BUILD · Week 7 of 8

Tell the Story

Humanities · Migration & the Making of Modern Teesside

Progress SoW · Humanities Aut 1 · 2026–27 · BUILD · Week 7

Enquiry: How can I communicate a historical account so an audience understands what happened and why?

Success looks like

I can tell my story in the order I planned
I can use one piece of evidence in it
I can finish with what it explains

Aspire · GROW reach: add one sentence saying how sure you are — and why.

Teacher Print Tools — Week 7

Arrival Task

Arrival Task – What Do You Already Know?

1. Plan (Last week)

What did we build last week?

A story plan — opening, sequence, close.

2. PEEL (Recall)

What does the L-for-link do?

Ties the paragraph back to the question you were asked.

3. Voice (Think)

What helps a listener follow a story?

Order, clear voice, linking words, not rushing.

4. Nerves (Think)

One thing that helps when sharing work?

Practice, notes, a partner, pass allowed…

1. Retrieval (Last week)

What decides which facts you keep?

The enquiry.

2. Links (Recall)

Two linking phrases for cause.

Because, which meant, as a result…

3. Audience (Think)

How does telling differ from writing?

Signposts, repetition, pace — listeners can't re-read.

4. Close (Recall)

What must the close do?

Answer the enquiry.

1. Retrieval (Last week)

Why is selection power?

Omissions shape the story too.

2. Register (Think)

Same story to Year 4 vs an examiner — what changes?

Vocabulary, assumed knowledge, formality; the argument stays.

3. Evidence aloud (Think)

How do you cite evidence when SPEAKING?

Signal it: 'the census shows…', 'a photo from 1907 shows…'

4. Certainty (Recall)

Which verb claims least: shows/suggests/proves?

Shows (about the source); 'suggests' for inference.

Starter

Starter: The Thirty-Second Test

Key Question: If you had thirty seconds to tell a stranger why this town exists, what would you keep? The clock is the harshest editor.

⏱️

30 Seconds

Roughly four sentences

The hard cut

🎯

One Question

Your enquiry is the spine

Stay on it

🔍

One Evidence

At least one source, spoken

'The census shows…'

🏁

One Answer

End by answering, not stopping

Land it

Pairs: 30-second version each, partner listens for the ONE piece of evidence. Pass allowed — a listen is participation too.

I Do

I Do: Telling with a Spine

Key Idea: An account told aloud keeps the plan's spine but adds signposts, pace and spoken evidence.

📖 Speaker's Tools

Signpost — 'First… next… most importantly…' — the listener's map.

Spoken evidence — Name the source out loud: 'the 1901 census shows…'

Landing — A close that answers, slower and clearer than the rest.

🧠 Watch me think — a worked telling

My 30 seconds, labelled as I go:

🛠️ Hook — “This town exists because of a rock.”

🛠️ Signpost — “First, a railway…”

🛠️ Spoken evidence — “the 1901 census shows ninety thousand names…”

🛠️ Landing — “So — a hamlet became a town because iron needed hands.”

✅ Answer: four moves, thirty seconds, spine intact. Short and clear beats long and lost.

We Do

We Do: Signpost, Evidence or Landing?

How to play: Tap a line from a spoken account, then tap the tool it's using. Score: 0/8

Step 1: Tap an item · Step 2: Tap its group

'First, the railway arrived…'

'The census shows 90,000 names'

'So — iron needed hands, and hands built a town'

'Most importantly of all…'

'A photo from 1907 shows the crowded dock'

'That brings us to 1850'

'And that is why the answer is migration'

'Wage books list boys of twelve'

🪧 SIGNPOST

🔍 SPOKEN EVIDENCE

🏁 LANDING

I Do

I Do: Handling the Wobble

Key Idea: Every teller loses the thread sometimes. The recovery is a skill: pause, glance at the plan, signpost back in.

👀 Look: everyone loses the thread. What people remember is how you got back in.

