N 6 Reading - Factual Texts - Recounts PDF

LESSON 6 Theme № 6 Reading. Factual text types: Recounts. Strategy: Reading for main points Length: One hour and twenty Number of students: 15 minutes Lesson Outline Lead in: Warm up: Reading stories vs. telling stories 1. Activity 1: Noticing activity (Read and notic...

LESSON 6 Theme № 6 Reading. Factual text types: Recounts. Strategy: Reading for main points Length: One hour and twenty Number of students: 15 minutes Lesson Outline Lead in: Warm up: Reading stories vs. telling stories 1. Activity 1: Noticing activity (Read and notice the structure) 2. Activity 2: Formal instruction – Recount vs. Narration 3. Activity 3: Brief round-up on strategies + practice 4. Summary : Pair-work – story making Homework: Story making assignment The aіm: To elucidate the similarities and contrasting differences among two factual text types: recounts vs. narration Objectives: to encourage students to share their story reading habits; to implicitly introduce sample stories as a noticing activity; to explain the structures of the very similar text types explicitly; to develop strategies to do an effective reading of recounts ; Activity Type: Individual, small group, whole class (teacher-students) Warm-up activity: Reading stories vs. telling stories Time: (10 min) Procedure: Organizing Q&A (questions and answers) about students‟ reading interests to lead them around the topic [S, C] 1.Do you like reading stories or telling them? 2.What is the last story you have recently read? Can you retell it with only three sentences? 3.Have you ever tried writing a story of your own? What was the structure of your story like? (beginning / climax / ending etc.) Activity 1: Noticing activity (Read and notice the structure) Objective: to let students quickly get the meaning and notice the structure Time: 15 minutes Materials: handout 2, laptop, cards By Gulomjon Jurakulov Procedure:  Teacher asks ss skim-read both texts [R]  Then ss are required to make a random structure of the stories [W]  Ss will then make a short discussion of the similarities and differences of the stories, and compare their answers with the teacher‟s [S, D] 1.Narration (credits to the link): http://www.salisburyhigh.sa.edu.au/writing/toolbox/Example_Narrative1.html The Golden Eggs One day a farmer went to the nest of his goose to see if she had laid an egg. To his surprise, he found, instead of an ordinary goose egg, an egg of solid gold. “What a fine goose!” he cried. “I can sell this egg for a good deal of money.” Every morning after that, the farmer found another golden egg in the nest. Every day he sold the golden egg. He was slowly growing rich. But as the farmer grew rich, he grew greedy. One day he said to himself, “My goose lays just one golden egg each day. No doubt there are many more inside her!” And he had no rest until he had killed the goose. But when he looked inside the bird, there were no golden eggs at all! It was just the same as any other goose. “Oh my, oh my!” said the farmer. “Why was I so greedy? Now I shall be poor again. I have killed the goose that laid the golden eggs!” Template (credits to the link): http://www.salisburyhigh.sa.edu.au/writing/toolbox/Template_Narrative.html Suggested answer: 1.Beginning 2. Climax 3.Ending 2.Recount (credits to the link): http://www.salisburyhigh.sa.edu.au/writing/toolbox/Example_Recount1.html A Trip to the National Zoo and Aquarium Yesterday, my family and I went to the National Zoo and Aquarium to visit the new Snow Cubs and the other animals. In the morning, when we got to the Zoo and Aquarium there was a great big line, so we had to wait awhile to get in. After we entered the zoo, we went straight to the enclosure for the Snow Cubs. My brother and I were so excited to see them. They were so cute and playful. At lunchtime Dad decided to cook a bbq. He cooked sausages so we could have sausage sandwiches. Mum forgot the tomato sauce so we had to eat them plain. In the afternoon, we visited the aquarium. My brother was excited to see the sharks and the tropical fish. At the end of the day when we left, we were going to go and get ice cream but we decided we were too tired so we drove straight home. (First steps 1st edition p47) Template (credits to the link): http://www.fe.hku.hk/telec/pgram/1-tt/102f/102-021.htm Suggested answer: 1.ORIENTATION (introducing what, who, where and when) 2.RECORD OF EVENTS (telling what happened in a chronological sequence) 3.RE-ORIENTATION (rounding off the recount by linking back to the orientation) 4.CODA (an optional evaluation of the whole experience) By Gulomjon Jurakulov Activity 2: Formal instruction – Recount vs. Narration Objective: to introduce the structural content of recounts vs. narratives Time: 20 minutes Materials: handout 3, laptop, mobile phones projector etc. Procedure:  Teacher provides explanation on recounts and narratives [F, M]  The he/she brings examples from internet sources for each type [S, T]  Then teacher asks ss to do the matching task on features of recounts and narratives using the link below [D, S] What is a Recount? A recount is a text that retells events or experience in the past. It is a record of events. The purpose of a recount can be to inform, entertain, or reflect. Moreover, a recount text can be categorized into three sections as Orientation – Orientation describes the background of the event that you are retelling. It introduces the setting, characters and time period. Events – The series of events that happened in the past, in chronological