Formal+Recounts

Stage 2 Writing: Recount = Term: Weeks: 1 – 10  = Students who have achieved Stage 2 interpret and communicate proficiently ideas and information for different purposes and audiences. They explore the features of different types of spoken, written and visual texts and experiment with ways of shaping their ideas to suit topics, purposes and audiences.
 * QT Elements  ||   DK   ||   DU   ||   PK   ||   HOT   ||   M   ||   SC   ||   EQC   ||   E   ||   HE   ||   SS   ||   SSR   ||   SD   ||   BK   ||   CK   ||   KI   ||   I   ||   C   ||   N   ||
 * Stage Statement (extract )

Students produce longer texts with well-developed stages, using ideas and information about a range of topics. They recognise, discuss and can use many of the structures and grammar of a range of text types. Students experiment with ways of planning, reviewing and proofreading their writing as demonstrated by the teacher, and usually spell familiar words correctly. They can use the edit functions of word processors to alter, format and organise their texts. They use joined letters when writing in NSW Foundation Style. They usually use correct punctuation (capital letters, full stops, quotation marks, commas). || Recounts ‘tell what happened’. The purpose of a factual recount is to document a series of events and evaluate their significance in some way. The purpose of the literary or story recount is to tell a sequence of events so that it entertains. The story recount has expressions of attitude and feeling, usually made by the narrator about the events. || Recounts are organised to include: ê an orientation providing information about ‘who’, ‘where’ and ‘when’; ê a record of events, usually recounted in chronological order; ê personal comments and/or evaluative remarks that are interspersed throughout the record of events; a reorientation that ‘rounds off’ the sequence of events. || WS 2.9 WS 2.10 WS 2.11 WS 2.12 WS 2.13 WS 2.14 || __ Indicators: __ // • // identifies and explains the purpose and organisational structure of recounts, both literary and factual • recounts in sequence several aspects of a personal experience or an event using a variety of words and phrases to indicate time order • experiments with various ways of presenting written recounts to appeal to the reader, eg layout, visuals • writes more detailed recounts using descriptive language such as adverbs and adjectives • uses reported speech. || __ ORAL __//__ 1.3. __//// Shows understanding of some familiar simplified spoken English supported by immediate context and uses a few simple formulae or isolated words. // 1.3.1 //–// Identifies events or characters from pictures in a known context. //__ 2.3. __//// Shows some understanding of simplified English in familiar, controlled exchanges, and uses simple formulae or short telegraphic utterances. // 2.3.9 – Combines known formulas, learned structures and other vocabulary to construct new utterances related to a recount text.
 * Social Purpose
 * ==== Structure ====
 * __ Outcomes: __
 * __ ESL SCALES __

//__ 3.1. __//// Communicates and learns through English in predictable social and learning situations, understanding contextualised English and expressing simple messages in basic English. // 3.1.2 - Order information from a short spoken text using pictures.

__ READING __ //__ 1.5 __//// . Gains and shares meaning from hearing and reading short simple texts in structured reading activities. // 1.5.6 - Sequence a story, a series of events or a process using pictures or illustrations.

//__ 3.6. __//// Demonstrates awareness that English texts may be organised in different forms and that written English differs from spoken English. // 3.6.1 - Recognise that texts have a structure (starting points, middle and ending points, who, what, where and when and characteristic sequences).

__ WRITING __ //__ 1.9. __//// Communicates simple messages for classroom purposes using copied texts and well-rehearsed language and drawing on prior knowledge of writing. // 1.9.4 – Completes simple, repetitive, modelled sentences.

//__ 3.10. __//// Demonstrates awareness of common formats required of class texts. // // 3.10.3 - // Discuss sequencing of events and ideas in own writing.

