DEEP LEARNING PLANNING
(PPM)
SCHOOL :JUNIOR HIGH SCHOOL
TEACHER'S NAME : [Link]
Ruhenda
SUBJECT:English
MATERIAL : Recount Text
CLASS / SEMESTER : VII \ Semester 1
TIME ALLOCATION : 2 x 45 minutes
Pupil Aspects of Initial Knowledge: Students have learned simple past tense and some basic
vocabulary related to daily activities or personal experiences. They also know some time
connectors such as then, after that, and finally.
Interest Aspect: Most students have an interest in storytelling activities about personal
experiences, such as vacations, birthdays, or school activities. Therefore, learning with Recount
texts will feel close to their lives and help build learning motivation.
IDENTIFICATION
Background Aspects: Learners come from diverse social, cultural, and economic
backgrounds with different levels of English language proficiency. However, they show high
enthusiasm when learning by grouping, discussing, and sharing information. This makes the
Jigsaw Learning strategy suitable for use so that every student can play an active role in
learning.
●
Subject Matter 1. Definition of Recount Text
Recount text is a type of text that serves to recount past experiences or events chronologically
with the aim of entertaining, informing, or documenting events.
2. Social Function
To tell about past experiences in a concise and clear manner.
3. Text Structure
Orientation: recognition of time, place, and figures.
Events: the sequence of events experienced.
Reorientation: a reflective conclusion or conclusion.
4. Language Characteristics
Using the simple past tense (went, saw, visited).
Use a time conjunction (then, after that, finally).
Use action verbs (played, watched, enjoyed).
Using pronouns (I, we, they).
5. Sample Text
My Holiday in Bali
Last year, I went to Bali with my family. We visited many beautiful places such as Kuta
Beach and Tanah Lot. We enjoyed the sunset and took a lot of pictures. It was an
unforgettable experience for me.
Dimensions
of Graduate
Profile (DPL)
DPL 1 DPL 5
Faith and piety towards God Collaboration
Almighty
DPL 6
DPL 2 Independence
Citizenship
DPL 7
DPL 3 Health
Critical Reasoning
DPL 8
DPL 4 Communication
Creativeness
Learning Outcomes Students are able to understand the structure, content, and linguistic elements in recounting
text, as well as being able to identify important information and reconvey the content of the
text collaboratively using the Jigsaw Learning strategy.
Cross-Disciplinary Cross-Disciplinary
This learning integrates several disciplines so that students gain a broader and contextual
learning experience, namely:
English – Information and Communication Technology (ICT): Students can search for
additional information or examples of recount text through digital media such as the
internet, as well as use simple applications (e.g. Google Docs or Padlet) to discuss or
write the results of their reflections.
English – Pancasila and Citizenship Education (PPKn): Through reading experience
stories, students are invited to understand the values of responsibility, cooperation, and
respect for the experiences of others.
English – Arts and Culture: In the reflection stage, students can express their personal
experiences in the form of simple picture stories or reflection posters to make learning
more interesting and meaningful.
Learning Objectives After participating in learning activities, students are expected to:
Identify linguistic structures and features in text recounts.
Understand the content of the text using the Jigsaw Learning strategy.
Explain the content of the text to the group friends in their own language.
Develop critical and reflective thinking skills through collaborative reading activities.
Increase cooperation and responsibility in the group learning process.
Learning Topics In this topic, students are invited to:
Read and understand various recount texts that tell about personal experiences and
important events.
Identify the structure of the text (orientation, events, and reorientation) and its linguistic
features such as simple past tense and time connectors.
Work together using the Jigsaw Learning strategy, where each student acts as an
"expert" on a specific piece of text and then teaches that part to their group mates.
Improve critical and collaborative thinking skills in understanding the meaning of texts,
finding important information, and rearranging the content of the story as a whole.
Fostering confidence in sharing understanding and reflecting on the content of the
reading.