order. This is the core of a recount. Reorientation – The text ends in reorientation; this can be a summary, evaluative comment or a return to the starting point. This part is actually optional. A recount can be personal, factual or imaginative. Personal Recount is a retelling of events that you were personally involved in. Ex: diary entry, autobiography Factual recount is reporting the factual information about an incident. Ex: newspaper article, police report, historical recount Imaginative recount is combining factual information and an imaginary role. What is a Narrative? A narrative, as its name suggests, tell us a story. The purpose of a narrative is to entertain readers or listeners. Narratives often contain a moral or a message; thus, it also educates the readers. Furthermore, a narrative can be studied under four main stages. Orientation gives the background of the story. We introduce the characters, place, and time in the orientation. Complication is also known as conflict. In this part, the main characters are confronted with a problem. This is where suspense is introduced to the story. Resolution describes how the characters resolve the problem. By Gulomjon Jurakulov Coda summarizes the narrative and marks the end. However, a coda is not an essential part of a narrative; it is optional. Credits to the source: https://pediaa.com/difference-between-recount-and- narrative/#Recount%20vs%20Narrative%20%E2%80%93%20Comparison%20of%20Key%20 Differences Follow-up activity: Matching features Time: 15 min: Use the link: https://wordwall.net/resource/35489312 Procedure: Using their mobile phones, students will be doing the matching task on the features of recounts and narrations [T, FM] The answer key: Use the link to do the task: https://wordwall.net/resource/35489312 By Gulomjon Jurakulov Activity 3: Brief round-up on strategies + practice Objective: to introduce shortly the strategies for reading recounts / narratives Time: 15 minutes: The link: https://www.readnaturally.com/userfiles/ckfiles/files/story-map.pdf Materials: handout 4, tablets, laptops, printed texts Procedure:  Teacher will quickly explain the order of actions in reading the story [F]  Ss will read the story in a short while [R]  Then, ss will fill in the story map, working in pairs [W, D] Best Strategy for reading Recounts / Narratives Use the link for Story maps: https://www.readnaturally.com/userfiles/ckfiles/files/story- map.pdf Retelling Asking students to retell a story in their own words forces them to analyze the content to determine what is important. Teachers can encourage students to go beyond literally recounting the story to drawing their own conclusions about it. Prediction Teachers can ask readers to make a prediction about a story based on the title and any other clues that are available, such as illustrations. Teachers can later ask students to find text that supports or contradicts their predictions. Answering Comprehension Questions Asking students different types of questions requires that they find the answers in different ways, for example, by finding literal answers in the text itself or by drawing on prior knowledge and then inferring answers based on clues in the text. A Movie that has changed my world view I am going my home with beautiful flowers as usual. It is a typical habit of me. This bunch of flower is dedicated to my darling, my mum. I know what you think…. You may be supposing today is your mother‟s birthday. No… The most significant reason is a film, named “Hovel.” An old woman is glancing at falling yellowish leaves with flax - this film starts like this. She seems to look very hopeless, fagged and sad. She looks forward to her children coming every day because she is in a nursing home. How sorrowful it is...! She devoted the whole life to her children. She worked very hard without sleeping sometimes in order to earn money. As she retired, she turned a needless person for their children. One day her son came to his mother. His mother was in a death bed. But the son ignored this, and asked:,, Do you need anything? „‟ Mother nodded her head. „‟ Please, have an air- conditioning installed in my room. The son was surprised‟‟ Why do you need this?‟‟ Poor By Gulomjon Jurakulov mother replied: „‟ I don‟t think of myself, one day, if your children leave you there, I want you not to suffer from hot weather like this.‟‟ After hearing these words, suddenly the son threw himself below his mother‟s legs. But… Mother had already passed away; she had left this world for ever. This film brought tears to my eyes, I couldn‟t help crying. It brought a lump to my throat. That time I regret to have made my mother upset until this day. The film told me that the mothers are the only people who always take care of us. (By Sweetricheva Monica) Now, ask ss to fill in the Story map! Credits to the source: https://www.readnaturally.com/research/5-components-of- reading/comprehension Activity 4: Pair-work – story making Objective: to encourage students to use their HOTs to make up a recount Time: 20 minutes Materials: handout 5, blank paper, pencils etc. Procedure:  Teacher puts ss in pairs, and gives instructions [FM]  Then, teacher introduces topic cards for story making [F]  Ss will make up their own stories, using the strategies above, and reads aloud [R, S] Topic 1: The time I really Topic 2: An embarrassing Topic: The day I lost need luck moment in my life something valuable Homework: Read a sample recount, and make a story map of it in order to retell the story with your own words in the next lesson By Gulomjon Jurakulov  STUDENT MATERIALS Handout 1: Warm-up questions 1.Do you like reading stories or telling them? 2.What is the last story you have recently read? Can you retell it with only three sentences? 