//__ 3.11. __//// Writes a variety of simple cohesive texts, demonstrating a developing use of simple language and structures. // 3.11.4 - Use simple time sequence markers when describing a process or event (first, next, at last). ||

ê Using the noun group to build up descriptions, eg //the thick scrub on the Blue Mountains; the outstanding Australian athlete, Cathy Freeman//. ê Using reported speech, eg //The explorers Blaxland, Wentworth and Lawson said that their journey was very difficult at times//. ê Using various combinations of clauses, eg //When the explorers reached Mount York they could see the western plains below, but they decided not to continue any further.// ê Using connectives. ê Using evaluative language in factual recounts, eg //Greenway was an important architect//. ê Using evaluative language in personal recounts, eg //It was an exciting experience//. || Students at this stage will be using terms such as: ê conjunction, eg //when, then//; ê connective, eg //first, next;// ê reported speech, eg //Cathy Freeman said that she was excited about her win//; ê noun group, eg //the convict architect Francis Greenway//. ||
 * Grammar Focus
 * Grammar Terminology

__ Lesson 1: __ • Discuss and list possible topics for writing recounts. Think, pair, share. • Create class word banks to be used as a resource in independent writing, eg technical and subject-specific vocabulary, word families, words and phrases that convey feelings and opinions, words and phrases that indicate time and location of events. __ Lesson 2: __ __ Pre-Assessment: __ Students to write timeline of their school life.
 * Teaching and Learning Experiences

__ Lesson 3: __ *Have students use different coloured highlighters or pencils on a recount to identify words/phrases that indicate time, words/phrases that indicate location, words that indicate evaluation and describing and classifying adjectives. __ Lesson 4: __ *Discuss and list possible topics for recounts. Focus on purpose of recounts. *Divide the class into small groups for a jigsaw activity. Provide each group with a cut-up recount. Have students reconstruct the recount, placing events in the correct sequence.(Excursion to the Botanic Garden).

__ Lesson 5: __ *Ask students to represent the sequence of events in a recount in a different form, eg. maps of journey with events in time sequence; flow chart; timeline __ Lesson 6: __ *Collect published recounts from a variety of sources. Investigate the purpose and the audience for each. Who writes/reads recounts? Why do they write/read them? __ Lesson 7 : __ *Shades of meaning. __ Lesson 8: __ *In pairs sequencing pictures from text and using these to retell a sequence of events. __ Lesson 9: __ • Select and order words that indicate time sequence and jointly construct a recount using these time signals, eg On Monday, first, after that, meanwhile, after lunch, on the way. __ Lesson 10: __ • Have the class edit a jointly constructed recount. Make revisions to ensure information is relevant to purpose — to retell events. Encourage students to edit their own recounts in the same way. __ Lesson 11: __ • Ask students to expand information given in every stage of recount. Build noun groups by describing attributes of people, places and objects involved in the events of a recount. __ Lesson 12: __ • Encourage students to use visual texts in written recounts. Encourage students to use a range of sources for visuals (i.e. commercially and student-produced). Ask students to explain how the selected visual texts add meaning to their text and ask them to consider how the visual text would change depending on who was recounting the event. __ Lesson 13: __ • Have students independently write a recount of events represented in a visual text such as a timeline, story map, comic. __ Lesson 14: __ • Have students identify point of view in a recount and rewrite from a changed point of view, eg two sides of a traffic accident between a car and a bike from driver’s and rider’s point of view. __ Lesson 15: __ • Have students independently write factual and literary recounts including the opinion or feelings of the assumed writer, eg describe crossing of Blue Mountains from explorer’s point of view, recount personal experiences such as family traditions. __ Lesson 16: __ • Have student independently write a recount on a topic selected as a class. __ Lesson 17: __ *Prepare a spoken recount on a topic chosen by the class. __ Lesson 18: __ *Guest speaker- recount about their life. Students to ask questions to clarify and extend meaning.

__ Lesson 19: __ Comprehension activity (Obituary of Mary Reibey or others) __ Lesson 20: __ Post assessment: Create a scroll on Mary Reibey. || REGISTER ||
 * __ Evaluation __ ||