Unit Topic: Colonial Australia
Curriculum Link: English, HSIE
Stage: Two, Year Four
Lesson Number: Two
Lesson Topic: Revisiting Literary Recounts
Timing: 1 hour
Lesson Outcomes:
TS2.1 – Communicates in informal and formal classroom activities in school and social situations for an increasing range of purposes on a variety of topics across the curriculum.
· Listens to examples of literary recounts
· Discusses the structure and key grammatical features of a recount
· Students share their literary recounts with each other
· Students comment on and evaluate the work of their peers
WS1.9 – Plans, reviews and produces a small range of simple literary and factual texts for a variety of purposes on familiar topics for known readers.
· Fills in a scaffold to structure a recount appropriately.
· Writes a literary recount based on a personal event.
WS2.10 – Produces texts clearly, effectively and accurately, using the structure, grammatical features and punctuation conventions of the text type.
· Uses past tense in a literary recount
· Uses appropriate and interesting adjectives, nouns and verbs in their own writing
WS2.14 – Discusses how own texts have been structured to achieve their purpose and the grammatical features characteristic of various text types.
· Recognises and discusses the organizational structure of a literary recount.
· Identifies action verbs and talks about how they are used in a recount to develop a story.
· Talks about how different types of adjectives have been used to add information in a literary recount.
· Talks about the use of tense (past, present, future) in literary recounts.
CCS2.2 – Explains changes in the community and family life and evaluates the effects of these on different individuals, groups and environments.
· Discusses some of the different roles of children during the colonisation period.
* Interactive Whiteboard
* ‘My Place’ by Nadia Wheatley and Donna Rawlins
* ‘My Story – Surviving Sydney Cove’ by Goldie Alexander
* Recount planning worksheet x 20
*Each students English/Writing book
Lesson Aims:
This lesson is to revise the purpose and structure of a literary recount. It also addresses some of the key grammatical features that are important when constructing a literary recount. Students will then be provided with a scaffold to construct their own recount based on a personal event. This prepares students for later in the unit when they are required to collaboratively construct a literary recount based on a fictional character.
Lesson Outline
Introduction: (10 mins)
The Teacher…
1. Project page 37 onto the interactive whiteboard. Read through page 37-40 of the book. Discuss with students; What kind of texts are these? What is the purpose of these texts? Are they written in past or present tense? How can you tell?
The Students…
1. Listen to the text being read.
2. Students identify a literary recount and some of its features.
Body: (40 mins)
The Teacher…
1. Turn back to the ‘My name is Sarah’ text (see Appendix 1). Highlight some of the key features of the text including the structure (Orientation, Record of Events, and Reorientation). Explain the purpose of each of these;
Orientation – sets a context for the information to follow
Record of Events – Personal events recounted in a chronological order
Reorientation – ‘rounds off’ the sequence, usually by resting events in time or bringing us back to the present.
2. Move onto the next text, ‘My Story’ (see Appendix 1). Read through text again. Ask students Can you identify the Orientation, Record of Events and Reorientation? What makes this literary recount more informative than the last one?
3. Highlight key grammatical features in the text including use of particular nouns to refer to people, places and things, the use adjectives to build descriptions and the use of action verbs (usually past tense) to indicate activities, behaviours or thoughts. Ask Can you identify any interesting adjectives? What effect does using direct speech have? What words tell you that the day is progressing? Can you identify any action verbs? How could this recount be improved?
4. Choose a recent event that all students are able to write a literary recount about (school carnival, fete, what happened on the weekend etc). Brainstorm some ideas on the board. Try and limit it to a one day activity so students are forced to concentrate on descriptions.
5. Hand out the ‘Recount Planning Sheet’ (Appendix 2) to each student as a scaffold for their personal recount.
6. Instruct students to fill in their sheet. Walk around the room observing and assisting any students who need it.
7. Once students have filled in their outline, ask them to write up their recount in their English books.
The Students…
1. Students sit at their desks and listen to text being read and some basic features of a literary recount.
2. Answer questions and assist the teacher in identifying structure and grammatical features of the recount.

3. Students recall a recent event in their own lives.

4. Students use scaffold to construct the outline of their own literary recount.

5. Students write a literary recount in their English books.
Conclusion: (10 mins)
The Teacher…
1. Conclude the lesson by having students read their recounts to the person next to them.
2. Once they have done that go around the room and ask each pair to briefly explain what their partners recount is about, and to comment on a couple of things they liked about it (good use of adjectives, entertaining read etc)
3. Explain to students that in the multimodal task (that was mentioned last lesson), students will be required to write a literary recount. Instead of writing it about themselves however, they will be writing from the perspective of a character living during the colonial era. Reflect again on the ‘My Story’ text, and discuss a few of the activities this character undertook. Ask them to start thinking about and briefly discuss other activities/jobs that children living during that period would have done and discuss some of these.
The Students…
1. Share their recount with the personal next to them.
2. Students listen to other students work.
3. Students comment on and evaluate aspects of other students work.
4. Students discuss activities undertaken by children during the colonial period.
· Were students able to identify the purpose and structure of a literary recount?
· Could students identify key grammatical features of the text?
· Was the scaffold provided enough for them to write their own literary recount?
· Were they able to share their recount with a partner? Were they able to critique each others recounts?
· Did students contribute the discussion about children in the colonial period?
· Which aspects of the lesson were successful? Which aspects needed improvement?


References –

Alexander, G. (2000). My Story – Surviving Sydney Cove. Linfield: Scholastic Australia Pty Limited.

Droga, L., & Humphrey, S. (2003). Grammar and Meaning – An Introduction for Primary Teachers. Berry: Target Texts.

RM Primary Resources (2010). English: Text Level: Non-Fiction: Recount Texts. Retrieved September 29, 2010 from http://www.primaryresources.co.uk/english/pdfs/recountstructureframe.pdf

Wheatley, N. & Rawlins, D. (1987). My Place. Melbourne: Collins Dove.