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Year level(s)

25 minutes.

English - Imaginative Recounts

Implementation date(s)

Curriculum area(s)
Australian Curriculum:

NOTE: Use the relevant curriculum document: Australian Curriculum (P-10); QSA Queensland Kindergarten Learning Guideline; QSA Early Years Curriculum Guidelines; QSA Essential Learnings and Standards
(Years 1 -9); QSA Learning area (Year 10); QSA Subject syllabus/SAS (Years 11 12), and other curriculum sources (school priorities, etc.)

Creating Texts
Plan, draft and publish imaginative, informative and persuasive texts, selecting aspects of subject matter and particular language, visual, and audio features to convey information and ideas
Creating Literature
Create literary texts that adapt stylistic features encountered in other texts, for example, narrative viewpoint, structure of stanzas, contrast and juxtaposition (ACELT1625)

Commented [T1]: Curriculum to be taught throughout the lesson.

Prior knowledge:

LMQ1 - What does the learner already know? (Links to prior knowledge & interests including diagnosis of
previous learning experiences)
Basic handwriting skills.
Most use basic punctuation skills such as capital letters, full stops, apostrophes etc but often require reminding.
Know what a recount is and have done recounts before as a class but not an imaginative type.
Recounts follow a particular structure as most literature does.
What metaphors and similes are and how to use them (witnessed from previous demand writing examples).
What a sizzling start is and power lines are.
What a topic sentence is and the basic structure of texts (Intro, body, conc).

Learning outcomes/standards:
LMQ2 - Where does the learner need/want to be?
(Knowledge & understanding & skills to be acquired or further developed. Draw upon relevant content descriptions from curriculum document to inform specific outcomes/standards for this learning experience.
Foreground achievement standards that will inform assessment. Use descriptors appropriate for phase of learning & curriculum. QSA, 2011, defines curriculum as the sum total of the learning and development
experiences that are offered by a school, formally and informally, in class and out of class.)
Knowledge & understanding:
D1 - Understand what an imaginative recount is.
P1 - Demonstrate structure of imaginative recount.
D2 - Know the difference between a regular recount and an imaginative one.
P2 - Demonstrate use of various language features such as similes, metaphors and sizzling start.
D3 - Know the structure of an imaginative recount and specific features such as narrative viewpoint.
P3 - Write in a viewpoint that is not their own, recounting in the first person.
Commented [T2]: These are the DK and PK reflecting upon the
curriculum to be taught and the focus of the lesson.
Learning processes:

LMQ3 - How does the learner best learn?

DoL1 Focus - What Attitudes and Perceptions will be the focus of this LEP and how will I support individual
learners? (Including differentiated teaching for student diversity.)
Perceive Tasks as Valuable and Interesting
5. Create classroom tasks that relate to students interests and goals.
Students can write from the perspective of anyone or anything they can think of. This could include rugby
players, actors, role models, parents or even animals. This gives a huge scope for students to write from the
perspective of somebody or something that truly interests them. I will give them specifics on what the theme
of the writing will be about (where it is occurring) to jumpstart some students minds who find it more difficult
to think creatively but for the most part if will be relative to their own personal interests.

DoL5 Focus - What Habits of Mind will be the focus of this LEP and how will I support their
Restrain Impulsivity
There will be a short modelling part of the lesson where the learning manager will go through the
features of an imaginative recount while they write an example up on the board. This will require
students to sit and listen forcing them to restrain themselves and focus specifically on the task. The
task itself is also 15 minutes of silent demand writing so the learning manager will have to remind them
that it is an individual task and that they are to do it in silence.
Generate new ways of viewing a situation that are outside the boundaries of standard
This task will require students to write from a perspective that is not their own. This will make them
have to look outside of the usual realm of what they are used to. This will be focussed upon in the
modelled part of the lesson.

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8 mins.


Learning procedures
LMQ5 - What will constitute the learning journey?
LMQ6 - Who will do what?
(Include adjustments in the learning experiences to accommodate learner difference.)

