Exploring Narrative Arcs

Overview

This 60-minute lesson is designed for Year 5 students in New Zealand and aligns rigorously with the New Zealand Curriculum Refresh, focusing on drama and narrative storytelling techniques. This is Lesson 1 of 2 in the unit Dramatic Storytelling Techniques. Students will explore the structure of a narrative arc — exposition, rising action, climax, falling action, resolution — through interactive, collaborative learning tasks. The lesson builds foundational drama and storytelling skills, supporting oral language development, collaboration, and narrative comprehension consistent with the English in the New Zealand Curriculum and Drama learning areas.

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Learning Objectives

By the end of the lesson, students will be able to:

• Identify and explain the five key components of a narrative arc: exposition, rising action, climax, falling action, and resolution (English – Comprehending and Creating Texts).
• Apply knowledge of narrative structure to familiar stories through group discussion and analysis.
• Create a simple narrative arc for a short story, demonstrating ability to organise ideas logically and expressively (Drama – Developing Ideas and Dramatic Skills).
• Use expressive oral language, incorporating intonation and gestures, to retell or act out story elements (Drama – Presenting to Others).
• Collaborate respectfully in groups, sharing ideas, listening actively, and building on peers’ contributions (Key Competency: Participating and Contributing).

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Curriculum Links

• The New Zealand Curriculum Refresh – English (Years 4-6):
  • Oral Language: "Narrate stories with intonation and expression to add detail and excitement for listeners."
  • Comprehending and Creating Texts: "Use story-map structures or visual supports to organise thoughts."
  • Presenting to Others: "Plan and adapt content for a specific audience and setting."
• The New Zealand Curriculum Refresh – The Arts: Drama (Years 4-6):
  • Developing Ideas: Apply drama elements to explore narrative structure.
  • Developing Skills: Use voice, movement, and expression to communicate stories.
  • Communicating and Interpreting: Collaborate in group discussions and presentations to shape narratives.
• Key Competencies in NZ Curriculum: Participating and contributing, managing self, using language, symbols, and texts

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Resources

• Whiteboard and markers
• Large printed laminated story-map or narrative arc chart (exposition, rising action, climax, falling action, resolution)
• Selected simple, familiar stories (book-based or well-known tales) printed or displayed visually
• Blank narrative arc planning sheets
• Story sequencing cards
• Timer or clock

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Lesson Structure

Time	Activity	Description	Curriculum Links & Teaching Notes
0-10	Introduction: What is a Narrative Arc?	Teacher explains the five parts of a narrative arc using the story-map chart. Briefly define each with simple examples drawn from familiar stories or experiences (e.g., a fairy tale). Use storytelling voice and gestures to model excitement and engagement.	Speaking & Listening, Drama – Presenting, English – Oral Language; modelling expressive storytelling
10-25	Group Story Analysis	Divide class into 6 groups (~5 students each). Provide each group a familiar short story or fable to read or hear. Groups identify and label parts of the narrative arc using story sequencing cards and discuss what happens at each stage. Circulate, prompting deeper questioning (“What problem starts the story? When was the most exciting part?”). Groups then share their findings with the class.	English – Comprehension; Drama – Collaborating, Developing Ideas; Key Competency – Participating and Contributing【4:0,8†Te Mataiaho English Single Page.pdf】
25-30	Class Discussion & Reflection	Class discusses similarities and differences between the stories' narrative arcs. Teacher facilitates connections and clarifies misinterpretations, helping students articulate the importance of each narrative stage.	Critical thinking and oral language development; collaboration skills
30-50	Create Your Own Narrative Arc	Individually or in pairs, students plan a simple narrative arc for their own short story using blank narrative arc sheets. Encourage them to think of a character, setting, a problem, rising action, climax, falling action, and resolution. Teacher supports scaffolding, offering sentence starters and visual aids as required.	Creating texts, sequencing ideas, drama planning skills【4:0,8†Te Mataiaho English Single Page.pdf】
50-58	Sharing and Performing Planning	Students share their narrative arcs in small groups or with the class. Encourage expressive storytelling with gestures, tone, and facial expressions to practise drama presentation skills. Students give positive feedback to peers.	Presenting to others, expressive communication, respectful listening【4:0,8†Te Mataiaho English Single Page.pdf】
58-60	Wrap Up and Next Steps	Summarise key points learnt about narrative arcs. Highlight that next lesson will build on this foundation by dramatizing the stories. Encourage students to think about how narrative parts can be shown through body language and voice.	Metacognition and setting goals for learning

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Assessment for Learning

• Formative:
  • Observation of students’ ability to identify and explain narrative arc components during group work and class discussion.
  • Monitoring engagement and collaboration skills during activities.
  • Reviewing students’ created narrative arc plans for understanding of structure and sequencing.
• Feedback:
  • Use verbal praise and constructive questioning during sharing to encourage deeper thinking.
  • Encourage peer feedback on clarity and creativity of narrative arcs.
• Supports:
  • Use sentence stems (e.g., “The problem in my story is...”, “The most exciting part is...”) to scaffold verbal and written expression.
  • Visual aids such as story maps, sequencing cards, and icons representing narrative elements.

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Teaching Considerations

• Use culturally diverse and student-interest stories including Māori and Pacific narratives to strengthen identity and engagement, consistent with NZ Curriculum emphasis on cultural context.
• Be mindful of students with varying oral language skills and provide alternative communication supports (visual cards, cues).
• Incorporate movement and non-verbal communication to accommodate diverse learning styles and provide embodied understanding of story elements.
• Create a safe and respectful environment to encourage risk-taking in storytelling and collaboration.

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This lesson plan is designed to be immersive, collaborative, and supportive of New Zealand’s curriculum competencies and values, ensuring students experience storytelling as a shared, dynamic process that connects culture, language, and drama.

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If you would like, I can also draft the follow-up lesson in this unit or a detailed student worksheet. Just let me know!