Sorting and Reading Recounts - Many of us have written recounts before. When we write about what we did on the weekend, or about our holidays, that is recounting what we did. The recounts attached are written by different people about different topics. Some of them are written by experienced writers and others by beginners. Read and sort the recounts we have in different ways - beginner to expert, least enjoyable to most enjoyable, etc. From these recounts, let's try and decide on what makes a recount better or worse. What success criteria should we have to make our recounts as good as they can be? Over the year, let's save and share our recounts to see how we have improved.
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Recount Jigsaw - When writing our recounts, we might want to start by brainstorming some of the important parts before we start to write. You can use either the nine piece jigsaw or the twelve piece jigsaw to help you brainstorm some of your ideas and to put them in the correct order. Use the titles to help you and try to use past tense verbs in your writing.
WWWW - When? Who? What? Where? Such important questions when writing a recount. This easy sheet will help you to write down your ideas for recounts that you might want to write. Any easy tracking sheet to keep track of all the details so you do not miss out on any in your final piece of writing.
Recount Reflection Sheet - As we grow to learn what should be in a recount and what should not be, our reflection sheet may change. This sheet shows us the basics of what is in a recount and will help us to assess ourselves and each other on the recounts we write.
Newshound - Imagine you are a reporter for a newspaper and you are given the details of a story, but it is your responsibility to write the article for the paper. Today, you are that reporter. Ask your teacher, or a friend, to give you some details from a story, or some key words. Using those details, try to create an interesting recount about the event that took place. You can not change the details, but you can make the story interesting by using what you know about creating great recounts.
Adding Dialogue - When we add dialogue to what we have written, we can make the events come to life. Try going back to one of the recounts you have written in the past and add dialogue to what you wrote. Adding dialogue also means making sure you use "quotation marks" correctly. Make sure to check out our Grammar page to learn more about the proper use of quotation marks.
Points of View - Often when we write a recount, it is from our point of view - but what if the same recount we write were to be written from the perspective of someone else who was also there? For example, if you wrote about scoring the winning goal in a football match, what would the story of that match sound like from the perspective of the other team's goalie? If you wrote about your vacation, what would the recount be like from the perspective of one of your parents? Or your brother or sister? Try writing recounts from someone else's point of view to practice empathising with others and thinking about their perspective.
Sound Bite - What is going on in the world? When we listen to the news, we are often hearing a recount of events that have taken place recently, or long long ago. Using our iPads and working with a friend, use the strategies that you have learned about writing recounts to organize your thoughts about the WWWW of something that it going on in the world today that you know about. After organizing your thoughts, record a short News Broadcast to share with others about your news story.
Improve My Recount - We have read and written lots of recounts by this point in time. How can you improve upon what you've written, or what others have written? Look back at some of our recounts from the past and see what you can do to make them better with the knowledge that you have now.
WWWW - When? Who? What? Where? Such important questions when writing a recount. This easy sheet will help you to write down your ideas for recounts that you might want to write. Any easy tracking sheet to keep track of all the details so you do not miss out on any in your final piece of writing.
Recount Reflection Sheet - As we grow to learn what should be in a recount and what should not be, our reflection sheet may change. This sheet shows us the basics of what is in a recount and will help us to assess ourselves and each other on the recounts we write.
Newshound - Imagine you are a reporter for a newspaper and you are given the details of a story, but it is your responsibility to write the article for the paper. Today, you are that reporter. Ask your teacher, or a friend, to give you some details from a story, or some key words. Using those details, try to create an interesting recount about the event that took place. You can not change the details, but you can make the story interesting by using what you know about creating great recounts.
Adding Dialogue - When we add dialogue to what we have written, we can make the events come to life. Try going back to one of the recounts you have written in the past and add dialogue to what you wrote. Adding dialogue also means making sure you use "quotation marks" correctly. Make sure to check out our Grammar page to learn more about the proper use of quotation marks.
Points of View - Often when we write a recount, it is from our point of view - but what if the same recount we write were to be written from the perspective of someone else who was also there? For example, if you wrote about scoring the winning goal in a football match, what would the story of that match sound like from the perspective of the other team's goalie? If you wrote about your vacation, what would the recount be like from the perspective of one of your parents? Or your brother or sister? Try writing recounts from someone else's point of view to practice empathising with others and thinking about their perspective.
Sound Bite - What is going on in the world? When we listen to the news, we are often hearing a recount of events that have taken place recently, or long long ago. Using our iPads and working with a friend, use the strategies that you have learned about writing recounts to organize your thoughts about the WWWW of something that it going on in the world today that you know about. After organizing your thoughts, record a short News Broadcast to share with others about your news story.
