Recounts and the Welsh Not: A Victorian Day
Learning Objective
At the end of the lesson you will be able to write a first person recount of a Victorian school day, understanding key features of recounts.
Items in this lesson
Learning Objective
At the end of the lesson you will be able to write a first person recount of a Victorian school day, understanding key features of recounts.
What do you already know about recounts?
What Is a Recount?
A recount tells what happened in the past. It is a story (short or long) written in order using time words like ‘first’, ‘then’, and ‘finally’.
Key Features of a Recount
Who was involved, where and when it happened, events in the right order, thoughts and feelings.
Time Words in Recounts
Examples
Time words help show the order of events and make the recount easy to follow.
Why Use Them?
First, then, after that, later, finally
Victorian School Life
Children were expected to follow strict rules and only speak English at school.
What Was the Welsh Not?
The Welsh Not was a piece of wood hung on a child’s neck if they spoke Welsh at school. It was meant to stop children from using Welsh.
How Did Children Feel?
Wearing the Welsh Not could make children feel sad, scared or ashamed. They often missed using their own language.
Model Recount: A Child’s Day
Read this example of a first person recount from a Victorian child who experienced the Welsh Not.
Your Task
Write a recount as if you were a child in a Victorian school, wearing the Welsh Not. Use time words and include your feelings.
Plenary: Reflect Together
How would it feel to hide your language at school? Share your thoughts.
Write down 3 things you learned in this lesson.
Write down 2 things you want to know more about.
Ask 1 question about something you haven't quite understood yet.
