journey tale ks1

Using Story Plots to Support Children’s Storytelling

*This post contains affiliate links

Learning about story plots was a bit of a revelation for me. I know that sounds a bit silly. But I had never thought about the fact that there might only be a couple of basic story plots that most stories follow in some way or another; and how teaching children about these plot patterns could make storytelling easier for them.

I first learned about story plots while attending professional development on Talk for Writing . This narrative writing program has taken Western Australian schools by storm in the last couple of years, and some schools have seen some amazing results. While Talk for Writing was developed to be used by teachers as part of a whole school approach, I was able to take away some key points from the Talk for Writing training which I’ve added to my narrative intervention toolkit. One of which was, you guessed it, story plots!

In this post I will be:

• outlining the most common story plot patterns
• providing examples of books and stories with the described story plots
• telling you why you should consider teaching story plots as part of your narrative intervention

What is a story plot?

A story plot outlines the sequence of events in a story, that is, what happened in the story and the order it happened in.

The most common story plot patterns

Christopher Booker wrote about the seven universal story plots that underpin all stories . Pie Corbett then made this concept child-friendly in his Talk for Writing program by outlining some simple plot patterns that children are likely to come across in their encounters with books and stories. Of course, there are many other story plots as well, but these tend to be the most common ones.

Character Flaw

The main character has some sort of flaw which lands them into trouble. The story often ends with the character learning their lesson and changing their ways.

Character Flaw Examples:

• Too Loud Lily
• The Bad-Tempered Ladybird
• Pig the Fibber

Conquering the Monster

Everything is well for the main character until a threat appears. The threat is difficult to defeat, but the character eventually overcomes it using their resourcefulness or a positive character trait (e.g. honesty, courage, kindness).

Conquering the Monster Examples:

• Most fairy tales (e.g. Jack and the Beanstalk, Three Little Pigs)
• The Gruffalo
• Crocodile Beat

Finding Tale

The main character finds something valuable, interesting or important. But finding this object may lead to things going wrong. The character has to overcome the problems, sometimes by discarding the valuable item in some way.

Finding Tale Examples:

• We Found a Hat
• The Little Red Hen
• Charlotte’s Web

Journey Tale

The main character goes on a quest or adventure. They usually go on this journey to complete a specific task. The character will face a series of challenges, trials or temptations which they will need to overcome to succeed and find their way back home.

Journey Tale Examples:

• Harry the Dirty Dog
• We're Going on a Bear Hunt

Losing Tale

The story starts with the main character having a valuable item. The character loses the precious item and has to either search for it or face the consequences of losing it. The story may end with the valuable item being found again.

Losing Tale Examples:

• Duck in the Truck
• Where, Oh Where, is Rosie's Chick?
• Room on the Broom
• Alan's Big Scary Teeth

Meeting Tale

The main character meets someone or something which leads to a dilemma. The main character might have to look after this new acquaintance or keep them a secret. Alternatively, the two characters might argue and go their separate ways. But something terrible happens to one of them. Luckily the other character helps them, and they are able to overcome their differences and be friends.

Meeting Tale Examples:

• Little Blue Truck
• Sharing a Shell
• The Pocket Dogs and The Lost Kitten

Rags to Riches

The main character feels upset or mistreated because of the situation they are in at the beginning of the story. The character overcomes their difficulties and is often transformed in some way. This transformation can include either appearance, personality or opinions.

Rags to Riches Examples:

• Beauty and the Beast
• Odd Dog Out

Repetitive Tale

The story contains a very strong repetitive pattern. This pattern is often found in popular children’s books and fairytales.

Repetitive Tale Examples:

• The Very Hungry Caterpillar
• T he Cat in the Hat
• Brown Bear, Brown Bear, What Do You See?
• Hairy Maclary from Donaldson's Dairy

Tale of Fear

The main character is afraid of something and encounters a situation in which they have to face their fear. After some difficulty, the character is eventually able to conquer their fear.

Tale of Fear Examples:

• The Crocodile Who Didn’t Like Water
• The Giant Jumperee
• Come Down, Cat!
• Clementine’s Bath

Warning Tale

The main character is warned not to do something, but they ignore the warning and do it anyway. Something goes wrong which lands the character in trouble. The character is eventually rescued and (hopefully) learns their lesson!

