Unit Plan
Introduction to Historical Recounts Unit Plan
This English unit has been designed to introduce the historical recount text type to older students; specifically, the purpose, structure and language features of factual historical recounts.
It consists of 7 lessons of approximately 60 minutes duration.
The sequence of lessons and suggested time frames should be regarded as a guide only; teachers should pace lessons in accordance with the individual learning needs of their class.
An independent writing task, which may couple as an assessment task, is included in the unit. The number of lessons required to complete this task may vary from class to class.
Overview
Objectives
- To explore the difference between a literary historical recount and a factual historical recount.
- To identify and explore the structure of historical recounts.
- To identify and explore the language features of historical recounts.
- To research and take notes about an exciting expedition in history.
- To construct a historical recount about the development of a famous invention in pairs.
- To learn and apply proofreading and editing skills.
- To independently write a historical recount using appropriate text structure, language and features.
Preparing for Learning
Historical recount writing provides excellent opportunities for cross-curricular integration. Look for ways to meaningfully integrate historical recounts with other learning areas e.g. History, Geography, Technology.
Develop a recount writing wall in the classroom before commencing the unit. Display word wall vocabulary, posters and learning goals that will stimulate the students’ interest and assist in their learning. For examples of teaching resources to display in your classroom, browse the Recount Writing collection on the Teach Starter website.
Some of the resources which accompany this unit plan will need to be prepared prior to teaching. For this reason, it is advised that teachers browse through all lessons before commencing the unit.
Lessons
Resources
NSW Curriculum alignment
- EN3-2A
Composes, edits and presents well-structured and coherent texts
- EN3-3A
Uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in different media and technologies
- EN3-5B
Discusses how language is used to achieve a widening range of purposes for a widening range of audiences and contexts
- EN3-7C
Thinks imaginatively, creatively, interpretively and critically about information and ideas and identifies connections between texts when responding to and composing texts
- EN3-9E
Recognises, reflects on and assesses their strengths as a learner
Victorian Curriculum alignment
- VCELA309
Understand how texts vary in purpose, structure and topic as well as the degree of formality
- VCELY329
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
- VCELA339
Understand how authors often innovate on text structures and play with language features to achieve particular aesthetic, humorous and persuasive purposes and effects
- VCELY330
Reread and edit own and others’ work using agreed criteria for text structures and language features
- VCELY347
Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts
- VCELY358
Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audie...
- VCELY319
Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources
- VCELY359
Reread and edit own and others’ work using agreed criteria and explaining editing choices
- VCELY320
Analyse the text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text
Australian Curriculum alignment
- ACELA1504
Understand how texts vary in purpose, structure and topic as well as the degree of formality
- ACELY1701
Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text
- ACELY1704
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
- ACELA1518
Understand how authors often innovate on text structures and play with language features to achieve particular aesthetic, humorous and persuasive purposes and effects
- ACELY1711
Analyse how text structures and language features work together to meet the purpose of a text
- ACELY1714
Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audie...
- ACELY1705
Re-read and edit student??s own and others?? work using agreed criteria for text structures and language features
- ACELY1715
Re-read and edit students?? own and others?? work using agreed criteria and explaining editing choices
- ACELY1703
Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources
- ACELY1713
Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts
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