Lesson video

Hello, I am Miss Courbet and I'm really excited to learn with you today in the lesson Sequencing Events to Retell a Recount.

So for this lesson, I need you to have your memories about a recount of a school trip that you have been on, or just an event that you have been on.

I need your listening ears, your looking eyes, and your thinking brains.

It would also be great if you could have somebody to talk to.

As well as that I need you to have something to write with.

It would be great if you could have the worksheet that goes with this lesson.

If not, you just need something to write with.

I think we're ready to get started.

Today's lesson outcome is: "I can sequence events of a trip and add in fronted adverbials of time." And here are the key words that will help us get there.

Are you ready to repeat them after me? Loud and proud.

Chronological.

Quite a long word.

Let's try that one again.

Chronological.

Chronological means putting things into time order.

Sequence.

And we sequence those events into order.

Events.

Fronted adverbials of time.

Fronted adverbials of time.

And retelling.

Fantastic.

The first part of our lesson will be sequencing events.

Look at these events that took place when I woke up this morning.

I brushed my teeth.

I got dressed.

I walked to school.

What do you notice about the order that they are in? Could you pause the video now? Off you go.

So we know that recounts are usually told in chronological order.

This means the order in which they happened.

So, first I brushed my teeth, then I got dressed.

After that, I walked to school.

So those events that I shared about what happened to me this morning were in time order or chronological order, which helps you to understand when and how they happened.

So true or false, get your thumbs ready.

Chronological means the order in which events happened.

Is that true or is that false? Could you show me your thumbs in five seconds? Five.

Well done if you said true.

Chronological is quite a long complicating sounding word, but all it means is ordering events in which they happened.

We are going to sequence the main events from a school trip on a timeline in chronological order.

Sequencing means placing the events in order.

"My school trip was to the park." Which school trip are you going to sequence? Hmm.

I am going to sequence, pause the video now.

Fantastic.

I'm really excited to hear your recount.

I would like you to get your listening ears on and I would like you to listen carefully to my recount that I'm going to read to you.

"On Thursday we went on an exciting, fun-filled trip to the park.

We have been learning about plants and the park teaches us about what different plants need to grow.

First, we travelled there on a big crowded bus.

Then, we arrived at the leafy, green park.

After that, I had a delicious lunch of tomatoes, a ham sandwich and crisps.

Finally, we went to the playground and we went back to school on the bus.

My favourite part was seeing the sprinklers.

It was fun watching the flowers get soaked! Did you know that flowers attract bees?" So first thing we do is to get to your recount looking like that is we need to remember the main events that we got from the questions that we have answered.

So our main events, which is the most important things that have happened.

The bus journey back, these are mine.

Seeing the sprinklers.

What else? Arriving at the park.

The bus journey there.

And going to the playground.

And most importantly for me, eating my lunch.

So the main events are the key moments of the trip, the most important part.

Which of these are important main events, and we need to share them so we can help people understand our recount.

"We went on a school trip to our local park." So where you went.

"I sat next to Ben." "We travelled on a bus." Which of these two are the most important things? Want you pause the video now and discuss it together.

Pause the video.

Well done if you said, "We went on a school trip to our local park," and how you got there: "We travelled on a bus." Sitting next to Ben is interesting information, but it's not a main event.

Next, we need to sequence these events into chronological order.

We can use a story mountain to sequence events in a story like this, but we can also use a timeline to sequence our recount because it's a real event.

Let's sequence the main events on a timeline.

Because right now I've got my main events, but when I said them to you, were they in chronological order that they happened? No.

So you can see my timeline at the top and we want to put the first thing that happened at the top going down to the end.

So the first thing that happened was the bus journey there.

Then, arriving at the park.

What happened next? I ate my delicious lunch.

Then, we went to the playground and I loved the sprinklers.

And then finally, the bus journey back.

I have sequenced those events in chronological order.

So first all the way to the last event.

Can you see that they're in chronological order? So can you have a go at sequencing these events into chronological order? "Travelling back to school." Sounds like something that might happen at the end.

Travelling to where you're going, your destination, and arriving at your destination.

So which came first, which came then, and which came after that? Pause the video now and put those events into chronological order.

Off you go.

Let's see if you got it.

The first thing is travelling to where you're going, to your destination.

Then, once you've travelled there, you arrive.

And finally, you travel back to school.

Well done if you got that.

So now it's your turn to write down at least five main events.

Think about where you went, how you got there, what you did.

Think about lunchtime and maybe think about travelling back.

So put those main events down first.

Once you've done that and you've got all of your main events, you need to place them onto your timeline.

And you can take this from your worksheets or you could just do it on some paper.

You don't need to write in full sentences because we are just noting down ideas.

Pause the video now and off you go.

Well done.

I wonder if you managed to get all of your events in.

Fantastic job if you did.

Here's my example again.

There are my main events.

Lunchtime, the bus journey back, the bus journey there, arriving at the park, and the sprinklers in the playground.

Then I've put them into chronological order in a sequence.

The first thing that happened, the bus journey there.

Arriving at the park, lunchtime, seeing the sprinklers and going to the playground, and the bus journey back.

I wonder if your timeline looks just like mine with your details of your trip in.

Let's move on to the next part of our lesson, adding fronted adverbials of time.

Sequencing words tells the reader, who's listening or reading, when the event happened.

So we have got our timeline and now we want to think about adding some sequencing language to give even more detail to order those events.

So thinking about when you went: last Thursday.

Or first: we got on the bus or we went on a school trip.