Warning Tale Examples:

• Alexander’s Outing

Wishing Tale

The main character wants something badly but is prevented by some sort of barrier that needs to be overcome. Once this is overcome the character gets what they wished for, but sometimes their desire was not worth it after all! Variation of a wishing tale: the main character is granted a wish, but ends up wasting it.

Wishing Tale Examples:

• Jungle Drums
• Wombat Stew
• Possum Magic
• Giraffes Can't Dance

You can use Book Share Time’s story plot filter to find more books that fit with the above story plot patterns.

Now, most stories don’t fit neatly into these story plot descriptions as they are usually a combination of lots of different plots all mixed together. But, teaching children to identify and internalise the various plot patterns in stories can help them with their story retells and narrative writing skills.

How can learning about story plots support children’s storytelling skills?

During my research on this topic, I came across a quote by Pie Corbett which I thought gave the perfect answer to this question:

When children have internalised the key story plot patterns, it makes it so much easier for them to generate their own stories because they know exactly where the story is going. It helps reduce the cognitive load of the task because they don’t need to spend their time and energy on figuring out what is going to happen in the story, but rather focus on things like:

• making sure they include all the essential story grammar elements so that their story makes sense to the listener or reader
• using new and interesting vocabulary to make their narratives exciting
• structuring their sentences appropriately so people can easily understand and follow their stories

I really love how Maria Richards, a Talk for Writing consultant, has broken each of these story plots into the basic narrative structure of: opening, build up, problem, resolution, ending . See the image below for a preview. This structure forms an easy to follow blueprint from which children can expand to create their own unique stories.

Of course, children don’t need to know all the story plots mentioned above off by heart, but having at least some knowledge of the plot patterns can help to improve their storytelling skills. Maria Richards states that many schools choose about six story plots and teach these every year so children have a bank of plot patterns they can draw on when creating their own stories.

Being familiar with a range of basic story plots can support children in generating narratives as it may help them to focus on improving the quality of their stories, rather than having to worry so much about the content (i.e. what exactly is going to happen in the story).

Teaching children about different story plots can be a great addition to the bank of evidence-based teaching strategies you should be using in your narrative sessions, including the explicit teaching of story grammar, use of graphic organisers, extensive modelling and guided practice.  

So next time when you’re choosing books for your narrative sessions, take a minute to think about what pIot patterns they follow and make sure you’ve included books with a couple of different story plots.

What to take away from this post

• Consider exposing children to a variety of story plots in your narrative sessions
• Teach children about the different plot patterns as part of an evidence-based narrative approach
• Check out Book Share Time’s story plot filter to find books recommendations for each of story plots mentioned

Resources for you to have a look at

• An excellent resource developed by Maria Richards for teaching story plot patterns as it breaks each pattern down into the opening, build up, problem, resolution, ending
• Examples of how to teach different story plots using graphic organisers

recent posts

Buy This Book * More books by Aaron Becker

This wonderful book follows a little girl who draws a magic door on her bedroom wall. Through it she escapes into a world where wonder, adventure and danger abound. Red marker pen in hand, she creates a boat, a balloon and a flying carpet which carry her on a spectacular journey … who knows where?

Teaching Ideas and Resources:

• Use the title as the starting point for your own story. What might your own story about a ‘Journey’ include?
• Look at the illustrations on the front, back and inside covers. Discuss what you think it might be about.
• As you explore the illustrations in the book, try to find features that might be clues about the rest of the story.
• Think of your own captions, speech / thought bubbles to add to the illustrations.
• Make a word bank that includes words you could use to describe the people, places and events in the story.
• Create a narrative version of the story. Could you turn it into a playscript?
• Imagine that you had a pen that could be used to draw (and create) real objects. What would you draw? Could you write a new story based on this concept?
• Write a character profile about the girl. What do you know about her? How would you describe her?
• Retell the story from the girl’s point of view. Could you write a diary entry for her?
• Write a prequel to this story that explains where the magic red pen came from. Who owned it before the girl? Who made it? Why does it have special powers?
• Choose one of the settings in the story. How would you describe it?
• Write a newspaper article about a girl who goes missing through a magical doorway in her bedroom.
• Write a newspaper article about the girl who arrived in the city in a red boat.
• Stop reading when the girl first arrives at the city. Should she go in? Why (not)? Share your thoughts with others and vote on what you think should happen next.
• Why is the purple bird being hunted by the people?

