Our Planting Story

Overview

Students write a chronological recount of yesterday’s tree-planting experience at Haruātai Park. They will orally rehearse ideas, study a model, choose varied sentence starters, and add precise details about people, place, actions, reasons and feelings.

Learning intentions

• We are learning to organise events in the order they happened.
• We are learning to begin sentences in different ways.
• We are learning to add details that help our reader picture the experience.
• We are learning to explain why planting trees matters.

Success criteria

• I can write about what happened first, next and finally.
• I can use at least three different sentence starters.
• I can include specific details about the people, place, trees and actions.
• I can include an ending and explain why the planting was important.

Curriculum links

• English — Composition: writing to entertain by writing about events in the order they occurred.
• English — Writing: writing about two or more events with details about where they happened and an ending.
• English — Comprehension: retelling key events with support from visuals or props.
• Te Mātaiaho competencies: using language, symbols and texts; managing self; relating to others; participating and contributing.

Lesson structure (40 minutes)

1. 0–5 min · Remember and retell. Teacher opens with the photo prompt and lesson question and asks, “What did we do yesterday, and why was it important?” Students turn and talk, then contribute events while the teacher records key words in a simple first/next/then/finally sequence. Prompt: “What did you notice, hear, feel or do?”

2. 5–12 min · Notice the model. Teacher displays the model recount and detail prompts and reads the example aloud, thinking aloud about how it helps the reader. Students identify different sentence starters, details about place and people, the explanation of purpose, and the ending. Circle or highlight starters such as Yesterday, Before we started, After that, Carefully, While we were there and Finally.

Example to show students:

Yesterday, the Waikawa and Pipi classes walked down to Haruātai Park to plant trees beside the stream with the council. Before we started, we shared a karakia together. Whaea Janey showed us how to carefully take the young trees out of their pots. The holes had already been dug, so we placed each tree into the soft soil and filled the gaps with Papatūānuku. I remember planting a Tī Kōuka and a mānuka tree. There were about ten different types of trees altogether. Planting them beside the stream is important because their roots will help keep the bank stable. The trees will also give birds and bees places to live and find food. At the end, I felt proud that we had helped care for our park.

Teacher briefly discusses respectful use of karakia, Whaea, Papatūānuku, Tī Kōuka and mānuka, explaining that students may use the words if they are part of their remembered experience.

3. 12–18 min · Plan the recount. Teacher models selecting four or five events and adding details under the headings When/where? Who? What happened? How did it feel? Why did it matter? Distribute the yesterday recount planning and writing sheet. Students plan a sequence of events using notes, labelled sketches or words before drafting. Encourage them to include the walk, karakia, demonstration, planting and reflection.

4. 18–31 min · Write with detail. Teacher reminds students to use the model as a guide, not to copy it, and conferences with individuals or pairs. Students write a recount of at least one well-developed paragraph, using three or more varied sentence starters. Prompt individuals with: “Can you tell the reader exactly where?” “What did the person do?” “Which tree did you plant?” “Why was this action important?” Students who finish reread and add sensory, action or feeling details.

5. 31–36 min · Read, respond and improve. Teacher displays the partner-check instructions and pairs read their writing aloud. Each listener identifies one strong detail and one different sentence starter, then asks one useful question. Writers make one improvement, such as adding a place detail, replacing a repeated then, or explaining the importance of the trees.

6. 36–40 min · Share and reflect. Teacher invites two or three students to read a sentence or short section, then returns to the learning intentions on the success criteria and reflection prompt. Students complete the final box on the worksheet: “One detail I added was …” and “Planting trees matters because …” Collect writing for assessment.

Resources

• the complete writing lesson slide deck
• the yesterday recount planning and writing sheet
• Whiteboard and markers
• Highlighters or coloured pencils
• Writing books or lined paper
• Pencils and erasers
• Optional photograph or teacher-provided sketch of the planting activity

Assessment

• During oral retelling, check whether students can recall key events and sequence them accurately.
• During writing and conferences, note use of varied sentence starters, specific details, place information and an ending.
• Use the completed recount and reflection to identify whether each student can explain why planting trees supports the stream, birds and bees.

Differentiation

• Support students with a four-box sequence, orally rehearsed sentences, a word bank, and sentence starters such as Yesterday…, Before we started…, After that…, Carefully… and Finally…. Allow drawing and teacher or peer scribing during planning.
• Provide the model, visuals and key vocabulary for EAL learners; pronounce and discuss Māori words respectfully, and accept oral rehearsal before writing.
• Work with a small group to co-construct one paragraph, focusing on one event at a time. Offer speech-to-text or shared writing where appropriate for students with fine-motor or writing difficulties.
• Extend confident writers by asking them to link ideas with because, so or therefore, include a stronger reflection, and vary sentence length while keeping events in chronological order.