Lesson 7: Recounting using words and pictures

Links to the Victorian Curriculum – English

Reread and edit text for spelling, sentence-boundary punctuation and text structure (Content description VCELY231)

Reread student's own texts and discuss possible changes to improve meaning, spelling and punctuation (Content description VCELY195)

Explore differences in words that represent people, places and things (nouns, including pronouns), happenings and states (verbs), qualities (adjectives) and details such as when, where and how (adverbs) (Content description VCELA179)

Understand the use of vocabulary about familiar and new topics and experiment with and begin to make conscious choices of vocabulary to suit audience and purpose (Content description VCELA237)

Discuss how authors create characters using language and images (Content description VCELT205)

Links to the Victorian Curriculum – English as an Additional Language (EAL)

Pathway A

Writing

Level A1:

  • Recognise the importance of accurate reproduction of letters and words (VCEALA060)
  • Reread own texts or sentences written by another (VCEALA063)
  • Write new words with an initial letter or several letters (VCEALL077)
  • Use a very simple text structure repeatedly (VCEALL069)
  • Use some common noun–verb and adjective–noun combinations (VCEALL074)
  • Demonstrate some control of basic verb forms (VCEALL075)

Level A2

  • Demonstrate understanding that handwritten texts usually need to be planned, edited and presented (VCEALA143)
  • Use some curriculum or content area vocabulary (VCEALL156)
  • Write sustained texts using sentences based on simple repetitive, modelled patterns (VCEALL151)
  • Write common nouns and adjectives in the correct order in formulaic structures (VCEALL153)
  • Use a small range of basic verb forms accurately (VCEALL154)

Additional resources

Teacher created exemplar text

Learning intentions

We are learning to combine pictures and words to create texts.

Success criteria

I can explain the choices I make when composing a written and pictorial recount.

I can use criteria to self-assess my writing.

Group size

Whole class, small group and individual

Lesson sequence

  1. Modelling the text (or deconstruction) Use the plan completed over lessons 6(a) and 6(b) to create an exemplar text. Engage the students through a think aloud, so that they are aware of what writers do when they are moving from a plan to their writing. Reinforce the written elements (recount structure and past tense) and visual elements (colour, framing and gaze), as the exemplar text is created. Once complete,​ model the editing process.
  2. Guided practice (or joint construction) Students are provided with the exemplar text, where both the written elements and the illustrations are cut up and presented out of sequence. Students work with a partner to sequence the text and match the pictures.
  3. Independent construction Students complete a plan, as modelled in lessons 6(a) and 6(b) to compose their own written and visual recount, based upon the topic My friend and I.
    Students engage independently and collectively in an editing process.
  4. Self-assessment Students can self-assess based on the language and visual elements included in the recount. This is an assessment activity.

    For example: I have used the words played, hugged and cheered (past tense action verbs to show process).
    I have the words excited and exhausted (adjectives to show feelings).
    I used framing to show a close up of a foot kicking a football.
    I used a yellow background to show we were excited when we played football.

Differentiation

Sentence starters for the self-assessment.

The pacing of these lessons can vary according to students' experiences.

Links across the curriculum

Visual Arts Explore ideas, experiences, observations and imagination and express them through subject matter in visual artworks they create (Content description VCAVAE021)

Personal and Social Capability Use appropriate language to describe what happens and how they feel when experiencing positive interactions or conflict (Content description VCPSCSO007)

Name and practise basic skills required to work collaboratively with peers (Content description VCPSCSO006)

References

Callow, J. (2012). The shape of texts to come. Primary English Teachers Association of Australia (PETAA). Newton, NSW.

Kress, GR. & van Leeuwen, T (2006), Reading images: The grammar of visual design, 2nd edition, Routledge, London; New York.

Vygotsky, L.S, (1978) Mind in Society, Cambridge, Harvard University Press