• Create a game in which a girl has to rescue a special purple bird.
• Create a video that shows the illustrations in the book and is accompanied by your own narration / speech.
• Watch this trailer for the book. Could you use multimedia software to create your own book trailer?

Design Technology

• Create a model of one of the airships in the illustrations.
• Imagine that you could draw a magic door from your classroom / bedroom wall into another world. Draw the view to the other side.
• Create a picture that shows what the girl can see at your favourite point in the story.
• Could you create an additional page (or group of pages) that tells a different part of the story? Could you draw a sequel to this book?
• The illustrations were created using watercolour paints. Can you try to paint using a similar style?
• Look at the different characters in the story. Can you create your own illustrations of them? This video has some tips from the author / illustrator:

• Compose a theme tune to accompany a movie version of this story.
• Draw a map of the city the girl encounters.
• How many different forms of transport can you find in the book?
• Imagine that you had a flying carpet. Where would you travel to? Why?
• Plan your own ‘Journey’. Where will you go? How will you get there? What will you need to take?
• Find out about famous journeys, explorers and expeditions from history.

Religious education

• Why do people sometimes go on special journeys as part of their religion? Can you find out more about these?
• Look at the body language of the characters in the illustrations. What might they be thinking / feeling? How can you tell?

Handa’s Surprise

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Writing Root Back to List

Resource written by

Pippa mcgeoch.

Senior Consultant

Resource Preview

A writing root for journey.

KS: Lower KS2, R & KS1, Upper KS2

Year Group: Reception, Year 1, Year 2, Year 3, Year 4, Year 5, Year 6

Literary Theme: Coming together & community

Author(s): Aaron Becker

"The most fantastic way to launch the year: our whole primary school is excited to write."

Anna Chidzey, whole school, British International School Riyadh

• Description

Main Outcome(s):

Predictions, retellings in role, maps, posters, a travel diary, instructions and a story sequel.

10+ sessions, 2+ weeks

Overview and Outcomes:

This is a two-week Whole School Writing Root for Journey by Aaron Becker. The resource has been designed to be used by an entire school to foster a shared learning experience around one text and to engender written outcomes – some with the same audiences and purposes, some not – that are ‘at pitch’ for each phase/stage but that will also aid revision, catch-up and extension where (and in whichever form) needed. We have planned for activities at 3 stages: Reception with Year 1; Year 2 with Year 3 and then Year 4 to Year 6. The resource is intended to form the basis upon which schools and teachers can create and shape a sequence of learning that will work within their context.  The sessions could be added to with art activities and through further learning in PSHE, Science, Geography and History.

Synopsis of Text:

The winner of the prestigious Caldecott Honor, and described by the New York Times as 'a masterwork', Aaron Becker's stunning, wordless picture book debut about self-determination and unexpected friendship follows a little girl who draws a magic door on her bedroom wall. Through it she escapes into a world where wonder, adventure and danger abound. Red marker pen in hand, she creates a boat, a balloon and a flying carpet which carry her on a spectacular journey ... who knows where? When she is captured by a sinister emperor, only an act of tremendous courage and kindness can set her free. Can it also guide her home and to happiness? In this exquisitely illustrated book, an ordinary child is launched on an extraordinary, magical journey towards her greatest and most rewarding adventure of all...

Wordless, fantasy worlds, loneliness, companionship

A Spelling Seed for The Magic Bed

KS: R & KS1

Year Group: Year 1

A Writing Root for Curiosity: The Story of a Mars Rover

KS: Upper KS2

Year Group: Year 5

A Literary Leaf for Viking Voyagers

KS: Lower KS2

Year Group: Year 4

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'If you want to change the world, pick up your pen and write.'

Martin Luther King Jr

All pupils at St Paul's CE Primary School access the Talk4Writing programme devised by the author and educationist Pie Corbett. 

The Talk for Writing approach enables children to read and write independently for a variety of audiences and purposes within different subjects. A key feature is that children internalise the language structures needed to write through ‘talking the text’, as well as close reading. The approach moves from dependence towards independence, with our teachers using shared and guided teaching to develop the ability in children to write creatively and powerfully.

