This article describes a model teaching unit for the development of reading and writing in the narrative genre with 6th grade students of Primary Education in the Chilean context. The organization and theoretical foundation of the teaching unit is based on Genre Pedagogy and on the Reading to Learn approach, developed by Professor David Rose. The proposal presented is part of a project to create a corpus of teaching plans organized according to the three families of genres described in Rose and Martin (2012), with the aim of implementing them and evaluating their results in the classrooms of a socially vulnerable school located in Vina del Mar, Chile.