LESSON PLAN
LESSON PLAN – Writing to Recount
|KLA: Literacy Class: Yr 1 Date: 2/7/2013 Time: 10:00 – 11:00am |
|OUTCOMES/ESSENTIAL LEARNINGS |INDICATORS |
|Understand that the purposes texts serve shape their structure in predictable ways (ACELA1447) |Discusses the purpose of a recount. |
| | |
|Use comprehension strategies to build literal and inferred meaning about key events, ideas and |Discusses the structure of a recount - orientation, events and conclusion |
|information in texts that they listen to, view and read by drawing on growing knowledge of context, text | |
|structures and language features (ACELY1660) |Identifies the following key information in a recount: |
| |Orientation |
|Engage in conversations and discussions, using active listening behaviours, showing interest, and |Who, what, when, where & why |
|contributing ideas, information and questions (ACELY1656) |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 |ORIENTATION/INTRODUCTION |TEACHING/ |RESOURCES |INCLUSIVE PRACTICES |
|2 mins |Introduce learning intention |LEARNING |Smart board |Learning will take place through the visual, |
| |WALT – understand the purpose and structure of a recount |STRATEGIES | |auditory, and kinaesthetic learning styles, |
| |WILF – Identify the important parts of a recount |Shared reading |Writing for fun website: |catering for all different types of learners |
| | |Text deconstruction |- text planner |in the class. |
|5 mins |Recap on text purpose, structure and language features – sequencing words (show text planner on |Think/Pair/Share |- Shopping recount | |
| |writing for fun website) |Sequencing | |Students have the opportunity to listen, |
| | |Class discussions |Recount Check List |write/record their understanding as well as |
| |CONTENT |Questioning | |discuss their learning/understanding. |
| | |Explanations |The Surprise in My School | |
|5 mins |Whole Class Learning |Reflecting |Bag recount |Repetition of key learning points will aid in|
| |Introduce and discuss the Recount Check List |Evaluating | |low achieving students in attaining lesson |
|5 mins | |Interacting with peers |Helping Mum recount – 1 |outcomes. |
| |Introduce recount Shopping. Read aloud to class twice. |Problem solving |per student | |
|10 mins | | | |Students’ learning is scaffolded to progress |
| |Text Deconstruction (Think/Pair Share) | |Helping Mum activity sheet|from whole class to group and finally to |
| |- Students work though the check list to identify the important parts of the recount | |– 1 per student |individual learning. |
| |- use the results from completed check list to evaluate whether the recount was good, bad or okay | | | |
| |and discuss why | | |Groups are arranged with a mixture of ability|
| | | | |levels – high, average and low |
|20 mins |Group Work | | | |
| |Introduce recount The Surprise in My School Bag. Read aloud to class twice. | | |Provide J, D and B with encouragement and |
| |Students are split into their groups. | | |positive reinforcement to assist in keeping |
| |Each group is given one of the following parts of the text (orientation, events & conclusion). | | |them on task and completing the task. |
| |Each group evaluates their given text using the check list. | | | |
| |Each group reports back their findings to the class. | | |J and J not to sit next to each other on the |
| | | | |floor |
| |Individual Work | | | |
| |Introduce recount Helping Mum. Read aloud to class twice. | | |B and D to sit at the front |
|15 mins |Students complete Helping Mum activity sheet | | | |
| | | | |During individual work support B, M, C, J, |
| |EXTENSION | | |and D |
| |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. | | | |
|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
[pic] 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? ____________
________________________________________________________________
________________________________________________________________
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