Objectives (5 - 7 minutes)

1. To understand the basic elements of a narrative including characters, setting, plot, conflict, and resolution.
2. To learn how to use effective narrative techniques such as dialogue, pacing, description, and reflection to develop experiences and events in a story.
3. To practice creating well-structured event sequences that logically flow from one event to the next while maintaining the interest of the reader.

Secondary Objectives:

• To encourage creativity and imagination in developing real or imagined experiences or events.
• To enhance descriptive writing skills, focusing on using relevant details that engage the reader's senses and emotions.
• To develop skills in peer-review and constructive criticism by sharing and discussing narrative drafts with classmates.

Introduction (10 - 12 minutes)

• The teacher begins the lesson by reminding the students of the fundamental aspects of writing that they have previously learned about, such as the importance of grammar, punctuation, and the basic structure of a paragraph. They can use examples from previous lessons to reinforce these concepts.

• Next, the teacher presents two hypothetical scenarios, such as a mysterious disappearance at a school or an unexpected encounter with an alien, to stimulate the students' imaginations. The teacher asks the students to think about how they would narrate these events. They should consider who the characters are, where the events are taking place, what the main events are, and what conflicts arise.

• The teacher then highlights the importance of narrative writing skills, not only in literature but also in many real-world applications. They can point out that narratives are used in news reports, business presentations, and even in coding and video game design, where a sequence of events needs to be clearly and effectively communicated.

• To grab the students' attention, the teacher can share a couple of interesting facts about famous narrative writers. For instance, they can mention that J.K. Rowling, the author of the Harry Potter series, first had the idea for the story while delayed on a train journey. Another interesting fact could be that the famous narrative of Alice in Wonderland was initially told orally by Lewis Carroll to entertain a young girl during a rowing trip.

• Finally, the teacher introduces the topic of the day: writing narratives to develop real or imagined experiences or events using effective techniques, relevant descriptive details, and well-structured event sequences. They explain that the purpose of this lesson is to equip students with the skills to create their own exciting and engaging stories.

Development (20 - 25 minutes)

Pre-class Activities (HOMEWORK - 20 - 30 minutes)

Students are expected to carry out the following assignments at home as homework:

1. Read and watch the narrative materials provided online. These include excerpts from a range of narrative texts (selected by the teacher for aligning with the student's age group and reading abilities, and incorporating different narrative techniques) and informative videos explaining the elements of a narrative.
2. Create a timeline of events for one of the narratives they've examined during their research. This will help them understand how a well-structured event sequence looks like in a narrative format.

In-class Activities

Upon completion of their homework, the in-class session aims to put their knowledge into practice with the given activities:

Activity 1: Building Narratives Brick By Brick (10 - 12 minutes)

In this activity, students work in small groups to build a narrative from scratch. The teacher provides different flashcards (or narrative 'bricks') with characters, settings, problems, and events written on them. Each group must take one of each type of card and construct a narrative around the elements they have selected.

1. The teacher distributes the flashcards to each group and asks them to pick blindly one card from each category.
2. After they have selected their cards, groups are charged with writing a short narrative that incorporates each element they've picked.
3. Teams can brainstorm possibilities, discuss alternatives, and negotiate what happens in their narrative.
4. This encourages collaboration and creative thinking, allowing students to practice constructing and structuring sequences of events.
5. Once the narratives are completed, each group presents their story to the class.

Activity 2: Sharing Narratives – A Round of Applause! (10 - 12 minutes)

This interactive session allows students to share their narrative and receive feedback from their peers. It's a fun way to practice refining narrative techniques based on constructive peer-to-peer feedback.

1. The teacher forms a circle with the students and places a distinctive hat (or any other notable item) in the center of the group.
2. The "storyteller" for each group is selected to stand in the center and read the narrative developed by their group.
3. After each narrative is recounted, the listeners are encouraged to give appreciation through clapping and cheering.
4. Then the group discusses, gives constructive feedback, and suggests how the story might be improved.
5. The hat is then passed on to the next group's storyteller, and the process repeats.

Concluding the in-class activities, the teacher gives general feedback on the narratives and encourages students to consider the feedback received from the class for their final narrative writing assignment.

Feedback (8 - 10 minutes)

1. The teacher facilitates a group discussion where each group gets the opportunity to share their narrative and the process they went through to create their story. Each group is given up to 3 minutes to present their work.

2. During the presentations, the teacher takes note of the various narrative elements used by each group, how they connected the elements, and how effectively they were able to engage the listeners. The teacher also pays attention to the narrative techniques, the use of relevant details, and how well-structured the event sequences were.

3. After all the groups have presented, the teacher provides general feedback on what they observed. They highlight the strengths observed in the narratives, for instance, creative plots, well-developed characters, effective use of dialogue, or excellent pacing. They also point out areas that could be improved, such as the development of conflict or the use of descriptive details.

4. The teacher then explains how the group activities connect with the theory of narrative writing. They emphasize how the elements of a narrative work together to create an engaging story. They also discuss how important well-structured event sequences are for making a story easy to follow and understand.

5. The teacher encourages the students to reflect on what they've learned. They can ask questions such as:

   • What was the most important concept you learned today?
   • How will you apply these narrative techniques in your own writing?
   • What aspect of narrative writing do you find most challenging and why?
   • What questions or concerns do you still have about writing narratives?

6. The teacher wraps up the feedback session by reassuring the students that writing narratives is a skill that gets better with practice. They remind the students to take into account the feedback received during class when they work on their narrative writing assignment.

7. Lastly, the teacher encourages the students to continue exploring narrative writing outside the classroom, either by reading more narratives or by practicing their own narrative writing. They can suggest a few narrative texts or authors that the students might find interesting.

Conclusion (5 - 7 minutes)

• The teacher starts the conclusion by summarizing the main points of the lesson. They remind the students that narratives are stories with a clear structure, including characters, setting, plot, conflict, and resolution. They also stress the importance of using effective narrative techniques such as dialogue, pacing, description, and reflection to develop experiences or events in a story.

• They then recap the activities that the students engaged in during the lesson. Firstly, the "Building Narratives Brick By Brick" activity, where the students worked in groups to create narratives using randomly selected elements. Secondly, the "Sharing Narratives – A Round of Applause!" activity, where the students shared their narratives and received peer feedback.

• The teacher then explains how these activities connected theory and practice. They point out that the activities were designed to give students hands-on experience in creating narratives and to illustrate the principles and techniques discussed in the theory part of the lesson. They also highlight how the peer feedback activity enabled students to apply their understanding of narrative writing to analyze and critique their classmates' work.

• After that, the teacher provides suggestions for additional materials to help the students further understand and practice narrative writing. This may include recommended books, online resources, writing prompts, or storytelling games. They can also suggest that the students try rewriting a familiar story from a different perspective or setting as a fun exercise to practice narrative writing.

• Lastly, the teacher explains the importance of narrative writing in everyday life. They remind the students that narratives are not just for storytelling or entertainment; they are also used in various real-world applications such as journalism, business, and even in technology fields like coding and video game design. They encourage the students to think about how they can use their narrative writing skills in different contexts and to continue practicing and improving these skills.

• The teacher ends the lesson by reminding the students about their narrative writing assignment and encouraging them to apply what they've learned in class to this assignment. They also invite the students to approach them if they have any questions or need help with their assignment.

• Before dismissing the class, the teacher thanks the students for their active participation and creative ideas during the lesson. They express their excitement to read the students' narratives and see how they've applied their new narrative writing skills.