3.Have you ever tried writing a story of your own? What was the structure of your story like? (beginning / climax / ending etc.) Activity 1: Read the stories, and make a random structure of the text. 1.__________ (credits to the link): http://www.salisburyhigh.sa.edu.au/writing/toolbox/Example_Narrative1.html The Golden Eggs One day a farmer went to the nest of his goose to see if she had laid an egg. To his surprise, he found, instead of an ordinary goose egg, an egg of solid gold. “What a fine goose!” he cried. “I can sell this egg for a good deal of money.” Every morning after that, the farmer found another golden egg in the nest. Every day he sold the golden egg. He was slowly growing rich. But as the farmer grew rich, he grew greedy. One day he said to himself, “My goose lays just one golden egg each day. No doubt there are many more inside her!” And he had no rest until he had killed the goose. But when he looked inside the bird, there were no golden eggs at all! It was just the same as any other goose. “Oh my, oh my!” said the farmer. “Why was I so greedy? Now I shall be poor again. I have killed the goose that laid the golden eggs!” 2._______ (credits to the link): http://www.salisburyhigh.sa.edu.au/writing/toolbox/Example_Recount1.html A Trip to the National Zoo and Aquarium Yesterday, my family and I went to the National Zoo and Aquarium to visit the new Snow Cubs and the other animals. In the morning, when we got to the Zoo and Aquarium there was a great big line, so we had to wait awhile to get in. After we entered the zoo, we went straight to the enclosure for the Snow Cubs. My brother and I were so excited to see them. They were so cute and playful. At lunchtime Dad decided to cook a bbq. He cooked sausages so we could have sausage sandwiches. Mum forgot the tomato sauce so we had to eat them plain. In the afternoon, we visited the aquarium. My brother was excited to see the sharks and the tropical fish. At the end of the day when we left, we were going to go and get ice cream but we decided we were too tired so we drove straight home. (First steps 1st edition p47) Now, please, make a guess on which might be a Recount, and which one is a Narration! By Gulomjon Jurakulov Handout 2: Activity 2: Match the features with the text types (Low-tech version) Time: 15 min: Use the link (High-tech version): https://wordwall.net/resource/35489312 Recounts Narratives Use the link to do the task online: https://wordwall.net/resource/35489312 The features: A recount tells an event / A narrative narrates a story Purpose is mainly to entertain / Purpose is to inform and entertain In a graph, has a pointed surface / In a graph, has a flat surface Does not have any suspense / Has suspense and mystery Has a complication and resolution / Does not have a complication or resolution The central part is the sequence of elements / The central part is the conflict faced by its characters Does not have a specific order / Describe the chronological order By Gulomjon Jurakulov Handout 3: Activity 3: Skim-read the story, and do the activity underneath A Movie that has changed my world view I am going my home with beautiful flowers as usual. It is a typical habit of me. This bunch of flower is dedicated to my darling, my mum. I know what you think…. You may be supposing today is your mother‟s birthday. No… The most significant reason is a film, named “Hovel.” An old woman is glancing at falling yellowish leaves with flax - this film starts like this. She seems to look very hopeless, fagged and sad. She looks forward to her children coming every day because she is in a nursing home. How sorrowful it is...! She devoted the whole life to her children. She worked very hard without sleeping sometimes in order to earn money. As she retired, she turned a needless person for their children. One day her son came to his mother. His mother was in a death bed. But the son ignored this, and asked:,, Do you need anything? „‟ Mother nodded her head. „‟ Please, have an air-conditioning installed in my room. The son was surprised‟‟ Why do you need this?‟‟ Poor mother replied: „‟ I don‟t think of myself, one day, if your children leave you there, I want you not to suffer from hot weather like this.‟‟ After hearing these words, suddenly the son threw himself below his mother‟s legs. But… Mother had already passed away; she had left this world for ever. This film brought tears to my eyes, I couldn‟t help crying. It brought a lump to my throat. That time I regret to have made my mother upset until this day. The film told me that the mothers are the only people who always take care of us. (By Sweetricheva Monica) Now, ask ss to fill in the Story map! Credits to the source: https://www.readnaturally.com/research/5-components-of-reading/comprehension By Gulomjon Jurakulov Handout 4 Activity 4: Pair-work – story making Teacher instruction: Please, decide on one topic, and make up your own story using the story map, and the strategies above Topic 1: The time I really Topic 2: An embarrassing Topic: The day I lost need luck moment in my life something valuable ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ _____________________________ Homework: Read a sample recount, and make a story map of it in order to retell the story with your own words in the next lesson By Gulomjon Jurakulov