This document provides an overview of a 5-part lesson plan on narrative writing for Year 5/6 students. The lessons aim to teach students about narrative texts by explaining their purpose and key features, identifying important elements like setting and characters, and learning how to structure a story using a story arc. The lessons include activities like analyzing sample texts, creating character profiles and settings, and drafting their own stories using the planning template. By the end of the lessons, students will understand narrative writing techniques and be able to craft their own short narratives.

1. ----------- Primary School
Narrative writing
Year 5/6

2. Lesson 1

3. Learning Objective
By the end of this lesson, we will be able to
explain what narrative writing is and identify the
purpose and key features of narrative texts.

4. Success Criteria
You will be successful today if you are able to:
Describe what a narrative text is.
State the purpose of narrative texts.
Identify key features of narrative texts.

5. Let’s activate some prior knowledge
What do you already know about narrative writing?
Have you ever written a narrative text before?
When was that?
Think Pair
Share

6. Cold task – Blooket
 Grab your iPads
 Use the code to log into Blooket
 Remember this just a cold task – use your
previous knowledge to answer the questions.
 We will repeat the task after we finish learning
about narrative texts.
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7. Activity 1
Watch this
video and get
ready to
answer the
questions on
the next slide.

8. Let’s discuss the answers…
Writing
books

9. What is the relevance of narrative writing
in real life?
• Many forms of entertainment, including books,
movies, and video games, are built on narrative
structures. These narratives provide enjoyment
and helps us express emotions.
• Helps people express their thoughts, emotions
and feelings through the stories.
Think Pair
Share
Can you think
of some
more?

10. Success criteria review
Can you do the following?
Describe what a narrative text is.
State the purpose of narrative texts.
Identify key features of narrative texts.

11. Next lesson we will focus
on…
 How to set a scene in a story
 Identifying the setting in a sample story
 Creating our own setting.

12. Lesson 2

13. Learning objective
By the end of the lesson,
We will be able to explain the importance of a
setting in a story.
We will be able to identify and analyse a setting
in a sample text.
We will be able to write a short setting.

14. Success criteria
You will be successful today if you are able to:
Explain the importance of setting in a narrative
text.
Analyse the setting of a sample text.
Write a short setting on the picture provided.

15. Let’s activate our prior knowledge!
 Turn to your partner and tell them 3 things you
learnt about narrative texts last lesson!
Think Pair
Share

16. So what is setting? And what does it
do?
Setting is where and when a story takes place. It includes details
about the Location, Time and Atmosphere.
What are the purposes of a setting?
1) Creates interests and pleasure for the reader of a story.
2) Establishes mood.
3) It gives you a clue of the story’s theme.

17. Elements of a setting.
Location:
 Where and when does the story take place? Is it a real or imaginary
place?
Time:
 What time period is the story set in? Is it in the past, present or
future? What time of the day is it?
Atmosphere:
 How does the setting make the reader feel? Is it cheerful, spooky,
mysterious, nervous, peaceful, eager, joyful? Gives reader the sense
of the theme of the story.

18. Let’s analyse a setting together.
Location:
 Where and when does the
story take place? Is it a real or
imaginary place?
Time:
 What time period is the story
set in? Is it in the past, present
or future?
Atmosphere:
 How does the setting make the
reader feel? Is it cheerful,
spooky, mysterious, nervous,
peaceful, eager, joyful?
In a small, calm and peaceful village named
WillowBrook, the sun dipped low in the sky. The
year was 1960, and the air felt warm and cosy.
As the clock on the town hall struck 5, children
raced to the nearby park. They giggled and
played, their laughter echoing through the quiet
streets. The atmosphere was filled with a sense
of wonder, as if something magical was about to
happen in WillowBrook.
Think Pair
Share

19. Write a setting of our classroom right now!
Look at the classroom around you.
Imagine you were to write a story that takes place in
this classroom.
Write a short introduction that includes the 3 main
elements of a setting. (remind me what they were)
Get ready to share yours!

20. Time to write our own setting
Note: You may choose to write a setting describing these images.
Considering what you would hear? Smell? Taste? Feel? Touch?
See?
Don’t forget to use lots of descriptive words such as:
Exciting, magical, dull, vibrant, dangerous, noisy, and many
more…

21. Next lesson we will focus
on…
 The characters in a story.
 Create a character profile.

22. Exit ticket
 You can only go to recess if you tell me the 3
elements of a setting in my ear.

23. Lesson 3

24. Learning objectives
Today we will learn how to:
 Analyse characters from a story.
 Create a character profile from scratch.

