YEAR LEVEL DESCRIPTION- Students create a range of imaginative, informative and persuasive texts including imaginative retellings, reports, performances, poetry and expositions.
Judging Standards
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
a letter written to a friend retelling them about a new hover bike
identify the features of a recount
what is the purpose of a recount
completed worksheet outlining the basic recount structure and why it is important
Think | Pair | Share
What do you think a recount is?
Start a new page in your writing books.
Glue in the two worksheets.
Complete the second worksheet.
Colour in the cover page.
What is the beginning, middle and end of the hover bike animation?
distinguish the who, what, where, when and why
describe why it is important to include the 5 W's in the beginning
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.
understand the structure of a letter
difference between formal and informal language
an opening sentence to your letter
Let's discuss the structure of the letter.
The beginning
Does it include who, what, when, where, why?
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?
Let's compare
Do you think this letter is formal or informal?
What are the differences?
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.
understand the middle is where you write the sequence of events of a recount
plot the sequence of events on the Narrative Story Graph
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
define the detail needed in the second paragraph of the recount letter
completion of individual paragraph
watch to 2:06
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.
define the detail needed in the third paragraph of the recount letter
completion of individual paragraph
watch 2:06-3.09
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.
define the detail needed in the fourth paragraph of the recount letter
completion of individual paragraph
watch 3.09-3:46
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.
define the detail needed in the fifth paragraph of the recount letter
completion of individual paragraph
watch 3:46 to end
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.
define the detail needed in the sixth paragraph of the recount letter.
define what a character wrap up is.
completion of individual paragraph
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.