Lesson Plan

Day: M T W T F Date: ___________ Time: _____________ Year: _______

Learning Area: Literacy Topic: Recount Introduction Paragraphs

Curriculum content description: (from ACARA)

Understand how texts vary in complexity and technicality depending on the

approach to the topic, the purpose and the intended audience(ACELA1490)
Re-read and edit for meaning by adding, deleting or moving words or word
groups to improve content and structure (ACELY1695)

Students prior knowledge and experience:

(Outline what the students already know about this topic)

Students have already had a lesson on recounts and started the process of writing their own recount.

Learning purpose: (May refer to the Elaborations of the curriculum content description here)

becoming familiar with the typical stages and language features of such text
types as: simple narrative, procedure, simple persuasion texts and information
reports

revising written texts: editing for grammatical and spelling accuracy and clarity of
the text, to improve the connection between ideas and the overall flow of the
piece
Learning objectives:
On completion of this lesson, students will be
able to:
(What will students know and be able to do at the
completion of the lesson specific, concise and
attainable objectives)
Evaluation:
Recount Orientation will be revised to include
descriptive language, while still including recount
features of Who, What, Where, When, Why, Past tense
and 1st or 3rd person.

Preparation and Resources:

(Detail what resources will be used and what other preparation of the learning environment will be required)

Writing books
Slides
Interactive board
Computer
Writing journals
Draft Recount
Catering for diversity (detail any adjustments considerations for educational/resource adjustments)

Identified students may be given the opportunity to and choose to use dictophones.
Timing: Learning Experiences:
1. Introduction:
-Students on Mat Explain purpose of lesson:
-Look at intro to recount. How can we improve it?
-Have we included all the things we need in our intro?
-How can we make it better?

Outline expectation: All of you will revise your Introductory paragraph (Orientation) to make it more
engaging to a reader.

-Discuss format of recount. Orientation, Sequence of events, Conclusion.

1st or 3rd person, Past tense.

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?)

-Show and Read out example orientation.

-Think Pair Share. Is it a good one? Does it include what it needs to? What makes it good or not
good? Mark on board parts students point out.
-Think Pair Share. How could we improve on it? What textual features can make our orientation
more engaging for the reader? (looking for expressive language, Show, dont tell, Identifying recount
features, figurative language) Do this on whiteboard. Use example and get students to figure out
how to show, dont tell.
-Show and read out revised example.
-Think Pair Share. What have I changed to make this more engaging for the reader? Do I still have all
the features of a recount Orientation?
-Think Pair Share. Think about your story, discuss what you might add into or change in your intro,
ask if anyone would like to share an example.

Create checklist with students.

Students to get writing books and return to tables to work on their orientations.
Checklist and WAGOLL example on board.

While students work, wander class and assist them where needed.
 3. Lesson conclusion: (How will you summarise the learning and relate it to the lesson
objectives?)

Mat with books (without books? Share at desks then to mat)

Pair. Partners read Orientation.

What stood out for you about partners orientation.

Did they include all the aspects of a recount?
What did you find easy?
What did you find hard?
Were they/you able to mark off all the points on the checklist?

Choose an example or two to read out. (Pre-organise? Or ask for volunteers? Will know some good
examples from)

Where has this person used Show, dont tell?

What points does it cover on the checklist?
Is it engaging? Does it make you want to keep reading?

Lesson Evaluation:
(Reflect on the lesson. What worked? What did not work? What would you change? Why?)