Assignment Part 1 –

Anecdotal notes – Writing Introductions of a Recount

Ella
Wrote down her W-Questions in two sentences, however, struggled to write another sentence
that provides more information about the event. Her peers and teacher provided her with
multiple possible sentences she could use to extend her introduction, however, Ella wasn’t able
to decide on which sentence to use.

Sophie
Needs to be more specific with her information. Instead of ‘first day at my school’, give the
name of the school. Instead of ‘to learn new things’, give information about what she was
learning, e.g. ‘how to use long division’.

Phillip
Provides great information about W-Question and is able to provide additional information on
the place/reason for the event. However, Phillip is not able to put his ideas into multiple
sentences (run-on sentences, no full stops). After giving him ideas on how to put his
information into more than one sentence, he re-wrote his introduction. However, he still only
wrote one sentence, but provided even more (but relevant) information.

Catherine
Seemed to have confused recounts with narratives. Wrote her introduction like a story and did
not introduce a single event. Instead, Cath gave away the sequence of events in her
introduction. After giving her constructive feedback on how to improve her introduction and
how to make it sound less like a narrative, Cath seemed discouraged and didn’t succeed in
writing a more appropriate recount introduction.

Jedd
Despite struggling continuously throughout the last few lessons on recount introductions, Jedd
wrote a great introduction that made sense (appropriate time/place/characters) and included all
the necessary W-Questions. He even included additional information to make the introduction
longer than 2 sentences. Providing him with an simplified introduction template (included W-
Questions) seemed to have helped him extend his knowledge and skills.

Zack
Despite giving Zack a simplified introduction template (included W-Questions), he struggled
to put his ideas into words. Miss Mottram worked with him by letting him tell her what to write
down. The finished introduction included all the necessary information and made sense
(appropriate time/place/characters).

Matias
Matias was the last student to finish his introduction. He seemed to have not used his time
effectively and talked to other students instead. His finished introduction included all the
necessary information; however, additional information is needed to make the introduction a
bit longer and more appropriate (additional information on location or reason for being at that
place)
 Assignment Part 1 –
Future Lesson Considerations based on Lesson Assessment (marking rubrics/anecdotal
notes/show of fingers) - Differentiation

Activities Students

• Sit with teacher at a table in front of the class to work through introduction Zack
together Jedd
Weak • Provide an introduction template that simplifies the introduction structure
Group
o Template includes..
▪ When to write down information about which W-Question
(1 = What (Title), 2 = When, 3 = Who, 4 = Where, 5 = Why)
▪ When to provide additional information on location/reasons
for the event (after writing about the place of the event, after
giving reasons for why the event took place)
• Work independently or with a partner to write their introduction Eve
• Students can choose to use an introduction template for guidance (outlines Amy
the W-Questions, provides space for planning W-Questions) Ella B.

Regular • Once finished with their introductions, students will look for a partner and Phillip
Group evaluate each other’s introductions and give constructive feedback on how Matias
to improve the quality of their introductions (‘2 Stars and a Wish’ templates Riley
will be provided) Sophie
Jessica
William
Catherine
Ashley
• Students will write their introduction independently, without an Roxy
introduction template Asha
• Students will need to remember how many W-Questions there are (5) and Brian
Extension
which ones they are (who, what, where, when, why) Ella W.
Group
• Students will plan how their body paragraphs would look like, according
to their introduction topic and chosen event
o Write topic sentences for the three body paragraphs
• Students can use a body paragraph planning template for this