Learning Experience 4
Description
This learning experience is designed to use the tense knowledge revised from the previous lesson and apply it to this lesson by writing a recount. Students will be revising the structure and purpose of a recount and together as a class will plan, model and construct a recount using digit technology. Using the gradual release of responsibility this is the learning experience will start off as being around modelled and shared writing. Before the end of the lesson most students will be ready to enter the guided phase of writing (Fellowes & Oakley, 2010).
Duration
1 hour
Curriculum
ACARA
Understand how texts vary in purpose, structure and topic as well as the degree of formality (ACELA1504)
Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1701)
Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience (ACELY1704)
Reread and edit student's own and others’ work using agreed criteria for text structures and language features (ACELY1705)
QCAA Literacy Indicators
WC 5
i. Identify the purpose, content, context, text structure and writer-reader relationships when writing and creating learning area texts
ii. Write and create learning area texts, demonstrating increasing control and using modelled structures to organise information
iii. Plan, draft and publish texts using strategies
ix. Proofread and edit writing, using knowledge of editing techniques
Resources
This learning experience is designed to use the tense knowledge revised from the previous lesson and apply it to this lesson by writing a recount. Students will be revising the structure and purpose of a recount and together as a class will plan, model and construct a recount using digit technology. Using the gradual release of responsibility this is the learning experience will start off as being around modelled and shared writing. Before the end of the lesson most students will be ready to enter the guided phase of writing (Fellowes & Oakley, 2010).
Duration
1 hour
Curriculum
ACARA
Understand how texts vary in purpose, structure and topic as well as the degree of formality (ACELA1504)
Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1701)
Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience (ACELY1704)
Reread and edit student's own and others’ work using agreed criteria for text structures and language features (ACELY1705)
QCAA Literacy Indicators
WC 5
i. Identify the purpose, content, context, text structure and writer-reader relationships when writing and creating learning area texts
ii. Write and create learning area texts, demonstrating increasing control and using modelled structures to organise information
iii. Plan, draft and publish texts using strategies
ix. Proofread and edit writing, using knowledge of editing techniques
Resources
- Recount written by student from year 3 about an excursion
- Recount Powerpoint Presentation
- Projector
- Whiteboard
- Whiteboard markers
- Recount plan worksheet
- Recount framework worksheet
- Recount checklist
Year 3 Recount Sample | |
File Size: | 50 kb |
File Type: |
Recount Powerpoint Presentation | |
File Size: | 3056 kb |
File Type: |
Recount Plan Worksheet | |
File Size: | 63 kb |
File Type: |
Recount Framework Worksheet | |
File Size: | 638 kb |
File Type: |
Recount Checklist | |
File Size: | 30 kb |
File Type: |
Lesson Objectives
Learning Experience Overview
Differentiation
In this lesson the literacy support aid will be working with students particular students such as the 5 students with developmental delay in literacy and the 2 indigenous students. With this extra help the classroom teacher can focus attention on other students that may also need guidance especially the 2 ESL students. The classroom teacher will need to place themselves with these students and guide them through writing a recount. This way the teacher can still monitor the other students however give these students the attention they need (Genishi & Haas Dyson, 2009).
Giving students the opportunity to write a recount from their own experience makes it an authentic piece of writing. Students will be more motivated to write a recount about a personal experience than an event every student in the class has participated in (Tompkins, Campbell & Green, 2012).
Assessment
By asking students to read and give feedback on other students work they are reinforcing their own knowledge of recounts and practising editing and writing feedback skills that have been taught throughout the year (Fellowes & Oakley, 2010).
- Understand features and structure of a recount
- Use past tense when writing recount
- Create recount as a class and individually
Learning Experience Overview
- Read a recount that Miss Roberts wrote about her weekend.
- Discuss with students what a recount is and the purpose of a recount.
- Use recount powerpoint presentation to explain features and tips of writing a recount.
- Ask students what we could write a recount about, then decide on one to write as a class.
- Use the plan and framework template to write down ideas that students have suggested.
- Then begin to type the final recount using word. Model writing from each section.
- Hand out recount plan and framework activity sheets and explain that students are now going to write their own recounts on any given experience. It could be from a day on the holidays or weekend, a birthday party, trip to the beach or overseas holiday.
- Assist students where needed and advise students that their plans and framework need to checked before they can begin writing their final copy.
- Students are to hand write their recounts inside their notebooks and glue in 2 recount checklists beside their finished written text.
- Once finished students must swap and read at least 2 other students recounts and using the recount checklist to provide feedback for their peers.
- Once this is completed students can draw a picture to go with their recount until everyone has finished writing.
Differentiation
In this lesson the literacy support aid will be working with students particular students such as the 5 students with developmental delay in literacy and the 2 indigenous students. With this extra help the classroom teacher can focus attention on other students that may also need guidance especially the 2 ESL students. The classroom teacher will need to place themselves with these students and guide them through writing a recount. This way the teacher can still monitor the other students however give these students the attention they need (Genishi & Haas Dyson, 2009).
Giving students the opportunity to write a recount from their own experience makes it an authentic piece of writing. Students will be more motivated to write a recount about a personal experience than an event every student in the class has participated in (Tompkins, Campbell & Green, 2012).
Assessment
By asking students to read and give feedback on other students work they are reinforcing their own knowledge of recounts and practising editing and writing feedback skills that have been taught throughout the year (Fellowes & Oakley, 2010).