Improve My Recount - We have read and written lots of recounts by this point in time. How can you improve upon what you've written, or what others have written? Look back at some of our recounts from the past and see what you can do to make them better with the knowledge that you have now.
Graphic Organizers - When writing to reflect, sometimes it is helpful to use different types of organizers to put our thoughts into order. Below you will find information about and links to some of the Graphic Organizers from Kath Murdoch's book "Take a Moment."
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Building Bridges - Like, I Used to Think, Now I Think, Building Bridges is a great reflection for showing how our thinking has changed over time.
PMI - PMI stands for Positives, Negatives and Ideas, and that's what it's about. What are the positive and negative parts of my learning and what ideas do I have for the future. 4 Steps - What are the four steps? What did I do? Why did I do it? What did I learn? and What should I do next? Thinking Hats On - There are six thinking hats to show different ways of thinking. This reflection helps us to look at things from these different perspectives. Feelings, Facts, Puzzles and Promises - What do I feel? What facts did I find? What still puzzles me? and What are the promises I want to make for the future? Two Stars and a Wish - A great reflection for ourselves and also a great strategy for giving feedback. Two things that went well and one thing you hope for in the future. Write a Report on Yourself - A classic. If you were to write your own report card for yourself, what would it say? What have you done well and in what areas do you need to improve? The Learning Wheel - What did you feel? What do you wonder? What did you try? What did you learn? and What did you use? Fill in the wheel to show your deep reflection. Slice of Pie - This is very similar to our CSI investigation. Choose a Colour or Shape that shows your learning, a Word, and a Symbol or Picture. This reflection asks you to think abstractly. |
Laying it on the Line - When laying it on the line, we are asked to give our feedback and rank how certain things went during our learning. From your effort and enjoyment, to the timing and difficulty of the task - where would you put things on a scale of 1 to 10?
Diamond Ranking - Diamond Ranking helps us to organize the things we've learned and to rank them based on how important they are. This can be done on the sheet and cut out, or by using Post-It Notes to fill in the page. Pat on the Back - What are you proud of? What did you do well? What would you give yourself a pat on the back for in terms of your learning. This reflection is all about giving yourself some kudos for a job well done. Freeze Frame - If you were to take some photographs of your learning along the way, what would you take a picture of? Why were these moments important to your learning? Y Chart - The Y Chart in this reflection is the classic Looks Like... Feels Like... Sounds Like... This is also a reflection that asks you to think abstractly. Try to think about your learning and how each of these ideas could be represented. The Four R's - Like the Four Steps, but this time we are reflecting on things that start with R. What do we need to Remember? What could we Revise? What would you want to Reveal to others? and now that you've learned it, how will you React? Target my Learning - How close are you to the bullseye? With this reflection, you are asked to colour in a target to show how close you feel you are to where you need to be in regard to your learning. Not just your learning, but your effort and how you feel as well. |
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Think, Pair, Share - What does the word "Feedback" mean? With a friend, talk about what you think the word means as well as the examples of Feedback below:
"That's rubbish... My baby sister can write better." "Great job." "Write more." "You spelled 'said' wrong." |
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What do these pieces of feedback have in common. How could they be improved? Over the year, we will think about what makes good feedback and how we can give feedback in a smart way. Check out the two posters about giving feedback above. What do you like and dislike about each of the posters? What do you notice? Can either of these help you to give feedback in a better way?
Feedback Resources - Where else can we go to find out about how to give feedback? Below are two videos, one is a video about the word "Empathy" and the other is a reading of the story "Thanks for the Feedback... I think." by Julia Cook. Have a watch and see if these two videos can help you to give better feedback.
Feedback Resources - Where else can we go to find out about how to give feedback? Below are two videos, one is a video about the word "Empathy" and the other is a reading of the story "Thanks for the Feedback... I think." by Julia Cook. Have a watch and see if these two videos can help you to give better feedback.
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TAG - When giving feedback, there are different ways to tell others what we think of their work. TAG stands for Tell something you like, Ask a question and Give them a suggestion. We can do this out loud, by speaking to the person who we are giving feedback to. We can do this by putting Post-It Notes on their work, or we can do this by filling in the form attached.
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Austin's Butterfly - What would you tell a friend who did a drawing of a butterfly about how they could improve? Would you say to them, "Good Job," and not explain why? Would you tell them their drawing was "Nice," and not how they could improve? Watch the video to the right to see how one little boys drawing improved over time because of the feedback he was given. How can we use this example to help improve our feedback? How can we use what we learned from this video to help improve our drawing? |
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