To view a synopsis of  the Talk4Writing approach please click here .

At St Paul's we have created a yearly overview for the whole school from Reception to Year 6. We have selected 6 narrative genre types and 6 non-fiction genre types which all children cover over the academic year. Therefore, each half term you will see the same genre type being taught throughout the school. We have also allocated specific grammar focus' for each unit based on National Curriculum objectives for that year group and these are revisited during the year in both children's narrative and non-fiction writing.

Each unit is based upon a 'Model Text' which has been written by the class teacher. These are based upon a 'real' high quality book which the children have read previously. 

To view the yearly overview for our narrative units please click here .

To view the yearly overview for our non-fiction units please click here .

The key phases of the Talk for Writing process, as outlined below, enable children to imitate orally the language they need for a particular topic, before reading and analysing it, and then writing their own version.

The Cold Task

Teaching is focused by initial assessment. Teachers use what is known as a  ‘cold’  task. An interesting and rich starting point provides the stimulus and content but there is no initial teaching. The aim of this is to see what the children can do independently at the start of a unit, drawing on their prior learning. Assessment of their writing helps the class teacher work out what to teach the whole class, different groups and adapt the model text and plan. Targets can then be set for the class. By the end of the unit, pupils complete a ‘hot’ task which is an independent task on a similar type of writing. Progress should be evident which encourages pupils and helps school track the impact of teaching.

The Imitation Stage

The teaching begins with a creative ‘hook’ which engages the pupils, often with a sense of enjoyment, audience and purpose. The children are then introduced to a model text.  The model text has built into it the underlying, transferable structures and language patterns that the children will need when they are writing. This is learned using a ‘text map’ and actions to strengthen memory and help students internalise the text. Activities such as drama are used to deepen understanding of the text.

To see a sample model text please click here .

To see a 'text map' based on the sample model text please click here .

Once the children can ‘talk like the text’, the model, and other examples, are then read for vocabulary and comprehension, before being analysed for the basic text (boxing up) and language patterns, as well as writing techniques or toolkits.

The 'boxing up' provides children with a basic structure for their stories and is used to plan. 

To view the suggested 'boxing up' for each narrative genre in Key Stage 1 please click here .

To view the suggested 'boxing up' for each narrative genre in Key Stage 2 please click here .

Each unit also has a 'Toolkit' focus. These provide children with the writing techniques which will help them to develop their writing. The 'Toolkits' progress over the Key Stages and are built upon year on year.

Rags to Riches   - A rags to riches narrative  is often used to describe  people who begin their lives in extreme  poverty  and end up comfortable and wealthy, often through hard work or exceptional talent. 

Fear Tale - A fear narrative tells the story of a character who has to face his/her fears and overcomes it.

Finding Tale - A finding tale tells the story of a character who finds something unusual, which causes a problem., The main character has to return the object to put things right.  in putting everything right, the main character also learns a lesson. 

Journey Story - A journey story tells the tale of a main character who goes on a journey and has to overcome a number of problems before the journey ends.

Conquering the Monster Story - A conquering the monster story tells the tale of the main character who is confronted by a monster who causes problems and who is hard to defeat.  Eventually the main character is able to defeat the monster and all is well.

Character Change Story - A character change story tells the tale of the main character who needs to change part of his/her character, as he/she is always getting into trouble.  By changing the part of his/her character that get him/her into trouble, everything ends all well.

NON-FICTION

Persuasion  -  writing  to convince your reader that what you’re saying is true. 

Discussion -  writing different points of view on an issue, providing arguments for and against. It presents a balanced set of arguments without leaning one way or the other. 

Recoun t - writing in chronological order about an event which has happened.

Information -  writing information about a particular topic.

Instruction - writing a set of instructions explaining how something should be carried out or completed.

Explanation - writing a explanation so that the reader can understand how or why something is done.

Please click on the links below to see the Toolkit Progression documents for each narrative unit.

• Rags to Riches Tale - Openings and Endings Toolkit - Progression Document
• Fear Tale - Suspense Toolkit - Progression Document
• Finding Tale - Description Toolkit - Progression Document
• Journey Story - Settings Toolkit - Progression Document
• Conquering the Monster Story - Dialogue Toolkit - Progression Document
• Character Change Story - Characterisation Toolkit - Progression Document

Please click on the links below to see the Toolkit Progression documents for each non-fiction unit.

