An imaginative recount is the re-telling of events, usually in the first person. The imaginative part allows for embellishment beyond mere facts - perfect for primary school writing.
A simple idea would be to ask students to recount their journey to school. If you require more of the imaginative component, give them an element (or series of elements) they have to include. It can be fun to give these out as cards selected from a pack. Ideas here could involve including the following -
a thunderstorm, an old lady, a wild horse, a can of lemonade, a giant insect etc, etc.
If you require a stimulus for recount ideas in this semi-autobiographical way, Laurie Lee's first day at school has a nice balance of embellishment and recollection in 'Cider With Rosie'.
An imaginative recount is one way to recount or recreate a story, experience, or an event. Imaginative recounts differ from personal and factual recounts. In a lesson plan that involves an imaginative recount, one would ask the author to take on an imaginary role as he/she describes an event, written piece, or experience. For example, in primary school, a child might be asked to take on the perspective of the Big Bad Wolf to tell the story of The Three Little Pigs. A middle school student might recount the events in the novel Where the Red Fern Grows from the point of view of Old Dan.
The language in an imaginary recount may differ from that of a factual recount but the structure and sequence remain the same. In most cases, the series of events detailing the experience are told in chronological order, although the person doing the imaginary recount may present some background on themselves at the beginning.
When writing a lesson plan for a recount, the objectives could include the use of chronological order, naming specific places, people, or ideas from a written piece, the use of past tense verbiage, and time specific words.