Lesson Plan Format

Key: T= teacher, Ss= students

Class: Stage 3, Year 6

Date: 10/10/15

Time: Start: 9:00am

Finish: 9:30am

Key Learning Area: Literacy

Lesson Topic: Narrative structure and organisation (Curriculum cycle: Modelling the genre)
(Derewianka, 1990).
Lesson two of a 10 lesson unit of work on the narrative Hating Alison Ashley.

Recent Prior Experience (specific relevant concepts, skills and values the school students have experienced prior to this lesson):
Ss were introduced to the focus area of a narrative in lesson one. Through inquiry learning and research, Ss discovered what is a narrative? What the main
purpose is? What is it used for? Who the audience is? And who writes narratives?
Ss therefore built knowledge of the field (curriculum cycle) (Derewianka, 1990) of narratives.
Syllabus Outcome(s):
One or two only. Please note the syllabus
reference number AND write out in full.

Indicators of Learning for this lesson:

Behaviours that contribute toward achievement of outcome(s).
Quote syllabus numbers. Must be clear, specific, observable.
Curriculum Content Strands may be used as headings.
By the end of this lesson, the students will:

Assessment:
Strategies which will be used to assess
learners attainment of learning outcomes.
Should be linked to each learning indicator.

EN3-5B
Discusses how language is used to
achieve a widening range of purposes for
a widening range of audiences and
contexts

- Ss discuss as a class what they learnt in lesson one on

narratives (ACELY1701).

-Make anecdotal notes and listen as Ss

recap and discuss narratives from lesson
one.

- Ss understand the narrative structure (orientation, complication

and resolution) and are able to successfully identify the
orientation, complication and resolution in a given narrative text;
Gordons Garden (appendix 2) (ACELA1797).

- Work sample collection- Check Ss

understanding of narrative structure through
the narrative; Gordons Garden (appendix 2).
Mark Ss notes on the narrative (similar to
appendix 2-Ts example)

- Ss identify different language features that can be used in a

narrative (ACELA1797).

-Make Anecdotal notes and listen to Ss

identify different language features used in a
narrative.

- Ss are able to discuss as a class how the structure influences

- Observe and listen to Ss answers from T

questions why the structure is important?

the text (ACELY1801).

Any safety issues to be considered: N/A

Discuss how narrative structure influences

the text?

Resources:
SMARTboard- class mind map from lesson one, Narrative writing sheet (appendix 1), 2x work reading
sheets (Appendix 2) The Two Goats and Gordons Garden, pen or pencil.

LESSON SEQUENCE
Lesson Content / Indicators of Learning
(What is Taught):
Note key skills, concepts and values
addressed in each section. Link to your
Indicators of Learning.
INTRODUCTION

Timing
(mins)

Teaching Strategies / Learning Experiences:

(How it is taught)
Write detailed steps showing what the teacher (T) will do and
what students (Ss) will do.

Ss will be reminded of lesson one.

Discussing what is a narrative? Its purpose,
what it is used for? Who writes them? And
what audience is it for?

1
minutes

Ss learn there is a structure to a narrative

(orientation, complication and resolution).

3
minutes

T puts on lesson ones mind map on narratives on the

SMARTboard.
T leads discussion asking students what they
remember from lesson one about narratives. Ss
answer with prompting from the SMARTboard.

Resources and Organisation:

SMARTboard class mind

created from lesson one.

map

T tells Ss there is a unique structure to all narratives;

orientation, complication and resolution.
T asks Ss to think what orientation (who, what, when,
where) complication and resolution might mean in
terms of narrative?
T defines and discusses orientation, complication and
resolution.

DEVELOPMENT
4 min
- Ss read aloud, alternate readers The Two
Goats (appendix 2).

T hands out short narrative; The Two Goats (appendix

2).
T chooses alternate readers to read narrative allowed
paying attention to pronunciation and fluency.

Printed A4 narrative text The Two

Goats (appendix 2).

- Ss understand and identify from T

modeling
where
the
orientation,
complication and resolution is in the text,
The Two Goats.

- Ss successfully identify language features

in a narrative.

3 min

T has the text on the SMARTboard and models to Ss

the structure and identifies where in the text the
orientation, complication and resolution is in the text,
The Two Goats (appendix 2).

The Two Goats narrative

SMARTboard for T modeling.

2 min

T and Ss write on their text A4 paper The Two Goats

identifying the orientation, complication and resolution
are on the text.

Pen or pencil

2 min

T now asks Ss to look for language features. Ss

highlight and write on their A4 paper looking for
language features.
T asks Ss to identify the different types of language
features used in the text.
Ss answer long and short sentences, nouns,
adjectives and verbs.

- Ss expand their learning and identify other

possible language features that could have
been used in a narrative text.

2 min

9 min
- Ss read narrative quietly and individually.
Ss
highlight
language
features
successfully, and is successfully able to
identify the narrative structure; orientation,
complication and resolution.

-Ss discuss and understand why a narrative

structure is important and how it can
influence the text.

2 min

on

T asks Ss what other types of language features could

you use in a narrative.
Ss answer metaphors, simile, personification, adverbs,
symbolism, hyperbole, repetition, onomatopoeia and
alliteration.
T hands out another narrative text Gordons Garden
(appendix 2).
T tells Ss to quietly, individually read the text and
identify language features used and structure by
writing notes and highlighting on the narrative
Gordons Garden just like the T modeled on the
narrative The Two Goats.
T collects all of Gordons Garden narrative from Ss for
marking.
T asks Ss to think, pair, share on why narrative
structure is important and how it may influence the
text?

Printed A4 narrative
Garden (appendix 2).

Gordons

CLOSURE
- Ss are able to discuss what they have
learnt in the lesson and successfully
contribute the information onto their created
narrative mind map.

2 min

T recaps on the lesson asking Ss what they have

learnt.
Ss answer discussing narrative structure and
language features.
T adds structure and language features learnt in
lesson to the SMARTboard mind map that was
created in lesson one. The document is saved, as it
will be referred back to at a later lesson.

SMARTboard class mind

created from lesson one.

map