| Full lesson | Create for a teacher a set of content for giving a lesson, beginning with the lesson plan. Each new block of materials must begin with an H1 heading (other subheaders must be H2, H3, etc). When you describe required pictures, write those descriptions in curly brackets, for example: {A picture of a triangle} |
| Which subject | English |
| What topic | Recount |
| What length (min) | 30 |
| What age group | Year or Grade 5 |
| Class size | 20 |
| What curriculum | |
| Include full script | |
| Check previous homework | |
| Ask some students to presents their homework | |
| Add a physical break | |
| Add group activities | |
| Include homework | |
| Show correct answers | |
| Prepare slide templates | |
| Number of slides | 5 |
| Create fill-in cards for students | |
| Create creative backup tasks for unexpected moments |
Recount
Year/Grade 5
English
20 students
This lesson aligns with the national curriculum for Year 5 English, focusing on writing recounts and understanding textual features.
| Step Number | Step Title | Length | Details |
|---|---|---|---|
| 1 | Introduction to Recounts | 5 mins | Discuss what a recount is. Ask students to share personal experiences. Use guiding questions to engage. |
| 2 | Features of a Recount | 10 mins | Present key features (e.g., past tense, chronological order). Use an example recount to illustrate. |
| 3 | Activity – Distributing Cards | 5 mins | Hand out printable cards. Explain the task: students will fill in the recount on these cards during the lesson. |
| 4 | Writing a Personal Recount | 5 mins | Students work on their cards, writing their own recounts using guidance from the handout provided. |
| 5 | Collecting/Checking Recounts | 3 mins | Randomly collect or check the recount cards. Ensure to review for understanding without formal presentations. |
| 6 | Reflection and Feedback | 2 mins | Facilitate a brief discussion on what they found easy/difficult about writing recounts. Highlight key takeaways. |
Students will revise their recounts using the feedback provided during the lesson and bring them to the next class for further development.
"Good morning, everyone! Today, we are going to explore a really interesting type of writing called a recount. Can anyone tell me what they think a recount might be?
(Wait for students to respond.)
"Great! A recount is when we tell someone about something that has happened in the past. It’s like sharing a story based on personal experiences. Can anyone share a short personal experience that they would consider a recount?
(Encourage a few students to share their experiences. Use guiding questions like, 'What happened?', 'How did you feel?', or 'What did you learn?'.)
"Excellent! We all have stories to tell. Recounts help us share our experiences so others can understand what we went through."
"Now that we have a basic understanding of what a recount is, let’s talk about the features that make up a good recount.
(Use the whiteboard to list features as you mention them.)
"Firstly, recounts are usually written in the past tense. For example, 'I went to the park' instead of 'I go to the park.'
"Secondly, they follow a chronological order, meaning they tell events in the order they happened. So, you start from the beginning and go to the end.
"Let’s look at this example recount that I have here."
(Show the example recount to the class.)
"Can you all see how it is structured? Notice how it starts with an introduction, followed by the events in order, and ends with a conclusion or reflection. What features do you notice in this text?
(Engage in a discussion, prompting students to identify past tense usage, chronological structure, etc.)
"Fantastic observations, everyone!"
"Now, it’s time for a fun activity! I am going to hand out some printable cards to each of you.
(Distribute the cards to the students.)
"On these cards, you will be writing your own recounts. Before you start writing, you will use the features we discussed earlier. Look at the handouts summarizing the features of a recount if you need to.
"Does everyone have their card?
(Look around to ensure all students have their cards.)
"Fantastic! Let’s move on."
"Now it’s time for you to use your cards and begin writing your personal recount.
(Allow time for writing while circulating the classroom, offering support.)
"Remember to use the past tense and write in chronological order. Think about a special moment you want to recount today. Focus on what happened first, what happened next, and how it ended.
(Encourage students quietly as they write, observing their progress.)
"You have about five minutes to write! Go ahead!"
"Okay, everyone! Time's up! I’d like to collect your recount cards now.
(Circulate the classroom to collect the cards randomly.)
"I am just going to check through them and make sure everyone understands the key features we discussed.
(Review a few recounts, giving positive feedback or encouraging students to clarify any points while being supportive.)
"Well done, everyone! Remember, this is not a formal presentation; I just want to see how well you’ve understood the recount structure!"
"Before we wrap up, let’s have a short discussion. How did you find writing your recounts?
(Encourage students to share their thoughts on what was easy or difficult for them. Use prompting questions if necessary.)
"What did you find challenging? And what do you think you could improve on next time?
(Encourage a few students to share their thoughts.)
"Thank you all for your wonderful contributions today! Remember, your homework is to revise your recounts using the feedback we discussed and bring them to the next class for further development. Have a great day!"
| Question | Answer |
|---|---|
| What is a recount? | |
| Why is it important to write a recount in the past tense? | |
| What does chronological order mean in the context of a recount? | |
| Can you give an example of a recount structure? | |
| What challenges did you face while writing your recount? | |
| How can you improve your recount based on the feedback received? | |
| What personal experience did you choose to recount? | |
| How do you feel about sharing personal experiences in writing? | |
| What are some key features of a good recount? | |
| Why might someone want to read your recount? |