Exploring Narrative Structures

Overview

In this 45-minute lesson, students compare how Dalton and Waititi shape narrative structure and sustain distinctive voices. Building on prior close reading, they identify structural techniques, discuss their effects on audiences, and apply selected techniques in a short original narrative.

Learning intentions

• WALT explore narrative structures in both texts.
• WALT identify and explain narrative techniques used by Dalton and Waititi.
• WALT analyse how structural choices influence audience response.
• WALT experiment with narrative techniques in our own writing.

Success criteria

• I can identify structural techniques in both texts.
• I can explain how a technique shapes meaning, voice or audience response.
• I can compare the ways Dalton and Waititi organise their narratives.
• I can use at least two learned techniques in a short narrative.

Curriculum links

• Literature — creating and editing literary texts with a sustained voice for a purpose and audience.
• Literature — analysing how text structures, language features and literary devices influence audience response.
• Literature — analysing representations of individuals, groups and places in relation to context.
• Literacy — discussing the purposes and effects of language features in spoken and written texts.

Lesson structure (45 minutes)

1. 0–5 min · Hook and retrieval. Teacher opens with the hook and learning intention slides and displays the question, “How can the order of events change the way we judge a character?” Students silently recall one technique from the previous lesson, then share an example with a partner. Invite two or three responses, reinforcing terms such as chronology, flashback, foreshadowing, framing and circular structure.

2. 5–12 min · Explicit teaching. Teacher uses the narrative structure teaching slides to model a simple narrative arc: orientation, complication, climax, resolution and reflection. Explain that structure includes the order, pace and arrangement of events, not only what happens. Briefly model how a flashback, withheld information, parallel storyline or circular ending can create tension, sympathy, surprise or ambiguity. Students annotate a six-part narrative arc in their books and predict one possible audience effect for two techniques.

3. 12–17 min · Guided comparison. Teacher displays short, teacher-selected excerpts or previously studied passages from Dalton and Waititi, using the paired-text comparison slides. Read the passages aloud, offering students a printed or digital copy. Think aloud while identifying one structural choice in each text and linking it to voice, representation and audience response. Students highlight or mark the moment where the structure shifts and contribute observations during a brief whole-class discussion.

4. 17–29 min · Collaborative analysis. Teacher forms 10 mixed-ability groups of three and distributes the comparative narrative structure organiser. Assign each group one structural focus: chronology and sequencing, opening, pacing, turning point, perspective, withheld information, ending or repetition. Students locate evidence in both texts, record the technique, and explain its effect using the organiser. Each group prepares one comparative statement beginning, “Both texts…, however Dalton… while Waititi…”. Circulate to question students about how the choice reflects context and represents people, places or events.

5. 29–36 min · Share and evaluate. Teacher uses the discussion and comparison prompt slides to display the comparative sentence frame and prompts: “Which structure creates greater sympathy?”, “Where is information deliberately delayed?” and “How does the structure support each creator’s voice?” Groups share one finding. Students listen actively, record one similarity and one difference from another group, and vote on which structural choice most strongly affects the audience, justifying their decision.

6. 36–43 min · Creative application. Teacher introduces the writing challenge on the creative writing instructions and checklist slides: write 120–150 words about a character on the edge of a group, place or situation, using at least two techniques identified in the lesson. Students choose a linear opening with a delayed reveal, a flashback, a circular ending, a shift in pace or another studied technique. They should sustain a clear voice and consider the intended audience. Students who prefer may dictate their ideas, use speech-to-text, or plan orally before writing.

7. 43–45 min · Exit reflection. Teacher displays the final prompt on the plenary slide. Students complete the bottom of the organiser: “The technique I used was… It affects the audience by…”. Collect organisers or photograph selected responses for planning the next lesson.

Resources

• the complete narrative structures slide deck
• the comparative narrative structure organiser
• Teacher-selected excerpts from the Dalton and Waititi texts
• Accessible digital or printed copies of both texts
• Highlighters or annotation tools
• Exercise books or devices for creative writing
• Timer

Assessment

• Listen for accurate use of structural terminology during retrieval, group discussion and sharing.
• Check organisers for evidence from both texts, a valid comparison and an explanation of audience effect.
• Use the creative paragraph and exit reflection to assess whether students can apply techniques while sustaining a purposeful voice.

Differentiation

• Provide the worksheet with a completed model row, a visual narrative arc and sentence starters: “The structure changes when…”, “This positions the audience to…”, and “Unlike…, …”.
• Give students access to dyslexia-friendly copies: clear sans-serif font, larger spacing, cream or pale-coloured background, short line lengths and optional audio or text-to-speech. Read excerpts aloud and allow oral responses before written recording.
• Pair students strategically and allocate roles such as evidence finder, technique identifier and summariser. Provide a reduced choice of three techniques for students requiring additional support.
• Extend advanced learners by requiring them to combine two structural shifts, evaluate which text uses structure more effectively, or create an unreliable narrative voice and explain its intended audience effect.

Extension

• Complete and edit the short narrative, experimenting with a different order of events and comparing the two versions.
• Write a brief author’s note explaining how the chosen techniques establish voice and influence the audience.