English Lesson Plan (Year 1/2)
Unit Title: Non-Fiction – Explanation Texts and Recounts
Central Idea (PYP): People use different forms of communication to express events and explain ideas.
Transdisciplinary Theme: How We Express Ourselves
Learning Objectives
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Identify and explore features of explanation texts and recounts.
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Sequence events using time-order words and numbers.
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Read and follow simple written instructions.
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Write a short personal diary entry using a recount format.
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Engage with a shared story (“A Big Day Out”) and respond using recount and explanation.
Key Concepts
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Form – What is an explanation text? What is a recount?
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Function – Why do we write about our experiences or explain things?
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Connection – How do diaries, instructions, and recounts help us in daily life?
Learner Profile Focus
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Communicator – sharing experiences through speaking and writing.
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Reflective – thinking about personal experiences and learning.
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Inquirer – asking questions about events and processes.
Approaches to Learning (ATL) Skills
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Communication skills (speaking, writing, listening)
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Thinking skills (sequencing, reasoning)
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Self-management (following routines, organizing thoughts)
Lesson Duration: 60 minutes
Lesson Flow
1. Tuning In – What’s in a Week? (10 minutes)
Activity:
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Show a visual weekly planner or calendar.
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Ask: What do we usually do on each day of the week?
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Discuss weekly routines and highlight words like first, then, next, last.
PYP Link: Use real-life connections and build on prior knowledge.
2. Finding Out – Types of Non-Fiction Texts (10 minutes)
Mini-lesson:
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Compare a recount (e.g., diary entry or “A Big Day Out”) and an explanation text (e.g., how to
brush your teeth or how to get ready for school).
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Identify key features together: headings, time words, steps, first-person voice.
Group Activity:
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Students sort mini-texts or sentence cards into “Recount” or “Explanation.”
3. Reading Focus – “A Big Day Out” (10 minutes)
Read-Aloud & Discussion:
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Read “A Big Day Out” aloud or in pairs.
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Discuss: What happened first? Then what? Why do you think the character wrote about it?
PYP Thinking Prompt:
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How can we share a special day or explain something we did?
4. Active Practice – Follow the Instructions (10 minutes)
Instructions Game:
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Students receive or write simple instructions (e.g., how to pack for a picnic).
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Work in pairs to act them out, e.g., “First, get your backpack. Next, pack a water bottle.”
Optional Extension:
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Sequence picture cards with written instructions.
5. Writing Focus – My Day Diary (15 minutes)
Writing Task:
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Students write a short diary entry about a recent event (real or based on “A Big Day Out”) using:
o
Time words: First, Then, Next, Last
o
Personal voice: “I went…”, “We saw…”
Scaffold:
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Use a template or sentence starters:
o
Today was a big day because…
o
First, I… Then, I…
6. Reflection & Sharing (5 minutes)
Circle Time or Partner Share:
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Students read or tell part of their diary to a partner.
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Reflect: Why do we write about our days? What helps us remember and explain better?
Assessment (Formative)
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Observation during sorting and sequencing activities.
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Writing samples: check for correct use of time words, logical sequence, and clarity.
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Oral sharing: listen for understanding of recount structure.
Resources
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Weekly calendar visual
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Printed mini recounts and explanation samples
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“A Big Day Out” story
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Diary writing template
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Time-order word cards (First, Next, Then, Last)