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Year level: Grade 3

VELS Level: Level 3
Lesson Title: Grammar - Narrative Texts


Learning Intention:
We are learning to:
- Identify features and recognise the story structure of narrative texts
- Write a narrative text using correct grammar


Success Criteria:
Students will write their own narrative focusing on using correct grammar.





AUSVELS Strands Domain/s Dimension/s Standard/s
Discipline-based
Learning
English Reading and viewing 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 (ACELT1599)

Discipline-based
Learning
English Writing 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 (ACELY1682)

Discipline-based
Learning
English Writing Understand that a clause is a unit of grammar usually containing a
subject and a verb and that these need to be in agreement
(ACELA1481)

Discipline-based
Learning
English Speaking and listening Learn extended and technical vocabulary and ways of expressing
opinion including modal verbs and adverbs (ACELA1484)







No.
Duration Preparation &
Learning
Environment
Lesson (Overview) Assessment &
Evaluation
1 60
minutes
Whole class
introduction and
discussion

Class reading

Individual/
small group
reading and
responding task

Modeling:
 Display a narrative and informative text at the front of the room. Ask students which
book is a narrative. Why?

 Explore the features/ structure of a narrative text. Record student responses on a
large piece of chart paper.

 Read a narrative storybook to the class [this can be any book as long as it has an
introduction, problem and solution]

 Discuss the different effects of using first or third person viewpoints in a narrative.
Which viewpoint was used in the story?

 Discuss how the choice of nouns for the setting and characters can convey
meanings.

 Ask students to identify the characters, setting, problem and solution in the story.

Guided Practice:
 Break up students into mixed ability groups – Provide each group with a set of
different narrative texts.

 Students are to read their text and identify the characters, setting, problem, solution,
feelings and any additional events.

 Early finishers can pair up with a peer from another group and take it in turns to
share their findings.

Questioning

Observational
checklist

Peer Review

Evaluation of Work













No.
Duration Preparation &
Learning
Environment
Lesson (Activity) Assessment &
Evaluation
2 60
minutes
Whole group
reading time on
the floor area

Whole group
discussion

Small group
task
NARRATIVE WITH A SPECIFIC FOCUS

Modeling:
 Read a narrative that uses the specific words “said”, “put” and “went”

 While reading the story aloud stop after each page and ask students to identify exact
verbs from the story that fit into either the “said”, “put” or “went” category and list
them on chart paper.

 As a class come up with a couple of more precise alternative verbs to the ones listed.

Guided practice:
 Break up students into mixed ability groups – Provide each group with a copy of a
narrative sample.

 Students are to work together as a group to read their narrative and identify and then
replace verbs, which could be more precise.

 Have each group share their revised narrative.

Anecdotal records

Questioning


3 60
minutes
Whole group
discussion

Whole class
narrative
writing

Individual
narrative
writing

WRITE A NARRATIVE
Note: Each ‘part’ can be taught as a separate lesson or if you have a back-to-back lesson available,
you can combine all of the parts into one lesson. Just remember to model first and then send students
back to their seats to complete their individual writing and repeat for each part.

PART 1

 Shared writing – work together as a class using the „narrative plan‟ to write a plan
for the class narrative about a relevant topic e.g. it could be a topic students are
learning about in another class, such as Emergency situations in Drug Education or
an excursion etc.
 Back at seats, students will follow the modeled process during shared writing to
write a plan for their individual narrative.

PART 2

 Discuss what the introduction of a narrative involves – list these features on the
whiteboard.
 Shared writing – work together as a class to write the „Introduction‟ to the class
narrative.
 Back at seats, students will follow the modeled process during shared writing to
write an „Introduction‟ for their individual narrative.

PART 3

 Discuss what the body/problem of a narrative involves – list these features on the
whiteboard.
 Shared writing – work together as a class to write the „problem‟ to the class
narrative.
 Back at seats, students will follow the modeled process during shared writing to
write a „problem‟ for their individual narrative.

PART 4

 Discuss what the conclusion/ solution of a narrative involves – list these features on
the whiteboard.
 Shared writing – work together as a class to write the „solution‟ to the class
Questioning

Anecdotal records

Evaluation of
narrative

Direct observation and
feedback

Peer correction and
feedback
narrative.
 Back at seats, students will follow the modeled process during shared writing to
write a „solution‟ for their individual narrative.

Early finishers
Early finishers can pair up with a partner to correct each other‟s writing. Each pair should be
checking for spelling, capital letters and punctuation. This is a useful technique as some
students may feel less intimidated being helped by a fellow classmate. However some
students may be hesitant being corrected by someone other than the teacher therefore do not
force students to take part in this activity if they feel uncomfortable.