📖 Recovery Moves

Pause — Silence is allowed — it reads as thinking.

Anchor — One glance at the plan strip resets the spine.

Re-signpost — 'So — after the railway…' and you're back.

🧠 Watch me think

I'll model losing my place on purpose… [pause] …see that? Two seconds of quiet, one look at my strip, 'So — after the railway…' and nobody minds. The wobble is normal; the recovery is the skill we practise.

We Do

We Do: Match the Audience → The Right Move

How to play: Tap a card, then tap its correct partner. Score: 0/6

🧒 Year 4 visitors

🏫 Our class

🎙️ Voice recording

👪 Family at showcase

🧑‍🏫 Head of School

🗣️ One partner

Formal register, evidence up front

Shared knowledge — skip the basics

Simple words, more picture-pointing

Conversational — invite questions

Extra signposts — no faces to read

Warmth + the local details they'll know

Independent Work

Independent Work — Show What You Know

Instructions: Work at your level on the printed sheet. Move up a level when you are ready — this is your call to make.

Supported

Task: Tell your 5-card story to one chosen listener using the strip; listener ticks the checklist.

Steps: Choose listener + place · strip in hand · listener ticks: order? evidence? ending? · swap.

Standard

Task: Deliver your planned account (1–2 min) to your chosen audience; capture on the checklist or tape.

Steps: One rehearsal · deliver with signposts + spoken evidence · self-mark the checklist after.

Stretch

Task: Deliver, then field TWO questions from the audience using evidence in your answers.

Steps: Deliver with landing · invite questions · answer with 'the evidence shows…' · note one thing to improve.

Lundy Loop

Lundy Loop — Your Voice in This Enquiry

Why: Article 12 — your view on this history counts, and it changes what we do next week.

🚪 SPACE

The telling happens WHERE you chose — class, corner, corridor gallery or the recording nook.

📣 VOICE

This whole lesson is voice: your story, your words, your pace. Pass today = tape it privately instead.

👥 AUDIENCE

You chose your audience last week; today they actually listen. Real ears, real feedback.

⭐ INFLUENCE

Audience feedback (two stars, one wish) decides what Week 8's map work illustrates from the stories.

Exit Ticket

Instructions: Answer independently. No notes.

1.

Name one speaker's tool from today.

Signpost / spoken evidence / landing.

2.

What do you do if you lose your place?

Pause, look at the plan, signpost back in.

3.

Did your story answer its question? One word: yes/nearly/not yet.

Honest self-check — any answer.

1.

Why do listeners need signposts more than readers?

They can't re-read — the map must be spoken.

2.

How do you cite evidence aloud? Give the frame.

Name the source: 'the census shows…'

3.

What makes a landing different from stopping?

It answers the enquiry, deliberately and clearly.

1.

How did (or would) you adapt for a different audience?

2.

Why is the recovery more impressive than never wobbling?

It shows control of the spine under pressure.

3.

Assess one answer you gave to a question: was it evidenced?

Honest audit — 'the evidence shows' present or absent.

Knowledge Organiser (BUILD W7): Tell the Story

Humanities Aut 1 · 2026–27 · Enquiry: How can I communicate a historical account so an audience understands what happened and why?

Key Word	Definition
Account	A story that explains, built on evidence
Signpost	Spoken direction: first, next, finally
Spoken evidence	Naming the source aloud
Landing	A close that answers the enquiry
Register	How formal the telling is
Recovery	Pausing and signposting back after a wobble

Key Facts

A told account keeps the plan's spine — signposts replace paragraphs.
Evidence must be NAMED aloud to count.
The wobble is normal; the recovery is the skill.
BUILD tellers choose their own audience — that's Lundy in action.

Arrival Task

1) What did we build last week?

2) What does the E-for-evidence do?

3) What helps a listener follow a story?

4) One thing that helps when sharing work?

1) What decides which facts you keep?

2) Two linking phrases for cause.

