Narratives
Term 1/2
Introduction
Lesson 4
Orientation
Lesson 3
Structure
Lesson 2
Lesson 1
Pre Assess
Learning Experiences
Pre Assessment – Marked against assessment rubric. Use visual stimulus
for topic. Teachers to assess and pass back to students for following
lessons.
What is a Narrative? Brainstorm what makes a good one.
Record and display marking rubric. Link to NAPLAN rubric Highlight
areas we need to work on. Students to record own areas of focus on
board.
Hand back assessments, students re-read, think and record 3 areas that
need to be improved.
Rubric to remain for entire unit.
Review structure of a narrative.
Read series of 3 short narratives. Highlight structure and features of
each narrative and link to rubric. What makes a good/bad one.
Look at orientation, complication, resolution. What makes each one
powerful/weak. Break into groups and record ideas. Bring back and record
for future unit use.
Orientation – What makes a brilliant Orientation. Read3 examples. 2 good
and 1 bad. Discuss
Link with verbs, descriptive language in order to introduce characters and
settings.
Think of grammar and brainstorm what is needed to make a good
Narrative. Record on EWB and highlight verbs, adverbs.
Verbs – setting and characters.
Use verbs to describe visuals. Focus on descriptive language.
Build up to an orientation. Break into groups. Each group does 3
orientations each. To be used later for complication writing.
Resources
Narrative Assessment
Visual Stimulus
Guided Reading Evaluation Week
Link
Guided Reading – Pronouns
– Grammar and pronouns
sheet.
NAPLAN scoring rubric.
Assessment Rubric
Marked Assessments
Enlarged rubric on
cardboard
Guided Reading - Verb
ladder and cloze passage
Narrative structure cards
3 Narratives
Assessment rubric
Butchers paper/cardboard
EWB
Guided Reading – verb
order. Creating noun
groups
3 Narrative orientations on
EWB.
Visuals of characters,
objects and settings.
Guided Reading – Power
of verbs. Highlight verbs
in a passage and
substitute to create
fear, happiness, sadness
etc.
Complication
Lesson 5
Lesson 6
Resolution
Lesson 7
Dialogue
Lesson 8
Sentences
Lesson 9
Simple Sentences
Revision – Revise orientation. Provide a poor orientation and students are
to rewrite.
Complication – Revise what makes a good complication. Refer to previous
brainstorm list. Brainstorm a list of well known narratives and their
complications. Refer back to first 3 narratives read and link to brainstorm
board. New groups are to write complications for each then rotate.
Poor orientation example on
EWB.3 -4 short narratives
with complications
3 Narrative examples
Guided Reading – proof
reading and editing a
text.
Resolution – What makes a good resolution? Link back to the original 3
narratives read. Discuss what made them good. Were there resolutions
good/bad? How does this affect the whole of the story? Focus on
believability and relevance to beginning of the story. NO WAKING UP
FROM DREAMS!!! Present class with a narrative needing a resolution.
Complete together discussing all of the important things that make a
resolution successful. In groups students are to complete their own unique
resolutions.
Look at communication between characters. How does it build
relationships and/or change. Read 2 narratives and discuss how the
characters and their relationships have grown. Link to NAPLAN rubric.
Discuss how use of dialogue can display changes and growth within a
character. Look at a large visual narrative and highlight all dialogue
sentences. Transfer and discuss the numerous combinations used. Model
how to write dialogue correctly. Record on board
3 Narrative examples
EWB
Half completed narrative –
complication
Cardboard/butchers paper
Guided Reading –
Resolutions – Students
are to complete a
resolution to a narrative,
edit and publish.
2 Narrative examples
EWB
Large visual Narrative
Cardboard and butchers
paper
Guided Reading –
Dialogue. Editing and
proof reading and other
words than said.
Sentences – Introduce students to the different sentences – Simple,
Compound and Complex. Link to NAPLAN and points system. Discuss
purpose and value of each. Link to editing and whether it is a complete
message. Briefly cover each and provide a sheet of cardboard for each
sentence. Record down all we know for each sentence on the cardboard.
Add to later.
3 pieces of cardboard
EWB
NAPLAN rubric
Assessment rubric
Guided Reading – Dialogue
Editing. Students to
rewrite dialogue correctly
then alter to change
scared, happy, surpised.
SIMPLE SENTENCES send a complete message. Are you sending a
complete message?

Stands alone, makes sense

S+V+O

Subject + Verb + Other (Object)

Eg. The boy ran to the shops.
Sentences are the foundations of paragraphs and text. If one
sentence falls down then the paragraph won’t stand up. Re-read each
and every sentence to ensure that it is sending a complete message.
Model an array of sentences and have students discuss whether it is a
proper simple sentence.
Ask students what you want to do when you want to give more
information? Link to compound sentences.
EWB
Simple sentence cardboard
Variety of simple sentences
Characters and setting
Guided Reading – Simple
Sentences – Make, edit
and create simple
sentences.
EWB
Compound sentence
cardboard
Variety of simple sentences
Characters and setting
Conjunction cardboard
Guided Reading –
Compound Sentences –
Make, edit and create
simple sentences.
EWB
Complex sentence
cardboard
Variety of simple sentences
Characters and setting
Conjunction cardboard
NAPLAN point scoring
Independent and dependent
clauses
Dependent clauses
Guided Reading – Complex
Sentences – Make, edit
and create simple
sentences.
Editing and Proof Reading – Students receive a basic low scoring
narrative. As a class mark it against the NAPLAN scoring rubric. As a
group they need to highlight, underline and take notes on what is needed
in order to improve it. Break off and re-write the narrative in groups.
Switch completed Narratives and mark against the rubric.
Basic Narrative on EWB and
worksheet
NAPLAN scoring rubric
Cardboard
Butchers paper
Guided Reading – Rewrite a poor Narrative to
improve its score.
Lesson 12
Editing
Lesson 11
Complex Sentences
Lesson 10
Compund
Sentences
Revise simple sentences. Where would you use them? What effect do they
have?
COMPOUND SENTENCES. Introduce explain and discuss. Link to
NAPLAN and point scoring system.

Add 2 Simple sentences with conjunctions- and, so, but

Eg. The boy ran to the shops and bought a bag of hot chips.
Brainstorm conjunctions. Look at how conjunctions can alter the meaning
of a compound sentence. Use a variety of simple sentences and link them
using brainstormed conjunctions. Swap conjunctions and discuss how the
sentence changes meaning. Students to complete examples as a group.
Revise compound sentences. Where would you use them? What effect do
they have?
COMPLEX SENTENCES – Introduce, discuss and link to NAPLAN point
scoring.

Independent clause (does not stand alone) + dependent
Clause(stands alone)

eg the boy ran to the shops, thinking of the Anzacs.

2 Independent clauses eg the boy ran to the shops,
Create a number of complex sentences using independent and dependent
clauses. Have students add to a number of dependent causes to increase
description and meaning.