Sophie

Tye
Writing Unit Plan: Recounts
School Name: Mulga Street Primary School Duration of unit:
Learning Area: Literacy (recounts) Unit Title: Recount writing Year level(s): 2/3
(AC)Content descriptor(s):

Year 2: Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some
less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose (ACELY1671).

Year 3: Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features
and selecting print, and multimodal elements appropriate to the audience and purpose (ACELY1682).

Strand: Literacy
Substrand: Creating texts

Learning Intention: (What do you want the children to know and understand?)
A recount is a retell of a past event, that is told in chronological order.

Overarching ideas:
Recounts have a structure that makes them different from other types of writing (narratives, information reports, persuasive texts).

Achievement Standard: (Relevant parts)

Year 2: When discussing their ideas and experiences, students use everyday language features and topic-specific vocabulary. Students create texts,
drawing on their own experiences, and information they have learnt.

Year 3: Students understand how language features are used to link and sequence ideas. Their texts include writing and images to express and develop, in
some detail, experiences, events, information, ideas and characters.

Cross Curriculum Priorities: (Highlight applicable and give an General Capabilities: (Highlight applicable capabilities and give an example of use)
example of use)
Literacy: composing texts
Aboriginal and Torres Strait Islander histories and Numeracy
cultures Information and Communication Technology Capability
Asia and Australias engagement with Asia Critical and Creative Thinking: sequencing events
Sustainability Personal and Social Capability: working collaboratively and sharing ideas
Ethical Understanding
Intercultural Understanding


Integrated Curriculum Links:


Learning area: Activity/task:



Assessment How When/Who
Diagnostic/Prior Knowledge Student-written pre-test. Marked against Stephen Graham Conducted first week of term, 2 weeks prior to the
How will you find out what the checklist criteria. commencement of unit. All students to completed. Assessed by
children already know? Gaynor and myself.
Formative Ongoing tasks collected at the end of the lesson. Ongoing, at the end of each (relevant) lesson.
How will you find out if the Organisation of a pre-cut recount
children are on track to know 5Ws sheet and conversion to sentences. Observed by Sophie, problem areas noted and re-addressed in
and understand the learning? following lessons.
Sequencing of events.
Summative Written recount. All students to complete.
How will you know if the Marked against recount-specific rubric created by Sophie. Marked by Sophie & Gaynor.
children have developed an
understanding of the learning?
Sequence of learning
Learning Experiences Adjustments for needs of Resources:
**All lessons are 30 minutes in duration. learners
www.pdst.ie/recountwriting
th
Monday 15 May: Comparing texts The texts will be read aloud for all A Trip to the Zoo
Have students sitting on the mat with nothing in their hands. learners to interact with.
 Compare different text genres including recounts, narratives, persuasive www.hellokids.com/c_1080/
texts and information reports. reading-
Immerse students in a range of multimodal texts, including using the learning/reportsinformation/animal
-information-for-kids/animals-of-the-
interactive whiteboard and reading picture books. Compare the features of
world-the-koala.
different types of texts. - Koala information report
Explain that a recount is something that has already happened (not a made
up story with a problem and solution like a recount).

Tuesday 16th May: Recount poster Recount poster
Students working on the mat at the front of the room.
Discuss topics of a recount (what is something that has happened in the
past).
Work from the large recount poster and explain the different components
of a recount. Discuss that it should be written in order of what happened.
Explain using past tense language.


Wednesday 17th May: Cut up sequence in pairs Recount brainstorm sheet
Referring to the recount poster, discuss the order of a recount.
The recount brainstorm sheet is cut into sections on the floor.
In pairs, students put the different pieces into order and glue to a new
page.


Thursday 18th May: Discussing the 5Ws Low-level: draw the 5Ws instead 5Ws sheet
Begin to explore the introduction of a recount by discussing the 5Ws. of writing them.

Model the 5Ws sheet on the IWB.
Extension: add more detail (be
Students complete 5Ws sheet individually, as they begin to develop a specific) with responses. Begin to
sense of what the introduction of a recount needs to include. form a sentence, including each
Students are not writing complete sentences at this stage. of the 5Ws.


Friday 19th May 17: Drama (verbs)
 Break from formal writing at the end of the week.
Ask students what a verb is.
Discuss examples of verbs and write examples on the board for students to
refer to.
Students form groups of 2-4 (students choice).
Each group chooses 3 verbs to act out that they will present to the class.
After each performance, peers guess what verbs were being acted out.
Explain that verbs are used in recounts because something was done.

5Ws sheet
nd Low-level: draw the 5Ws instead
Monday 22 May: 5Ws in sentence form
Recap on last weeks work what do we know/can remember about of writing them. Complete the
5Ws section only.
recounts?

Model the new 5Ws sheet on the IWB for students using the phrase on
Extension: expand into several
the weekend. Firstly, model my own weekend, and then use a low-level sentences introducing the
students weekend to model for the class to provide 2 different examples. recount. Add more detail to
Students complete the sheet individually, firstly recapping on the 5Ws that sentences.
they are familiar with and then expanding into sentence form.

