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.
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.
Preparing for Learning
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
Resources
Common Core State Standards alignment
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CCSS.ELA-LITERACY.W.1.3
Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure....
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CCSS.ELA-LITERACY.W.2.3
Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure....
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CCSS.ELA-LITERACY.SL.1.1
Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups....
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CCSS.ELA-LITERACY.SL.2.1
Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups....
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CCSS.ELA-LITERACY.L.1.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking....
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CCSS.ELA-LITERACY.L.1.1.B
Use common, proper, and possessive nouns....
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CCSS.ELA-LITERACY.L.1.1.E
Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home)....
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CCSS.ELA-LITERACY.L.1.1.F
Use frequently occurring adjectives....
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CCSS.ELA-LITERACY.L.2.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking....
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CCSS.ELA-LITERACY.L.2.1.D
Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told)....
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CCSS.ELA-LITERACY.L.2.1.E
Use adjectives and adverbs, and choose between them depending on what is to be modified....
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