25. Success criteria
You will be successful today if you can do the
following:
 Analyse characters from a story.
 Create a character profile from scratch.

26. Activate prior knowledge:
Can you tell your partner the 3 main
things in a setting? That you learnt in the
previous lesson.
Location, Time and
Atmosphere (mood)

27. Start the video from 2:57

28. Here are some character traits you
can use.

29. Lesson 4

30. Learning objective
By the end of the lesson,
 We will understand the concept of a story arc. And
use the knowledge to draft your own story.

31. Success criteria
You will be successful today if you are able to:
 Explain each of the elements in the story arc.
 Draft your own story using the story arc.

32. So, what is a story arc?
 A story arc is the path a story takes, like a journey, with a
beginning, middle and end .
Exposition
Climax
Resolution
Main characters and setting are
introduced.
• Conflict is revealed.
Different types of conflicts
include character
struggles with someone
else, self (appearance,
choices etc), nature
(animals, weather,
environment).
• Events begin to unfold,
tension rises.
• The turning point, the
most intense part.
Character faces the
biggest challenge or
makes an important
decision.
• Actions and events that
occur after the climax
where things start to
wind down. Loose
ends are tied up. Story
begins to move
towards its resolution.
• End of the story
where the conflicts
or the problems
are solved.
Questions are
answered.

33. Lets break down ‘the three little pigs’ together.
Exposition:
• The three little pigs leave
their mother house.
Rising action:
• Pigs build their houses
with different materials
(straws, sticks and
bricks)
• Wolf arriving and blowing
down the first two house.
• Creating tension and
danger for the pigs.
• So the main conflict is
the wolf.
Climax:
• Wolf tries to blow down
the 3rd pig’s house.
Falling action:
• The wolf tries to get in the brick house
through the roof but falls Into a pot of hot
soup.
• He leaves the house defeated and decided
never to come back.
• The pigs learn the importance of hard work
and planning. The story calms down.
Resolution:
• The 3 little pigs decide to live
happily ever after in the brick
house.
• The characters (pigs) learn their
lesson of making wise choices.

34. Let’s create our own class story
Exposition:
Rising action:
Climax:
Falling action:
Resolution:

35. Your turn to create a story:
Exposition:
Rising action:
Climax:
Falling action:
Resolution:

36. Lesson 5

37. Learning objective
 We will learn how to enhance our writing using
different language elements.

38. Success criteria
 Can you explain some of the language
element? And name a few examples of each.

39. Placemat activity on the video
 On the next clean page of your writing book, can you
divide the page so that it looks like the picture below.
 Remember, you should have 5 sections in
total.
 When watching the video for the first time,
listen carefully for the 5 different language
elements it mentions.
 Then after watching the video the second time,
you can write each element in each section of
the placemat.
 Then write down everything you heard about
that element, Some examples from the video,
some of your own ones.

41. Placemat activity continued…
Now that you have added information on your placemats, I want
you to move around the classroom and look at what other people
wrote.
No one should be talking/ commenting.
If you feel like someone has some really good ideas, you can
“borrow” their ideas and add those to your placemats.

42. Hot task – Blooket
 Grab your iPads
 Use the code to log into Blooket
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43. Lesson 6

44. Learning objective
 We are going to plan our own story using the
template which includes key elements such as
setting, characters, plot structure and conflict.

45. Success criteria
 Does your planning have a clear setting?
 Does it have a main character?
 Does it have a conflict that the character
faces?
 Does it follow the story arc elements?

46. Lets activate our prior knowledge
Can you remember the 3 main elements in a setting?
When analysing characters/ making characters, what are some of
the aspects we focus on?
What are the five main elements of a story arc?
Time, location and
atmosphere/mood.
Exposition, rising action, climax,
falling action, resolution

47. Planning your story
 Look at the different prompts that you can use for your story (next slide).
 Think in your head of any ideas that come to your mind straight away, while I read them.
 Write them on your whiteboards so you don’t forget.
 Spend a few mins deciding what prompt you want to do.
 PLAN YOUR STORY USING THE PLANNING TEMPLATE.

51. Planning template: