Lesson video

Hello everyone.

My name is Mr. Brown, and I'm your English teacher for this lesson.

I'm going to be starting something new with you and it's going to be all about a recount.

A recount of a school trip.

I'm sure you've been on lots of school trips, and I'm going to be teaching you how to write a recount about a school trip.

And today's lesson, will be identifying the features of a recount.

So let's get started, shall we? The outcome for today's lesson is I can identify the features of a recount written about a school trip.

The key words we'll use in today's lesson are, recount and features.

Let's say those together.

My turn.

Then your turn.

Recount, features.

Amazing work well done.

So let's look at the lesson outline.

We're going to start our lesson today by looking at what is a recount.

We'll then move our learning onto identifying the features of a recount.

So what is a recount? Have you ever told someone about something that happened to you in the past? There are many times we talk about our own past experiences, such as telling someone about what you did at school that day.

This is a really common thing that I see lots of children walking out with their parents, carers, family members or friends, and they are being asked, what did you do at school today? And so when they're telling them that is that child talking about something that happened in the past.

Telling someone about what you did during a school holiday.

I know when children come back after half term, or Easter, or the summer holidays, they want to talk about what they did, telling your teacher about something that happened to you in the playground.

So when we do this, we are recounting something that happened to us.

When we are recounting, the information we are sharing with someone is called a recount.

So when you are telling someone about something that happened to you, that's recounting, and that information is called a recount.

A recount is a way of telling others, what has happened to you.

It's a form of non-fiction writing.

So it is not fiction.

We are not making it up.

We are talking about real things.

Let's check our understanding.

When we are recounting, the information we are sharing with someone is called a recount.

Is that true or is that false? Pause the video and decide for yourself now.

Welcome back everyone.

Let's see if you were right.

When we are recounting, the information we are sharing is called a recount.

It's true, well done If you said true.

There are some important things to remember when writing a recount.

A recount is written in the first person, because it happened to you.

It is written as if you are the one writing and sharing your experiences.

So it's written in the first person.

A recount is written in the past tense, because the events have already happened.

They're in the past.

A recount is written in chronological order.

That means it's written in the time order that the events happened and will use ordering fronted adverbials.

So first person, past tense, chronological order.

Remember those three important things when writing a recount.

A recount should be written in.

Is it a, non chronological order? B, chronological order, or C, any order.

A, B or C, a recount should be written in.

Pause the video and decide the correct answer now.

Welcome back everyone.

Let's see if you found the right answer.

A recount should be written in the chronological order, the order in which things happened.

Well done if you said B.

There are lots of times when we verbally share a recount with someone else.

However, we can write a recount too.

A recount is a great way to share information with someone about events that you experienced yourself.

Now, it is impossible to capture everything in a recount.

So you will need to select the most important things to write about.

We can't talk through every single detail of our school trip, can we? So we have to pick what are the bits that we want to include? What might be something you would write a recount about? We're using a school trip as an example, but what else would you write a recount about? Have a think.

Maybe a trip to the park.

Maybe a special day spent at home, maybe a festival or a celebration that your family like to take part in.

Let's check our understanding.

True or false? A recount can be shared verbally or written down.

Is that true or is that false? Pause the video and decide now.

Welcome back.

Let's see if you were right.

A recount can be shared verbally or written down.

It is true, it can be.

It can be shared verbally, which means speaking or written down.

It's time for a task.

I would like you to finish these sentences to verbally tell your own short recount of your day yesterday.

So you are going to now say a verbal recount about your day yesterday.

Yesterday I woke up and I.

And you will tell your partner what you did.

Maybe you had breakfast, maybe you got dressed, maybe you brushed your teeth, maybe you read a book, maybe you played with a toy.

Later on, I ate some.

Oh, tell us what you ate.

Perhaps this is for lunch at school.

And then later in the day I.

And tell us what you did later in the day.

This could be after school.

So it's your turn to have a go verbally telling your own short recount of what you did yesterday.

So pause the video and have a go now.

Welcome back.

Let's see an example.

I hope you enjoyed sharing your recount.

So yesterday I woke up and I put my school uniform on.

Later on I ate some pasta in the lunch hall and played with my friends in the playground.

Later at the day, I did my homework and read a book before bed.

This is an example of a very short recount, and you had an opportunity to verbally give your own short recount.

So well done.

Let's move on to identifying the features of a recount.

Let's look at a recount and explore the features.

Now, features are the distinctive qualities or characteristics of something.

The features of a classroom might be desks, a carpet, pegs, and a book corner.

So if I saw desks, a carpet, pegs, and a book corner, my brain would tell me, ah, these are all features of a classroom, you are probably in a classroom.

We are going to be writing a recount ourselves and the example we'll look at today will be a recount of a school trip.

So the example we'll use is a recount of a school trip.

And in these lessons we will be learning how to write a recount of a school trip.

So anything you see in this recount, feel free to sponge it up and try and use it in your own.

Let's check our understanding first though.

Features are the distinctive qualities or characteristics of something.

Is that true or is that false? Pause the video and decide true or false now.

Welcome back.

Let's see if you were right.

Features are the distinctive qualities or characteristics of something is true.

They are.

Well done if you said true.

Okay, here's my recount that I'm going to read to you now.

Last week, my class and I went on a school trip to the zoo.

It was so much fun and we saw so many interesting animals.

I saw tiny insects, beautiful birds, huge mammals and scaly reptiles.

Read on to find out more about our memorable day.

First, we left school and caught a large red bus to the zoo.

After we arrived, our cast teacher told us that we would visit the lions straight away because it was their feeding time.

At first, these majestic powerful animals were hidden behind some rocks in their enclosure, but they soon came close.

Then, I witnessed their large pointy teeth slicing through juicy meat when they ate.

Later that day, we went to the reptile house and observed long slimy snakes and green scaly lizards.

Before long, it was time to catch our bus back to school or we would be late.

I had the best time on this school trip and I loved seeing all the impressive animals.

So there you go.

That is my recount of a school trip to the zoo.

And we will be looking at the features of this recount now.

You can see it starts with an introduction.

There were one, two, three, four sentences and that's my introduction.

I'm explaining what this piece of text is, that it's a recount.

I'm talking about a school trip to the zoo.

So I say that in my first sentence.

I say that there was so much fun with interesting animals.

So I'm trying to entice the reader to want to read my actual recount.

And I'm giving a list of some of the things I saw, and then a command at the end, "Read on to find out more about our memorable day." That's my introduction.

And then I have the recount itself, and that's where I talk about what actually happened on the school trip.

So we have got lots of first person writing examples in this recount.

You can see it says, "Last week, my class and I." And my and I are examples of words that you'd use if you're writing in the first person.

My, I, we, our.

These are all words that tell the reader, ah, this person is writing in the first person.

Now a feature of a recount, it is that it's written in first person.

So if you see a piece of writing that's written in first person, it might be a recount.

So well done.

You'll notice I used I, me, my we, our and us.

And these are all words that you would use if you're writing in the first person.

The next thing I would like to do is check your understanding of this.

So in a recount, you will not see words like I, me, my, we, our and us.

Is that true or is that false? In a recount, you will not see words like I, me, my, we, our and us.

Is that true or is that false? Pause the video and decide true or false now.

Welcome back everyone.

So in a recount, will you see I, will you see me or my, we, our, us? Yes you will because it's false.

In a recount, you will not see these words, false.

You will see those words because it's written in the first person.

Well done if you said false.

You'll also notice there are words like went, was, saw, caught, left, arrived, observed, witnessed, loved.

And these are all past tense.

A feature of a recount is that it is written in the past tense.

Past tense words include, saw, went, arrived, and you see the others that are highlighted.

Some of them end in ed 'cause they're past tense verbs.

Now, we are starting to build a picture of a recount.

We know that a feature of a recount is that it's written in the first person.

And we know now that also written in the past tense.

But you've also got things like last week, first, after we arrived, at first, then, later that day, before long.

Now a feature of a recount is that it's written in chronological order.

And fronted adverbials of time are used to put this in chronological order.

And that's what I've highlighted.

Last week, at first, later that day, before long.

These are fronted adverbials of time, not of place, not ordering fronted adverbials, they're fronted at verbals of time.

Let's check your understanding.

Which of these is not a feature of a recount.

Is it a, past tense verbs.

B, fronted adverbials of time.

C, numbers for ordering or D, first person.

Which of these is not a feature of a recount? Pause the video and decide which one is not a feature now.

Welcome back everyone.

Let's see if you found the one that is not a feature.

Past tense verbs, A, is a feature of a recount.

B, fronted adverbials of time, is a feature of a recount C, numbers for ordering or D, first person.

Now I know earlier on we talked about first person, didn't we? I, me, my we, us.

They are all going to be in a recount.

So it must be C, numbers for ordering.

A recount does not use numbers for ordering, not like perhaps instructions might do.

So well done if you said C.

Time for a practise task, I would like you to read the recount below, and then find and write down three examples of past tense verbs.

Find and write down three examples of first person, and find and write down three examples of fronted adverbials of time.

So, you will pause the video, you will read through the recount below and you will write down three examples of past tense verbs, first person and fronted adverbials of time that you have seen in that example.

Over to you now pause the video, read the recount, and find those examples now.

Welcome back everyone.

It is time to see how you got on.

So we asked for three examples of past tense verbs.

Well done if you spotted left, caught, arrived, told, came, witnessed, any of these could be examples of past tense verbs.

So well done if you've got three of those.

I've given you more than three just in case some of you got different ones.

I also asked you to find and write down three examples of first person.

And in this recount you could have had we, our, us, I.

So if you got three out of those, well done correct again.

And finally, three examples of fronted adverbials of time.

So well done if you spotted first, after we arrived, at first, then.

They have a fronted adverbials of time, four that you could have chosen from.

So well done if you've got three outta those.

I'm sure you managed to find all of those, and now have a great understanding of the features of a recount.

Let's summarise our learning today.

When we are recounting, the information we are sharing with someone is called a recount.

A recount is written in the first person because it happened to you.

A recount is written in the past tense because the events have already happened.

A recount is written in chronological order.

Well done everyone.

Excellent work.

All those features of a recount are now in your heads.

So next time you see a recount, you will know straight away that you are reading a recount.

I will see you again soon.