GROUP MEMBER

Simone Callaghan Grace Johnson Bonnie Lofberg Jessica McClelland Annika Newton Jasmine Potter

STUDENT NO. c3164746 c3165664 c3162835 c3166463 c3130135 c3126132

EDUC1738 WRITING PROGRAM OVERVIEW INDIV LESSON NO. STAGE: 2 1 TEXT TYPE: RECOUNT 9 & 10 TOPIC: 5 OUTCOME FROM INTEGRATED KLA: HSIE 4&6 7&8 Time and Change CCS2.2 2&3 Explains changes in the community and family life and

evaluates the effects of these on different individuals, groups and environments

LESSO N
WRITING PHASE Planning and Preparing; Drafting and Reworking; Proofreading; Publishing LESSON FOCUS e.g., Structure of text type, spelling OUTCOME CODE/S AND INDICATOR/S From T & L, Reading, Writing Outcomes TEACHING/LEARNING ACTIVITIES A brief outline of each lesson, with those highlighted where a lesson plan has been written by a group member.

Introduction Lesson Simon Planning and e Preparing

Structure of Text Type

Callag han

EN2-6B identifies and uses language forms and features in their own writing appropriate to a range of purposes, audiences and contexts. Understand and apply knowledge of language forms and features

ORIENTATION Advise students that the text type recount has a specific structure/frame and language features Connect learning recount to HSIE in that the text for HSIE, My Place by Nadia Wheatley will be used across literacy also. Explain that this is because My Place has many recounts and is about families, their lives, the local environment and their family traditions and general life over 200 years so we can use these stories to help us write recounts of our own about our family, local area and about what our family like doing together.

Identify organisational GUIDED DISCOVERY patterns and Use KWL Chart to obtain students knowledge language features of the text type recount of spoken Introduce correct terminology regarding the texts appropriate to names of the Recount structure, i.e. Title, a range of Orientation, Sequence of Events, Reorientation. purposes. purposes Introduce the Prezi of Recount Writing by S

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Callaghan on the SMART board via the website Introduce the graphic organiser of a Recount Frame at this point. EXPLORATION Game - Children choose a laminated sentence strip, evaluate where it belongs in recount structure, run to that designated area.

Corners of the room are pre marked with Title, Orientation, Sequence of Events, Reorientation. Students watch 6 minute animated movie and use the graphic organiser recount frame to write their recount of the movie.
http://www.youtube.com/watch?v=jEjUAnPc2VA

REFLECTION Revisiting the KWL Chart, what have the students learned today? Name of text type? What are the names of the parts of a recount? What goes in each part? Etc.

Ask students if structure helps them and find out why? ASSESSMENT Question and Response throughout lesson Observation Work Sample

Planning and Preparing

Recount Structure Structure of

CCS2.2 - Explains changes in the

ORIENTATION Engage students by referring to the text My

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Jasmi ne Potte r

Orientation

community and family life and evaluates the effects of these on different individuals, groups and environments EN2-6B- Identifies the effect of purpose and audience on spoken texts, distinguishes between different forms of English and identifies organisational patterns and features. Plan and present short presentations, providing some key details in logical sequence. EN2-2A- Plans, composes reviews a range of texts that are more demanding in terms of topic, audience and language. Plan and organise ideas using headings, graphic organisers, questions and mind maps.

Place and the family lives of the children in the story. Ask some students to tell briefly what they did yesterday in their free time. Introduce terminology of personal recount. Orientate students to the tasks ahead. GUIDED DISCOVERY Teacher models the thinking process of remembering and creating an orientation for a personal recount using a Who, What, Where, When, Why why chart. Prompt questions about the text type and purpose. Use projected orientation example to guide structure knowledge and terminology. Students create oral personal recount in Think, Pair, Share groups, then write dot points in a Who, What, Where, When, Why graphic organiser chart. EXPLORATION Using writing plans students write their recounts. In groups of 3-4 students create a mind map of the terminology and any new knowledge about recounts. REFLECTION Students add to a class poster, using their mind maps as a guide. ASSESSMENT Assessment based on student planning, correct use of charts and resources, identification of recount structure and terminology. Assessment in the form of teacher observation.

