LESSON PLAN – Writing to Recount

KLA: Literacy Class: Yr 1 Date: 2/7/2013 Time: 10:00 – 11:00am
OUTCOMES/ESSENTIAL LEARNINGS
Understand that the purposes texts serve shape their structure in predictable ways (ACELA1447)
Use comprehension strategies to build literal and inferred meaning about key events, ideas and information in texts that they listen to, view and read by drawing on growing knowledge of context, text structures and language features (ACELY1660)
Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questions (ACELY1656) / INDICATORS
Discusses the purpose of a recount.
Discusses the structure of a recount - orientation, events and conclusion
Identifies the following key information in a recount:
Orientation
Who, what, when, where & why
Events
What happened and sequencing words so we know it’s in order
Conclusion
Personal comment indicating how they felt
Evaluates whether a recount is good, bad or okay and states reasons why
Listening for details in spoken informative texts.
Participating in informal and structured class, group and pair discussions about content area topics, ideas and information.
Speaking clearly and with appropriate volume
ASSESSMENT
Observation
Helping mum activity sheet
Recount checklist
Talking individually with students
Group discussions
TEACHING AND LEARNING ACTIONS
TIMING
2 mins
5 mins
5 mins
5 mins
10 mins
20 mins
15 mins / ORIENTATION/INTRODUCTION
Introduce learning intention
WALT – understand the purpose and structure of a recount
WILF – Identify the important parts of a recount
Recap on text purpose, structure and language features – sequencing words (show text planner on writing for fun website)
CONTENT
Whole Class Learning
Introduce and discuss the Recount Check List
Introduce recount Shopping. Read aloud to class twice.
Text Deconstruction (Think/Pair Share)
- Students work though the check list to identify the important parts of the recount
- use the results from completed check list to evaluate whether the recount was good, bad or okay and discuss why
Group Work
Introduce recount The Surprise in My School Bag. Read aloud to class twice.
Students are split into their groups.
Each group is given one of the following parts of the text (orientation, events & conclusion).
Each group evaluates their given text using the check list.
Each group reports back their findings to the class.
Individual Work
Introduce recount Helping Mum. Read aloud to class twice.
Students complete Helping Mum activity sheet
EXTENSION
Students use the recount check list to assist them in writing an evaluation of why they think the recount was good, bad or okay and what they would change or add to improve it.
CLOSURE
Reflection on the importance of text structure and sequencing words in a recount. / TEACHING/
LEARNING
STRATEGIES
Shared reading
Text deconstruction
Think/Pair/Share
Sequencing
Class discussions
Questioning
Explanations
Reflecting
Evaluating
Interacting with peers
Problem solving / RESOURCES
Smart board
Writing for fun website:
- text planner
- Shopping recount
Recount Check List
The Surprise in My School Bag recount
Helping Mum recount – 1 per student
Helping Mum activity sheet – 1 per student / INCLUSIVE PRACTICES
Learning will take place through the visual, auditory, and kinaesthetic learning styles, catering for all different types of learners in the class.
Students have the opportunity to listen, write/record their understanding as well as discuss their learning/understanding.
Repetition of key learning points will aid in low achieving students in attaining lesson outcomes.
Students’ learning is scaffolded to progress from whole class to group and finally to individual learning.
Groups are arranged with a mixture of ability levels – high, average and low
Provide J, D and B with encouragement and positive reinforcement to assist in keeping them on task and completing the task.
J and J not to sit next to each other on the floor
B and D to sit at the front
During individual work support B, M, C, J, and D
MEANINGFUL LINKS TO OTHER LESSONS
This lesson links to previous lessons where students have had explicit teaching on:
-  The purpose of a recount
-  The text structure
-  Chorological order
-  Sequencing words
Will link to future lessons where further learning will take place around the writing genre writing to recount.

#Please note all names have been deleted for privacy

RECOUNT CHECK LIST

tudy your writing and evaluate.

YES / NO
Orientation – introduction (setting the scene)
Does it include details of when?
Does it include details of who and what?
Does it include details of where?
Does it include details of why?
Events – what happened (in order)
Are your events in order of what happened?
Have you used sequencing words?
(first, next, then, after lastly etc)
Conclusion – personal comment
Do you have a personal comment that tells what you thought, felt or decided about the event?
Have you explained why you thought, felt or decided this?

The Surprise in My School Bag

After school on Friday, I went to Kim’s house.

First, we had a banana and a drink of milk.

Then, we ran outside to play on the swings. Kim pushed me and I went up high.

Next, we went inside to read some books. I had a present for Kim in my school bag.

Kim opened her present. She got a big surprise. It was a new book about horses.

Kim loved her new book.

Helping Mum

This morning, I did lots of things to help mum at home.

First, I got dressed and I made my bed.

Then, I put my clean clothes in the big cupboard. I put my toys away, too.

Next, I went into the kitchen and I fed the cat.

After I had my breakfast, I got ready for school. I put my lunch and my books in my bag.

Mum was very pleased with me. I liked helping mum.

Complete the following activities on the recount Helping Mum.

Text structure

-  Circle the title red

-  Circle the orientation blue

-  Circle the sequence of events black

-  Circle the personal comment green

Sequencing words

Colour the sequencing words orange

Text information

When did the event happen? ______

______

Who was involved in the event? ______

______

Where did the event happen? ______

______

Was the outcome of the event good or bad? How do you know? ______

______

______