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1 The Way I Saw It Lesson Name Grade/Timeline Expectations Catholic Graduate Expectations Achievement Categories Text Form Genre Format Lesson Prompt Materials/Resources Grade 4 Mid Year Recounting An Event in Time 1. 1 identify the topic, purpose, and audience for a variety of writing forms 1.2 generate ideas about a potential topic using a variety of strategies and resources 1.5 identify and order main ideas and supporting details and group them into units that could be used to develop a summary, using a variety of graphic organizers 2.2 establish a personal voice in their writing, with a focus on using words and stylistic elements that convey a specific mood such as amusement 3.8 produce pieces of published work to meet identified criteria based on the expectations related to content, organization, style, use of conventions, and use of presentation strategies CGE2b reads, understands and uses written materials effectively CGE5a works effectively as an interdependent team member Knowledge and Understanding Thinking Communication Application Recount Realistic Fiction Journal Teacher will ask the students to recount a common classroom event (i.e. something that happened in class or on a trip). Post It Notes Interactive White Board (Smartboard), Digital Document Viewer, LCD projector or Overhead Chart paper Markers Index Cards me.htm Recount Booklist

2 Assessment Task Differentiation Suggested Graphic Organizers Suggested Anchor Charts Cross Curricular Connections Recount a time in your life when you were not included in an event or activity. Teacher scaffolding as required Story frames to construct recounts Use of assistive technology Scribing Pictorial format to demonstrate knowledge of recount Levelled text (recounts) read to students BLM#1 Ideas and Details BLM#2 The Football Competition BLM#3 Realistic Fiction Bookmark BLM#4 The Event Map BLM#5 A Timeline of Events BLM#6 Recount Questions BLM#7 Recount Questions Part 2 Characteristics of a Recount Elements of Realistic Fiction Integration with technology

3 Day/Time 1 20 min Gradual Release Teacher Modeling Lesson I am going to tell you about a funny (or sad, scary) event in my life. Teacher records the event under the idea section of BLM#1 Ideas and Details. This event might be a flat tire, going shopping etc. Teacher asks the students to describe what an idea is using the Think, Pair, Share Strategy. Student Talk: Students share their understanding of what an idea is in pairs and then share with the whole class. An idea is a topic. I ve given you the idea or the topic of my event. Do you see any information that is missing? The teacher will pass out index cards with the words Who, What, When, Where, Why and How written (one per card). The students who hold the cards will ask the teacher questions about the event. The teacher will answer the questions and record pertinent information in the details column on the chart. The teacher will continue to answer students questions until all of the information has been recorded. Resources: BLM#1 Ideas and Details Index Cards 2 40 min Teacher Modeling Shared During the last lesson, I shared with you an event from my life and I wrote the details of this event on chart paper. This retelling of an event is called a recount. A recount has certain characteristics. Recounts tell about something that happened. They are part of daily conversation. People tell stories about what they did and saw. People may recount the story from a TV show, movie or book. We can use the Who, What, When, Where, Why and How questions to help us to tell a recount. I d like you to think about a story from a TV show, movie or book and to share this story with someone next to you. Don t worry about making a good story-just briefly retell the events. Remember to use the question prompts to tell all of the details. Teachers will allow students a few minutes to think of the story they want to tell and then students will share this story with a partner. Students may then share their stories or recounts with the class. Teachers will circulate to ensure that all students are able to recall and retell a story. The teacher may need to assist students who are having difficulty recalling a story.

4 Today I have brought the entire recounted event to show you. I have taken the points from yesterday and written them in the form of a journal. Journal or diary entries can be recounts of daily events. Teacher will read the recount to the students. This recount should include all of the characteristics of a recount. Students will discuss with a partner the characteristics that they identify as being part of a recount. After observing and listening to the teacher-created recount, the students are asked to orally answer the following questions, building upon their understanding of the characteristics of a recount. Teacher Questions: How can you tell this is a recount? What is this recount about? What does the first sentence tell you? How is the information organized? What events are included? What details make the writing clear and interesting? What are some action words the author uses? Point out that these words are all in the past tense because the events are over. How does the author end the recount? Students will record a characteristic of a recount on sticky notes. Students will indicate where they see evidence of a certain characteristic and then will add their sticky to the blank chart Characteristics of a Recount. Student Talk: I think a recount is a way of telling about an event. A recount happened in the past. Resources: Anchor Chart Characteristics of a Recount Blank Anchor Chart Sticky Notes 3 40 min Teacher Modeling Shared Guided The teacher will review the anchor chart Characteristics of a Recount with the students. Characteristics of a Recount Uses the past tense Uses a first person perspective Includes a setting, events, and a summary Progresses sequentially Told in chronological order Uses active verbs Uses transitional words and phrases that relate to time (e.g. when, then, later, before, first, second)

5 4 60 min Teacher Modeling Shared Guided Independe nt Contains specific characters, and word choice effectively describes the feelings of the person recounting the event Uses awesome adjectives to describe the event In this lesson we will focus on the following characteristics : Progresses sequentially Told in chronological order At this point the teacher may choose to share the powerpoint presentation called How to write excellent recounts. This powerpoint demonstrates all of the characteristics of a recount. Teacher will review with the students the teacher-created event that was shared during the previous lessons. I have taken the event that I previously wrote and cut it up into pieces. I am hoping that you will be able to help me put it back together again. In small groups students will work with the cut up version of the recount to put the events in order. What do you notice about the way that the recount was written? Were there any clues that told you which part should go next? At the end of the lesson, students will have a better understanding of the characteristics of a recount, specifically the progression of events in sequence and chronological order. The teacher may do this activity in mixed ability groups or may have a guided practice group including students who require more assistance in sequencing the event. Resources: Cut up version of the teacher-created recount for groups of students PowerPoint Presentation Anchor Chart "Characteristics of a Recount" In this lesson, we will focus on the following characteristics of a recount : Uses the past tense Uses transitional words and phrases that relate to time (e.g. when, then, later, before, first, second) After reviewing these characteristics, the teacher may begin the lesson with the following statement: I am going to show you another example of a recount. I have written this recount on chart

6 paper (or I am projecting this recount on the digital document viewer etc) but I have also typed a copy for each of you. The teacher will read BLM#2 The Football Competition to the students. Let s look for all of the connecting words. When we find a connecting word, we will circle it in red. Then Next Finally After that First When Later The next day After Finally The teacher will circle the words on the chart paper and the students will follow along circling the connecting words on their own copies. A recount is written in the past tense. Each of you will circle the words that you think are in the past tense. We will use green to circle these words. Students independently circle the words in past tense. Some students may require guided practice. The teacher will ask the students to share which words indicate past tense. Past Tense Words Was Were Joined Won Had Students should also recognize that the past tense is created by adding ed to words. Examples from the text: Join ed Look ed Finish ed Walk ed Work ed Studi ed Resources: Green and Red Markers Chart Paper

7 5 40 min Teacher Modeling Shared Guided BLM#2 (Large copy to share and a typed copy for each student) Two more very important characteristics of a recount are that it: Contains specific characters, and word choice effectively describes the feelings of the person recounting the event Uses awesome adjectives to describe the event The powerpoint that we saw a few days ago also showed examples of interesting adjectives and ways to portray how the author felt. A discussion can occur where students share other examples of awesome adjectives and feeling words. (The following are the awesome adjectives from slide 13 of the powerpoint: Pleasant Delicious Tender Lovely Gentle Special Sweet Cute Kind Fine Excellent Brilliant Outstanding Tremendous Okay Terrific Dazzling Marvelous Amazing Incredible Great Awful Terrible Dreadful Shocking Ghastly Horrific Unpleasant Poor Frightening Horrifying Horrible Great Wonderful Awesome Fantastic Brilliant Depressing Miserable Unhappy Dejected Gloomy). The following are some of the words describing the author s feelings: (Scared, Amazed, Stunned, Saddened, Joyous, Anger, Hatred, Love, Anguish). Here is an example from the powerpoint (slide 13): The dog ran after me. The ferocious dog ran after me. What did the author do to change the first sentence and create the second sentence? Student Talk: The author added the word ferocious. This is called an adjective. I am going to give you some sentences. I would like you to work with a partner to add awesome adjectives to each sentence. The following are examples of sentences that can be given to the students to change: The car went quickly down the road. Sometimes I go to the zoo where I see animals. I like winter because there is a lot of snow. Students will continue to find examples of awesome adjectives and feeling words when reading and will add these words to a class chart. Let s take a look once more at the recount The Football Competition. Let s examine how the author uses adjectives and feeling words effectively. Circle the awesome adjectives in blue and the feeling words in black. Resources: Teachers may want to show slide 12, 13 and 15 of the powerpoint

8 presentation?src=related_normal&rel= # Blue and Black Markers Writing Tools 6 30 min Teacher Modeling Shared To begin this lesson, the teacher will read a picture book such as The Relatives Came by Cynthia Rylant or Alexander and the Terrible, Horrible, No Good, Very Bad Day by Judith Viorst. The teacher will describe these texts as examples of realistic fiction. Teacher will tell students that the text form recount is often found in the genre realistic fiction. (If the book The Relatives Came is chosen as the read-aloud, teachers may also find more resources at e.htm) (If the book Alexander and the Terrible, Horrible, No Good, Very Bad Day is chosen as the read-aloud, teachers may also find more resources and lesson plans at Teacher will share the Anchor Chart Elements of Realistic Fiction with students. Teacher will ask the students to find examples of the elements in the picture book that was just read. Student Prompt: I think that this story could really happen in real life. The setting is believable. Resources: Realistic Fiction Picture Book such as: The Relatives Came by Cynthia Rylant or Alexander and the Terrible, Horrible No Good, Very Bad Day by Judith Viorst. Anchor Chart Elements of Realistic Fiction BLM#3 Realistic Fiction Bookmark e.htm min Teacher Modeling Shared Now you are going to begin the first steps to writing a recount. In a few minutes, each of you will begin to plan this recount with a partner. Remember that a recount can be funny, serious, interesting, or boring, depending on the details the writer or speaker chooses. We will begin to write using a graphic organizer called an event ma An event map can help to keep all of the details organized in a recount. An event map answers the questions: Who, What, When, Where, Why and How. An event map helps to fill in all of the details of an event. The teacher will post the event map on chart paper, digital

9 document viewer or interactive white board. The teacher will demonstrate how to record information on the event map by using details from the picture book or information from the teacher recreated recount. Today you will complete an event map to tell what happened in Physical Education when we played together. Think back to when I retold an event about my life. Remember the Who, What, When, Where, Why and How questions that you asked me to find out more information about my event? Ask yourselves those questions when you map out your event. Teacher will lead the students in a quick discussion of the event that occurred in Physical Education before the students begin to work. Students will work in pairs to complete this event map (one event map for each pair). Resources: BLM#4 The Event Map (large version for sharing and one event map for each pair) 8 60 min Teacher Modeling Shared Guided During the last lesson you completed an event map in partners. Today we are going to take the information in the event map and create a timeline of the event. A timeline describes events in sequence. Students will work in pairs to develop a timeline that is based on their event ma Students will complete BLM#5 A Timeline of Events. The teacher may want to demonstrate how to take a story or event and put the events in it in a timeline. A story such as The Three Little Pigs would lend itself well to this lesson. For students who require guided practice, teachers can work with these students in small groups, spending time sequencing the events by using pictures of the story. Students can physically move the pictures around to create the timeline min Teacher Modeling Shared Guided Independe nt Resources: BLM#5 A Timeline of Events The teacher may begin this lesson by asking students to share their timelines with the whole class. You are going to answer some questions about your timeline. I have prepared some questions to guide you as you begin to think about your recount. The teacher will read the questions to the class and will begin to model how the students will answer the questions to write the

10 10 60 min Teacher Modeling Guided Independe nt recount. The teacher will focus on the first question and will write what he/she thinks would be an appropriate answer. Question: 1. Who is your recount about? The teacher will then ask the students to write the answer to the second question while offering feedback. Question: 2. When did this recount happen? The teacher will ask the students to answer the remainder of the questions to prepare for the first draft of the recount. Resources: BLM#6 Recount Questions Picture Book such as The Three Little Pigs During this lesson, students will begin to write their first draft of the recount. Slide 19 of the powerpoint has an excellent graphical organizer of a recount: Teachers may record this structure on chart paper and guide students to complete the template together. On the chart paper I have drawn the structure of a recount. When we have filled in all of the information we will be able to write our recount more efficiently. Would someone like to volunteer the information that was recorded in the event map, timeline and recount questions to help me complete our template? After the template is complete, the teacher will give students a smaller version and ask the students to fill in as much as possible. The teacher will circulate to assist students and answer questions. Students who require further assistance in understanding and completing the template may work in a smaller guided practice groups with the teacher. Once your template is finished, please share your ideas with a partner and then you may begin to write your recount. Remember that this is the first draft so try to write as freely as possible and remember all you have learned about the characteristics of a recount. At the end of this lesson or at the beginning of the next lesson, teachers may have the students complete BLM#7 Recount Questions Part 2. Resources: Chart Paper BLM#7 Recount Questions Part 2 PowerPoint Presentation

