Recount Diagnostic
This unit is going to focus on recount as "storytelling." It is very loosely based on this and this. Year 3-4. Curriculum level 2-3.
Introduce the idea of recount storytelling. Brainstorm with class and record their responses:
Diagnostic Task:
Students should complete on a separate bit of paper to make before and after comparison easy.
Tell a personal story based on an experience, eg. "I remember the time I was very frightened/naughty..." or "A funny thing happened when..."
When looking at the diagnostic work consider (taken from Astle here):
Structural features:
Language features:
Introduce the idea of recount storytelling. Brainstorm with class and record their responses:
- Why do we tell stories?
- Who tells stories?
- How are stories told?
- Are there different kinds of stories?
Diagnostic Task:
Students should complete on a separate bit of paper to make before and after comparison easy.
Tell a personal story based on an experience, eg. "I remember the time I was very frightened/naughty..." or "A funny thing happened when..."
When looking at the diagnostic work consider (taken from Astle here):
Structural features:
- Orientation – an opening statement/s that introduces the context: the participants (who), the event/place (what) and when it took place (when)
- Body – a sequence of events
- Personal comment or reflection (e.g., ‘I had a great day’)
Language features:
- Action verbs (climbed, played, swam)
- Past tense
- Connectives showing time sequence (first, then, next)
- Nouns related to the event – specific people, places and happenings
- Descriptive or emotive terms
- Use of first person pronouns (I, we)