Presentation is loading. Please wait.

Presentation is loading. Please wait.

Recount – structure WALHT understand the structure of a recount.

Similar presentations


Presentation on theme: "Recount – structure WALHT understand the structure of a recount."— Presentation transcript:

1 Recount – structure WALHT understand the structure of a recount.

2 Whole class What does a recount need? Why do we write recounts? How are recounts structured? The basic recount consists of three parts: the setting or orientation - background information answering who? when? where? why? events are identified and described in chronological order. concluding comments express a personal opinion regarding the events described

3 Pairs – Put these RECOUNT parts into the correct order – the match the information to the heading. First event Third event Hook Conclusion Orientation Second event -The second thing that happened -Sets the scene, tells us who, where, when -The third thing that happened -Sums up the recount, provides a personal opinion -The first thing that happened -Exciting part that engages the reader and makes them want to read on

4 Independent – Put the recount back into order.

5 Independent

6 This must be the hottest summer I have ever experienced in Auckland. The sun sizzled my skin and seared my eyes. How could I escape from the all-powerful heat? I had the feeling that today a tall glass of water, chunky with ice cubes, would not be enough. The question was “what to do?” Suddenly I was hit with a brain wave… I grabbed the keys to the garden shed and wiped the cobwebs out of the doorway as I reached in and got the sprinkler out. I surveyed the garden, chose a sunny spot and placed the sprinkler on the spiky-soft grass. Excitement ran through my veins as I raced up the stairs, graceful as an elephant, and pulled my candy-striped togs on. Back in the garden, I fastened the hose onto the sprinkler and turned the tap on. Cool, cool water leapt from the sprinkler into the air. Those beautiful, refreshing droplets cascaded through the summer afternoon catching the sun and casting a rainbow across my garden. I took a deep, fortifying breath and run through the water, jumping the sprinkler and shrieking simultaneously. When that water hit my skin, like little pin pricks of ice, I forgot about the heat – I had found my escape.

7 Personal Writing Personal Theme for Writing : sharing holiday experiences Learning intention: WALHT understand the structure of a recount. Success criteria: Events are in order. Personal opinion to sum up the story. Remember to:  - Miss lines!  -check and correct all the spelling  -use the thesaurus

8 Recrafting I tested the water. It was cool and refreshing. I jumped in. Rewrite the sentences: ADD DELETE CHANGE REORDER

9 Recount – Paragraphs WALHT link similar ideas into paragraphs.

10 Whole class What is a paragraph? Why do we write in paragraphs? How do paragraphs help the reader? Write one sentence about each of the paragraphs are about:

11 Pairs – Tree adventures! Drag the nine ideas into the paragraph heading you think they fit into. Remember, link similar ideas. Arriving at the forest The Ladder Flying fox -The trees were tall skyscrapers. -I attached my zipline to the wire. -The sun shone down on the forest. -I placed my shaking hands on the ladder and looked up. -I flew through the air like a hawk. -My heart thumped in my chest, a big drum playing a scary tune as I climbed. -The door slammed shut behind me, we had arrived at Woodhill forest. -I looked down, it felt like I was 500m up in an aeroplane -I landed like a brick in the sand, a smile etched across my face.

12 Independent – Imagine you are writing a CHRISTMAS RECOUNT! Beside each heading, write three ideas that could go in the paragraph. Waking up Presents! Lunch!

13 This must be the hottest summer I have ever experienced in Auckland. The sun sizzled my skin and seared my eyes. How could I escape from the all-powerful heat? I had the feeling that today a tall glass of water, chunky with ice cubes, would not be enough. The question was “what to do?” Suddenly I was hit with a brain wave… I grabbed the keys to the garden shed and wiped the cobwebs out of the doorway as I reached in and got the sprinkler out. I surveyed the garden, chose a sunny spot and placed the sprinkler on the spiky-soft grass. Excitement ran through my veins as I raced up the stairs, graceful as an elephant, and pulled my candy-striped togs on. Back in the garden, I fastened the hose onto the sprinkler and turned the tap on. Cool, cool water leapt from the sprinkler into the air. Those beautiful, refreshing droplets cascaded through the summer afternoon catching the sun and casting a rainbow across my garden. I took a deep, fortifying breath and run through the water, jumping the sprinkler and shrieking simultaneously. When that water hit my skin, like little pin pricks of ice, I forgot about the heat – I had found my escape.