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Jasmi ne Potte r

Planning and Preparing

Imaginative Recounts

EN2-2A- Plans, composes and reviews a range of texts that are more demanding in terms of topic, audience and language. Plan, compose and review imaginative and persuasive texts Create imaginative texts based on characters, settings and events from students own and other cultures using visual features, for example perspective, distance and angle.

ORIENTATION Teacher engages students by reading The Magic Genie by Stephanie, a previous students imaginative recount. Prompt students to consider what type of text it is? (Recount and imaginative). GUIDED DISCOVERY Looking at the eras in the My Place text make a list on the board under the headings Purpose, Audience, Identity and Attitude. Using prompting questions encourage students to consider the purpose for their recount writing. For example Audience who might they be writing to, a teacher? A parent? or, maybe their Peers? And Attitude how do they want the audience to feel? Concerned? Informed? Happy? EXPLORATION Students pick an era from the My Place story by Nadia Wheatley. Their imaginative recount must be based on what their family life is like in another era. Using the given sequence chain, students plan their imaginative recount in picture format. Ensure students have a title for their story and list the characters, time and place. Encourage students to also write notes in the picture boxes.

REFLECTION Students add to the previous lessons reflection poster under the heading imaginative recount. Prompt discussion about what the students have learnt about personal and imaginative recounts and the similarities and differences between each. ASSESSMENT

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Students are to be assessed via teacher observation. Assessment is based on student planning and composing of text using the correct structure.

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Jessica McClel land

Planning and Preparing

Paragraphing

EN2.9B - Uses effective and accurate sentence structure, grammatical features, punctuation conventions and vocabulary relevant to the type of text when responding to and composing texts. Understand and apply knowledge of language forms and features: Develop and apply contextual knowledge by understanding that effective organisation of ideas in imaginative, informative and persuasive texts enhances meaning.

ORIENTATION Gain students attention by reading a section of the big book PM Writing: Exemplars for Teaching Writing 4, by Smith and Cuiffetelli, about recounts and showing the section of the book that highlight paragraphs and the need for structure within recounts. GUIDED DISCOVERY Talk about paragraphs. Teach children what paragraphs are, how to separate ideas into paragraphs. Students participate in an active activity that involves splitting two different given texts, which have been mixed up, into the appropriate paragraphs. The teacher then check answers with the class. EXPLORATION Students will be given a section of text (from My Place by Nadia Wheatley) which has been written without paragraphs, and they will be asked to edit into paragraphs. The teacher will also have a copy of the activity on the SMART board which can be used to check answers. Discuss with the class how they separated the paragraphs. Did they separate paragraphs based on separate ideas, events and time? Was this done using time connectives?

REFLECTION Students will, in groups of three or four, make

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up a mind map of the main features of paragraphs. The class can then come back together and discuss and make a large mind map to add to the class information about recounts. ASSESSMENT Teacher can be constantly assessing throughout the lesson by monitoring and checking the students understanding of the tasks. This will be done at each phase by asking questions such as; How did you know that was a new paragraph? Why do we organise our writing into paragraphs? Assessment will also be done by collecting worksheets and work samples and providing feedback for students.

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Bonni e Lofbe rg

Planning and Preparing

Grammar Time Connectives

EN2.9B - Uses effective and accurate sentence structure, grammatical features, punctuation conventions and vocabulary relevant to the type of text when responding to and composing texts Understand and apply knowledge of language forms and features - Identify a variety of connectives in texts to indicate time, to add information and to clarify

ORIENTATION Introduce students to time connectives through a SMART board activity. Activity is a sequencing activity (link to knowledge in previous lesson) where students reorder paragraphs as a class. Ask students how they worked it out. Answer Time Connectives Ask questions to find out students knowledge, i.e. What is a time connective and when are they used. GUIDED DISCOVERY Explain what time connectives are, when they are used-how they order, connect and make paragraphs flow. Use big book PM Writing: Exemplars for Teaching Writing 4, by Smith and Cuiffetelli, to show this. Expand students time connective words (vocab) through brainstorming and teacher giving students new words. EXPLORATION Students participate in a 10 minute write where

