Narrative Structure Deep Dive

Year Level

Year 7

Duration

50 minutes

Class Size

25 students

Unit

Identity Through Narrative
Lesson 2 of 12

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Learning Outcomes

Aligned with the Western Australian Curriculum:

• AC9E7LY05: Use comprehension strategies such as predicting, connecting, summarising, monitoring, questioning, and inferring to analyse and summarise information and ideas in literary texts
• AC9E7LE01: Identify and explore ideas, points of view, characters, events, and/or issues in literary texts
• AC9E7LY05_E3: Determine and summarise key ideas in texts
• Develop understanding of narrative structure and how these elements create engaging storytelling (exposition, rising action, climax, falling action, resolution)【17:AC9E7LY05.md】【15:AC9E7LE01.md】.

This session targets Year 7 students' ability to deconstruct narrative elements, preparing them for deeper analysis and narrative writing later in the unit.

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Curriculum Links

• English
  • Understanding and analysing narrative texts and their structures
  • Using appropriate metalanguage (exposition, climax, resolution) in discussion and writing
• Literacy
  • Critical thinking about how narrative elements shape identity representation in texts
• Cross-Cultural & EAL/D support
  • Language scaffolding especially for students from Malay backgrounds to understand narrative terms and storytelling conventions

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Lesson Overview

Time	Activity	Description	Differentiation
0-5 min	Warm-up: Story Preview	Show a short familiar story excerpt (e.g., a story with clear narrative moments) and ask students to share in pairs what they think the story is about and what will happen next.	Pair stronger EAL/D students with peers who can support oral discussion. Use visuals for EAL/D to aid comprehension.
5-15 min	Introduction to Narrative Elements	Using an interactive whiteboard or chart, introduce the five basic narrative elements: exposition, rising action, climax, falling action, resolution. Briefly explain each with simple, relatable examples.	Use visual story maps and provide an anchor chart with definitions and icons for EAL/D students.
15-30 min	Group Story Sorting Activity	In small groups (4-5), students receive mixed-up story paragraphs printed on cards. Their task: sequence the story by placing paragraphs under the correct narrative element heading on their desks or board.	Provide sentence starters and vocabulary lists for EAL/D learners. Malay speakers receive bilingual key vocabulary if needed. Provide additional support through group discussion prompts.
30-40 min	Class Discussion: Why Structure Matters	Discuss how each narrative element helps tell the story. Use guiding questions: "How does the climax create tension?" "Why do we need a resolution?" Connect the structure with how identity might be revealed through story.	Scaffold discussion with sentence stems and vocabulary wall words for academic discussion. Encourage use of personal experiences to relate ideas.
40-50 min	Individual Reflection & Exit Slip	Students write 3-4 sentences describing each part of the narrative structure in their own words or drawing a simple annotated story map including the five elements. Submit as an exit slip.	EAL/D students may draw or label pictures in place of sentences or write shorter responses. Use sentence frames as support.

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Resources Needed

• Short story excerpt or digital story on screen (familiar to students culturally or a universally simple narrative)
• Printed story paragraph cards (mixed order) for sorting activity
• Narrative structure anchor chart with definitions and icons
• Vocabulary list with narrative terms in English and key Malay translations
• Writing materials for exit slip

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Differentiation Strategies

• EAL/D Support:
  • Provide key narrative vocabulary with simple definitions and Malay translations.
  • Use visuals and graphic organisers.
  • Allow oral or multimodal responses for exit slips.
  • Pair native English speakers with EAL/D students for cooperative learning.
• Culturally Responsive Teaching:
  • Select story examples that represent diverse identities or incorporate local or First Nations perspectives, reflecting Christmas Island's cultural context.
  • Encourage students to connect the story elements to their own identity stories in future lessons.

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Assessment

• Formative Assessment:
  • Observation and anecdotal notes during group sorting and class discussion to assess understanding of narrative elements.
  • Review exit slips for comprehension and correct use of metalanguage.
• Feedback:
  • Provide immediate verbal feedback during activities.
  • Use exit slip results to inform differentiation in future lessons.

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Teacher Reflection & Extension Ideas

• Reflect on student engagement with narrative structure — did the group activity enhance understanding?
• Consider incorporating digital storytelling tools in future lessons to allow students to create their own narratives using these elements.
• Explore how narrative choices reveal aspects of identity, linking back to the unit's focus.

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This lesson plan combines explicit teaching of narrative elements with active, collaborative learning and is carefully scaffolded for diverse learners including EAL/D students from Malay backgrounds, as per your teaching context on Christmas Island. It follows the Western Australian Curriculum learning outcomes for Year 7 English, promoting critical literacy and narrative understanding in line with unit goals.

If you would like, I can also provide a sample set of vocabulary cards or an anchor chart text for your classroom display.