NO FORMAL RECOUNT WRITING LESSONS FOR THE REST OF WEEK 4 DUE TO NATIONAL SIMULTANEOUS STORYTIME.
Sequence of events sheet
Monday 29rd May: Sequence of events Low-level: only use a verb and
noun for each section (e.g. ate
Introduce: Revisit the 5Ws as it has been a week since the last recount writing apple), however it would be ideal
for all students to attempt a full
lesson. Ask students to provide an example of each of the 5Ws. (5 minutes)
sentence.

Develop: Explain that we will now look at the main part of a recount, the order of Extension: underline verbs and
events. Display a written recount on the interactive whiteboard: read and model circle nouns. Beyond this
the sequence of events for students. Underline words such as first, next, then, students can attempt to add
finally, last, eventually and so on. Explain chronological order. (10 minutes) adjectives to their sentences and
highlight them.
Circle the verbs and highlight the nouns to reinforce grammar. Explain how these
can be used in a recount to add detail for the reader.

Model a sequence of events on the whiteboard based on a students weekend,
using the order of events sheet.

Closing: Students complete the order of events sheet, where they use the leading
words first, then, next and last to begin their sentences and structure their
recount. This involves forming sentences and drawing a picture to represent the
event. (15 minutes)

Tuesday 30th May: Sequence of events Support: Teacher circulating to Pre-cut recount.
offer support. Confident student Online recount examples for visual.
Introduce: Discuss previous lesson, and address any areas of concern. Reinforce also provides support to
developing student (ie. Year 3
words that should be used to describe the order of events such as first, next,
with a year 2).
then, finally. Brainstorm other words that could be used (to begin, following,
after, last, eventually). (5 minutes) Extend: students to underline
verbs, circle nouns and attempt
Develop: Present a cut up recount and ask students to put it in the correct order. to highlight adjectives (or
Students can work in pairs one developing student to one confident student. underline each in a different
Students will need to get their order checked by myself or Gaynor before gluing it colour).
to a piece of white paper. (15 minutes)

Closing: Students move back to the mat, and look at a recount that has been
written by a child. How could they edit it so that it makes more sense? (10
minutes)


Wednesday 31st May: Conclusion of recount & personal statement Support: Developing students use Online recount examples for visual.
less detail and write one
Introduce: View and discuss existing recount endings, clarifying where the author sentence to conclude the
recount, or draw pictures to
adds in their feelings about what has occurred. Model how to write a sentence
support their explanations.
incorporating a personal view. Provide an example based on a child in the class
recount (preferably a developing child). (10 minutes) Extend: Add more detail. Those
that are well beyond can have a
go at writing a full recount
Developing: Students attempt to write a few sentences in their writing books to following the structure that has
conclude their recount (now that they have a beginning and middle). (10 minutes) been discussed.

Closing: Sharing time. Form a shape on the mat and allow a few students to share
their closing statements. (10 minutes)


Thursday 1st June: Pulling it all together Support: Teacher support for Recounts poster (in class)
developing students, however
Introduce: With reference to the recounts poster, revisit each section of a recount they will need to try their best to
complete the recount as it is
and discuss the language that is used. Model on the whiteboard as a further
handed in as a formative
reference for students. (5 minutes) assessment.

Develop: Students have a go at writing a full recount about their weekend in their
writing books. This will take the entire lesson and will possibly need another lesson
to complete. (20 minutes)

Closing: Collect books to formatively assess, providing direction for next weeks
teaching prior to summative assessment.


Friday 2nd June: Plays Support: students working in
groups.
Introduce: Revisit the sections of a recount and what must be included to make it a
recount and not a narrative or a story. Talk about the sort of language that is used
in recounts. (5 minutes)

Develop: In groups of 3-4 students create a play to present a verbal recount.
Students must work together so that their recount makes sense, appropriate
language is used and that the appropriate structure is followed. Those who follow
the correct structure will be moved forward on the surprise box. (15 minutes)

Closing: Sharing of plays. 2-minute cap per play. (10 minutes)


Monday 5th June: Model and Plan Support: teacher support for YouTube video: Introduction to a
developing students. Word books Recount

to assist with spelling.
Introduce: Watch YouTube video, Introduction to a Recount. Discuss the language
used in recounts, including adjectives. ZP & JW working with individual
SSO support. Option to write single
Develop: Model writing a recount about the weekend. Ask students to help words with supporting pictures.
develop the recount.

Closing: Students create plans for their own recounts based on the weekend.



Tuesday 6th June: Writing drafts ZP & JW attempt to convert plan
into simple sentences following

recount structure, with support
Students use their plans to write the recount in as much detail as possible. Silent from teacher.
working, individual work.
1 sentence introducing, 1 for first,
1 for next, 1 then, 1 for after and 1
to finish the recount.

Wednesday 7th June: Edit the recount
Teacher working 1 on 1 with ZP.


Introduce: use a students work (a good example, do not name student) to model JW working with SSO.
to the class one sentence at a time. Ask the class what they could do to improve
the sentence, are there any descriptive words they could add?

Develop: students attempt to edit their own sentences and add as much detail as
possible.

Closing: students conduct final proof read of their work prior to assessment.
Teacher to check, and correct spelling where necessary.

Thursday 8th June: Assessment Teacher can clarify instructions for
students, but not specifically help.

Students write a complete recount for summative assessment.