• Persuasion Toolkit - Progression Document
• Discussion Toolkit - Progression Document
• Recount Toolkit - Progression Document
• Information Toolkit - Progression Document
• Instruction Toolkit - Progression Document
• Explanation Toolkit - Progression Document

All of this first phase is underpinned by rehearsing key spellings and grammatical patterns. Short-burst writing is used each day to focuses on the class targets identified from the cold task.

The develop of our children's vocabulary is also a key priority at St Paul's. In order to introduce and expose our children to more adventurous vocabulary we have created a vocabulary progression booklet for each narrative and non-fiction unit. These booklets are used by the children over the course of the half term as a point of reference whilst writing. Pupils are also able to refer to them in subsequent units across the year and when writing in other subjects.

Please click on the links below to see the Vocabulary Progression booklets for each narrative unit:

• Rags to Riches - Vocabulary Progression Booklet
• Fear Tale - Vocabulary Progression Booklet
• Finding Tale - Vocabulary Progression Booklet
• Journey Story - Vocabulary Progression Booklet
• Conquering the Monster Story - Vocabulary Progression Booklet
• Character Change Story - Vocabulary Progression Booklet

Please click on the links below to see the Vocabulary Progression booklets for each non-fiction unit:

• Persuasion - Vocabulary Progression Booklet
• Discussion - Vocabulary Progression Booklet
• Recount - Vocabulary Progression Booklet - under construction
• Information - Vocabulary Progression Booklet
• Instruction - Vocabulary Progression Booklet - under construction
• Explanation - Vocabulary Progression Booklet - under construction

The Innovation Stage

Once pupils are familiar with the model text, then the teacher leads them into creating their own versions. A new subject is presented and the teacher leads the children through planning. With younger pupils, this is based on changing the basic map and retelling new versions. Older children use boxed-up planners and the teacher demonstrates how to create simple plans and orally develop ideas prior to writing. Ideas may need to be generated and organised or information researched and added to a planner. Shared and guided writing is then used to stage writing over a number of days so that pupils are writing texts bit by bit, concentrating on bringing all the elements together, writing effectively and accurately. Feedback is given during the lessons so that children can be taught how to improve their writing, make it more accurate, until they can increasingly edit in pairs or on their own.

The Invention Stage - The Hot Task

Eventually, pupils move on to the third phase, which is when they apply independently what has been taught and practised. Before this happens, the teacher may decide to give further input and rehearsal. Children are guided through planning, drafting and revising their work independently. It is essential to provide a rich starting point that taps into what pupils know and what matters so that their writing is purposeful. Writing may be staged over a number of days. With non-fiction, children apply what they have been taught across the curriculum. The final piece is used as the  ‘hot’  task, which clearly shows progress across the unit.

Click on our documents below:

• Our Writing Policy
• Intent, Implementation, Impact Statement
• Writing Progression Document
• Vocabulary, Grammar and Punctuation Progression Document
• Spoken Language Progression Document
• English National Curriculum

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Writing Traditional Tales - KS1 Knowledge Organiser!

Subject: English

Age range: 5-7

Resource type: Assessment and revision

Last updated

25 January 2022

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This clear, detailed and visually-appealing resource offers a complete reference point for KS1 children when writing traditional tales. The organiser is also perfect for teachers, parents and English subject leaders - aiding their planning and supporting of children’s knowledge development for this writing text type.

The organiser has a particular focus on the content, language and structural features required to write effective traditional tales at KS1. It contains distinct sections covering:

-An Overview of Traditional Tales; -Content: Myths, Legends, Fairy Tales and Fables; -Language: Descriptive Devices, Sentence Openers, Dialogue, Conjunctions, Punctuation Checklist and Word Mat; -Structure - Titles, Structure Mountains and other tips; -Key Vocabulary

The content is fully aligned with the age-related expectations for KS1 children in writing. The resource is designed to be printed onto A3, and is provided as both a PDF and a Word version (so that you can edit if you want to). All images used are licensed for commercial use and are cited on a separate document (included).

Tes paid licence How can I reuse this?

Get this resource as part of a bundle and save up to 64%

A bundle is a package of resources grouped together to teach a particular topic, or a series of lessons, in one place.