14 Personal Writing Task: Write about a time when you were scared. LI: WALHT link similar ideas into paragraphs. SC: Plan for three paragraphs. Keep each paragraph to 1 idea. New Paragraph for a new idea. Remember to: Leave lines Use a dictionary and thesaurus.

15 Recrafting Rewrite the sentences: ADD DELETE CHANGE REORDER I grabbed my burger. It looked tasty. I took a big bite.

16 Recount – Powerful Vocabulary WALHT use powerful vocabulary in our writing to engage the reader.

17 Whole class What is powerful vocabulary? Fill in the words, write a definition for each if you can A_____ Action V____ A_____ Specific N____ Why do we use powerful vocabulary in our writing? Brainstorm examples of powerful vocab, share one with the class:

18 Pairs – write 5 powerful words under each heading that relate to the picture – write one powerful sentence describing what's going on. Specific Nouns AdjectivesAdverbsAction Verbs

19 Independent – write 2 words under each heading and write a powerful sentence to describe the picture. NounsAdjectivesAdverbsVerbs

20 Our Family Caravan 1. On the hill 2. Going inside 3. The view and my feelings Precariously perched on the sheltered hillside sits a dilapidated caravan with wheels tired from many journeys. Held together by countless layers of paint plied on over the past forty years its oblong-shaped eyes carry the memories of many happy holidays. Orange gingham curtains flap in the gentle breeze and laughter tinkles from inside. Opening the creaky, grey wooden door I can still see my mother cornered on the bright, mandarin-coloured vinyl squabs which serve the double purpose of sofa and fold-out bed. Through the evenly spaced windows I spy rolling hills blanketed in a myriad of greens and dotted with blotches of black and white cattle. It may be ancient but our holiday home still holds together enough for four active children and two adults to recover from long lazy days on the shelly beach around the corner.

21 Personal Writing Personal Theme for Writing: Write a setting description of a place you have been on holiday. Learning intention: WALHT use powerful vocabulary in our writing to engage the reader. Success criteria:  Use powerful vocabulary to describe  -Adjectives -Adverbs -Action Verbs -Specific Nouns Remember to:  start each new idea in a new paragraph  miss lines Check spelling and punctuation.

22 A Seaside Walk The summer day wrapped its heat around us like an unwanted blanket. My friend and I parked the car under a tree that was casting a cooling pool of shade over the road. Having secured a prime position for the car we crossed the road and started our walk along the water front from St Heliers to Mission Bay. Our jandals slapped our heels as we walked along the footpath. I squinted out to sea and watched snowy sails slice through the blue harbour waters. The wind got up, filling spinnakers and making the yachts race. I could feel it on my face, caressing my freckles and cooling my skin. We reached Mission Bay and through the café crowds we spied the Movenpick Ice Cream shop. Like a magnet it drew us in. I surveyed the icy offerings – eyes darting between shades of pink, green and pure white. I decided on strawberry, and then watched hungrily as it was carefully rolled into a ball and pushed into the crispy cone. My friend chose vanilla with chocolate sauce slithering all over the top. The creamy sweetness coated my tongue, the strawberry tang hit my taste buds and I crunched the toasted cone happily. This was definitely a good way to end our walk to Mission Bay.

23 Recrafting The mist filled the road. The car drove slowly along the road. We couldn’t see where we were going. Rewrite the sentences: ADD DELETE CHANGE REORDER

24 Recount – Language Features WALHT use language features to engage the reader.

25 Whole class What are language features? Why do we use them in our writing? Write an example of each relating to the picture: Simile: Metaphor: Personification: Alliteration: Onomatopoeia:

26 Pairs Together, write an example of each language feature relating to the picture. Simile: Metaphor: Personification: Alliteration: Onomatopoeia:

27 Independe nt Find any picture online, copy and paste it onto this slide. Then, independently write an example of each language feature relating to the picture: Simile: Metaphor: Personification: Alliteration: Onomatopoeia:

28 Matapouri Cricket Ground 1. The sunrays shine down like blazing arrows burning everything they touch. The clouds are relaxed overhead, slowly making their way west, high above the waves that lazily crash down on the beach. 2. The wickets stand upright, they are three soldiers waiting for battle. The ball spins in the air, and is caught by the bowler, who starts to run full steam ahead like an out of control train barreling down the tracks. 3. The ball leaves the bowlers fingers and arcs toward me. I grip the bat, my knuckles as white as the clouds in the sky. I swing the bat with all my strength. I’m amazing. I’m the strongest man alive. The ball and the bat connect. The ball flies up and away, until it becomes a speck of sand lying at the end of the beach. “Six!!!!!!”

