Level

5/6 Writing Plan

Week beginning: Focus: Recounts: Diaries

Session: One
Focus or For students to develop a greater understanding of diary writing as part of the recount genre
Learning
Outcome
RESOURCES Writers Notebook, DVD of my Place
Mini Lesson - Use writers notebook- Brainstorm ideas of what a recount is.
10 mins - Ask students from all the ideas that were brainstormed- who can determine what a recount is.
- Link to - Use an example first of a diary entry to set the context and an example of a source.
prior https://dryuc24b85zbr.cloudfront.net/tes/resources/6350877/image?width=500&height=500&version=14173444
learning 43000
- Writers - Inform students that we will be watching a video called My Place set in 1788.
Noteboo - Ask the children to watch the video and make a decision about who is recounting/perspective.
k
- Explicit
Modellin
g
Independent - No independent writing- instead watching the My Place (1788) approx. 25 mins long.
Writing
25 mins
Teach and - Discuss the video with students and what decision they have made about who is recounting/perspective and what
Share they noticed, to be used in conjunction with brainstorm below.
10 mins - Brainstorm events, feelings and opinions that certain characters had from the episode to be used throughout the
next session (put on butcher paper) Example below.
- Link to next lesson stating that we will be constructing some diary entries from the perspective of someone within
the episode.
 Clinic Group - No clinic group required for this lesson.
To be completed
by individual
teachers on
their own copy
of plans


Character Events Feelings Thoughts/opinions




Evaluation:
I forgot to show the students the diary entry. I needed to touch on what a recount actually is and define it. I noticed after a while students at
the back are tuning out, so I was specifically asking them for ideas. The students were engaged in the video and taking on most of the
information.














Level 5/6 Writing Plan
Week beginning: Focus: Recounts: Diaries
Session: Two
Focus or Learning Outcome For students to explore characters, events, thoughts and feelings to plan for writing diary entries
RESOURCES My place picture book, Planner template.
Mini Lesson - Read the passage from the My Place picture book to refresh students memory.
10 mins - Talk about how students are required to take on the voice/need to be the character of someone
- Link to prior learning from the video in 1788 to construct 2-3 diary entries from their perspective.
- Writers Notebook - Brainstorm events, feelings and opinions that certain characters had from the episode to be used
- Explicit Modelling throughout the next session (put on butcher paper) Example below.
- Choosing Barangaroo is a good choice, or choosing another family member like grandma might be
more challenging, although if they wish to do so they can, refer back to events, thoughts, feelings
and opinions that was brainstormed previous lesson.
- Use template- to model how to use it in front of the class.
Independent Writing - Students are required to use the template to explore what they are going to be doing within their
25 mins diary entries- exploring characters, thoughts, feelings and opinions/information of the events that
have occurred, which was brainstormed the previous lesson.
Teach and Share - Share some ideas of what some students have done for their brainstorming.
10 mins
Clinic Group - Set a clinic group up of students who are struggling to brainstorm ideas that they want to use
To be completed by individual within their diary entries.
teachers on their own copy of
plans
- Template for explanation/ planner

Character Events Feelings Thoughts/opinions




Evaluation

I used turn to partners to recap what the movie was about, which worked
great. Looking back I shouldnt have continued doing the brainstorm,
because thy the end of the planning template students was tuned out.
Students developed a number of misconceptions but I was able to clear
them up in teach and share time.


Level 5/6 Writing Plan

Week beginning: Focus: Recount: Diaries

Session: Three
Focus or Learning Outcome For students to utilise planning to create diary entries from the perspective a character
RESOURCES Writing books
Mini Lesson - Identify with students that today they will begin writing their recounts using their planner from
10 mins the previous lesson.
- Link to prior learning - Inform students that they will need to do 2-3 diary entries that are a total of 1 A4 sheet of paper.
- Writers Notebook Ensure to inform students that they dont need to publish this (only if they get) but will need to
- Explicit Modelling hand it in on line paper
- Model using the planner to write one entry, it recaps on using own 'voice'.
- Making sure that I refer back to what you already discussed in last lesson (including event details,
thoughts, feelings, etc. that are in the planner).
- Event details.
- Thoughts
- Feelings
- Opinions
- How taking on the voice of a certain character- needs to be first person.
Independent Writing - Students begin writing their own recounts with the assistance of their planner.
25 mins
Teach and Share - Explain to the class any misconceptions that students might be demonstrating through their
10 mins writing.
Clinic Group - Students struggling to use their brainstorming to start writing their diary entries, will get some
To be completed by individual assistance on how to write it.
teachers on their own copy of
plans

Modelled Writing- Diary entry;
Dear Diary,
I had a great day today besides one thing. It all started when I went fishing down at the river with my friends and we used a spear to catch
some huge fish. I went back home and showed grandma what I had caught, I also suggested that we should cook it all up and have a great
feast with our family. During the feast we had a great time laughing, eating and dancing. It wwasn;t until right near the end of the night that I
noticed Mung was missing, I became anxious, worried and annoyed at myself for not noticing earlier. Where could Mung be? How could I have
forgotten about him?
Barangaroo

Evaluation:
Todays lesson went really well, I did have to stop a couple of times to state/fix any misconceptions, which my supervising teacher had given
me sveral points on. At the end I reiterated some points which helped and will touch on them again at the start of the next session. If I had
more time I would ubpack what a diary is in more detail, although I believe I have done it to a certain degree.

Level 5/6 Writing Plan

Week beginning: Focus: Recount: Diaries

Session: Four
Focus or Learning Outcome For students to complete diary entries in the voice of a character
RESOURCES Writing books
Mini Lesson - Explain to students the importance of using the characters voice to convey the story as thats the
10 mins main component of the recount.
- Link to prior learning - Reiterate what is required- e.g. 2-3 entries, 1 A4 sheet.
- Writers Notebook - Ask students if they have any questions.
- Explicit Modelling - Get them to begin writing straight after discussion is done to maximize the time of the last lesson.
Independent Writing - Student independently continue writing their recount using their brainstorming.
25 mins
Teach and Share - Students need to hand in what they have been able to finish.
 10 mins - Talk about key points for diary entries.
- Ask students something positive and negative about diary writing
Clinic Group - Students struggling with the main concepts of writing a recount will sit together and teacher will
To be completed by individual help them use their brainstorming to continue writing.
teachers on their own copy of
plans

Evaluation:
I kept the students on the floor for minimal time today. I reiterated to students the importance of taking on characters voice and only need to
do 2-3 entries. This worked well and students returned to their tables quickly and began working silently. I got students to write their names
on the board when they required my help, which worked well. To finish the lesson I got students to come to the floor and we shared some
entries with one another. Following this I discussed key features of a diary entry and collected the students work to see what they had done.