LESSON 1 Narrative writing plan Lesson Length: 35 minute lesson

Date: Learning Area: English Band /Year Level: Year 1/2 Class size: 26

1
Australian Curriculum Content
Descriptors:
Year 1
Understand that the purposes texts
serve shape their structure in
predictable ways (ACELA1447 -
Scootle )
Elaboration:
Becoming familiar with the typical
stages of types of text including recount
and procedure.
Year 2
Understand that different types of
texts have identifiable text structures
and language features that help
the text serve its purpose (ACELA1463
- Scootle )
Elaboration: becoming familiar with the
typical stages of text types, for example
simple narratives, instructions and
expositions.
2 Students create texts, drawing on their own experiences, their imagination and information they have learnt.
YEAR 1
Achievement Standard:
Receptive modes (listening, reading and viewing)
By the end of Year 1, students understand the different purposes of texts. They make connections to personal
experience when explaining characters and main events in short texts. They identify that texts serve different
purposes and that this affects how they are organised. They describe characters, settings and events in different
types of literature.
Students read aloud, with developing fluency. They read short texts with some unfamiliar vocabulary, simple and
compound sentences and supportive images. When reading, they use knowledge of the relationship between
sounds and letters, high-frequency words, sentence boundary punctuation and directionality to make meaning.
They recall key ideas and recognise literal and implied meaning in texts. They listen to others when taking part in
conversations, using appropriate language features and interaction skills.
Productive modes (speaking, writing and creating)
Students understand how characters in texts are developed and give reasons for personal preferences.
They create texts that show understanding of the connection between writing, speech and images.
They create short texts for a small range of purposes. They interact in pair, group and class discussions, taking
turns when responding. They make short presentations on familiar topics. When writing, students provide details
about ideas or events, and details about the participants in those events. They accurately spell high-frequency
words and words with regular spelling patterns. They use capital letters and full stops and form all upper- and
lower-case letters correctly.
YEAR 2
Receptive modes (listening, reading and viewing)
By the end of Year 2, students understand how similar texts share characteristics by identifying  text structures
and language features used to describe characters and events, or to communicate factual information.
They read texts that contain varied sentence structures, some unfamiliar vocabulary, a significant number of
high-frequency sight words and images that provide extra information. They monitor meaning and self-correct
using knowledge of phonics, syntax, punctuation, semantics and context. They use knowledge of a wide variety
of letter-sound relationships to read words of one or more syllables with fluency. They identify literal and implied
meaning, main ideas and supporting detail. Students make connections between texts by comparing content.
They listen for particular purposes. They listen for and manipulate sound combinations and rhythmic sound
patterns.
Productive modes (speaking, writing and creating)
When discussing their ideas and experiences, students use everyday language features and topic-specific
vocabulary. They explain their preferences for aspects of texts using other texts as comparisons. They create
texts that show how images support the meaning of the text.
Learning Intentions:
As a result of actively engaging in
this lesson students will
• Know:
Students will know the key terms
characters, setting, orientation,
complication, resolution.
• Understand:
Students will understand the purpose of
a narrative.
• Be able to:
Students will be able to identify
examples of narratives they have read
before.
Students will be able to contribute to a
group brainstorm to show what they
already know.
General Capabilities Cross Curriculum Priorities
Knowledge, Skills, Behaviours & Dispositions Knowledge, understanding & skills
relating to:
(double click the box to change to tick)
Literacy
Aboriginal & Torres Strait Islander
Numeracy
Histories & Cultures
Information & Communication technology
Critical & Creative Thinking
Asia & Australia’s engagement with
Personal & Social Capability Asia
Ethical Understanding
Intercultural Understanding
Sustainability

Time Introduction Resources/ Equipment

10 minutes
Prior to watching the video, the teacher will ask students to fill out the Freyer - Freyer diagram
Diagram displayed up on the board to record what students know already. The electronic version.
teacher will record the class’s responses using the electronic whiteboard. Freyer
Diagram components: Definition, characteristics, examples, non-examples.
Time Main learning Tasks Resources/ Equipment
10-15 minutes
Students will watch the narrative structure video to capture interest and engage student’s - Youtube clip
while introducing them to the content https://youtu.be/zLn_VYodqa4 - 3 pieces of A3 paper.
Teacher will ask guiding/prompting questions to encourage students to reflect - Textas
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 and comprehend the content shown in the video. - Words written up for the
E.g. word wall
1. What are ‘characters’ in a story? What makes them likeable or unlikeable?
2. What is the ‘setting’ in a story?
3. What are the three main parts of a story?
4. What happens in those parts? Provide examples?
Introduce students to the word wall.
Create a narrative Flow chart which will hang up next to the word wall– shows the parts and
what is in each part of the narrative structure.
Time Concluding Task Resources/ Equipment
10 minutes Add extra information to the Freyer Diagram. - Freyer diagram
electronic version.
Students will identify examples of narratives they have read before in the example
component of the diagram (Connects the learning to students’ personal experiences).

Assessment Method:
Diagnostic assessment – determining prior knowledge