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Relevant for UK National Curriculum Key Stage 2.

Genre of Narratives and Recounts

Lesson Plan

Goals:

  • Distinguish recounts from narratives
  • Identify the discourse structure and features of register used in narratives
  • Re-order a narrative by following the appropriate features

Lesson Plan

Before this lesson, you may want to complete the lesson An Introduction to Genre, so that learners are familiar with the key terms discourse structure and register

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Genre of Narratives and Recounts

Activities

Activity 1

Today, we're looking at the genre of storytelling. Narratives and recounts are two ways of describing events.

What do you think is the difference between narratives and recounts?

Narratives and recounts both relate events that took place in the past and which occur in a logical order.

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Homonyms (Stein)

Plan

Please note: there are two pages of activities for this lesson.

Activity 1

Show the learners the two example words. Ask them to discuss with a partner how many different meanings they can think of. In the next two slides, show possible solutions. 

Next, explain that words with multiple unrelated meanings are called homonyms. Ask learners to identify the word class of the two example words.  

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Homonyms 1 (Stein)

Lesson

Objective

To identify the different meanings of homonyms of various word classes. 

Activity 1

Look at these two words. How many meanings can you think of for each? 

  • bank 
  • pupil

  • bank 
    1. an organization or a building that handles money and provides financial services. 
    2. the land on the side of a river or a lake

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    Homonyms 2 (Stein)

    Lesson

    Activity 3

    This lesson continues our look at homonyms. 

    Take for example the word fast

    How many different meanings and word classes can you think of?

    Look at these two sentences: 

    1. Katie works very fast
    2. Katie is a fast worker.

    They have very similar meanings, but in one sentence fast is an adverb and in the other an adjective.

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    Hyponymy (Stein)

    Plan

    Activity 1

    Show the learners the list of three nouns. Ask them to discuss the questions in pairs or small groups. 

    After a couple of minutes, reveal the focus of the lesson in the next slide: how nouns can relate to each other by being more general or specific. Use the example to demonstrate. Ask learners if they can think of any other examples. Don't worry if they struggle at this point, as they will see more throughout the lesson. 

    Ask learners to make notes on the new terminology as they will need it for the other activities. 

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    Hyponymy (Stein)

    Lesson

    Activity 1

    Look at these three nouns.

    What is the relationship between them? Can they be arranged into a logical order? 

    • Dog
    • Poodle
    • Animal

    We can label nouns as general or specific. The specific noun is included in the general noun.

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    Metaphor (Stein)

    Plan

    Activity 1

    Check your learners' prior knowledge by asking them to discuss the meaning of the term metaphor and to give examples. This can be done individually, and then check in small groups and/or whole class.

    Use the next slide to confirm the learners' answers. Next, ask if the learners can think of any other animal metaphors such as sly fox. Ask learners to share their ideas with each other and the whole class.

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    Metaphor (Stein)

    Lesson

    Activity 1

    What does the term metaphor mean?

    Can you think of an example? 

    A metaphor is when a word or phrase is used to suggest a resemblance to a another thing or action. 

    A metaphor uses language in a figurative sense. 

    When we call someone a sly fox we are implying that their behaviour is similar to a fox i.e. sneaky or crafty. 

    What other animal metaphors can you think of? 

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    Morphology - an introduction: Activity 1

    Activity 1: Finding word parts

    From the list below, pick out the words that are complex. Can you break them down into meaningful parts?

    1. bread
    2. sunshine
    3. fossil
    4. sleepwalker
    5. unhappy
    6. umbrella
    7. rebuild
    8. laughing

    There are some further questions on the next slide.

    Now look at the parts of the words that you have found. Which ones can be used on their own?

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    Morphology - an introduction: Activity 2

    Activity 2: Same word or different words?

    Would you say the following are different words or the same word?

    • hesitate, hesitates, hesitated, hesitating

    It depends what we mean by ‘word’! In one everyday sense, they are all different words.

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    Morphology - an introduction: Activity 3

    Activity 3: How many words?

    Look at the sentence below and answer the following questions:

    1. How many different words, in the sense of dictionary words, are there?
    2. Which items can be grouped together as forms of the same word?
    • I think teasing tigers is unwise, because I teased a tiger once and barely escaped alive.

     

    Noun endings

    Exploring suffixes and how they affect word class

    In this activity we will look at suffixes which change verbs and adjectives into nouns. This process is a part of derivational morphology. 

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    Noun identification

    In this activity, students work through the criteria for identifying nouns.

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    Noun identification: Activity 1

    Which words do you think are nouns?

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    Noun identification: Activity 2

    I'll see you on Thursday.

    Is Thursday a noun?

    • Does it represent a person, place, thing or idea?
    • Can it be singular or plural? Can you say one ___ and two ___s?
    • Can it be possessive? Can you add 's or ' at the end?
    • Can it follow the or a?
    • Can it be replaced with a pronoun like it, he, she, or they?

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    Noun phrase generator

    Try this noun phrase generator in class. Your students will enjoy creating weird and funny noun phrases using the interactive whiteboard.

    Goals

    • Create some new noun phrases.
    • Examine what can and can't happen in noun phrases.
    • Evaluate example noun phrases, looking at why they do or don't work.

    Lesson Plan

    The teacher explains that today, we will be generating noun phrases. 

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    Noun phrase generator: Activity

    Use the interactive whiteboard to generate weird and wonderful noun phrases. 

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    Nouns and only nouns

    Students are asked to communicate using a bank of nouns - and nothing else.

    Goals

    • Communicate with a partner using only nouns.
    • Discuss what can and can't be easily expressed using only nouns.
    • Determine which other types of words are useful for expressing complex ideas.

    Lesson Plan

    The teacher explains that this activity will involve you trying to express progressively more complicated concepts and actions to a partner using only these words, your own body language and imagination.

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    Orientating a scene: prepositions in travel guides

    Goals

    • To understand how prepositions construct meaning in a non-fiction text.
    • For students to apply this to their own writing.

    What and how do prepositions mean?

    Begin by showing your class a list of prepositions (or - even better - ask them to generate the list themselves). Display the list on the board, and ask: what do prepositions do and how do they do it? The discussion should arrive at the following conclusions:

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    Part and Whole (Stein)

    Plan

    Activity 1

    Ask the learners to read the five sentences. In small groups, ask them to discuss what the words in blue have in common. Guide the discussion towards: 

    • They are nouns
    • They refer to different animals 
    • They describe parts of animals

    After the discussion, show the learners the solution in the next slide to check their answers. 

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    Part and whole (Stein)

    Lesson

    Objective

    To explore the way that nouns can point to parts and wholes of things.

    Activity 1

    Read the five sentences below: what do the words in blue have in common?

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    Past participles in composition

    This activity involves working with nonfinite clauses to do some sentence-splitting and sentence-joining. The purpose is to develop your awareness of the different kinds of structures that are available to you as a writer.

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