Lesson 3: Narrative Texts – Text Structure

 Lesson Plan

Tuning In

• Watch the video of Harry the Dirty Dog read by Betty White on YouTube. After watching, ask the students:
  • What happens at the beginning of the story?
  • What goes wrong when Harry arrives home?
  • How is this problem solved?

Teacher Instruction

• Discuss the structure of narrative texts, as outlined on slide 6 of the Developing Narrative Writing Skills PowerPoint.
• Read The Gingerbread Man on slides 7-8. Highlight the narrative structure of the text during the reading process.
• Display the table on slide 10. As a class, work together to fill in the orientation (setting, characters and mood), the complication, the series of events and the resolution for the story of The Gingerbread Man.

Guided/Independent Learning

• Place the students into small groups. Provide each group with an enlarged copy of the Narrative Structure Sorting Task. Assign a student from each group to cut out the paragraphs of text on the first page.
• Allow the students to work together to read and correctly order the text, The King of the Birds. Once the students agree on the sequence, have them paste the text into the correct row of the table provided.
• Choose one group to read their completed text to the class. Allow the other groups to state whether they agree or disagree with the structure of the text. Encourage them to explain their reasoning. Through this collaborative process, encourage the class to come to a collective agreement about the correct structure of the text.

Wrapping Up

• To review the lesson’s content, watch the Parts of a Story Song on YouTube. Encourage the students to sing along.

 Differentiation

Extending Students

• Encourage more confident students to assume a more active role in group work e.g. reporting back to the class.

Supporting Students

• Allow less confident students to participate in group work at a level at which they feel comfortable.

 Assessment Strategies

Suggested Assessment Strategies

• used strategic whole class or individual questioning
• observed student participation during learning activities
• recorded student progress on a checklist
• annotated student work samples
• collected and reviewed student work samples
• facilitated whole class or peer feedback sessions
• encouraged student self-reflection
• administered formal assessment tasks.

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