Lesson Plan (Primary)

Lesson title: Understanding Plot Date: 3/9/19 Year level: 6

Topic: Narratives Duration of lesson: 60 mins
Learning areas Strands & sub-strands Content descriptors
Understand how authors often innovate on text structures and
play with language features to achieve particular aesthetic,
humorous and persuasive purposes and effects (VCELA339)
Links to the
Australian English Analyse and evaluate similarities and differences in texts on
Reading and Viewing & Writing
Curriculum: similar topics, themes or plots (VCELT341)

Experiment with text structures and language features and

their effects in creating literary texts (VCELT355)

Lesson rationale:
Based on student’s narrative cold write, many students are missing some the elements of a plot

Students background knowledge: Teacher focus:

Students have preciously learnt about the structure and plot of a Time management. There is a lot of content to get through for both groups.
narrative, however, based on their cold write, students require
additional teaching and explanation.

Learning objectives: Learning environment and resources:

Learning Intention:
To deconstruct the plot of a narrative. Google site with teaching content:
https://sites.google.com/orchgveps.vic.edu.au/year-6-reading/literature-
Success Criteria: study/understanding-plot
I can identify the structure of a narrative.
I can use a graphic organiser to deconstruct a familiar narrative. https://storyboxlibrary.com.au/schools
I can deconstruct my literature study novel. Book: The Rabbits

Narrative plot structure template x 2 per person

Assessment strategies:
Questioning before, during and after.
Roaming the classroom, checking students work

Stage of lesson Approx. Pre-service teacher’s actions

time
Introduce learning intentions and success criteria.
Stage 1
Introduction Discuss as a class, what do you know about the structure of a plot in a narrative. Create a brainstorm.
10 mins
Go through the google site that explains the plot – orientation, rising action, climax, falling action and resolution.

Using the example of little red riding hood, get students to discuss (turn and talk) the plot.

Share student’s thoughts.

Task 1:
Stage 2 Listen to the story “The Rabbits” on story box library.
Body of lesson
Discuss what the story is about? What do the Australian animals and the rabbits represent? How do you feel about this story?
40 mins Let students share their thoughts. Discuss the issues the Aboriginal and Torres Strait Islanders faced, what was the orientation,
rising action, climax, falling action and resolution of the story?

Task 2:
Students are to create a narrative plot structure template based on their literature study book they have been reading.

Stage 3: Students get together in their literature study groups and share their plots, are they similar? Different? Why?
Conclusion 10 mins