In shared writing, the teacher recounts Tyson's story orally, using picture cards from the film to sequence events. Children discuss the order of events and resequence pictures to represent what they have seen.

Using supported composition, children, in pairs, scribe on mini-whiteboards an introductory sentence for the first picture of the call to the RSPCA. Share ideas and capture strong vocabulary. Draw on use of time connectives, such as first.

Group work

Each group is given a picture from the sequence and asked to write a sentence or paragraph for this part of the sequence, depending on ability. In guided writing, the group is supported before the point of composition by discussion and modelling by the teacher of the sequence of recount and introducing time connectives.

Plenary activities

The teacher draws from each group a 'best sentence' to use to create a whole-class recount of Tyson's story. Work could be displayed by means of a visualiser or IWB.

In shared reading, the teacher uses class recount from the previous lesson as a starting point for modelled writing. The structure of this writing will probably be simple sentences – one for each stage of the sequence.

In shared writing, the teacher models adding additional detail to the recount to engage the reader. Children are encouraged to use vocabulary and descriptive language. The teacher brings in emotions from the previous hot-seating session.

Differentiate group activities to meet children's abilities; children individually write a recount, including specific details of Tyson's story.

Differentiation could include groups drawing the recount and adding simple captions or taking the recount from a particular viewpoint, for example, the RSPCA inspector or Tyson.

Conclusion: Discuss the key language features of a recount and create a class list of success criteria to use as a basis for future recounts.

Possibly move on to using Smokey's story as a model for recount, reminding the children of the class list of success criteria to support their work.

Learning outcome

Children are able to correctly sequence events.

Children are able to produce a simple recount making appropriate use of the vocabulary explored in the unit of work.