Year Level: 1 KLA(s): English Duration: 40 minutes

Content descriptions/Learning outcomes : English / Year 1 / Literature / Examining literature / ACELT1584

Content descriptor: Discuss features of plot, character and setting in different types of literature and explore some features of characters in different
texts
Elaboration: discussing how plots develop including: beginnings (orientation), how the problem (complication) is introduced and solved (resolution)

Objectives:
Students will be able to recognise and demonstrate their knowledge of the three components of a narrative (characters, setting and plot).
Students will understand that the purpose of a narrative is to entertain and that it is a make believe story.
Students will successfully plan and write their own fairy tale at the completion of both English two lessons.
Ascertaining Prior Knowledge and Skills (Warm up): Formative Assessment: Summative Assessment:
Tests
Recap on familiar stories (fairy tales) they may have read or seen in the form Class participation Checklists
of a movie before. Literacy workbook Writing pieces
Planning sheets
Recap on what a narrative is (a made up or untrue story) Group discussion/reflections

1
Warm up/ orientation/ initial
engagement
Time Allocation: 10 minutes
Begin the lesson by asking students to think
about the different fairy tales they know.
YouTube Video Example Questions:
Who can we see in the story?
Where is the story, where are the
characters?
What has happened to Jack so far?
Talk through the questions as seen on
the slides below prompting students to
give their own answers in a group
setting. If they are unsure as to the
different components of a fairy tale, this
is where the teacher must expand and
explain the components.
Activities Resources required
Interactive Whiteboard
Play the Jack and the Beanstalk YouTube Video (pausing throughout to touch youtube.com/watch?v
narrative components such as setting, plot and characters) =9q1dfTOoSrA
Computer
Slide show
Play the slideshow on the IWB
_______________
Differentiation
Students who have a hard time
staying focused will be moved to
the front of the class group and
asked at the beginning of the
lesson to stand up and move if
they think they might be sitting
next to someone that they may
not be able to sit quietly with.

Body of learning experience Activities Resources required

Time Allocation: 25minutes
Students are to recall the Jack and the Beanstalk fairy tale and fill in the plan below Paper/ workbooks
Talk to students about breaking down a accordingly. IWB
fairy tale into a ordered plan. Express the
importance of including characters and the Students are also advised to include the character and setting information in the Topic
setting when setting out the story plot. Sentence area of the plan.
_______________
2
Break down the beginning, middle and
end of a story or in the case of this activity
First, next, then, last and closing.
Express the importance of their being a
problem in the middle of the story.
Question
Why is there a problem in the middle of the
story?
Answer
To keep the story interesting and to
entertain the readers or viewers.
Students are separated into their literacy
groups
Closing the learning experience
Time Allocation: 5 minutes
Reflect as a whole class using questions
to prompt students to recall the content
delivered in the lesson
Discussion Questions
How easy was breaking
Differentiation
Students are separated into
groups derived from their
classroom profile literacy ability
levels.
Students who struggle to recall
the story will be given the chance
to rewatch the story as the lesson
progressed.
Midrange students are
encouraged to complete 1-2
sentences in each box
Students who are at a high
literacy level are encouraged to
work ahead to complete the plan
independently. They are also
asked to use 2 3 sentences in
each box
Activities Resources required
All students are to be seated on the floor in a circle for the closing group discussion
3
 down the fairytale into a
plan? (Thumbs up = easy
thumbs in the middle = so
so, thumbs down =
challenging)
What is one thing you
learnt about narratives/
fairy-tale that you didnt
know before
Who remembers the three
parts of a fairytale?
If you plan a story again, do
you think youll know how
to?

Lesson 2: Plan into action

4
Warm up/ orientation/ initial Activities Resources Differentiation
engagement
(content, skills, questions, cues,
organisation) Time Allocation: 5
(Optional)
Talk through the same questions asked at Students are to participate in a group discussion prompting
the begging of the last English lesson about fairy tales as a whole class group. pictures for
however this time student are expected to students to
convey their knowledge by answering start thinking
instead of you explain the content in full about
detail. fairytales
they may find
As students answer, expand and elaborate familiar.
on any answers that need further
clarification to ensure all students are able
to understand.

Talk through the plan from the last lesson

and about the First, next, then, last and
closing sections on the plan and what needs
to be included for each of these areas.

Body of learning experience Activities Resources Differentiation

(content, skills, questions, cues,
organisation) Time Allocation: 40
Students are to complete a plan for their own Narrative plan Low level students: Use a word
Talk through the process and what is required fairy tale. Students must complete their plan Work bank bank for students who may
of students to complete a successful plan and according to their individual group as specified English book struggle to generate their own
fairy-tale depending on their individual group on the class profiles. IWB particular fairy-tale language
(groups are constructed and displayed on the Compter ideas.
class profile). Prompting
pictures on
Each of these students will be
The teacher must move around the classroom IWB of
and observe all students making sure they are allocated their own mini
different
on track and recalling the relevant content characters and whiteboard. The teacher will
required to complete the activity. settings prompt students who are
5
struggling to put their ideas to
If students are finding areas of the plan paper by asking students about
difficult, the teacher must prompt students to the character, settting and parts
generate their own answers or outcomes. This of their plot. The teacher will
allows students to me in control of their own