Narrative Writing Unit

Lesson Topic Idea

1 Introduction to Read 3 little Pigs
narratives Ask the students if they know what a narrative is. Discuss
ideas as a class.
Give children time to look through different narratives set
up on the table.
Brainstorm features of a narrative/similarities between
stories.
2 Characters Discuss characters the students already know.
How can we use adjectives to describe the characters?
Children to create and draw their own character (to be cut
out and displayed)
Children to draw character and describe traits in narrative
booklet.
3 Setting Discuss that setting is where a story takes places.
Children to look at different narratives and use a sticky note
to write down the setting of the story.
Class discussion on different settings found.
Children to create their own setting based on what would
suit their character. Children to draw and describe in
narrative booklet.
4 Problem/Solution Discuss the difference between a problem and a solution.
Brainstorm problems and solutions related to their lives.
Discuss how they could change to suit their characters.
Children to create their own problem/solution for their
character and record in narrative booklet.
5 Orientation Discuss what an orientation is. Where is it found in the
story, what is included?
Read different orientations from stories.
Children to have a go writing an introduction to their story
in narrative booklet.
6 Planning Revise parts of a narrative.
Demonstrate how to use story mountain template to plan
story.
Children to complete story mountain in narrative booklet.
7 Drafting Children to draft story.
(May continue In small groups, introduce how to edit their stories.
over several
periods)
8 Narrative Type up on iPad for publishing and print to draw pictures.
OR
Children write onto good paper and draw pictures for each
page

Curriculum links:
English: Year 1
 Discuss how authors create characters using language and images (ACELT1581)
 Narrative Writing Unit

 Discuss characters and events in a range of literary texts and share personal
responses to these texts, making connections with students' own
experiences (ACELT1582)
 Discuss features of plot, character and setting in different types of literature and
explore some features of characters in different texts (ACELT1584)
 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)
 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)
 Re-read student’s own texts and discuss possible changes to improve meaning,
spelling and punctuation (ACELY1662)
 Write using unjoined lower case and upper case letters (ACELY1663)
 Construct texts that incorporate supporting images using software
including word processing programs (ACELY1664)