Unit Planner Grade 1

Date: August 2016

Unit length: 12 weeks

Stage 1 Desired Results

Established Goals: To develop an understanding of recount through reading, writing, speaking,
viewing and presenting.
Conceptual Understandings:
Students will understand

that . . .

Essential Questions:

People listen and speak to share

thoughts and feelings.

Illustrations convey meaning.

Talking about our stories and pictures

helps other people to understand and
enjoy them.

Writing conveys meaning.

What is a recount?

Why do we tell recounts?

What are the elements of a recount?

(who, what, where, when, past tense
verbs, time /sequence words.)

People communicate to share their

experiences, ideas and feelings.

Students

will know . . .(Knowledge)

that there are varying ways of sharing

a recount (orally, pictures, writing)

there is a purpose to a recount

the elements of a recount

1. who, what, where, when
2. past tense verbs
3. time words

the structure of a recount

1. Introduction
2. Events (chronological order)
3. Ending

Students
will be able to . . . (Skills)

tell, draw and write their own recount

including all required elements.

State the purpose of a recount.

Share a recount in different ways.

Stage 2 Assessment Evidence

Pre-Assessment: Students will recall personal experiences (orally, drawings, writing)
* weekend / holiday / Walkathon recount.
Performance Tasks:
Beginning of the year:

Produce a simple written/illustrated

recount of a personal experience
using:
-Place/ time word to start
-Structured ideas in sequence to form
sentences
-illustration to match
-One or more element included (who,
what, where, when)
-Past tense

Other Evidence:

Children sharing work / drawings from

home.

Anecdotal notes (eg Guided Reading

sessions).

OLE Recount
Weekend Recount
Teacher scribing oral recounts.
Recording recount orally on Book
Creator.

Middle of the year:

Produce a simple written recount of a

personal experience using elements of
a recount.
End of the year:

Students are able to produce a

written recount of a personal
experience using the elements of a
recount showing greater detail and
personal voice.
**Specific performance Tasks to be
determined closer to assessment date.
Moderation of assessment: within grade and cross grade with Prep.
Stage 3 Learning Plan
Learning Activities: (include differentiation)

Invitation to Learning (Provocation)- students share during morning meeting/circle time

personal experiences. Teacher uses prompts (who? What? When? Where?) to elicit more
information.

Children draw a picture about their weekend, outdoor learning activity, holidays,
fieldtrip, etc. They tell about their picture. Teacher uses prompts (Who? What? When?
Where?) to elicit more information. Teacher may scribe childs recount (EAL/Support).

Teacher models personal recount. (Halloween party, shopping, etc.) Teacher asks
children questions about her recount experience. (e.g. Where did I go? Who was I with?
When did I go? What did I do?) This begins to identify the necessary elements of a
recount.

Flashcards/label cards can be used to identify the elements of a recount written on

chart paper.

Read relevant books that demonstrate recount in order to deconstruct the elements,
such as My Dad the Magnificent - begin reading where the boy is with his dad on
Saturdays. (Searching for more.)

Identify recount texts in guided reading groups.

Co-construct criteria for recount with the students (see Writingfun)

Share their recounts with a friend, parent, small group and with the class. If possible,
identify elements of a recount (using flashcards as prompts)
Differentiation - create recounts through images, Purple Mash, shared writing with
teacher, partner/group discussion

Reflection: