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Transcript of Historical Recount
Genre and social purpose is to inform the audience on historical events.
Staging (The structure)
A historical recount has three parts:
1. Orientation- "wh" questions, sets the scene for the audience by providing background information
2.Sequence of events- presented in chronological order and written in detail
3. Re-orientation- summarise/evaluate or restate the event.
Distinctive grammar features
The text process which suits this text-type is- inform (BOSTES, 2014). This is based on the texts purpose which is to inform us.
How do we know this?
It's based on real facts and life events that have occurred in the past.
Presented by: Megan Burkett and Jackie Gardner
Knowledge, Skills and Understanding
- Students are exposed to a variety of historical recounts
-Explicit modeling is used to deliver the field knowledge
-Teacher asks students to recall the structure of recounts
-Teacher scaffolds their answer on the whiteboard under headings
-Teacher will review the events of the Eureka Stockade and records them under the structural headings- orientation, sequence of events and re-orientation
-Teacher verbalises her thought processes out loud
-Students highlight textual features in the recount
-Teacher models entire historical recount- focus
is on the structure and the use of connectives.
Do a historical recount about the events surrounding the Eureka Stockade on an online blog in pairs
-Structure scaffold is provided by the teacher on the blog
-Passage of information on the events and a word bank of connectives are provided for the students.
-Co-construction- students write a section of their recount on the class smart board with input from the
-Student practice editing their work and then
publish it on the blog.
-Students first complete a webquest on the Eureka Flag. Activities include- making a timeline based on the series of events and revising what makes a historical recount.
-Students are assessed on their writing of a historical recount upon completing the webquest
-Students use their knowledge and the
webquest information/activities to
commence writing their historical
Links to other KLAs
History- Writing an historical recount on the topic Gold Rush which is covered extensively.
CCS3.1- Explains the significance of particular people, groups, places, actions and events in the past in developing Australian identities and heritage (BOS, 2006).
Creative arts- Drama: Role-play the events of the Gold Rush.
DRAS3.1- Develops a range of in-depth and sustained roles.
DRAS3.3- Devises, acts and rehearses drama for performance to an audience.
Visual Arts- Short film, cartoon strip or painting of the historical event using the recount structure.
Outcome: VAS3.1- Investigates subject matter in an attempt
to represent likenesses of things in the world.
Pre-activity learning sequence
-Students revise recount structure with a quiz on the smartboard- http://www.proprofs.com/quiz-school/story.php?title=multiple-choice_73
- Revise structural features of a recount, identify these features recount examples
-Class co-construct a recount of a recent excursion of school event
-Students draft, write and edit their own recount (4 lessons)
-Introduce historical recount with an example
-Group work- Highlight the similarities and differences of recounts and historical recounts
-Students focus heavily on the Gold Rush and its impact on Australia
-HSIE- Students explore the Eureka Stockade by completing a webquest in pairs
Post-activity learning sequence
- Group work- Students will be given a historical recount without connectives and each group must work out how they can link each paragraph
-Students will read a historical recount and write down the main points in order. They switch their point with their partners and use the partners points to rewrite the historical recount.
-Students choose an aspect of the Gold rush and draft, write and edit a historical recount
Examples where this text-type is used in everyday life
Aim: Students to create a historical recount using paragraphs to organise the key points and using appropriate connectives to show the sequence of events (DEE, 2001)
Focus: Sequencing events in chronological order and using connectives to show time sequence
-Students read a historical recount about the origin of the word Eureka:
-As a class discuss the order of events.
-Students put the events in order on the classroom wall
=Students then pick a suitable connective to ensure the events flow from one event to the next.
-The teacher will go around and check each group and ask the students questions- Why did you put those events in that order? Why did you choose that connective?
Real life relevance- History tv shows, museums, significant places and encyclopedias/journals etc.