Plan the Story

Overview

In this first lesson of Crafting Compelling Narratives, students examine how a model narrative is constructed and begin planning an original story. They focus on purpose, character, setting, conflict, narrative structure, imagery, language features and sentence choices.

Learning intentions

• WALT identify the purpose, characters, setting, conflict and structure of a narrative.
• WALT explain how language and sentence choices create interest for readers.
• WALT understand the main stages of a narrative arc.
• WALT plan a story with a clear problem, climax and resolution.

Success criteria

• I can describe the purpose, characters, setting and conflict in a narrative.
• I can identify an interesting image, language feature or sentence choice and explain its effect.
• I can organise story ideas into opening, key events, climax and resolution.
• I can share a clear plan for my own compelling narrative.

Curriculum links

• Reading: comprehend, discuss and respond to texts, using evidence from the text.
• Writing: plan and develop imaginative texts with purposeful structure and language choices.
• Oral language: listen actively, build on others’ ideas and communicate clearly.
• English learning area: understand how texts are shaped for purpose and audience.

Lesson structure (45 minutes)

1. 0–3 minutes – Hook and learning intentions Display the question, “What makes a reader keep turning the pages?” using the opening hook slide. Invite two or three quick responses, then share the learning intentions and success criteria. Explain that today students will study a model before planning their own story.

2. 3–13 minutes – Read the model narrative Distribute the model narrative and response sheet. Read the narrative aloud while students follow, then allow quiet rereading. Ask students to underline or mark one detail that creates a strong picture, emotion or sense of danger. Briefly clarify unfamiliar vocabulary without interrupting the overall reading flow.

3. 13–23 minutes – Comprehension and author choices Students answer the comprehension questions on the worksheet independently for four minutes, then compare answers with a partner. Use the comprehension and author-choice prompts to guide feedback. Discuss:

• What is the narrative’s purpose and who might enjoy it?
• Who are the main characters, and what do they want?
• Where and when does it take place?
• What problem or conflict drives the action?
• Which words, imagery or sentence choices make the writing interesting?

Model one answer using evidence from the text. Encourage students to explain the effect of a choice, not simply name it—for example, how a short sentence can increase tension.

4. 23–28 minutes – Teach the narrative arc Present the narrative arc diagram. Explain that a narrative often includes an opening that introduces the character and setting, a build-up, a problem, rising action, a climax or most important moment, and a resolution. As a class, place three or four events from the model narrative onto the arc. Emphasise that planning helps writers make events connect logically.

5. 28–43 minutes – Plan an original story Students complete the planning section of the story-planning organiser. They choose a character, setting and problem, then note two or three key events, the climax and the resolution. Remind them to make the problem matter to the character and to include at least one opportunity for vivid description or an effective sentence choice.

Confer with students individually, checking that plans show a clear cause-and-effect sequence. For students who need a prompt, offer choices such as: a lost object, a difficult promise, an unexpected visitor or a race against time. Students should write ideas in notes rather than attempting the full story.

6. 43–45 minutes – Share and next step In pairs, students share their character, problem and climax. Partners respond with one specific positive comment and one question, using the partner-sharing and reflection prompt. Collect worksheets or ask students to leave them open for the next lesson, where they will develop their openings and build-up.

Resources

• the narrative-writing lesson deck
• the model narrative and response sheet
• Whiteboard or interactive display
• Pens, pencils and highlighters
• Timer
• Optional class set of dictionaries

Assessment

• Listen to partner and whole-class responses for accurate identification of purpose, character, setting, conflict and structure.
• Check worksheet answers for evidence-based explanations of imagery, language features and sentence choices.
• Review story plans for a coherent narrative arc, including a character, setting, problem, key events, climax and resolution.

Differentiation

• Provide a small group with the narrative divided into sections and read it aloud again, pausing to identify each narrative stage.
• Offer sentence frames such as “The writer uses ___ to make the reader feel ___” and “The problem becomes worse when ___”.
• Allow students to record ideas orally before writing, use a scribe or type their plan. Pair EAL learners with supportive peers and pre-teach essential words such as conflict, climax, resolution and imagery.
• Extend confident writers by asking them to plan a recurring image, a shift in sentence length or a character change that will be shown across the story.