3) How does telling differ from writing?

4) What must the close do?

1) Why is selection power?

2) Same story to Year 4 vs an examiner — what changes?

3) How do you cite evidence when SPEAKING?

4) Which verb claims least: shows/suggests/proves?

Starter: The Thirty-Second Test

Key Question: If you had thirty seconds to tell a stranger why this town exists, what would you keep? The clock is the harshest editor.

We Do 1: We Do: Signpost, Evidence or Landing?

Groups: 🪧 SIGNPOST, 🔍 SPOKEN EVIDENCE, 🏁 LANDING. Sort: 'First, the railway arrived…', 'The census shows 90,000 names', 'So — iron needed hands, and hands built a town', 'Most importantly of all…', 'A photo from 1907 shows the crowded dock', 'That brings us to 1850', 'And that is why the answer is migration', 'Wage books list boys of twelve'

We Do 2: We Do: Match the Audience → The Right Move

Draw lines to match:

🧒 Year 4 visitors · 🏫 Our class · 🎙️ Voice recording · 👪 Family at showcase · 🧑‍🏫 Head of School · 🗣️ One partner

Formal register, evidence up front · Shared knowledge — skip the basics · Simple words, more picture-pointing · Conversational — invite questions · Extra signposts — no faces to read · Warmth + the local details they'll know

Scaffolding – Supported

Word Bank

first, next, then, finally, shows, because

Telling Frames

"My story starts…" | "The photo shows…" | "And that's why…"

Scaffolding – Standard

Delivery Checklist

☐ Opening states the question ☐ Signposts used ☐ One source named aloud ☐ Links carry cause ☐ Landing answers the question

Scaffolding – Stretch

Q&A frames

"The evidence for that is…" | "We can't be sure, but the source suggests…" | "That's a different enquiry — what we CAN say is…"

📘 Reference Zone — keep this beside you while you tell it

The four moves of a told account

🎣 HOOK — one sentence that makes them listen. 🧭 SIGNPOST — “first… next… most importantly…” the listener’s map.

🔍 SPOKEN EVIDENCE — name the source out loud: “the 1901 census shows…” 🛬 LANDING — the close, slower and clearer than the rest.

Match your telling to who is listening

Listener	What changes
🧒 Year 4 visitors	Simple words, more pointing at pictures
🏫 Our class	Shared knowledge — skip the basics
🎙️ Voice recording	Extra signposts — they cannot see you
👪 Family at showcase	Conversational — invite questions
🧑‍🏫 Head of School	Formal register, evidence up front
🗣️ One partner	Relaxed — a rehearsal, not a performance

🛑 LOST YOUR PLACE? THAT IS NORMAL. RECOVER LIKE THIS.

1. PAUSE. Silence is allowed. It reads as thinking, not as failing.

2. ANCHOR. One glance at your plan strip resets the spine.

3. RE-SIGNPOST. “So — after the railway…” and you are back in.

The wobble is normal. The recovery is the skill.

❓ TOO SHORT? YOU PROBABLY SKIPPED THE EXPLAINING.

Naming a fact is not telling a story. After your evidence, say out loud:

➔ “and that mattered because…”

That one phrase turns a list into an account.

🤝 YOU CHOOSE HOW YOU TELL IT.

To the room, to one person, to a partner, or into a recorder. All four are real tellings and all four bank the same evidence.

🔤 Words I might need: account · signpost · evidence · landing · pause · anchor · audience · register

🗣️ Independent Work – Supported (TELL IT ONCE)

Telling Checklist (listener ticks)

☐ Events in order ☐ One evidence named ☐ An ending that answers

Listener's star: what was best?

