Video summary
Michael Rosen explains how writing a recount requires an understanding of chronological order or sequencing, and how to structure a piece of writing.
Michael 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.
This short film is from the 麻豆社 series, The Facts About Non-Fiction.
Teacher Notes
In this short film two different planning skeletons are presented 鈥 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 then choose which skeleton they prefer.
You could read a picture book to your 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.
This short film will be relevant for teaching English at KS1 and KS2 in England, Wales and Northern Ireland and 1st and 2nd Level in Scotland.
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