Unit plan includes...
Unit Plan
Introduction to Personal Recounts Unit Plan
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
Overview
Objectives
- 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.
Lessons
NSW Curriculum alignment
- EN1-1A
Communicates with a range of people in informal and guided activities demonstrating interaction skills and considers how own communication is adjusted in different situations
- EN1-5A
Uses a variety of strategies, including knowledge of sight words and letter–sound correspondences, to spell familiar words
- EN1-6B
Recognises a range of purposes and audiences for spoken language and recognises organisational patterns and features of predictable spoken texts
- EN1-7B
Identifies how language use in their own writing differs according to their purpose, audience and subject matter
- EN1-9B
Uses basic grammatical features, punctuation conventions and vocabulary appropriate to the type of text when responding to and composing texts
Victorian Curriculum alignment
- VCELA176
Understand that the purposes texts serve shape their structure in predictable ways
- VCELA189
Understand patterns of repetition and contrast in simple texts
- VCELA212
Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose
- VCELA224
Understand how texts are made cohesive by the use of resources, including word associations, synonyms, and antonyms
- VCELY230
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
- VCELY231
Reread and edit text for spelling, sentence-boundary punctuation and text structure
- VCELA179
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)
- VCELA216
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
- VCELA237
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
- ACELA1447
Understand that the purposes texts serve shape their structure in predictable ways
- ACELY1656
Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questions
- ACELY1661
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 diagrams
- ACELA1463
Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose
- ACELY1666
Listen for specific purposes and information, including instructions, and extend students?? own and others' ideas in discussions
- ACELY1671
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
- ACELA1448
Understand patterns of repetition and contrast in simple texts
- ACELA1452
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)
- ACELY1788
Use interaction skills including turn-taking, recognising the contributions of others, speaking clearly and using appropriate volume and pace
- ACELY1662
Re-read student??s own texts and discuss possible changes to improve meaning, spelling and punctuation
- ACELA1464
Understand how texts are made cohesive through language features, including word associations, synonyms, and antonyms
- ACELA1468
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 adjectives
- ACELY1789
Use interaction skills including initiating topics, making positive statements and voicing disagreement in an appropriate manner, speaking clearly and varying tone, volume and pace appropriately
- ACELY1672
Re-read and edit text for spelling, sentence-boundary punctuation and text structure
- ACELA1470
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
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