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understanding. EN2.2A - Plans composes and reviews a range of texts that are more demanding in terms of topic, audience and language Respond to and compose texts - Discuss aspects of planning prior to writing, e.g. knowledge of topic, specific vocabulary and language features

they are given a list of time connectives (structure) to write from, i.e. In the beginning, next, eventually, meanwhile, finally, Using these time connectives they write a recount in ten minutes. REFLECTION Individually, students do a cloze passage filling in the blanks with time connectives. As a class create a poster of time connectives that the class can then use in their writing. ASSESSMENT Throughout each lesson phase teacher asks questions, such as; why are time connectives used? Teacher also provides feedback for 10 minute write to ensure students are using appropriate time connectives. Explain to the students why certain time connectives do or dont make sense. Work samples from this lesson will also be used to assess students knowledge. ORIENTATION Use a brief YouTube video to introduce the concepts of past tense and first person to the students in an engaging way.
http://www.youtube.com/watch?v=AKaD2btS1A4

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Jessica McClel land

Planning and Preparing

Past and Present Tense First and Third Person

EN2.9B - Uses effective and accurate sentence structure, grammatical features, punctuation conventions and vocabulary relevant to the type of text when responding to and composing texts. Understand and apply knowledge of language forms and features:

GUIDED DISCOVERY Explain what past tense and first person words are. Explain to students that past tense words are words that assist the writer to locate events in relation to time, and usually end in ed. Then explain that first person words are used to refer to themselves. E.g. Me, I. Using excerpt from My Place by Nadia Wheatley, teacher highlights past tense words on the SMART board. EXPLORATION Students will write an imaginative recount from

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- Understand that verbs represent different processes (doing, thinking, saying and relating) and that these processes are anchored in time through tense.

the perspective of either a character from the book My Place by Nadia Wheatley, (for example Immigrants, Aboriginal People, British Colonials, Convicts). This recount will be based on a view of their cultural experiences and will be written in past tense and first person.

REFLECTION Explain how past tense is used in recounts. Whole class make a poster using new past tense words the students have learnt, that they can use later when writing texts. Students complete first and third person exercise - randomly generated phrase and make it into two separate sentences. One in first person and one in third person. ASSESSMENT Ask questions throughout, such as What is first person? and Why is it used? Provide feedback on recount focusing on appropriate use of first person and past tense words. Completed worksheet collected by the teacher to be marked.

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Annika Newto n

Planning and Preparing

Spelling

EN2-5A - Uses a range of strategies, including knowledge of letter- sound correspondence and common letter patterns, to spell familiar and some unfamiliar words.

ORIENTATION Whole class watches Grammaropolis Video on YouTube about verbs. Make a list of the types of verbs in the video and examples of each.
(http://www.youtube.com/watch?v=Q2gCrABrj_U)

GUIDED DISCOVERY Teacher instructs on rules of past tense verbs. Displays a list of verbs and children must decide whether they use the rule applies or if the past tense verb is irregular. Whole class complete a table using present

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Develop and apply contextual knowledge Understand and apply knowledge of language forms and features

tense verb to decide if the past tense verb is regular or irregular. If verb is irregular then class must find past tense version. EXPLORATION Students will choose five (5) words from the board to make an individual spelling list. They will use these five (5) words and the irregular past tense verbs to perform Look, Say, Cover, Write, Say, and Check with their peer buddy. Once they have finished they will have to put each of their words into a sentence for their peer buddy and then reserve rolls. After this they will get out their personal dictionary and record the words in there. They can attempt to make their own definition and then they can check if they are correct using a dictionary. REFLECTION Children can share definitions they found for words in their personal dictionaries. ASSESSMENT Assessing childrens knowledge of how to make a regular verb. Assessing childrens spelling by checking their Look, Say, Cover, Write, Say, Check. ORIENTATION As a whole class use the SMART board to complete a quiz on recounts. This will reintroduce the structure and the grammar used for a recount. GUIDED DISCOVERY Discuss with students what they need to have in their recount. Review the structure and grammar needed for a recount. Students will need a piece of paper to make a

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Annika Newto n

Drafting and Reworking

Writing

EN2.2A - Plans composes and reviews a range of texts that are more demanding in terms of topic, audience and language. Respond to and compose texts

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Understand and apply knowledge of language forms and features - Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features.

checklist for themselves. This checklist can then be placed on the students desk for use when writing their recount. EXPLORATION Write a recount about their place. The recount must be about their family, something in the local community for example somewhere they have been, an event in the local community or at the school or something they have done in their neighbourhood. Students must ensure they are including an orientation, sequence of events and reorientation (with a personal comment). They must use paragraphs and write in past tense. Students are able to get up and review resources made in the past lessons to help them write their recount.