Phase 1 Introduce, engage, focus, advance organiser, review prior knowledge, hook
Introduce the expectations of the class. Hands up rule, then go over a behaviour
management strategy with them (e.g. 3, 2, 1 shh).
Make sure they understand what they have to do when you use that strategy. Remind
them of the school behaviour matrix. They have to show respect, be safe and be a
Discuss restraining impulsivity and creative thinking. Explain why these will be important
for this task.
Introduce the topic of imaginative recounts. Explain that they will listen while you model,
then you will share and write a few sentences together, followed by them doing their
own independently. (advance organiser).
Briefly go over prior knowledge of recounts in general. What is the structure? Whose
experience are you drawing on? Does it have a sizzling start? Etc.
Hook the students in by explaining that they can write from any perspective that they
want as long as it is not their own and it is not real (imaginative!).
Explain that today that learning manager will write from the perspective of a dog.
Begin to think aloud, what the day to day life of a dog would be like and their thought
Write the sizzling start, justifying as you go why it is a sizzling start. Use similar language
features in the writing, thinking aloud as to why you chose them.
Continue writing the recount, going through the structure as you go.
Write a good two paragraphs to get them started and understand what imaginative
writing looks like and how the perspective changes.
Phase 2 Develop skills & knowledge, build, practise, acquire, integrate, extend, refine
Move onto sharing. Start a new paragraph, asking them what the dog might do next and
write it together.
After finishing the two sentences together, ask them to open up their day pads and title
their page, imaginative recount.
Explain that this will be the independent part. Write up a few ideas that they can use on
the board. (e.g. Jungle, Man/woman in the city, Bird flying in the sky, astronaut etc).
Give them a few language features to focus on such as spelling, vocab, metaphors and
Bring up a picture on the projector to give them a head start.
Students write for fifteen minutes uninterrupted.
Learning manager roams around the room, helping students who need more guidance
(specific support students - differentiation). Students who finish early and wish to
extend their writing can add some more language features into their text.
Phase 3 Conclude, culminate, draw together, review & summarise key learnings, checks for
learning, consolidation, homework/review tasks
Culminate and share some of the imaginative recounts.

Dimensions of Learning (DoL)

Including teaching strategies to be

LMQ4 - What
resources do I
have at my

Assessment & feedback

LMQ7 - How will I check to see the learner
has achieved the learning outcomes? (See
also the QSA Assessment Bank.)
LMQ8 - How will I inform others?
(Include moderation of teacher judgments of
standards if necessary.)

DoL 5 - Restrain Impulsivity and

White Board
Diagnostic - Discussion what they know
about recounts.

DoL 1

Commented [T3]: Modelling literacy strategy.

DoL 1

DoL 5

Commented [T4]: Sharing literacy - release of responsibility

Commented [T5]: Independent literacy strategy. Ultimate release
of responsibility.

Anecdotal Observations - Formative - Walk

around class observing their writing and
making notes on which students need
improvement in which areas and which need
extension. Notes can be written formally to
be presented to others (without names).
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Ask the students if they understood what was required/enjoyed the activity.
Review briefly what occurred during the lesson and the basic elements of an imaginative
recount. Write 3 notes about imaginative recounts in day pads.
Students hand in day pads for making (Formative Assessment).

DoL 2 - Store

Day pads - Formative - Check to see if they

understood the content and achieved the
learning outcomes. Day pads could be used
as examples to inform others.

LMQ9 - Why has the learner (achieved/)not achieved the learning outcomes (standards)?
(Feedback to the student & teacher about what is needed to inform future learning - what worked and what didnt. Were the knowledge & understanding & skills achieved? Learning diagnosis including individual
learning issues that need to be addressed.)
Did I address all of the improvements the mentor teacher suggested last week?
Did the lesson go well? If not why not?
How could I improve this next time?

Version 25 Nov 2011