Plan the Forest Narrative

Overview

Lesson 6 of 8 in Red’s Forest Narrative Workshop. Students plan an original animal narrative inspired by the forest world of Red, the pig, and the automobile, then orally retell the plot before drafting.

Learning intentions

• WALT plan an original narrative for a clear purpose and audience.
• WALT organise a plot using beginning, middle and end.
• WALT create a believable problem, escalating events, turning point and resolution.
• WALT turn planning notes into complete topic and supporting sentences.

Success criteria

• I can identify my narrative’s purpose, audience, protagonist and setting.
• I can plan a logical sequence with clear cause and effect.
• I can include a believable problem, resolution and character change or learning.
• I can orally retell my plot clearly before drafting.

Curriculum links

• Creating texts: plan, organise and develop imaginative writing for a specific purpose and audience.
• Text structure and language features: use paragraphs, topic sentences, supporting details, connectives and precise vocabulary.
• Oral language: communicate, listen and respond when explaining and improving ideas.
• Key competencies: thinking; using language, symbols and texts; managing self; relating to others.

Lesson structure (45 minutes)

1. 0–5 minutes – Hook and reconnect Open with the forest narrative hook and learning intention. Display a forest image containing an animal, a muddy track and an abandoned automobile. Ask: “What might go wrong here, and what could the character learn?” Briefly revisit the previous lesson’s narrative features and explain that today’s plan will become next lesson’s draft.

2. 5–12 minutes – Model a strong plan Use the narrative planning model to think aloud. Model a short plot about a cautious possum whose goal is to return a lost key before sunset. Show how each event causes the next, and how the character changes. Demonstrate converting a note such as “finds bridge broken” into a complete sentence: “Mara discovers that the storm has washed away the bridge, so she must find another route.”

3. 12–17 minutes – Generate story possibilities Students choose an animal protagonist and setting from the forest world, or invent their own. Invite pairs to discuss a character goal and possible complication. Students may select and discuss a prompt from the Creative Writing Tension Cards to create tension such as a race against time, a secret or an unexpected twist. Gather a few ideas and test them with: “Does this problem make sense for this character?”

4. 17–32 minutes – Complete the narrative planner Distribute the beginning–middle–end narrative planning worksheet. Students plan their protagonist, setting, purpose, audience, goal, complication, escalating events, turning point, resolution and character learning. Require at least one complete topic sentence and one supporting sentence for each paragraph or section. Confer with individuals, prompting: “What causes this event?” and “How will the character be different at the end?” Students needing support may use the shared class plan, picture prompts or a reduced three-part plan. Offer the Sentence Openers Prompt Cards for students who need help turning notes into sentences.

5. 32–40 minutes – Oral retell and improve In pairs, students orally retell their plots using their planners while partners listen for a clear beginning, middle, end, problem and resolution. Partners give one warm comment and one helpful question: “I understood…” and “Could you explain…?” Students revise one event or sentence so the cause-and-effect sequence is clearer. Invite two volunteers to retell their plots to the class.

6. 40–45 minutes – Plenary and next step Return to the success criteria and reflection prompt. Students share one decision that makes their narrative believable and identify the paragraph they will draft first next lesson. Collect planners and note which students have a complete sequence, a clear character change and sentences ready to develop.

Resources

• the forest narrative hook, model plan, task instructions, discussion prompts and plenary
• the beginning–middle–end narrative planning worksheet
• the Sentence Openers Prompt Cards
• the Creative Writing Tension Cards
• Whiteboard and markers
• Pencils, coloured pencils and writing folders
• Optional forest, animal and automobile picture prompts
• Timer

Assessment

• Check planners for a clear purpose and audience, protagonist, setting, goal, complication, logical sequence and satisfying resolution.
• Listen during oral retells for cause and effect, appropriate sequencing and evidence of character change or learning.
• Use conferencing notes to identify students who need support with plot structure, sentence construction or adding detail before drafting.

Differentiation

• Provide a shared class plan, picture prompts and oral rehearsal before writing. Scribe or co-construct sentences with students who need intensive support.
• Offer the reduced three-part plan—beginning, problem and resolution—with sentence starters for students who find the full planner overwhelming.
• Support EAL learners with partner talk, visual prompts, the Sentence Openers Prompt Cards and permission to rehearse ideas orally before recording them.
• Extend confident writers by adding a subplot or ironic twist while maintaining clear cause and effect, a purposeful ending and believable character development.