School of Education Lesson Template

Day: Thursday

Date: 20/10/16

Subject Area: English

Time: 9:40am 10:40am

Topic: Recount Writing Literature

Sequence of Lessons: 3 of 4

Year: 6

No. of students: 27

Australian Curriculum Content Description (SCASA):

Create literary texts that adapt or combine aspects of texts students have experienced in innovative
ways (ACELT1618)
Students Prior Knowledge and Experience:
Students have done previous lessons on writing a recount. They know the basics of what needs to be
included in an Orientation and Sequence of events (and a personal statement). This includes the 5
Ws. The students have also had attempts at writing full recounts but havent gone step by step as yet
what comes next and how to make them interesting.
Learning Purposes - Objectives:

Student Assessment:

Outline the specific learning outcomes to be achieved. Outcomes should be Explain how student learning will be monitored e.g. observation checklist, video analysis.
concise, observable and attainable. What will be learnt in this lesson?
The assessment process must accurately measure achievement of objectives e.g.
I will measure the achievement of objectives by:
Students will be able to:
Apply their knowledge about recount writing to Using a checklist with the requirements that align with
create their own recount (draft) which includes recount writing - Reading and checking the students
all of the elements expected.
drafts before allowing them to continue on to their good
copies for the next lesson as well as observation while
walking around the room.

Recall all of the elements of a well written

recount.

Plough back The plough back revises what was

either learnt of applied in the duration of the lesson. In
this instance, I would ask for the students to write down
what needs to be included in a recount and to write
some answers down on their whiteboards so I can
formatively assess their recall knowledge.

Updated D:\Lesson Plan for Improving Recounts.docx Wednesday, 13 July 2016

Preparation and Resource(s):

- Whiteboard (large whiteboard)
- Projector
- White board marker
- Bluetooth clicker
Students will need:
- Writing books
- Pens/pencils
- Mini whiteboards and markers
- Thesaurus
Catering for diversity (detail any proposed adjustments or considerations to support students learning)
The literacy warm-up includes explicit instruction and steps to follow when editing and writing a
recount. The steps are gone through in the I DO, WE DO, YOU DO model which has a scaffolded
approach with specific self-talk strategies included to help the lower level students get through the
activity. Through the explicit instruction and self-talk, the students are listening and adapting the skills
and strategies required to complete the task. The warm up is also helping the lower level students as it
is repetitive and is done as a whole class so that they can follow along and hear the correct responses
and see the other childrens thinking processes.
To extend student learning, for those who are exceeding requirements and expectations the
students will be allowed to continue onto writing their drafts Theses students who finish their draft
copies early will partner up with another student and conduct a peer assessment, where they mark
each others recount drafts to find mistakes as well as find parts of the recount they could improve on
these suggestions gives these students responsibility as well as the skills to be critical in a positive and
constructive way. Once they have heard their peers suggestions they are then able to challenge
themselves to add in extra brackets for additional information or they can use a thesaurus to change
some of their words to take their recount to the next level before continuing onto the good copy.

Updated D:\Lesson Plan for Improving Recounts.docx Wednesday, 13 July 2016

Timing

Learning Experiences:

Add any organising comments

Specify the discussion and activities that will take place. Divide into sections for Introduction,
Main body of lesson, Closure and Transition to next lesson. This section explains how students
will learn.

1. Introduction: (How will you engage the learners/)

The class works best on their when
there are activities to keep them
Literacy Warm up
busy, so the literacy warm up is also
5-7
Using
the
literacy
warm
up,
the
students
are
engaged
a behaviour management
minutes
and it gets their brains started first thing in the morning. prevention strategy. If they are busy
The Literacy warm up includes definitions of words, engaging in the warm up as a group
different parts of literacy such as diagraphs and trigraphs then they wont be showing
and other tricky words that are part of their Weekly
challenging behaviours.

Words.
The students already have the
The literacy warm up engages the students and is the
same warm up that is done before each literacy lesson definitions in their books so all they
will be asked to do is write the
this week. So the students move the content they are
repeating from their short term memory to their long term definition on their whiteboards if
they can remember.
memory so that is becomes automatic.

After the Literacy warm up I will go through the

Learning Intentions so students are aware of what they
are about to go through in the lesson and can have a
purpose and make it relevant to them.

students are aware of what they are

about to go through in the lesson
and can have a purpose and make it
relevant to them

Success criteria slide.

2. Sequence of learning experiences: (What will you do to help the
students achieve the learning objectives? What tasks and activities will the students be
involved in to help achieve the learning objectives?)

