Introduction to Narrative Structure

This topic benefits from active learning because narrative structure is abstract; students grasp it best by physically mapping, performing, and revising stories. Hands-on activities make the components of exposition, rising action, and climax visible and memorable.

• Year 7
• English
• 4 activities
• 25 min–45 min

Learning Objectives

1. Analyze the structural components of narrative (exposition, rising action, climax, falling action, resolution) in at least two Australian texts.
2. Compare how Aboriginal and Torres Strait Islander oral traditions utilize non-linear time and Country as narrative elements against linear structures in contemporary fiction.
3. Explain the effect of specific time manipulations (flashback, flash-forward, circular structure) on reader engagement.
4. Evaluate the impact of chosen points of view on the reader's understanding of character and conflict in selected Australian narratives.

Think-Pair-Share

⏱ 45 min·Small Groups

Story Arc Mapping: Group Diagrams

Provide printed story excerpts from Australian texts. In small groups, students identify and plot exposition through resolution on a Freytag pyramid template, labeling events with quotes. Groups present one element to the class, justifying choices.

Prepare & details

Compare how Aboriginal and Torres Strait Islander oral storytelling traditions use non-linear time and Country as central narrative elements with techniques found in contemporary written fiction.

Facilitation Tip: For Story Arc Mapping, assign each group a large sheet of paper and colored markers so they can annotate and revise their diagrams as they discuss different texts.

Setup: Standard classroom seating; students turn to a neighbor

Materials: Discussion prompt (projected or printed), Optional: recording sheet for pairs

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

Think-Pair-Share

⏱ 30 min·Pairs

Flashback Role-Play: Scene Switches

Select a story with flashbacks. Pairs act out linear sequence first, then insert non-linear elements like flash-forwards. Class votes on how changes affect tension and discusses point of view shifts.

Prepare & details

Analyze how the manipulation of time — including flashback, flash-forward, and circular structure — affects the reader's or listener's journey through a story.

Facilitation Tip: During Flashback Role-Play, provide scene cards with clear setting details to help students shift quickly between past and present without losing context.

Setup: Standard classroom seating; students turn to a neighbor

Materials: Discussion prompt (projected or printed), Optional: recording sheet for pairs

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

Think-Pair-Share

⏱ 40 min·Whole Class

Oral Retelling Relay: Cultural Comparison

Whole class divides into chains. First student retells exposition from a First Nations text orally; next adds rising action in linear or circular style. Record and compare to written versions for structure differences.

Prepare & details

Explain why authors and storytellers choose specific points of view to tell their stories, drawing on examples from both First Nations and non-Indigenous Australian texts.

Facilitation Tip: In Oral Retelling Relay, seat students in small circles facing inward so they can hear each other clearly and maintain focus on the storytelling.

Setup: Standard classroom seating; students turn to a neighbor

Materials: Discussion prompt (projected or printed), Optional: recording sheet for pairs

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

Think-Pair-Share

⏱ 25 min·Individual

POV Rewrite: Individual Edits

Students rewrite a climax scene from third-person to first-person using a provided excerpt. Share in pairs, noting impact on reader engagement and tension.

Prepare & details

Compare how Aboriginal and Torres Strait Islander oral storytelling traditions use non-linear time and Country as central narrative elements with techniques found in contemporary written fiction.

Facilitation Tip: For POV Rewrite, give students highlighters to mark changes in tense or pronouns as they edit, making their revisions visible to peers.

Setup: Standard classroom seating; students turn to a neighbor

Materials: Discussion prompt (projected or printed), Optional: recording sheet for pairs

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

Teaching This Topic

Teachers should anchor lessons in familiar stories before introducing non-linear examples, as students need a clear baseline. Expect resistance to circular or flashback structures; model multiple readings of a short excerpt to normalize re-reading. Research shows peer discussion deepens understanding, so prioritize collaborative tasks over lecture.

What to Expect

Students will confidently label and discuss story elements in diverse texts, including First Nations narratives. They will compare structures, justify their reasoning, and revise texts to show how perspective shapes tension and meaning.

Watch Out for These Misconceptions

Common Misconception

During Story Arc Mapping, some students may assume all stories follow a straight line from beginning to end.

What to Teach Instead

Use a First Nations story with a circular or flashback structure as one example on the board. Ask groups to plot it on their large sheets and explain how the timeline loops back, challenging any linear-only diagrams.

Common Misconception

During Flashback Role-Play, students might think the climax is always a loud or dramatic scene.

What to Teach Instead

Give each role-play group a scene card labeled ‘climax’ and ask them to perform it quietly or subtly, then discuss how tension peaks even without shouting or action.

Common Misconception

During POV Rewrite, students may not see how perspective changes tension.

What to Teach Instead

Have pairs swap their rewritten scenes and highlight lines where their new perspective created a shift in emotion or suspense, then discuss these changes as a class.

Assessment Ideas

Quick Check

After Story Arc Mapping, provide a short excerpt with the exposition and rising action labeled. Ask students to add a star where they think the climax begins and one sentence explaining their choice.

Discussion Prompt

After Oral Retelling Relay, facilitate a class discussion where students compare how different stories handled time and ‘Country’ as a character. Circulate with a checklist of key terms (e.g., flashback, circular, protagonist) to ensure all students use academic language.

Exit Ticket

During POV Rewrite, ask students to write a sentence on their exit ticket explaining how changing the point of view affected the tension in their chosen scene. Collect these to check for understanding before the next lesson.

Extensions & Scaffolding

• Challenge: Ask students to find two First Nations stories with different narrative structures and present a 2-minute comparison to the class.
• Scaffolding: Provide a partially completed story arc template for students to fill in during Story Arc Mapping, with key terms already listed.
• Deeper exploration: Have students research the concept of ‘Country’ in First Nations storytelling and write a short paragraph explaining how it functions as a character in one specific story.

Key Vocabulary

Exposition	The beginning of a narrative, introducing characters, setting, and the initial situation.
Rising Action	The series of events that build tension and lead up to the climax, often involving conflicts.
Climax	The turning point of the narrative, where the conflict is at its peak and the outcome begins to shift.
Falling Action	The events that occur after the climax, showing the consequences and leading towards the resolution.
Resolution	The conclusion of the story, where conflicts are resolved and a sense of closure is achieved.
Point of View	The perspective from which a story is told, such as first-person (I, me) or third-person (he, she, they).