Learning Experience 5
Description
Learning experience five is focused on the gradual release of responsibility model (Fellowes & Oakley, 2010).
With students in the previous lesson engaged in modelled and shared writing most students will be able to now create a recount text individually. The recount topic will be based on their experience on the Gold Rush excursion the previous day so again making this an authentic writing experience (Tompkins, Campbell & Green, 2012). This lesson students are given the opportunity to plan on the iPad using a recount graphic organiser application. This not only acts as a motivation tool but appeals also to the students who are visual or kinaesthetic learners (Woolfolk & Margetts, 2010). This piece of writing will be the foundation of the next stage in the unit. The knowledge learnt from the excursion will also help students when coming to write their summative assessment piece at the end of the unit.
Duration
1 hour 15 minutes
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
v. Build meaning within paragraphs by using sentences to sequence information and join main ideas and support details
ix. Proofread and edit writing, using knowledge of editing techniques
Resources
Learning experience five is focused on the gradual release of responsibility model (Fellowes & Oakley, 2010).
With students in the previous lesson engaged in modelled and shared writing most students will be able to now create a recount text individually. The recount topic will be based on their experience on the Gold Rush excursion the previous day so again making this an authentic writing experience (Tompkins, Campbell & Green, 2012). This lesson students are given the opportunity to plan on the iPad using a recount graphic organiser application. This not only acts as a motivation tool but appeals also to the students who are visual or kinaesthetic learners (Woolfolk & Margetts, 2010). This piece of writing will be the foundation of the next stage in the unit. The knowledge learnt from the excursion will also help students when coming to write their summative assessment piece at the end of the unit.
Duration
1 hour 15 minutes
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
v. Build meaning within paragraphs by using sentences to sequence information and join main ideas and support details
ix. Proofread and edit writing, using knowledge of editing techniques
Resources
- Recount Powerpoint Presentation
- Projector
- Whiteboard
- Whiteboard markers
- Recount plan worksheet
- Recount framework worksheet
- Class set of iPads
- iPad connection cord to projector
- Writing a Recount iPad application
- Class set of laptops
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: |
Writing a Recount iPad Application
Writing a recount is usually the first piece of writing that primary school children complete. Most students find writing about their own experiences an easy concept to understand, but many kids struggle to evolve from writing single sentences to creating a well structured piece of writing. This is where graphic organisers can come in to save the day!
A different page is dedicated to each of the three paragraphs in a recount; establishing the setting, recounting the main events and evaluating the experience. Students fill out each page and then a summary is created to help them begin their piece of writing. Each page is highly visual and can be read aloud to the students. If students are having trouble finding the right words they can reference the 'Word Bank' for help.
Writing a recount is usually the first piece of writing that primary school children complete. Most students find writing about their own experiences an easy concept to understand, but many kids struggle to evolve from writing single sentences to creating a well structured piece of writing. This is where graphic organisers can come in to save the day!
A different page is dedicated to each of the three paragraphs in a recount; establishing the setting, recounting the main events and evaluating the experience. Students fill out each page and then a summary is created to help them begin their piece of writing. Each page is highly visual and can be read aloud to the students. If students are having trouble finding the right words they can reference the 'Word Bank' for help.
Lesson Objectives
- Understand features and structure of a recount
- Use past tense when writing recount
- Create a recount individually of excursion with correct structure
Learning Experience Overview
- Brainstorm on whiteboard the different things that were done on the gold rush excursion.
- Ask students how could we display this information so our parents read exactly what we did during the excursion.
- Explain that in todays lesson students will be writing a recount of their experience on the gold rush excursion.
- Access students learnt knowledge from previous knowledge of the structure of a recount and the relevant information that goes into each section. Use recount powerpoint to consolidate knowledge.
- Advise students that they can either use the plan and framework activity sheets they used in the previous lesson or they can use the writing a recount application on the iPad.
- Model on the iPad app how to create a recount plan.
- Allow students to decide which planning tool they wish to use.
- Assist students where needed and advise students that their plans and framework need to checked before they can begin writing their final copy on the laptops.
- Advise students to proofread and edit their writing.
- Final copy and plan is to be printed out and handed in to add to students portfolio.
- If students finish ahead of time allow them to draw a picture to go alongside their recount.
Differentiation
For this lesson the literacy support assistant will be present focusing their main attention on the two ESL students as well as the five students with developmental delay in literacy. Again with this extra adult in the room this allows for the classroom teacher to focus on as siting the other students in the class however most students should not need much assistance if their understanding of the task is grounded. This then allows the classroom teacher to assist the low achieving students.
The use of iPads in this lesson helps motivation as they are commonly associated with fun. The application is a great visual graphic organiser for students who are visual learners to structure their recounts. The iPad application and use of laptop to type the final draft will also help with timing for the lower level students as this is a quicker process than handwriting especially for the ESL students (Marsh, 2010).