29 Task: Write about a time when you were playing sport. Learning Intention: WALHT use language features to engage the reader. Success Criteria: I have used: Simile Metaphor Personification Alliteration Onomatopoeia Remember To: - Check your spelling - Check your punctuation

30 Recrafting I jumped over the fence. My foot landed in a puddle. I fell over. It hurt. Rewrite the sentences: ADD DELETE CHANGE REORDER

31 Recount – HOOKS! WALHT write an effective hook.

32 Whole class What is a hook? Why do we use it in our writing? Can you give any examples? How could we start a piece of writing about going to a market? Dialogue: Language Feature: Onomatopoeia: Rhetorical Question: Staccato sentences:

33 Pairs- Match up the Hooks to the examples: “Watch out!” I cried as the ball flew towards my mum’s head. The ball flew through the air like a missile, the target was my mothers unsuspecting head. I kicked the ball powerfully. It flew high into the air. It dove straight to where my mum was standing. I held my breath. Smack! My foot struck the ball. Have you ever been in so much trouble that you couldn’t breathe? I have. It started with a game of soccer. Dialogue Language feature Onomatapoeia Action with short sentences. Rhetorical question

34 Independent How could we start a piece of writing about a trip to rainbows end? Dialogue: Language Feature: Onomatopoeia: Rhetorical Question: Staccato sentences:

35 The Day Soccer Tried To Kill Me I’m inept! Completely incompetent. Couldn’t kick a soccer ball if I tried. I’m what you call a spectator. Not a player. But there I was, on the spacious school field, wearing a blood-red bib. Blood-red because I knew I was about to die. I can’t play soccer, or any sport for that matter. I’m an unnatural! So I stood there, in the middle of the field participating in a game of death-ball, I mean soccer, twirling the bib in my fingers, minding my own business when I heard a call from nearby. “Hey! Gary!!!! Watch the game!” An aerial kick sent the soccer ball soaring through the air towards me. Straight at my face!!!!!! I was dumbstruck. I couldn’t feel my legs. I opened my mouth to shriek… The next thing I remember is the school nurse leaning over me. I don’t ever remember her looking so fuzzy. She told me that I would be okay and that the bruise would go down in a few days, but the black eye may take a while to vanish. Well, I thought, the pain might depart but I knew no one would ever get me on a soccer field again. Ever!!!!!

36 Personal Writing Theme: To write of a time when you go hurt. LI: To use a hook that effectively ‘hooks’ the reader in. Success Criteria:Remember To: - Use an effective hook. - Write about a time you were hurt. - Try some staccato sentences. - Use punctuation. - Check spelling. - Use the thesaurus to make simple language more sophisticated. - Use figurative language. - SHOW DON’T TELL.

37 Recrafting I walked along the path. A dog started barking from behind a fence. I got scared. I ran away. Rewrite the sentences: ADD DELETE CHANGE REORDER

38 Recount – 5 Senses WALHT include the 5 senses in our writing to add detail to our writing.

39 Whole class What are the 5 senses? Why do we use them in our writing? How could you describe the senses in a story about a bbq? Taste: Sight: Feel: Hear: Smell:

40 Pairs – write three things beside each heading, then write a couple of sentences about the picture. Taste: Sight: Feel: Hear: Smell:

41 Independent - write a description of the train, including all 5 senses. The Steam Train: -

42 Willow’s dainty cream velvet legs trot over to me, carrying their owner. She wears elegant, feline high heels. As she nestles into my lap, I look down at her tawny, lilac coat shimmering in the sunlight. Delicate paws splay as she stretches, revealing soft, vulnerable pink pads on their undersides. Black lips draw back in a fish scented yawn. Vampire incisors peek out. Still at last, she tucks her lavender nose under well-turned limbs; muscle sheathed in gossamer fur. The smooth, warm curve of Willow’s back rises gently as she breathes. Her cat perfume arrives at my nose, a blend of soil, rain water and grass. Twisting in her slumber she exposes her belly. Eiderdown softness covers pink skin seldom touched by sunlight. Translucent ears twitch, tiny thread-like veins visible beneath the surface. She settles again, a sigh escapes, a feline dream gone.