Writing Traditional Tales - Primary Knowledge Organisers Bundle!

These clear, detailed and visually-appealing resources offer a complete reference point for primary teachers, parents and English subject leaders when delivering 'Traditional Tales' writing units. They also double-up as a handy help-mat for children throughout their traditional tales planning and creative writing attempts. Each organiser has a particular focus on the content, language and structural features required to write effective traditional tales, and contain distinct sections covering: -Traditional Tales Overview; -Content: Myths, Legends, Fairy Tales and Fables; -Language: Descriptive Devices, Sentence Openers, Dialogue, Conjunctions, Punctuation Checklist and Word Mat; -Structure: Titles, Structure Mountains and other tips; -Key Vocabulary The content is fully aligned with the National Curriculum age-related expectations for children across Years 1-6 in writing. They are designed to be printed onto A3 (although they can be printed onto A4), and are provided as both a PDF and a Word version (so that you can edit if you want to). All images used are licensed for commercial use.

Writing Narratives KS1 Knowledge Organisers Bundle!

These clear, detailed and visually-appealing resources offer a complete reference point for KS1 children when writing for a range of different narrative genres. The organisers are also perfect for teachers, parents and English subject leaders - aiding their planning and supporting of children’s knowledge development for the following narrative types: -Adventure Stories -Mystery -Fantasy -Science Fiction -Historical Fiction -Traditional Tales (inc. myths, legends, fables and fairy tales) -Contemporary Fiction Each organiser has a particular focus on the content, language and structural features required to write effective narratives. They generally contain the following distinct sections: -Overview of the narrative type; -Content: Settings, Characters. Plot; -Language: Word choices, word types, sentence structures, devices, punctuation checklist and word mat; -Structure: Story mountain, whole text cohesion, paragraphing; -Key Vocabulary. The resources were designed to be printed onto A3 (however can also be printed in A4) and is provided as both a PDF and a Word version (so that you can edit if you want to).

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Journey Stories, Christmas Themed - KS1 Text Types: Writing Planners and Model Texts

Resource Collection Christmas Resources for KS1 and KS2

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This pack contains a number of resources to support pupils in Key Stage 1 when writing a simple journey story with a Christmas theme. Pupils can explore the model story ‘Getting Ready for Christmas’ and sequence the plot using the planning sheet.

The resources are based around a Christmas theme and could be used to engage pupils in seasonal writing tasks at the end of the autumn term. There is an opportunity to revisit or teach adding the suffix -ed to words to form past tense verbs and using adverbials to sequence simple linear stories.

What is included in this KS1 resource pack?

• Model text - Getting Ready for Christmas - a simple journey story about Sam and Freya helping their parents to decorate their house for the festive season
• Journey story writing sheet - this contains success criteria for writing a simple journey story that follows a similar structure to the model text; it also has examples of words ending in the suffix -ed and examples of vocabulary used at Christmas time
• Sequencing stories adverbials cards - a set of word cards with adverbials of time that pupils can use to help sequence the events in their story; these could be used during oral storytelling activities where pupils can rehearse narratives before writing
• Getting ready for Christmas images - a collection of images showing people getting ready for the festive season to inspire pupils to write their own stories about getting ready for Christmas
• Journey story planning sheet - this worksheet allows pupils to note ideas and sequence their journey stories
• Themed writing paper - the writing paper can be used for pupils to present their work

What is a journey story?

In a journey story, characters go on a simple journey to reach a given point, or go on a journey to complete a task.

National Curriculum English programme of study links:

Year 1 Pupils will write sentences by saying out loud what they are writing about and composing sentences orally before writing Pupils will be taught to write sentences by sequencing sentences to form short narratives. Pupils will be taught to add prefixes and suffixes using ... -ed ... where no change is needed in the spelling of root words

Year 2 Pupils should write for a range of purposes Pupils should consider what they are going to write about before beginning by planning or saying out loud what they are going to write about Pupils should be taught to apply spelling rules from English Appendix 1 (suffix -ed)

This resource is part of the Christmas Resources for KS1 and KS2 collection. View more from this collection

• Model text - Getting Ready for Christmas
• Journey story writing sheet
• Sequencing stories adverbials cards
• Getting ready for Christmas images
• Journey story planning sheet
• Themed writing paper

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