Arriving at the park, you might use something like "Then," or "Next," or "After that." "After that, we had lunch." Not every sentence needs a sequencing word, but we always want to use one at the end to show it's the final thing that happened.

Finally.

Sequencing words often start the sentence to help structure that recount and put it in order.

So can you see that they all have a capital letter? When sequencing words come at the start of a sentence, we call them fronted adverbials of time.

Can you say that with me? Fronted adverbials of time.

We know that an adverb, fronted adverbials, is a word that describes a verb.

"Quickly." "Then." "Nearby." An adverbial of time, because adverbs can do different jobs, an adverbial of time describes when an action happened.

When the verb happened.

"First," a first thing when something happened.

"Then," "After that," "Finally." A fronted adverbial of time starts a sentence, which is why it has fronted in it because it's at the front.

"Finally, I went home." I would like you to try and match the fronted adverbial of time to the picture, trying to show how you could sequence these events.

You have got, "We travelled on a bus." The first thing that happened.

In the middle, "We had lunch." The final thing: "We went to the playground." The fronted adverbials of time that you can choose from are, "After that, "Finally," and "First." Could you pause the video now and sequence these events by putting in fronted adverbials of time? Pause the video now.

Let's see how you got on.

The first event we have is "We travelled there on the bus." The first thing that happened.

So would I use "After that, "Finally," or "First?" I think I would use "First." "We had lunch," is the thing that happened next.

So would I use "After that" or "Finally?" Well, it wasn't the final thing to happen, so I would use "After that." We went to the playground.

That is the final thing that happened.

So I would choose "Finally." Fantastic job.

Some sentences start with fronted adverbials of time, and some do not, which you could see from my timeline earlier.

"After that, I had a delicious lunch." "Finally, we went to the playground and we went back to school on the bus." "My favourite part was seeing the sprinklers." "It was fun watching the flowers get soaked." Can you try and find the fronted adverbials of time? Remember, because they're fronted, they're at the start of the sentence and they're telling you when the action happened.

Pause the video and see if you could be fronted adverbials of time detectives.

Off you go.

Well done if you spotted "After that" and "Finally." So, I wonder if you can think of which of these are fronted adverbials of time.

Is it "My," "After that," "Then," or "Did." You're looking for words or phrases that help to explain when something happened.

I'm going to give you 10 seconds to find them.

10.

Five.

And zero.

Did you find them? Well done if you spotted "After that," and "Then." You could start a sentence with words "My." "My favourite part was." Or did, "Did you know that?" But they're not sequencing words.

They're not helping to explain when something happened.

So look again at this part of my recount.

What do you notice about the punctuation after the fronted adverbials of time? And maybe think about all of the ones that you've seen during this lesson as well.

"After that, I had a delicious lunch." "Finally, we went to the playground and we went back to school on the bus." What do you notice about the punctuation after the fronted adverbials of time.

Fronted adverbials of time are followed by a comma.

Could you say comma? Well done.

"After that, comma, I had a delicious lunch." "Finally, comma, we went to the playground and we went back to school on the bus." You are going to try and choose the fronted adverbials of time that best fit your recount.

"I went on my school trip last Thursday." So, that's when it happened.

So at the beginning of my recount, I will use the fronted adverbial of time capital letter, "Last Thursday," comma.

Here are some other examples that you might use at the start of a recount.

"Yesterday," comma.

"Last week," comma.

"Last Wednesday," comma.

"On the 3rd of May," comma.

So you're giving either the day it happened, the week that it happened, or the exact date that it happened.

Maybe you could ask a grownup for the exact date that it happened.

I will use my timeline to help me retell the main events that I will write about in my recount.

Last Thursday, we went on an exciting school trip to the park.

First, we travelled there on a noisy, crowded bus.

Then, we arrived at the park.

After that, I ate a delicious lunch of sandwiches, crisps, and a yoghourt.

My favourite part was seeing the sprinklers.

It was so fun when they soaked the flowers.

Finally, we went to the playground and got on the bus back home.

Retelling the event out loud will help us to remember what we did.

Is this true or is this false? Does retelling the main events help us remember what we did? Is that true or is that false? I'm going to give you five seconds for this one.

Five, four, three, two, and one.

Well done if you said true, retelling the main events helps us to remember what we did.

Now, it's your turn to add the fronted adverbials to your timeline on the side like I did, and then retell the main events in your recount.

So you've got your main events already, and I would like you to add some fronted adverbials of time to show when they happened.

Remember, you don't need one for every single sentence and the ideas are there at the top to help you.

Then once you've done that, retell the main events in your recount just like I did.

Pause the video and off you go.

Well done.

Have you managed to add fronted adverbials of time to your timeline? Maybe you started with "First," and ended with "Finally." Maybe you used the mix of "Then," "After that," and "Next," in the middle.

Fantastic.

I wonder though, as we're starting the sentences with them, did you remember to include a capital letter and did you include to end? Did you remember to include a comma at the end of your fronted adverbial? Maybe pause the video and check that now.

Off you go.

Fantastic job.

I loved how careful you were checking.

And did you manage to retell the events out loud? So you've got your whole recount in your head.

Well done if you did.

What a fantastic lesson.

We now know that recounts are usually told in chronological order.

The main events in a trip can be placed on a timeline to help to remember the sequence.

Fronted adverbials of time like "First," "Then," "After that," and "Finally," can be used to structure and order a recount.

And retelling it out loud helps us to remember the events before we write it.

Thank you so much for learning with me today, and I really hope to see you again next time.

Bye.