43 Personal Writing Personal Theme for Writing: Describe an animal you know well Learning intention: WALHT include the 5 senses in our writing to add detail to our writing. Success criteria:   I have used: -Sight -Smell -Touch -Hear -Taste Remember to:  read my story out loud so I know it makes sense (change, add, delete)  check and correct all the spelling I can  check punctuation is used correctly

44 Recrafting Rewrite the sentences: ADD DELETE CHANGE REORDER The rain was falling. I huddled under my umbrella. I ran for shelter.

45 Recount – Staccato Sentences WALHT use staccato sentences to make our writing exciting.

46 Whole class What are staccato sentences? Why do we use them in our writing? Can you give an example? Talk with a partner and come up with three short sentences to describe the picture, share.

47 Pairs – Write a few short sentences to describe some soccer action! The Soccer Players =

48 Independent - write some short staccato sentences that could be in a story about playing on a playground. The Playground:

49 I’m swift and deadly, a force to be reckoned with. I am strong. I am silent. I am determined. I weave through the trees, stalking my prey. My feet barely touch the grassy carpet as I make my way toward my target. Stop. I glance to the left. Did I hear a noise? I continue creeping forward slowly, my fingers tightly wound around my water pistol. I can see my brother refilling his at the outside tap. I compose myself, ready for the attack. I’m running. Trees rush past. I side-step a fallen branch. My arms pump the water pistol. Three trees left. My brother is oblivious. Two trees to go. I bring the water pistol up. Time slows down. I’m past the last tree. I pull the trigger…

50 Personal Writing Task:LI:SC: Remember to: To write about an exiting time WALHT use staccato sentences to make our writing exciting. I have: - Used short sharp sentences. - described action. -check spelling. -check punctuation. -ACTION!!! - More story, less dialogue.

51 Recrafting Rewrite the sentences: ADD DELETE CHANGE REORDER I ran past the players. I put the ball down. I had scored a try.

52 Recount – Vary sentence beginnings WALHT vary our sentence beginnings, to engage the reader.

53 Whole class How do sentences start? Why should we try to vary our sentence beginnings? Change the sentence beginnings so they are all different: The red scooter zoomed through the city. The man held on tight to the handlebars. The sun shone down on the city. The road was black as the night sky.

54 Pairs – Change the sentences so they all start differently. I stepped outside onto the soft, dewy grass. I looked up at the sky, the sun had just started to peek over the horizon. I knelt down and tightened my shoes. I took off running. I felt the wind rush through my hair and could taste the smell of wet grass from the night’s rain. I love the feeling of running

55 Independent – Describe the picture in 5 sentences, each one needs to start differently. The orca…

56 I’m swift and deadly, a force to be reckoned with. I am strong. I am silent. I am determined. I weave through the trees, stalking my prey. My feet barely touch the grassy carpet as I make my way toward my target. Stop. I glance to the left. Did I hear a noise? I continue creeping forward slowly, my fingers tightly wound around my water pistol. I can see my brother refilling his at the outside tap. I compose myself, ready for the attack. I’m running. Trees rush past. I side-step a fallen branch. My arms pump the water pistol. Three trees left. My brother is oblivious. Two trees to go. I bring the water pistol up. Time slows down. I’m past the last tree. I pull the trigger…

57 Personal Writing Task:LI:SC: Remember to: To write about an exiting time WALHT use staccato sentences to make our writing exciting. I have: - Used short sharp sentences. - described action. -check spelling. -check punctuation. -ACTION!!! - More story, less dialogue.

58 Recrafting Rewrite the sentences: ADD DELETE CHANGE REORDER I ran past the players. I put the ball down. I had scored a try.


Download ppt "Recount – structure WALHT understand the structure of a recount."

Similar presentations


Ads by Google