This two week unit of work with lesson plans for a year one classroom and is focused on the text form of recount, with these lessons illustrating to students how to construct a recount.

My first two lessons have the essence of a retell text type. Students are not retelling the story, I am using the text to give them a concrete example for us to examine while I begin to introduce the focus of: who, what, when, where, why, how. I really wanted to start the recount process with a visual example and this text allows for a brainstorm of the elements of recount.

My modeled writing experiences throughout the lessons focus immensely on the: who, what, when, where, why and how structure, as this is a structure I want children to focus on when recounting. During modeled writing I will model the use of full stops and use think aloud statements to give children an insight into what I am thinking when writing a recount. A major emphasis will be made on sounding out words when writing.

ICT is incorporated within this FPD, integrating smart boards, computers and cameras to make lessons both motivating and enjoyable and as a key element to involving students in their learning.

• Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questions (ACELY1656)
• Use interaction skills including turn-taking, recognising the contributions of others, speaking clearly and using appropriate volume and pace (ACELY1788)
• Make short presentations using some introduced text structures and language, for example opening statements (ACELY1657)
• Describe some differences between imaginative informative and persuasive texts (ACELY1658)
• Read supportive texts using developing phrasing, fluency, contextual, semantic, grammatical and phonic knowledge and emerging text processing strategies, for example prediction, monitoring meaning and rereading (ACELY1659)
• 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)
• Create short imaginative and information texts that show emerging use of appropriate text structure, sentence level grammar, word choice, spelling, punctuation and appropriate multimodal elements, for example illustrations and diagrams (ACELY1661)
• Reread student’s own texts and discuss possible changes to improve meaning, spelling and punctuation (ACELY1662)
• Write using unjoined lower case and upper case letters (ACELY1663)
• Construct texts that incorporate supporting images using software including word processing programs (ACELY1664)
• Discuss how authors create characters using language and images (ACELT1581)
• Discuss characters and events in a range of literary texts and share personal responses to these texts, making connections with students’ own experiences (ACELT1582)
• Express preferences for specific texts and authors and listen to the opinions of others (ACELT1583)
• Discuss features of plot, character and setting in different types of literature and explore some features of characters in different texts (ACELT1584)
• Listen to, recite and perform poems, chants, rhymes and songs, imitating and inventing sound patterns including alliteration and rhyme (ACELT1585)
• Recreate texts imaginatively using drawing, writing, performance and digital forms of communication (ACELT1586)

Download the unit sequence of lessons below in PDF or WORD.

Resources:

• Wilfred Gordon Macdonald Partridge by Mem Fox
• Laminated photos from the text to use in recounting the events within the story
• Blue tack
• Assessment checklist and paper for running records
• White board and whiteboard markers
• Paper for the running records assessment
• Camera
• Class list with a column for active listening and another column to assess the recount
• Parachute.
• Bean bags.
• Sentences pre set on the interactive whiteboard.
• Who, what, when, where, why and how words pre set on the whiteboard.
• Memory Bag (WORD)
• Coloured sticky notes.
• A4 paper.
• Recycled time capsules that students created in art.
• Sticky tape.
• A shovel.

 

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