REFLECTION Come back to the floor and discuss the things they wrote about in their recount. Make a checklist on the smart board of how they made their recount (e.g. orientation, sequence of events, past tense) ASSESSMENT Students knowledge of how to write a recount. Students ability to use prior knowledge in writing their recount. Proofreading and Publishing Proofreading EN2.2A - Plans composes and reviews a range of texts that are more demanding in ORIENTATION Engage students and remind them of the work that they have been working on with the recount. Inform students that when they write we think faster than we write and can make some mistakes.

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Grace Johnso n

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terms of topic, audience and language. Respond to and compose texts - Identifies elements of their writing that needs improvement and review using feedback from teacher and peers. - Re-read and edit texts for meaning, appropriate structure, grammatical choices and punctuation.

Display SMART Board activity with "The Windsurfing Dog" extract from "PM Writing: Exemplars for teaching writing 4" by Smith and Cuiffetelli. Use the checklist printout (copy on website). Identify any errors with the class and circle them in the text. Going through the text highlight the different sections of a recount: Title, orientation, series of events re-orientation and personal comment (optional). GUIDED DISCOVERY Students break into leveled writing groups and Teacher works with a group that needs extra assistance. Students use the example text and edit the text as groups using the checklist. Students write what they think is good about the recount and what can be improved. EXPLORATION Students form pairs and have the opportunity to read their recounts from the previous lesson to each other to identify their own and each others mistakes. This recount will be related to the topic of HSIE. Remind the students that this recount will be presented via Skype to a school in New Zealand. Pairs of students say what they liked about the story and suggest improvements Students can brainstorm ideas of a picture that would suit their story, when published and can draw a picture or take a photograph. REFLECTION Remind students that they will be publishing their work in the next lesson and presenting their work to a school in New Zealand. Explain that they will be sharing - What they know about recount and ask them questions about recount:

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then, finally etc. ASSESSMENT - Checklist for proofreading and editing - students hand in - Collect work samples of edited recount - Peer marking - recount - Questioning throughout all the phases Q: What is the most common mistake in a recount? Q: What are some useful time connectives? Proofreading and Publishing Publishing EN2.3A Uses effective handwriting and publishes texts using digital technologies. Respond to and compose texts - Write using clearly-formed joined letters, and develop increased fluency and automaticity. - Use a range of software including word processing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements.

o Q: what does a recount start out with? A:A title o Q: what are some time connectives? A: after,

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Grace Johnso n

ORIENTATION Remind the students about the recount they have been composing and inform them that this will be the last lesson in this unit of work Let them know that some students will get the opportunity to present their recounts via Skype to a school in NZ Connect lesson with HSIE by reminding them of My Place by Nadia Wheatley and how we each have different families, histories and places we belong, so we will be listening to the NZ children recount as well. Teacher displays some different examples of recount of possible ways of publishing a recount both digital and hard copy

GUIDED DISCOVERY Students break into leveled writing groups and Teacher works with a group that needs extra assistance. Students select a photo for their publication that they have been collecting in HSIE or have drawn. In groups students design and complete their

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posters in either digital or hard copy. Students can practice in pairs presenting their recount focusing on voice projection and clarity. EXPLORATION A raffle is drawn and 5 students are chosen to present their recount to the NZ School. The class as a whole watch the 5 students present their recounts and then watch the NZ students recount. Students can ask questions after each recount is presented. REFLECTION Get feedback on what they thought of the recounts that they heard from everyone Get students to say what they thought was different about the NZ recounts. Get students to write up KWL sheet (see website resources) ASSESSMENT - Checklist for recount - Digital recording of presentations - Collect KWL sheet - Questioning throughout all the phases Q: How does a picture support the story? Q: How were the New Zealand places different to our own?

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