Lesson Plan
Lesson 3: Historical Recounts – Language Features
60 minutes
| Lesson 3 in Introduction to Historical Recounts Unit Plan
A 60 minute lesson in which students will identify and explore the language features of historical recounts.
Lesson Plan
Tuning In
- Project the Factual Recount Text Type Poster with Annotations on the board. Read through the text, The Gallipoli Campaign, as a class. After reading, ask the students:
- What types of words are used in this text?
- Why do you think the author chose to include these particular language features?
- If these words were removed from the text, what might be the effect of this?
Teacher Instruction
- Discuss the language features of historical recounts, as outlined on slides 13-14 of the Introduction to Historical Recounts PowerPoint. Encourage the students to identify some specific examples of each language feature used in the text about the Gallipoli campaign.
- As a class, identify the past tense action verbs, adjectives, adverbial phrases, time connectives and evaluative language in the text on slide 15. Display and discuss the answers on slide 16.
Guided/Independent Learning
- Display the historical recount language activity on slide 17. Revisit the text about the moon landing from the previous lesson. In pairs or individually, ask the students to color code the text according to its language features (past tense action verbs, adjectives, adverbial phrases, time connectives and evaluative language). Encourage the students to find at least three examples of each language feature. Monitor and support the students as required.
- Discuss the examples of each language feature located in the sample text. These could be recorded on separate pieces of poster paper and displayed around the classroom. Encourage the students to suggest additional examples of each language feature to add to the posters.
Wrapping Up
- Provide the students with a black and white copy of the Factual Recount Text Type Poster with Annotations to paste in their workbooks for future reference.
Differentiation
Extending Students
- Encourage more capable students to find additional examples of each language feature for the color coding activity.
Supporting Students
- Allow students with lower literacy levels to focus on one or two language features only during the color coding activity.
Assessment Strategies
Suggested Assessment Strategies
- used strategic whole class or individual questioning
- observed student participation during learning activities
- recorded student progress on a checklist
- annotated student work samples
- collected and reviewed student work samples
- facilitated whole class or peer feedback sessions
- encouraged student self-reflection
- administered formal assessment tasks.
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