To start off, the students will have a quick recap of their

previous knowledge. For example, what needs to be
2-3
included in an orientation (the 5 Ws) and the sequence
minutes
of events (what happened). After this, I will list 5
elements that could be added to the orientation AND the
rest of the recount to make it better. Each elements will
be covered by myself, giving clear examples and
Updated D:\Lesson Plan for Improving Recounts.docx Wednesday, 13 July 2016

Before continuing with the WE DO,

students can ask questions in
regards to the process, such as why
or how I came to a decision in my
learning

I DO
In the I DO students are observing as I (the teacher)
goes through the explicit teaching steps and self-talk to
complete a task or apply learning.
Go through PowerPoint slides. Talk myself through the
3
process as if I the working out or problem solving in my Keep questioning going throughout
minutes head is actually spoken out loud. Use whiteboard marker the WE DO to reassure students
they understood the thinking
to mark where and what I am doing or changing and give
process and why they decided what
reasoning to why so the students see the process first
to do next
hand and know the steps needed to become successful
During the WE DO I will be
writing up a Success criteria up
on the second whiteboard so
the students can see what a
good one looks like so I am
modelling the expectations and
showing them what needs to be
WE DO
included in their recount in
Now the students are involved in the problem solving. As order to improve it or be
a class the students will be asked questions that guide successful. Simply - a guide.
them toward the answers.
The slides include a short recount orientation that is
poorly done. It has grammar and punctuation errors as
well as boring words and no detail. My job in this role is
to fix up the orientation but explicitly talk out loud about
the strategies I use to make the recount better.

7
minutes

This scaffolded approach doesnt use the teacher as

merely a teacher more as a facilitator giving the
students the tools and skills they need to help us as a
class come to the correct answer or decision.
Go through slides on PowerPoint but this time allow the
students to give some answers on their whiteboards with
KEY WORDS or full sentences.
In this instance the students are editing the rest of the Walk around class answer questions
and guiding students when they are
recount (the one I did with the orientation in the I DO) so
unsure about what to write next or
that it is scaffolded and relevant to what the students saw
how to improve their orientations
me do in the I DO.
Once the recount is finished being edited and improved
with more interesting words as well as superlatives and
comparatives, the students then move onto the YOU DO.

YOU DO
Now the students are being taken back to previous work they
had already started in a recent Writing lesson. The students
began to write Recounts on either their Favourite ever day or
the Athletics Carnival that happened on Friday of week 1. So This time is where the lower level
far the students only have completed the Orientation, but this students will receive closer
is their opportunity to apply their developed skills and
attention while the rest of the class
knowledge to their own Orientations. The students edit their are busy writing their recounts. If
scribing is needed for EALD students
10 mins
own orientations and try to improve it using either
-

Time connectives and/or connections (any word other than or non-verbal students, then this is
when that assistance will be given.
THEN) because THEN is boring.
As well as allowing these students

Updated D:\Lesson Plan for Improving Recounts.docx Wednesday, 13 July 2016

Adjectives including superlatives and comparatives (best, to draw pictures or show me

worst, faster, stronger, most amazing).
actions to represent what they are
- Brackets with additional information
communicating in their recounts

Once they edit their Orientations and improve them, they are
allowed to continue writing the rest of their Recount drafts
(final copies due the end of the following lesson).
The remainder of the recounts must include:
- Sequence of events in chronological order
20
- Detailed descriptions of the events
minutes
- Ending with a personal statement or reflection
Students have 20 minutes to work on their drafts

Lesson conclusion: (How will you summarise the learning and relate it to the lesson
objectives?)

PLOUGH BACK
After the given 20 minutes 30 minutes of Recount writing
time the students will be asked to pack away their books but
keep their whiteboards out.
I will ask if any student wants to share their improved
orientation (not full recount ONLY the Orientation) with the
class allowing time for 3-4 students to share.
7-10
Once students have shared their improved Orientations, they
minutes will be asked a few questions to refresh their memory on
what is expected in their recounts and what elements could
be added to improve them.
Question examples:

On your whiteboards, write down What 5 pieces of information is needed in an Orientation?

3 other Time-connectives other than THEN
How might you finish a recount?
How order do the sequence of events need to be in? Why?
2 comparatives and 2 superlatives that could be used in describing
how your athletics carnival went or how your best day was?

Updated D:\Lesson Plan for Improving Recounts.docx Wednesday, 13 July 2016