English · Year 1

Active learning ideas

Developing the Middle of a Story

Active learning works well for developing the middle of a story because young writers need to physically and collaboratively experience how problems create movement in a plot. When pupils act out challenges or map events together, they see how one action leads to the next, making abstract story structure concrete.

• National Curriculum Attainment Targets
• KS1: English - Writing (Composition)

• 15–30 min
• Pairs → Whole Class
• 4 activities

Activity 01

• RAFT Writing
• 20 min · Pairs

Pairs: Problem Relay Writing

Provide a story opening. Pupils in pairs take turns writing one sentence for the middle: first pupil introduces the problem, second adds a reaction, and they alternate for five sentences. Pairs read aloud and revise based on partner feedback.

Predict what problem a character might face in the middle of a story.

Facilitation Tip

During Problem Relay Writing, model how to pass the sentence starter only after the next logical event is added, not before.

What to look for

Ask students to write one sentence describing a problem for a character. For example, 'The character lost their map.' Then, ask them to write one sentence about what happens next because of that problem. For example, 'Now they could not find the treasure.'

• Apply
• Analyze
• Create
• Social Awareness
• Self-Awareness

Activity 02

• RAFT Writing
• 30 min · Small Groups

Small Groups: Story Map Middles

Groups draw a simple story map with opening, middle problem events, and resolution space. Discuss predictions, then write 3-4 sentences for the middle on sticky notes to place on the map. Share maps with the class.

Analyze how events in the middle build towards a resolution.

What to look for

Provide students with a sentence starter: 'In the middle of my story, my character...' Ask them to complete the sentence with a problem. Then, ask them to draw a picture of their character facing that problem.

• Apply
• Analyze
• Create
• Social Awareness
• Self-Awareness

Activity 03

• RAFT Writing
• 25 min · Whole Class

Whole Class: Act-and-Write Middle

Read a story opening together. Volunteers act out a predicted middle problem while class suggests events. Teacher scribes key sentences on the board, then pupils copy and add one personal sentence.

Construct sentences that move the story forward.

What to look for

Present a simple story beginning. Ask students: 'What kind of problem could happen next to make the story more exciting?' Encourage them to suggest different challenges and explain why their idea would make the middle of the story interesting.

• Apply
• Analyze
• Create
• Social Awareness
• Self-Awareness

Activity 04

• RAFT Writing
• 15 min · Individual

Individual: Problem Sketch and Caption

Pupils draw their story character's middle problem, then write 2-3 caption sentences describing it. Circulate to prompt connections to the opening and forward momentum.

Predict what problem a character might face in the middle of a story.

What to look for

Ask students to write one sentence describing a problem for a character. For example, 'The character lost their map.' Then, ask them to write one sentence about what happens next because of that problem. For example, 'Now they could not find the treasure.'

• Apply
• Analyze
• Create
• Social Awareness
• Self-Awareness

A few notes on teaching this unit

Teachers should model acting out simple problems so pupils understand how obstacles create story momentum. Avoid letting pupils spend too long describing settings or characters in the middle. Research suggests young writers benefit from visual planning before drafting sentences.

Successful learning looks like pupils writing or discussing problems that directly affect their characters and lead to clear next steps. Their middles should show a chain of events where obstacles create tension and move the story toward resolution.

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Watch Out for These Misconceptions

• During Problem Relay Writing, watch for pupils describing characters or settings instead of introducing a problem.

  Stop the relay and ask the pair to act out their idea first, then write the problem they just showed you. Emphasize that the middle must move the story forward, not describe it.

• During Story Map Middles, watch for pupils drawing unrelated events with no clear connection to the problem.

  Ask the group to explain how each drawn event makes the problem harder to solve. If they cannot explain, prompt them to add arrows showing cause and effect between events.

• During Act-and-Write Middle, watch for pupils writing sentences that do not connect to the opening or each other.

  Write their first sentence on the board and ask the class to suggest what should happen next, linking it causally to the first sentence. Then have pupils copy the extended version as an example.

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Methods used in this brief

• RAFT Writing