How to write a recount
Michael Rosen explains how he reads his work aloud in order to edit and draft it.
He outlines that recount writing should have a beginning, middle and ending.
He also describes how pupils can use emotive language to make their writing more interesting.
Keywords and examples are presented on the screen to support pupils writing in this genre.
KS2: Two different planning skeletons are presented – a timeline and a picture to sequence events. You could use one or both of these planning skeletons in a shared/guided writing session to demonstrate how to plan a recount. Pupils could choose which skeleton they prefer.
You could read a picture book to pupils and ask them to sequence key events from the story using either the timeline or the picture diagram. Pupils may use these skeletons as their own planning skeletons.
KS3: You could ask pupils to write a recount in role as a more obscure or abstract object, for example: the glass slipper from Cinderella, the mirror from Snow White, the chair form Goldilocks or a wand in Harry Potter. Watching this resource first will remind pupils about the key features for recount writing and provide them with a choice of planning skeletons to use when planning their writing.
This clip will be relevant for teaching English at KS2 and KS3 in England, Wales and Northern Ireland and 2nd and 3rd Level in Scotland.