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 . . .
People listen and speak to
share thoughts and feelings.
Illustrations convey meaning.
Writing conveys meaning.
People communicate to share
their experiences, ideas and feelings.
Talking about our stories and
pictures helps other people to
understand and enjoy them.

Essential Questions:
What is a recount?
What are the elements of a
recount? (who, what, where, when,
past tense verbs, time /sequence
words.)
Why do we tell recounts?

Students will know . . .(Knowledge)

that there are varying ways of
sharing a recount (orally, pictures,
writing)
there is a purpose to a
recount
the structure of a recount
1. Introduction
2. Events (chronological order)
3. Ending
the elements of a recount
1. who, what, where, when
2. past tense verbs
3. time words

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
Middle of the year:

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.

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

Reflection: