we laughed it off.
Independent:
Students choose one of their unpacked seeds and complete a Story Planner.
Reflection:
Remind students: “When we plan our story first, it’s easier to write it later. It’s like having a map for your adventure!”
Session 4
Session 4
Learning Intention: how to move from planning to drafting.
Learning Intention: how to move from planning to drafting.
Hook:
VCOP Cards
Based on the seed: “The time I fell off my bike in front of everyone at school.”
Mini Lesson:
Teacher to model how to use the planner to write a draft.
Here is the short draft
Independent:
Students to use their planner to create a draft.
Reflection:
Where are you up to in the writing process- how have you been feeling this week during writing?
What have the challenges been?
Session 5
Session 5
Learning Intention: We are learning how to revise and edit our writing to make it clearer, more interesting, and easier to understand.
Learning Intention: We are learning how to revise and edit our writing to make it clearer, more interesting, and easier to understand.
Hook:
VCOP Cards
“Writers don’t just write once and stop. They go back, reread, and ask: Can I make this better? Can I add something more interesting? Today I’m going to show you how I revise a part of my story.”
Mini Lesson:
VCOP
Read this part of your draft aloud:
I was riding my bike to school, faster than usual, hoping my friends would notice.
Ask:
“Is this clear? Yes. But is it interesting enough? Could I show more, not just tell?”
Then revise out loud and show on the board:
Before: I was riding my bike to school, faster than usual, hoping my friends would notice.
After (revised): I zipped down the footpath, my bag bouncing behind me, hoping someone—anyone—was watching me fly.
Teach the Revision Checklist (Write on the board or give as a poster):
🛠 Revision Checklist
✅ Can I add more detail or description?
✅ Can I show feelings or thoughts?
✅ Can I add dialogue or action?
✅ Can I cut parts that don’t fit or repeat?
✅ Can I choose more exciting words?
Independent
Students reread the story they began earlier in the week.
They choose one paragraph or section to revise using the checklist.
Encourage using a different color to show changes.
Reflection
Authors chair - Select students to share their writing with the class. Students to submit their work on Google Classroom.
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