Lesson Plan One

Lesson
Information
Unit Topic
Band and year
Strand

Lesson One: Narrative Text

Constructing Narrative Text

Lower Primary year 1
English

Students

27

Curriculum Connections and Outcomes:

Curriculum Connections
English

Curriculum outcomes

Understand that the purposes texts serve shape

their structure in predictable ways (ACELA1447)

Recognise that different types of punctuation,

including full stops, question marks and exclamation
marks, signal sentences that make statements, ask
questions, express emotion or give commands
(ACELA1449)

Understand the use of vocabulary in everyday

contexts as well as a growing number of school
contexts, including appropriate use of formal and
informal terms of address in different contexts
(ACELA1454)

Create short imaginative and informative texts that

show emerging use of appropriate text structure,
sentence-level grammar, word choice, spelling,
punctuation and appropriate multimodal elements,
for example illustrations and diagrams (ACELY1661)

Use interaction skills including turn-taking,

recognising the contributions of others, speaking
clearly and using appropriate volume and pace
(ACELY1788)

Reread student's own texts and discuss possible

changes to improve meaning, spelling and
punctuation (ACELY1662)

Lesson Overview
This lesson focus is on developing students language proficiency as they
develop their understanding of naratives

Start by connecting to last lesson and reexamining what a narrative

sequence involves
Discuss the basic structure (Characters & setting, problem, events,
solving problem, the ending)
Discuss characteristics of prompt picture unburned feet
Table words to describe picture prompt on whiteboard
Point out classroom word wall to include in story
Model, collaborate and display before, during , after
Discuss setting table
Share and pair
Class circle
Students to start draft narrative

Outcomes

Students will have an understanding of a Narratives basic structure. That of

introduction, body and conclusion

Students will have developed and understanding of punctuation of written text

Students will have developed language proficiency to produce written and spoken
texts

Strengthen students phonic and alphabet fluency, pronunciation and punctuation.

Develop students knowledge and speaking of phonemes.

Lesson Structure:
Topics

Teaching
Method

Questions/activity/Actions

Introductio
n

Explaining

Collaborati
ve

Describe classroom expectations, rules and

standards (Classroom management) See attached
sheet

Give students and overview of the lesson. Focus on

learning about structure of a narrative and how to
use writing prompts

Accessing Prior Knowledge: students down on the

floor and recap on what they know about stories
and especially a narrative structure from the book
that was read in the previous lesson. Write up on
the whiteboard a list that the students have made.

Discuss and table How could you start the story

Discuss and table - what happened before , during ,

after scene

Discuss the table How the scene and how it

relates to the story. Is it the only setting or does it
relate to another?

Class to transition to circle. Rolling story strategy.

Each student expands on the story. Teacher can
start and help with prompting and scaffolding
throughout. Each student to participate.

Pair and share. Students develop and verbally

communicate their story. Can use tabled vocab on
IWB. Teacher to move around and monitor/scaffold
where needed.

Back to carpet as a group.

Students to go back to desks and start writing

narrative.

Students who are not sure can bring writing book to

Activity

Activity

Collaborati
ve

Activity
Collaborati
ve

Activity
individual

floor and teacher to help scaffold.

Students are to continue on writing draft.

.
Activity

individual

Once student completes the draft they are to

complete any adjustments ie correct punctuation
and go on to complete narrative. It is hoped by this
stage the student will be able to work
independently on completing the task.

Teacher to assess final product against assessment

rubric.

extension

Assessment:
Summative

Activity sheets will be added to working narrative portfolio

Assessment

Teacher to check the student understands the structure of an

narrative

Participation

Teacher to note students participation and engagement levels

Formative
Assessment

Gather evidence of student learning, idea depth, progression and

provide feedback during lesson.
Activity sheets will be used to form a formative assessment of
students connection to content with
The final product assessed against an assessment rubric.

Resources

Butchers Paper

Whiteboard

Rulers

Interactive whiteboard

Pencils

Erasers

Activity sheets

Safety

General Classroom OH&S

Watch for cords on ground from electrical equipment

Locate any tripping hazard and remove

Make sure sharp objects ie scissors or Stanley knives are put away in cupboard

Make sure students seating arrangements are appropriate ie no one seated behind
doors

Notes

Pedagogical approached used will be a student centred approach with the teacher
scaffolding class and individual students where needed.
The classroom will be an inclusive environment with all students to feel safe and
valued in participating in all classroom activities and conducive to EAL/D.

Classroom Management:

Topics

Teaching
Method

Introduction

Explaining

Of acceptable
behavior

Actions

I expect you all to listen without talking

while I am talking or a student is asking
or answering a question, please show
them the respect they deserve to be
heard

Not to distract others, they have the right

to learn

If you have a question raise your and I

will respond to you when I can
Lastly by showing me that you can
respect others it shows me that you have
respect for yourself.

Resources: