Exploring Narrative Techniques

Overview

This lesson enables GCSE students to analyse and evaluate narrative techniques in prose extracts, preparing them for exam-style questions. It is aligned with the National Curriculum for England's KS4 English programme of study, focusing on developing critical reading, comprehension, and writing skills.

---

National Curriculum Links

• English Programme of Study (Key Stage 4):
  • Reading: Understand and critically evaluate texts, including analysing how language, structure, and form contribute to meaning.
  • Writing: Apply knowledge of linguistic devices and narrative techniques to compose original texts.
  • Develops English language skills through literature analysis and creative writing.

---

Learning Objectives

By the end of this 58-minute lesson, students will be able to:

• Identify and explain key narrative techniques used in prose (NC KS4: Reading, strand 1).
• Analyse how authors use language and structure to develop character and setting (NC KS4: Reading, strand 2).
• Apply narrative techniques creatively in their own writing (NC KS4: Writing, strand 1).
• Use specific evidence from a text to support analytical viewpoints (English KS4 assessment criteria).

---

Resources Needed

• Printed prose extract (fiction, approx. 300 words)
• Projector or whiteboard
• Student worksheet (provided below)
• Pens and paper

---

Lesson Structure (58 minutes)

1. Starter Activity — What is Narrative? (8 minutes)

• Begin with a class brainstorm: ask students what narrative means and what techniques authors might use to tell a story.
• Record responses on the board to establish common ground (ideas: dialogue, description, perspective, flashbacks).

2. Guided Reading & Analysis (15 minutes)

• Distribute the prose extract.
• Read the extract aloud as a class, then ask pairs to identify one narrative technique per sentence or paragraph using the worksheet.
• Whole-class discussion to highlight examples of:
  • Use of first-person or third-person narration
  • Descriptive language and imagery
  • Structuring of events (chronological, flashback)
  • Characterisation via dialogue and behaviour

3. Language and Structure Focus (15 minutes)

• Using the whiteboard, model analysis on a selected paragraph:
  • Highlight specific words/phrases
  • Discuss the emotional effect and how it contributes to character or setting
• Students work in small groups to complete a short analysis task on a different paragraph.

4. Creative Application (15 minutes)

• Write a brief continuation or alternative ending, applying at least two of the narrative techniques studied.
• Encourage descriptive language, varied sentence structure, and clear perspective.
• Volunteers read their work aloud for peer feedback focused on technique use.

5. Plenary & Assessment (5 minutes)

• Use mini-whiteboards for quick quiz: identify technique from sentences provided.
• Collect worksheets as formative assessment.

---

Differentiation

• Support: Sentence starters and exemplar phrases on worksheets.
• Challenge: Ask advanced students to consider unreliable narrators or non-linear storytelling.

---

Worksheet: Analysing Narrative Techniques

Part A: Identifying Techniques

Read each paragraph in the extract. Write one narrative technique you notice below each one (e.g., first-person narration, imagery, flashback).

Paragraph Number	Narrative Technique Identified	Example from Text (Quote)
1
2
3

Part B: Language and Structure Analysis

Choose one paragraph. Answer the following:

1. What is the main event or idea in this paragraph?
   Your answer:

2. Identify two words or phrases that create imagery or mood. What effect do they have?

   • Word/Phrase 1: Effect:
   • Word/Phrase 2: Effect:

3. How does the structure of this paragraph (sentence length, order) affect how the reader experiences the event?
   Your answer:

Part C: Creative Writing

Write 5-7 sentences continuing the story or creating an alternative ending. Use at least two of the narrative techniques you identified.

---

Notes for Teachers

• Select a prose extract that is both age-appropriate and rich in narrative techniques — ideally from a modern or classic novel studied within the GCSE curriculum (e.g., An Inspector Calls, Of Mice and Men, or chosen anthology stories).
• Encourage students to think critically beyond "spot the device" by focusing on how and why writers use these techniques.
• The creative writing section consolidates understanding by requiring application, ensuring deeper learning and engagement.
• This lesson structure optimises for small-class interaction to personalise feedback and scaffold learning effectively.

---

This plan is designed to be engaging, compliant with National Curriculum expectations, promoting analytical rigor combined with creative skill development — a balanced approach highly suitable for GCSE students preparing for examinations.