11 11 Next Steps Independent Assessment Task: Using all of the information that you have learned about a recount, complete the following task... Recount a time in your life when you were not included in an event or activity. Reflections

12 The Writing Process Week 1 Day 1 Day 2 Day 3 Day 4 Day 5 GRM: TM GRM: TM, SP GRM: TM, SP, GP GRM: TM, SP, GP, IP GRM: TM, SP, GP Week 2 Day 1 Day 2 Day 3 Day 4 Day 5 GRM: TM, SP GRM: TM, SP GRM: TM,SP,GP GRM: TM, SP, GP, IP GRM: TM, SP, GP, IP GRM = Gradual Release Model GRM = Gradual Release Model TM = Teacher Modeling SP = Shared GP = Guided The teacher owns the pen and uses a think-aloud technique. 2 3 times per week for minutes. Many writers share the pen and interact to create a text. 2 3 times per week for minutes. Many writers pens are guided or coached in mini-lessons. 2 3 times per week as needed for minutes. IP = Independent The individual student owns the pen for a sustained quiet block of time. Daily for 25 to 30 minutes. (Can be integrated into other subject areas)

13 Lesson 4 Mid Year Resource - BLM: Ideas and Details Ideas Details

14 Lesson 4 Mid Year Resource - BLM: The Football Competition When I was in the Junior High School, I joined two clubs. They were the Football Club and the Karate Club. I joined those clubs because I love sports, especially football and karate. I had football on Sunday mornings and Karate on Mondays at 4 m. One day my football club joined a football competition. There were eight clubs joining the competition. At first, our club won the match. Then, we had to defeat one club to get to the final. Fortunately, we won again. After those two matches, we had lunch in the cafeteria. We were so impatient to play in the last game. It was the hard one because our opponent was very tough. Finally, we won the game with a nice score of 3-2. We were so tired. However, we were happy and proud to be the winner of the competition. It was a very interesting competition in my experience. (Taken from

15 Lesson 4 Mid Year Resource - BLM: Realistic Fiction Bookmark Name: Title: List the page number and a brief reminder of the genre characteristics you find as you read: Name: Title: List the page number and a brief reminder of the genre characteristics you find as you read: Includes events that could actually happen: Set in Modern Times: True to Life Characters: Other interesting points: Includes events that could actually happen: Set in Modern Times: True to Life Characters: Other interesting points: Adapted from -

16 Lesson 4 Mid Year Resource - BLM: The Event Map What happened? Where did it happen? When did it happen? EVENT Who was involved in the event? How did it happen? Why did it happen?

17 Lesson 4 Mid Year Resource - BLM: A Timeline of Events Choose four important events from the event ma Create a timeline by recording each event in one of the boxes on the timeline, using pictures and/or words. Write words describing the order of the events on the lines below the boxes. Remember to put the events in the order in which they occurred

18 Lesson 4 Mid Year Resource - BLM: Recount Questions 1. Who is your recount about? 2. When did this recount happen? 3. What was the first thing that happened during this recount? 4. What was the second thing that happened during this recount? 5. What was the third thing that happened during this recount? 6. What was the last thing that happened during this recount?

19 Lesson 4 Mid Year Resource - BLM: Recount Questions 7. Who is your recount about? 8. When did this recount happen? 9. What was the first thing that happened during this recount? 10. What was the second thing that happened during this recount? 11. What was the third thing that happened during this recount? 12. What was the last thing that happened during this recount?

20 Lesson 4 Mid Year Resource - BLM: Recount Questions Part 2 1. Look at the conclusion, and explain what the writer thinks about the event: 2. List all the connectives that you can find: 3. What tense is the recount written in? List FOUR words that you can find in this tense:

21 Lesson 4 Mid Year Resource - Anchor Chart: Characteristics of a Recount Purpose: To retell an event Characteristics: Uses a first person perspective Uses the past tense Includes a setting, events, and a summary Progresses sequentially Told in chronological order Uses active verbs Uses transitional words and phrases that relate to time (e.g. when, then, later, before, first, second) Contains specific characters or participants, and word choice effectively describes the feelings of the person recounting the event Uses awesome adjectives to describe the event

22 Lesson 4 Mid Year Resource - Anchor Chart: Elements of Realistic Fiction form of fiction (not true) accurately reflects life as it could be lived today everything in the story could happen to real people living in our natural world the characters have normal human powers story may be set in real places, but is NOT based on history, nor does it contain elements of science fiction