Writing a Recount

Overview

This 60-minute lesson is designed for Year 11 ESOL students (CEFR levels A0 to B1) to practise drafting recount texts based on a chosen disaster in New Zealand. It focuses on building writing skills using main ideas and supporting details, embedding learned grammar structures, and incorporating Māori concepts. Students will engage through reading, writing, speaking, and listening activities, supported by differentiated scaffolds and visual aids, all aligned with the New Zealand Curriculum and targeted literacy standards.

Learning Objectives

By the end of the lesson, students will be able to:

Draft a clear recount text about a New Zealand disaster using main ideas and supporting details.
Use a range of sentence structures and appropriate grammar relevant to recount writing.
Apply learnt vocabulary related to disasters and emotions.
Incorporate at least 3 simple Māori words related to the theme.
Collaborate using oral language to give and receive feedback on drafts.
Reflect on their learning goals and language use using metacognitive strategies.

Curriculum Alignment

English Learning Area (Year 11 focus):
Understands and uses cohesive features of recount texts (Narrative recounts) including sequencing and causal relationships.
Uses a variety of sentence structures for effect, incorporating complex and compound sentences.
Develops vocabulary and grammar in context, including vocabulary associated with disasters and emotional states.
Applies oral language skills in peer feedback and discussion.
Reflects on own learning using self-regulation and metacognition strategies.
Key Competencies:
Thinking: plan and draft writing using prior knowledge and textual structures.
Using language, symbols, and texts: engage with text structures and language features relevant to recounts.
Relating to others: give and receive feedback respectfully.
Alignment with NCEA Level 1 CAA Literacy External Assessment:
Writing structured texts with appropriate language features.
Reflecting on language and text features.
Incorporate Māori concepts: Reference incorporated Māori words and concepts such as whakarite (to organise), pūnaha (system/sequence), and manaakitanga (respect, care), aligned with Ngā Kawatau me ngā Tūmanakotanga o Te Tauihu (guiding principles for literacy and learning).

Resources

Disaster topic vocabulary list (with pictures)
Sentence stems and conjunctions handout (e.g., because, after that, however)
Graphic organiser for recount structure (introduction, sequence of events, conclusion)
Short video clip on a NZ disaster (e.g., Canterbury earthquakes) with subtitles
Māori word flashcards (max 5 per unit)
Peer feedback checklist
Visual images of culturally diverse teenage female students depicting scenarios

Lesson Breakdown

1. Warm-up & Vocabulary Refresh (10 mins)

Show pictures of New Zealand disasters and ask students to name or describe (orally or in written single words) what they see.
Introduce and practise key vocabulary & phrases related to disasters and recount writing, using visuals and gestures. Include three Māori words and their meanings.
Quick group repetition and role-play using vocabulary (e.g., “I felt scared during the earthquake” / “I saw the houses fall down.”).

2. Reviewing Text Structure (10 mins)

Present a simple recount text about a disaster using a story map or graphic organiser—introduce the structure:
Introduction (what happened, when, where)
Main events in sequence (using time connectives)
Conclusion (how it ended or feelings about it)
Use think-aloud modeling to demonstrate identifying main ideas and supporting details in the text.

3. Drafting the Recount (20 mins)

Students individually draft their recount about a chosen New Zealand disaster (options given; e.g., earthquake, flood, volcanic eruption).
Scaffold writing by providing sentence stems, a recount structure template, and vocabulary lists.
Encourage students to use a variety of sentence structures: simple, compound, and complex sentences.
Incorporate Māori words naturally into their writing (e.g., use manaakitanga to describe how people cared for one another).
Teacher circulates to provide support, focusing on grammar accuracy, vocabulary use, and text organisation differentiated by students' proficiency levels.

4. Peer Feedback & Speaking Practice (15 mins)

Students pair up and exchange drafts. Using a simple feedback checklist, students identify one strength and one area for improvement in their partner’s recount.
Practice oral language by discussing feedback with their partner, encouraging use of descriptive and narrative language from lesson vocabulary.
Teacher models respectful feedback language and supports students needing language scaffolds.

5. Reflection and Goal Setting (5 mins)

Teacher guides students in a quick metacognitive activity: Students write or say one thing they did well and one learning goal for their next draft (e.g., “Next time, I want to use more time connectives”).
Reinforce positive self-talk and perseverance strategies.

Differentiation Strategies

Support for A0-A1 learners: Sentence frames and word banks; opportunity to verbally rehearse drafts before writing; use of visuals and graphic organisers.
Support for A2-B1 learners: Encourage use of complex sentences; extend vocabulary with synonyms and expressions of emotion.
Extension for higher-level learners: Challenge to include rhetorical devices such as repetition or the rule of three; incorporate more Māori vocabulary or concepts.

Assessment

Formative assessment through:

Observation of student engagement and use of vocabulary during warm-up and peer discussions.
Review of drafts to assess appropriate use of recount structure, vocabulary, and sentence variety.
Evaluation of peer feedback quality and student reflection to gauge metacognitive awareness.

Māori Language Integration

Introduce up to 5 key Māori words per unit relevant to the disaster topic, e.g.:
Whakarite (to organise/arrange, for text sequencing)
Pūnaha (system/sequence)
Whakataukī (proverb, to inspire reflection)
Manaakitanga (care/kindness, in community response context)
Aroha (love/compassion) Incorporate these in vocabulary activities and encourage their use in writing and speaking to foster cultural awareness.

Visual Aids and Media

Use culturally diverse photos of teenage female students representing Myanmar, Japanese, Chinese, Colombian, Chin backgrounds in disaster-related contexts for inclusive representation.
Video clip to provide auditory and visual information with subtitles to support ESOL comprehension.

Teacher Notes

The lesson follows the "Writing" strand of the English learning area, specifically focusing on recounts within the Year 11 curriculum and is scaffolded for ESOL learners using frameworks such as English Language Learning Progressions (ELLP).
The teaching approach is strengths-based, incorporating explicit teaching of new vocabulary and grammar, combined with plenty of practice and metacognitive reflection to empower student agency in learning.
Emphasis on oral language development, peer interactions, and culturally responsive pedagogy to align with New Zealand curriculum values and inclusivity requirements.

Teaching Instructions