Teller's note: next time I will…

🧭 Independent Work – Standard (TELL & SELF-MARK)

Delivery Record

Audience: __________ · Format: live / taped

Self-mark: ☐ signposts ☐ spoken evidence ☐ links ☐ landing

Two stars from my listener:

One wish:

🎙️ Independent Work – Stretch (TELL, ADAPT & REVIEW)

Delivery + Q&A Record

Audience & format: ______________

Question 1 asked / my evidenced answer:

Question 2 asked / my evidenced answer:

One improvement for my next telling:

Exit Ticket – Supported

1) Name one speaker's tool from today.

2) What do you do if you lose your place?

3) Did your story answer its question? One word: yes/nearly/not yet.

Lundy Loop — this lesson

Space → Voice → Audience → Influence. The adult’s first job is Space: regulate before you educate.

Space	The telling happens WHERE you chose — class, corner, corridor gallery or the recording nook.
Voice	This whole lesson is voice: your story, your words, your pace. Pass today = tape it privately instead.
Audience	You chose your audience last week; today they actually listen. Real ears, real feedback.
Influence	Audience feedback (two stars, one wish) decides what Week 8's map work illustrates from the stories.

Closing the loop: out loud, as a class, is enough here. Any inclusion counts — a nod, a word, a pointed finger. If a pupil wants theirs written down, an adult scribes it in their words. Pass is always allowed.

Tell the Story — Feedback Sheet

Keep with your book / folder.

Pupil name:	Date:
WWW (What Went Well):
EBI (Even Better If):
Level worked at: Supported / Standard / Stretch	Evidence filed: Yes / Not yet
Authorship — what I chose or decided myself:
Support given — prepared / scribed / modelled / hand-over-hand:
Pupil response — my next step:

Exit Ticket – Standard

1) Why do listeners need signposts more than readers?

2) How do you cite evidence aloud? Give the frame.

3) What makes a landing different from stopping?

Exit Ticket – Stretch

1) How did (or would) you adapt for a different audience?

2) Why is the recovery more impressive than never wobbling?

3) Assess one answer you gave to a question: was it evidenced?

Tell the Story

Success looks like

Teacher Print Tools — Week 7

Arrival Task – What Do You Already Know?

1. Plan (Last week)

2. PEEL (Recall)

3. Voice (Think)

4. Nerves (Think)

1. Retrieval (Last week)

2. Links (Recall)

3. Audience (Think)

4. Close (Recall)

1. Retrieval (Last week)

2. Register (Think)

3. Evidence aloud (Think)

4. Certainty (Recall)

Starter: The Thirty-Second Test

30 Seconds

One Question

One Evidence

One Answer

I Do: Telling with a Spine

📖 Speaker's Tools

🧠 Watch me think — a worked telling

We Do: Signpost, Evidence or Landing?

I Do: Handling the Wobble

📖 Recovery Moves

🧠 Watch me think

We Do: Match the Audience → The Right Move

Independent Work — Show What You Know

Supported

Standard

Stretch

Lundy Loop — Your Voice in This Enquiry

🚪 SPACE

📣 VOICE

👥 AUDIENCE

⭐ INFLUENCE

Exit Ticket

1.

2.

3.

1.

2.

3.

1.

2.

3.

Knowledge Organiser (BUILD W7): Tell the Story

Key Facts

Arrival Task

Starter: The Thirty-Second Test

We Do 1: We Do: Signpost, Evidence or Landing?

We Do 2: We Do: Match the Audience → The Right Move

Scaffolding – Supported

Word Bank

Telling Frames

Scaffolding – Standard

Delivery Checklist

Scaffolding – Stretch

Q&A frames

📘 Reference Zone — keep this beside you while you tell it

The four moves of a told account

Match your telling to who is listening

🗣️ Independent Work – Supported (TELL IT ONCE)

🧭 Independent Work – Standard (TELL & SELF-MARK)

🎙️ Independent Work – Stretch (TELL, ADAPT & REVIEW)

Exit Ticket – Supported

Lundy Loop — this lesson

Tell the Story — Feedback Sheet

Exit Ticket – Standard

Exit Ticket – Stretch

🧑‍🏫 TA Focus

🎯 Cold Call