ࡱ>  p(bjbjO O k-a-ab $$$$$$HHHPTH?^8-?/?/?/?/?/?/?$ BDS?$S?$$h?]]]j$$-?]-?]]RC9;J 5R7:?~?0?U:bHExHE<;; HE$<X]S?S?^?HE : LESSON PLAN Writing to Recount KLA: Literacy Class: Yr 1 Date: 2/7/2013 Time: 10:00 11:00amOUTCOMES/ESSENTIAL LEARNINGS Understand that the purposes texts serve shape their structure in predictable ways ( HYPERLINK "http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACELA1447" \o "View additional details of ACELA1447" ACELA1447) Use  HYPERLINK "http://www.australiancurriculum.edu.au/Glossary?a=E&t=comprehension%20strategies" \o "Display the glossary entry for 'comprehension strategies'" comprehension strategies to build literal and inferred meaning about key events, ideas and information in texts that they  HYPERLINK "http://www.australiancurriculum.edu.au/Glossary?a=E&t=listen" \o "Display the glossary entry for 'listen'" listen to,  HYPERLINK "http://www.australiancurriculum.edu.au/Glossary?a=E&t=view" \o "Display the glossary entry for 'view'" view and  HYPERLINK "http://www.australiancurriculum.edu.au/Glossary?a=E&t=read" \o "Display the glossary entry for 'read'" read by drawing on growing knowledge of  HYPERLINK "http://www.australiancurriculum.edu.au/Glossary?a=E&t=context" \o "Display the glossary entry for 'context'" context,  HYPERLINK "http://www.australiancurriculum.edu.au/Glossary?a=E&t=text" \o "Display the glossary entry for 'text'" text structures and  HYPERLINK "http://www.australiancurriculum.edu.au/Glossary?a=E&t=language%20features" \o "Display the glossary entry for 'language features'" language features  HYPERLINK "http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACELY1660" \o "View additional details of ACELY1660" (ACELY1660) Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questions  HYPERLINK "http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACELY1656" \o "View additional details of ACELY1656" (ACELY1656) INDICATORS Discusses the purpose of a recount. Discusses the structure of a recount - orientation, events and conclusion Identifies the following key information in a recount: Orientation Who, what, when, where & why Events What happened and sequencing words so we know its in order Conclusion Personal comment indicating how they felt Evaluates whether a recount is good, bad or okay and states reasons why Listening for details in spoken informative texts. Participating in informal and structured class, group and pair discussions about content area topics, ideas and information. Speaking clearly and with appropriate volume ASSESSMENT Observation Helping mum activity sheet Recount checklist Talking individually with students Group discussions TEACHING AND LEARNING ACTIONS TIMING 2 mins 5 mins 5 mins 5 mins 10 mins 20 mins 15 mins ORIENTATION/INTRODUCTION Introduce learning intention WALT understand the purpose and structure of a recount WILF Identify the important parts of a recount Recap on text purpose, structure and language features sequencing words (show text planner on writing for fun website) CONTENT Whole Class Learning Introduce and discuss the Recount Check List Introduce recount Shopping. Read aloud to class twice. Text Deconstruction (Think/Pair Share) - Students work though the check list to identify the important parts of the recount - use the results from completed check list to evaluate whether the recount was good, bad or okay and discuss why Group Work Introduce recount The Surprise in My School Bag. Read aloud to class twice. Students are split into their groups. Each group is given one of the following parts of the text (orientation, events & conclusion). Each group evaluates their given text using the check list. Each group reports back their findings to the class. Individual Work Introduce recount Helping Mum. Read aloud to class twice. Students complete Helping Mum activity sheet EXTENSION Students use the recount check list to assist them in writing an evaluation of why they think the recount was good, bad or okay and what they would change or add to improve it. CLOSURE Reflection on the importance of text structure and sequencing words in a recount.TEACHING/ LEARNING STRATEGIES Shared reading Text deconstruction Think/Pair/Share Sequencing Class discussions Questioning Explanations Reflecting Evaluating Interacting with peers Problem solving RESOURCES Smart board Writing for fun website: - text planner - Shopping recount Recount Check List The Surprise in My School Bag recount Helping Mum recount 1 per student Helping Mum activity sheet 1 per student INCLUSIVE PRACTICES Learning will take place through the visual, auditory, and kinaesthetic learning styles, catering for all different types of learners in the class. Students have the opportunity to listen, write/record their understanding as well as discuss their learning/understanding. Repetition of key learning points will aid in low achieving students in attaining lesson outcomes. Students learning is scaffolded to progress from whole class to group and finally to individual learning. Groups are arranged with a mixture of ability levels high, average and low Provide J, D and B with encouragement and positive reinforcement to assist in keeping them on task and completing the task. J and J not to sit next to each other on the floor B and D to sit at the front During individual work support B, M, C, J, and DMEANINGFUL LINKS TO OTHER LESSONS This lesson links to previous lessons where students have had explicit teaching on: The purpose of a recount The text structure Chorological order Sequencing words Will link to future lessons where further learning will take place around the writing genre writing to recount.#Please note all names have been deleted for privacy RECOUNT CHECK LIST  tudy your writing and evaluate. YESNOOrientation introduction (setting the scene)Does it include details of when?Does it include details of who and what?Does it include details of where?Does it include details of why?Events what happened (in order)Are your events in order of what happened?Have you used sequencing words? (first, next, then, after lastly etc)Conclusion personal commentDo you have a personal comment that tells what you thought, felt or decided about the event?Have you explained why you thought, felt or decided this? The Surprise in My School Bag After school on Friday, I went to Kims house. First, we had a banana and a drink of milk. Then, we ran outside to play on the swings. Kim pushed me and I went up high. Next, we went inside to read some books. I had a present for Kim in my school bag. Kim opened her present. She got a big surprise. It was a new book about horses. Kim loved her new book. Helping Mum This morning, I did lots of things to help mum at home. First, I got dressed and I made my bed. 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