Recount
Letter Writing

YEAR LEVEL DESCRIPTION- Students create a range of imaginative, informative and persuasive texts including imaginative retellings, reports, performances, poetry and expositions.

WALT

• distinguish between informal and formal language

• use the correct text structure to write a letter

• write a recount of events using recount text structure and features

WILF

• a letter written to a friend retelling them about a new hover bike

WALT

• identify the features of a recount

• what is the purpose of a recount

WILF

• completed worksheet outlining the basic recount structure and why it is important

What is the beginning, middle and end of the hover bike animation?

WALT

• distinguish the who, what, where, when and why 

• describe why it is important to include the 5 W's in the beginning

WILF

• active participation

• the 5 W's of the hover bike animation

Think | Pair | Share

What is a recount?

What is the purpose of a recount?

Your final recount will be written as a letter from the point of view of you pretending to be Dohbert; recounting the sequence from the animation.

Decide who you are going to write your letter to. It could be a family member or a friend. 

WALT

• understand the structure of a letter

• difference between formal and informal language

WILF

• an opening sentence to your letter

Formal and informal language serve different purposes. The tone, the choice of words and the way the words are put together vary between the two styles. 

Formal language- is more professional. It is used when writing or speaking for official reasons, such as school assignments, reports, newspapers and public speaking. Formal language does not use everyday spoken language or contractions.

Informal- is more casual and spontaneous. It is personal and used when communicating with friends or family either in writing or in conversation. 

Think | Pair | Share

Do you think this letter is formal or informal? Why?

In your writing books, set up the beginning of your letter.

Have a go at writing an opening sentence to your letter.
Make sure it has a sizzling start to capture the audience.

I will do an example.

Share your opening sentence with the class.

WALT

• understand the middle is where you write the sequence of events of a recount

• plot the sequence of events on the Narrative Story Graph

WILF

• completion of events for the Hover Bike animation

Sequence- a set of related events, movements, or items that follow each other in a particular order. (noun)

Divide your whiteboard into four. In each section write: First, Next, Then, Last.

Watch the animation again and on your whiteboards write in note form the order the events. Similar to how we did it when we read 'The Smartest Giant in Town'.

Be ready to share your thoughts.

Share what you have written with the class

Think | Pair | Share

What is the main idea of the second paragraph of your recount?

What happened first?

Class brainstorm to fill out washing line

Think | Pair | Share

What are the supporting details which help you understand the main idea?

Are these interesting? 

Do they give you a better understanding of what happened?

Class brainstorm to fill out washing line

Classroom Version

Write a version together of the what happened first.

Independent Writing

Write your version of what happened first.

Think | Pair | Share

What is the main idea of the third paragraph of your recount?

What happened next?

Class brainstorm to fill out washing line

Think | Pair | Share

What are the supporting details which help you understand the main idea?

Class brainstorm to fill out washing line

Classroom Version

Write a version together of the what happened first.

Independent Writing

Write your version of what happened then.

Think | Pair | Share

What is the main idea of the fourth paragraph of your recount?

What happened then?

Class brainstorm to fill out washing line

Think | Pair | Share

What are the supporting details which help you understand the main idea?

Class brainstorm to fill out washing line

Classroom Version

Write a version together of the what happened first.

Independent Writing

Write your version of what happened next.

Think | Pair | Share

What is the main idea of the fifth paragraph of your recount?

What happened finally?

Class brainstorm to fill out washing line

Think | Pair | Share

What are the supporting details which help you understand the main idea?

Class brainstorm to fill out washing line

Classroom Version

Write a version together of the what happened first.

Independent Writing

Write your version of the ending.

Think | Pair | Share

How do you think you would be feeling after all that has happened?

How can you write that?

Classroom Version

Write a version together of the what happened first.

Independent Writing

Write your version of the wrap up.