This English unit has been designed to introduce the recount text type to younger students; specifically, the purpose, structure and language features of personal recounts.
It consists of 10 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.
This unit plan includes the following resources:
- Introduction to Personal Recounts PowerPoint
- Personal Recounts Worksheet – My Wonderful Weekend
- Personal Recount Sequencing Activity – My Broken Leg
- Personal Recount Sequencing Activity – Surprise!
- Personal Recount Sequencing Activity – Police Car Ride
- Goals – Writing (Lower Elementary)
- Time Connectives Word Wall
- Simple Present and Past Tense Match-Up Cards (Irregular Verbs)
- Simple Present and Past Tense Match-Up Cards (Regular Verbs)
- Personal Recount Planning Template
- Recognizing Feelings Flashcards
- Simple Recounts – Writing Scaffold
- To introduce the personal recount text type.
- To identify and explore the structure of personal recounts.
- To identify and explore the language features of personal recounts.
- To investigate how events can be sequenced using time connectives.
- To investigate how action verbs can be expressed in simple past tense.
- To investigate how descriptive words, such as adjectives, can add detail to a personal recount.
- To investigate how emotive words can add detail to a personal recount.
- To jointly construct a simple personal recount about a familiar experience.
- To construct a simple personal recount about a familiar experience in pairs.
- To independently construct a simple personal recount about a familiar experience.
Prior to commencing the unit, develop a recount writing display in the classroom. 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.
NSW Curriculum alignment
Communicates with a range of people in informal and guided activities demonstrating interaction skills and considers how own communication is adjusted in different situations
Uses a variety of strategies, including knowledge of sight words and letterâ€“sound correspondences, to spell familiar words
Recognises a range of purposes and audiences for spoken language and recognises organisational patterns and features of predictable spoken texts
Identifies how language use in their own writing differs according to their purpose, audience and subject matter
Uses basic grammatical features, punctuation conventions and vocabulary appropriate to the type of text when responding to and composing texts
Victorian Curriculum alignment
Understand that the purposes texts serve shape their structure in predictable ways
Understand patterns of repetition and contrast in simple texts
Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose
Understand how texts are made cohesive by the use of resources, including word associations, synonyms, and antonyms
Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose
Reread and edit text for spelling, sentence-boundary punctuation and text structure
Explore differences in words that represent people, places and things (nouns, including pronouns), happenings and states (verbs), qualities (adjectives) and details such as when, where and how (adverbs)
Understand that nouns represent people, places, things and ideas and include common, proper, concrete or abstract, and that noun groups/phrases can be expanded using articles and adjectives
Understand the use of vocabulary about familiar and new topics and experiment with and begin to make conscious choices of vocabulary to suit audience and purpose
Australian Curriculum alignment
Understand that the purposes texts serve shape their structure in predictable waysElaborationsdiscussing and comparing the purposes of familiar texts drawn from local contexts and interests (Skills: Literacy, Critical and Creative Thinking)becoming f...
Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questionsElaborationslistening for details in spoken informative texts (Skills: Literacy)participating in informal ...
Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements, for example illustrations and diagramsElaborationsref...
Understand that different types of texts have identifiable text structures and language features that help the text serve its purposeElaborationsidentifying the topic and type of a text through its visual presentation, for example cover design, packa...
Listen for specific purposes and information, including instructions, and extend studentsâ own and others' ideas in discussionsElaborationsusing spoken language for problem solving, and exploring ideas and concepts (Skills: Literacy, Critical an...
Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose...
Understand patterns of repetition and contrast in simple textsElaborationsidentifying patterns of vocabulary items in texts (for example class/subclass patterns, part/whole patterns, compare/contrast patterns, cause-and-effect patterns, word associat...
Explore differences in words that represent people, places and things (nouns, including pronouns), happenings and states (verbs), qualities (adjectives) and details such as when, where and how (adverbs)Elaborationstalking about effective words that d...
Use interaction skills including turn-taking, recognising the contributions of others, speaking clearly and using appropriate volume and paceElaborationsidentifying turn-taking patterns in group and pair work (for example initiating a topic, changing...
Re-read studentâs own texts and discuss possible changes to improve meaning, spelling and punctuationElaborationsadding or deleting words on page or screen to improve meaning, for example adding an adjective to a noun (Skills: Literacy, Critical...
Understand how texts are made cohesive through language features, including word associations, synonyms, and antonymsElaborationsexploring how texts develop their themes and ideas, building information through connecting similar and contrasting dissi...
Understand that nouns represent people, places, concrete objects and abstract concepts; that there are three types of nouns: common, proper and pronouns; and that noun groups/phrases can be expanded using articles and adjectivesElaborationsexploring ...
Use interaction skills including initiating topics, making positive statements and voicing disagreement in an appropriate manner, speaking clearly and varying tone, volume and pace appropriatelyElaborationsdiscussing appropriate conventions to use in...
Re-read and edit text for spelling, sentence-boundary punctuation and text structureElaborationsreading their work and adding, deleting or changing words, prepositional phrases or sentences to improve meaning, for example replacing an everyday noun w...
Understand the use of vocabulary about familiar and new topics and experiment with and begin to make conscious choices of vocabulary to suit audience and purposeElaborationsinterpreting new terminology drawing on prior knowledge, analogies and connec...