Lesson+Plan


 * Lesson Plan **

 **Using technology to teach literacy recounts.**

 **Context of Lesson –** This lesson is to be performed during the literacy block and is teaching the recount text type. In this lesson the children will be introduced to the text type of recount, and by the end of the lesson after class collaboration will be writing their own recount.

 **Duration of Lesson –** 2 hours

 **Year Level –** Year 2

 **Prior Preparation -** Previous to this lesson taking place you should document a school excursion, incursion, event or activity that your whole class has taken part in and edit to a short video that shows the main events of the activity. Primary school classrooms today commonly have one of these cameras directly on hand or at least have access to a school one. You can then upload that video file to your computer attached to your promethean board and have it ready to play to the children.



Create a template (or use an existing one from the promethean board resources) for a group recount writing piece to be written on the board.

 **The Lesson**

 The introduction of the lesson will take place in front of the promethean board as a whole class activity. It is here that the students will be introduced to an example of a recount text type in a shared reading session. The resource that I would use to introduce the text type can be found on the website Writing Fun by Jenny Eather. This webpage offers examples of all text types taught in Early Years learning and breaks down the way the text needs to be organised in various examples for various learning levels. It is also easily accessed through a browser and presented on the promethean board. Below I have included some screen shots from the webpage that I would use to present the structure of a recount to the children. Click on the images to enlarge them.







As you can see these examples demonstrate the purpose of a recount and how one needs to be broken up. For this introduction though, you can use any example of a recount that you feel is appropriate for your class. If you do choose a story book that tells a recount though, I would suggest scanning the pages and placing them in a power point presentation so that the children can read along with you in large lettering on the promethean board. It is important for the children’s literacy development to be able to read the wording and the promethean board offers us the perfect opportunity to do this.

 After the students have been introduced to a recount and how it is structured, the next step is to create a recount of their own as a whole class. This will be done together on the promethean board and further solidify their knowledge of a recount. But first before they enter into doing a recount together they need a topic that they have all been involved in together, and this is where handy cam footage can come in use. By showing the footage to the children of their recent activity that took place, you can be sure that the content they need to convey in the recount piece is fresh in their memory and this will allow them to focus more thoroughly on the structure of the recount they create.

 When writing the recount of their activity on the board with the class you should have a template ready to do it on. The one I created below was made using a flipchart on the promethean board software. To do this you can use premade templates from the resources folder and adjust them to your specifications, create your own, or even insert a screenshot taken from the Writing Fun webpage we used in the introduction into the flipchart as I have done. Once the template has been made you can have the children come up individually to write in parts of the recount with the Interactive Whiteboard (IWB) pen, or you can select the text option and type it in for them in appropriate areas.



 By now the students should have a good grasp of the recount text type and you can direct them to their workbooks (or computers, if the classroom has the luxury one per student) to write a recount of their own from an individual experience that perhaps took place on the weekend. You should however, still leave the example made as a class on the board, along with the outline of the structure so the children are still able to refer to it.