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 PowerPoint – Year 3 and Year 4
- Narrative Sentence Starter Cards
- Narrative Writing Word Wall
- Imaginative 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 (Key Stage 2 – Lower)
- 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 – Year 3 and Year 4
- Five Senses Graphic Organiser
- Graphic Organiser Worksheets
- 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 – Year 3
- Editing Passages PowerPoint – Year 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.
National Curriculum Curriculum alignment
- Key Stage 2 (KS2) - Lower
Key Stage 2 (KS2) - Lower covers students in Year 3 and Year 4.
By the beginning of year 3, pupils should be able to read books written at an age-appropriate interest level. They should be able to read them accurately and at a speed that is sufficient for them to focus on understanding what they read rather than ...