Recount Foundations

Overview

In this first lesson of a 4-part writing unit, students learn what a recount is, why it is written, and how it is structured. They will examine an authentic recount, identify its key features, and draft a simple recount of a personal experience.

Learning intentions

• WALT explain the purpose and typical structure of recounts (orientation, events in time order, closing).
• WALT identify common language choices used in recounts (past tense, time words, details).
• WALT plan and write a short recount from a personal experience with a clear beginning, middle and end.
• WALT give and use feedback to improve clarity and interest.

Success criteria

• I can describe the purpose of a recount and its usual parts: orientation, sequence of events, and a closing.
• I can use past tense and time-order words to organise events.
• I can include specific details (who/what/where/when and what happened) so the reader can picture the events.
• I can revise my writing after feedback to improve sequencing and clarity.

Curriculum links

• Literacy: write texts for a range of purposes and audiences, using appropriate structure and language features.
• NCEA-aligned writing focus: craft and clarity in writing, including organisation and control of language for meaning.
• Key competencies: thinking (planning/organising), managing self (drafting and revising), relating to others (feedback), communicating (sharing ideas and writing).

Lesson structure (45 minutes)

1. 2 min — Welcome and hook

• Display the introduction slides and read a short “mystery” paragraph that is clearly a recount but missing headings (orientation/events/closing). Ask: “What makes you think this is a recount, even without labels?”
• Students turn and talk briefly, then share one clue.

2. 6 min — Teach purpose + structure

• Use the introduction slides to show a model recount with clear sections: orientation (setting the scene), events (time-ordered), closing (wrap-up).
• Co-construct a class “recount map” on the board using student wording, e.g., “First… Then… After that…”

3. 8 min — Analyse an authentic example

• Distribute the recount features worksheet and have students read a short authentic recount excerpt (teacher-provided or curated).
• In pairs, students highlight evidence of: past tense verbs, time-order words, specific details, and how the ending signals the wrap-up.

4. 9 min — Quick modelling: language moves

• Refer back to the introduction slides to demonstrate 2–3 “language moves” for recounts: past tense, sensory/specific detail, and time markers.
• Teacher performs a think-aloud: “I want the reader to know when and where, so I’ll add…”.

5. 12 min — Plan and draft (personal experience)

• Students choose one personal experience (school-based or everyday, e.g., learning a new routine, a memorable class moment, a team win, finding something, handling a mistake).
• Using the worksheet planning space, they create: orientation details (who/where/when), 3–5 event beats in order, and a closing line.
• Then they draft a first version of 150–220 words (aim for quality over length).

6. 5 min — Peer feedback using a focused checklist

• In small groups of three, students swap drafts and use the worksheet checklist to give one “glow” (what’s working) and one “grow” (one actionable improvement).
• Teacher circulates to prompt: “Does your reader clearly know the sequence? Can they picture the place?”

7. 3 min — Plenary: revise for sequencing

• Return to the introduction slides and ask students to do one last revision move: underline one time-order word and ensure every event beat is in the correct order.
• Students submit their planning sheet and draft paragraph (or draft page) for teacher review.

Resources

• the introduction slides (hook, model recount with sections, feature analysis prompts, language moves, plenary)
• the recount features worksheet (excerpt analysis, checklist, planning and drafting space)
• Highlighters or coloured pens (past tense, time markers, specific details)
• Board/whiteboard space for the class “recount map”
• Timer for draft and peer feedback
• Example anchor text (printed or on slides) for reference
• Teacher feedback markers (e.g., “time order?” “past tense?”)
• Student notebooks or paper for final clean draft

Assessment

• Formative: teacher monitors analysis in the recount features worksheet and listens during pair discussions for understanding of purpose/structure.
• Formative: teacher reviews early drafts for evidence of past tense, time order, and clear orientation/events/closing.
• Self/peer assessment: students apply the checklist to identify one strength and one improvement target.

Differentiation

• Support:
• Provide a sentence-starter bank on the board (e.g., “On Tuesday…”, “First, I…”, “Then we…”, “In the end…”).
• Offer an easier excerpt for analysis or allow chunked reading (paragraph by paragraph).
• Extension:
• Challenge writers to include one additional language feature (e.g., dialogue, a reflection sentence in the closing, or a “because” clause to explain impact).
• Ask students to revise one event beat to add more specific detail or improve sequencing.
• EAL:
• Pre-teach time-order words and model how to keep verbs in past tense consistently.
• Allow oral rehearsal before writing (students talk through event beats in order).
• SEN:
• Reduce drafting load to 3 event beats with minimum word target; provide a template version of the plan.
• Offer a checklist with icons/short phrases to guide feedback.

Worksheet & Slides Generation Prompts