This English unit addresses the narrative text type, specifically how to plan and write an engaging story.
It consists of 15 lessons of approximately 60 minutes duration.
The sequence of lessons and suggested time frames should be regarded as a guide only; teachers should pace lessons in accordance with the individual learning needs of their class.
An independent writing task, which may couple as an assessment task, is included in the unit. The number of lessons required to complete this task may vary from class to class.
This unit plan includes the following resources:
- Developing Narrative Writing Skills – Grade 3 and Grade 4
- Narrative Sentence Starter Cards
- Narrative Writing Word Wall
- Narrative Writing Stimulus Wheels
- Narrative Prompts Posters
- Narrative Setting Prompts Posters
- Exploring Characters Posters
- Story Ideas Sentence Starter Pack
- Writing A Narrative Poster
- Paragraphs in Narrative Writing Poster
- Goals – Writing (Middle Elementary)
- Narrative Structure Sorting Task
- Identifying Descriptive Language Worksheets – Nouns, Adjectives, Verbs and Adverbs
- Narrative Paragraphs Sequencing Activity
- Using Linking Devices in Narrative Paragraphs Worksheets
- Introduction to Narrative Features PowerPoint – Grade 3 and Grade 4
- Five Senses Graphic Organizer
- Using Quotation Marks in Narrative Writing PowerPoint
- Narrative Writing Planning Template
- Seven Sensational Story Starters PowerPoint
- Narrative Writing Checklist – Structure, Language and Features
- Narrative Writing Checklist (Simplified Version)
- Editing Passages PowerPoint – Grade 3
- Editing Passages PowerPoint – Grade 4
- Narrative Writing Visual Prompts Presentation
- Assessment Rubric – Narrative Writing
- To introduce the narrative text type using familiar stories.
- To discuss writing goals and explore a classroom writing station.
- To identify and explore the structure of narrative texts.
- To identify and explore the language features of narrative texts.
- To identify and explore how descriptive language in used in narrative texts.
- To identify and use the correct paragraph structure for narrative writing.
- To use descriptive language effectively to create a narrative setting.
- To use descriptive language effectively to build a character.
- To explore the correct use of quotation marks in narrative writing.
- To develop a plot for a narrative which includes a setting, characters and a problem to be solved.
- To investigate exciting, attention-grabbing methods of starting a story.
- To write a narrative, in pairs, using appropriate text structure, language and features.
- To learn and apply proofreading and editing skills.
- To independently plan a setting, characters and plot for a narrative text.
- To independently write a narrative, using appropriate text structure, language and features.
Preparing for Learning
Develop a narrative writing station in the classroom before commencing the unit. Display texts, word wall vocabulary and posters that will stimulate the students’ interest and assist in their learning. Allow the students to use the writing stimuli and writing station to create their own narratives during writing time. For examples of teaching resources to display in your classroom, browse the Narrative Writing collection on the Teach Starter website.
Expose the students to a variety of narrative texts before and during the unit. Read and view picture books, traditional tales, short stories and children’s novels. Provide the students with opportunities to read and respond to short narrative texts. For examples of narrative comprehension teaching resources, browse the Comprehension Texts category on the Teach Starter website.
Some of the resources which accompany this unit plan will need to be prepared prior to teaching. For this reason, it is advised that teachers browse through all lessons before commencing the unit.
NSW Curriculum alignment
Plans, composes and reviews a range of texts that are more demanding in terms of topic, audience and language
Identifies the effect of purpose and audience on spoken texts, distinguishes between different forms of English and identifies organisational patterns and features
Identifies and uses language forms and features in their own writing appropriate to a range of purposes, audiences and contexts
Uses effective and accurate sentence structure, grammatical features, punctuation conventions and vocabulary relevant to the type of text when responding to and composing texts
Thinks imaginatively, creatively and interpretively about information, ideas and texts when responding to and composing texts
Responds to and composes a range of texts that express viewpoints of the world similar to and different from their own
Victorian Curriculum alignment
Understand that paragraphs are a key organisational feature of written texts
Create imaginative texts based on characters, settings and events from studentsâ€™ own and other cultures including through the use of visual features
Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print and multimodal elements appropriate to the audience and purpose
Identify features used in imaginative, informative and persuasive texts to meet the purpose of the text, and understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audience
Understand how texts are made cohesive through the use of linking devices including pronoun reference and text connectives
Create literary texts that explore studentsâ€™ own experiences and imagining
Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features
Discuss how language is used to describe the settings in texts, and explore how the settings shape the events and influence the mood of the narrative
Discuss how authors and illustrators make stories exciting, moving and absorbing and hold readersâ€™ interest by using various techniques
Discuss the nature and effects of some language devices used to enhance meaning and shape the readerâ€™s reaction, including rhythm and onomatopoeia in poetry and prose
Australian Curriculum alignment
Discuss how language is used to describe the settings in texts, and explore how the settings shape the events and influence the mood of the narrativeElaborationsidentifying and discussing the use of descriptive adjectives (âin the middle of a va...
Create imaginative texts based on characters, settings and events from studentsâ own and other cultures using visual features, for example perspective, distance and angleElaborationsdrawing on literary texts read, viewed and listened to for insp...
Identify the audience and purpose of imaginative, informative and persuasive textsElaborationsidentifying the authorâs point of view on a topic and key words and images that seem intended to persuade listeners, viewers or readers to agree with t...
Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print,and multimodal elements appropriate to the audience and purposeElaborationsusing pri...
Discuss how authors and illustrators make stories exciting, moving and absorbing and hold readersâ interest by using various techniques, for example character development and plot tensionElaborationsexamining the authorâs description of a c...
Create literary texts that explore studentsâ own experiences and imaginingElaborationsdrawing upon literary texts students have encountered and experimenting with changing particular aspects, for example the time or place of the setting, adding ...
Identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the textElaborationsdescribing the language which authors use to create imaginary worlds; how textual features such as headings, subheadings...
Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language featuresElaborationsusing re...
Understand that paragraphs are a key organisational feature of written textsElaborationsnoticing how longer texts are organised into paragraphs, each beginning with a topic sentence/paragraph opener which predicts how the paragraph will develop and i...
Discuss the nature and effects of some language devices used to enhance meaning and shape the readerâs reaction, including rhythm and onomatopoeia in poetry and proseElaborationsidentifying the effect of imagery in texts, for example the use of ...
Understand how texts are made cohesive through the use of linking devices including pronoun reference and text connectivesElaborationsknowing how authors construct texts that are cohesive and coherent through the use of: pronouns that link to somethi...
Create literary texts by developing storylines, characters and settingsElaborationscollaboratively plan, compose, sequence and prepare a literary text along a familiar storyline, using film, sound and images to convey setting, characters and points o...
Recognise how quotation marks are used in texts to signal dialogue, titles and quoted (direct) speechElaborationsexploring texts to identify the use of quotation marks (Skills: Literacy, Critical and Creative Thinking)experimenting with the use of qu...