Developing Plot and Character

Overview

In this second lesson of Sound Stories: Narrative Worlds, students examine how transitions connect events and how a character’s actions and feelings develop a narrative. They revise and extend their own drafts, focusing on clear cause-and-effect relationships in the plan and action sections.

Learning intentions

• WALT develop plot and character through connected events, actions, and feelings.
• WALT use transitional words and phrases to move a plot forward.
• WALT show character feelings through actions and carefully chosen details.
• WALT revise writing so each event follows logically from the one before it.

Success criteria

• I can use transitions such as suddenly, meanwhile, and because.
• I can show what my character does in response to an event.
• I can explain or imply how my character feels.
• I can connect events using clear cause and effect.

Curriculum links

• Creating texts: plan, draft, revise and publish imaginative writing for a clear purpose and audience.
• Text structure: organise narrative events into a coherent sequence, including a problem, response and developing action.
• Language features: select vocabulary, sentence structures and transitional phrases to create meaning and effect.
• Key competencies: thinking; using language, symbols and texts; managing self; relating to others.

Lesson structure (45 minutes)

1. 0–5 minutes – Reconnect and hook Open with the hook and learning intention slides. Read the two short versions of an event: “The door opened. Mia went inside.” and “Suddenly, the door opened, so Mia froze before stepping inside.” Ask: Which version creates more interest? What do the words suddenly and so help us understand?

2. 5–12 minutes – Notice how plots move Display the transition and cause-and-effect examples. Teach that transitions show time, contrast or cause and effect. Sort examples orally: first, meanwhile, suddenly, because, therefore, after that. Model how an event causes a character to act: “The lights went out, so Tama reached for his phone.”

3. 12–18 minutes – Show, do not simply tell Use the character actions and feelings examples to compare telling and showing: “Leilani was nervous” versus “Leilani rubbed her hands together and checked the clock again.” Invite students to suggest actions, speech or physical details that imply feelings such as excitement, fear, disappointment or determination. Emphasise that actions should respond to what has just happened.

4. 18–23 minutes – Guided planning Distribute the plot, action and feelings revision worksheet. Students choose one event from their current draft and complete: What happens? What causes it? What does the character do? What might the character be feeling? Which transition will connect it? Partners explain their sequence using “Because…, the character…”.

5. 23–38 minutes – Independent writing Students spend 15 minutes drafting or revising their plan and action sections. They add at least three transitions, two purposeful character actions and two feelings that are shown or implied. Display the writing steps and success criteria while students write. Confer with individuals, asking: “What caused this event?” and “How can the reader work out the feeling?”

6. 38–43 minutes – Partner response In pairs, students read one revised section aloud. The listener identifies one transition, one character action and the feeling they inferred. Partners give one warm comment and one suggestion, using the prompts on the partner feedback section.

7. 43–45 minutes – Exit reflection Students complete the final reflection on the exit reflection: copy one transition from their writing and explain how it connects two events. Invite two or three students to share effective examples. Close with the plenary slide and preview that the next lesson will develop setting and sensory detail.

Resources

• the narrative development slide deck covering the hook, teaching examples, writing instructions, discussion prompts and plenary.
• the plot, action and feelings revision worksheet with planning prompts, partner feedback and exit reflection.
• Students’ narrative drafts from lesson 1.
• Exercise books or writing devices.
• Pens, pencils and highlighters.
• Board or display screen.
• Optional word wall with transitions: first, next, meanwhile, suddenly, because, so, after that, finally.

Assessment

• During guided planning and conferences, check whether students can explain the cause-and-effect link between two events.
• Collect or review writing for transitions, purposeful actions and feelings that are shown or implied.
• Use partner feedback and the exit reflection to identify students needing further support with sequencing, vocabulary or character development.

Differentiation

• Provide a transition word bank and orally rehearse sentences with students who need support. Allow them to plan using brief notes before writing full sentences.
• For EAL learners, model sentence frames such as “Because ___ happened, ___ decided to ___” and “The reader can tell ___ feels ___ because ___.”
• Support students with literacy or working-memory needs by chunking the task into one event at a time and using colour coding: cause, action and feeling.
• Extend confident writers by asking them to vary transitions, include a contrasting event using although or however, and imply feelings without naming them directly.