Pedagogical Practice Learning applies Jigsaw Learning strategies that focus on individual cooperation and
responsibility. Each student becomes an "expert" on a particular part of the text, then shares the
LEARNING results of his understanding with the group of origin. The teacher acts as a facilitator to ensure
DESIGN that all students are active, help each other, and understand the content of the recount text
thoroughly.
Learning Partnerships -
Learning Environment Activities are carried out in classrooms arranged in groups to support discussion and
collaboration. The learning atmosphere is made fun and open, so that students feel
comfortable reading, exchanging ideas, and expressing opinions.
Digital Utilization Teachers use digital media such as Google Docs, Padlet, or PowerPoint to read texts, discuss,
and write reflections. Technology is used to increase student engagement and expand access to
recount text learning resources.
BEGINNING
The teacher opened the learning with greetings, prayers, and asked how the students were doing.
The teacher showed a short video with the theme "Holiday Experiences".
The teacher asks triggering questions such as:
1. "Have you ever had an unforgettable experience?"
2. "What did you do on your last holiday?"
The teacher explains the learning objectives and strategies to be used (Jigsaw Learning).
CORE
1. Introduction (10 minutes)
EXPERIENCE
The teacher explains the concept, social function, and structure of Recount Text.
Students read the text "My Unforgettable Experience."
Together with the teacher, students identify orientation, events, and reorientation.
Sec. 2. Group Discussion / Expert Group (20 minutes)
Students are divided into several home groups consisting of 4–5 people.
Each member gets a different piece of text.
Members of the same section join expert groups to discuss the content of the text, new vocabulary, and sentence
meaning.
Teachers act as facilitators, directing and providing assistance when needed.
3. Home Group Sharing & Comprehension Check (25 minutes)
Students return to their home group.
Each member explains the part of the text they have understood to a group mate.
The original group rearranged the text in its entirety and answered the teacher's comprehension questions.
The teacher asks follow-up questions to test comprehension, for example:
"What happened first?"
"What was the writer's feeling at the end of the story?"
4. Reflection (10 minutes)
Students write a brief reflection on today's activity, answering questions such as:
"What did I learn today?"
"What can I improve in reading comprehension?"
Some students read the results of their reflections in front of the class.
The teacher provides feedback and concludes the important meaning of today's learning.
LEARN
Understand
The teacher gives an example of Recount Text and guides students to identify the structure of the
text (orientation, events, reorientation) and its linguistic characteristics. Students read and discuss
the content of the text in small groups to understand the meaning and main idea of each section.
The teacher explains how the Jigsaw Learning strategy works and divides the text into sections for
the expert group to learn.
Apply
The teacher gives an example of Recount Text and guides students to identify the structure of the text (orientation,
events, reorientation) and its linguistic characteristics. Students read and discuss the content of the text in small groups
to understand the meaning and main idea of each section. The teacher explains how the Jigsaw Learning strategy
works and divides the text into sections for the expert group to learn.
Reflection
After the reading and group discussion activities are completed, students and teachers reflect on the learning process
and results.
Students write down the things they learned, the most interesting parts, and the challenges they faced while working
on the Jigsaw Learning strategy.
The teacher guides reflection with simple questions such as:
"What did you learn from your friend today?"
"How does cooperation help you understand the text?"
Through this activity, students are invited to learn to be aware of their roles and contributions in the group, understand
learning meaningfully through collaborative reading experiences, and experience an exhilarating learning process
because it involves interaction and knowledge sharing.
COVER
1. The teacher and the students deduced the structure and linguistic characteristics of Recount Text.
2. Teachers give appreciation to active and cooperative groups.
3. Homework: students search for recount texts from other sources and identify their orientations, events, and reorientations.
Assessment at the Beginning of Initial Formative Assessment
LEARNING Learning The teacher conducts a short question and answer activity to explore students'
ASSESSMENT
initial knowledge about past experiences.
Example questions:
"Have you ever had an unforgettable experience?"
"What did you do on your last vacation?"
This activity aims to find out the students' initial understanding and vocabulary
they have mastered regarding the topic of Recount Text before implementing the
Jigsaw Learning strategy.
Instruments: oral questions and teachers' observation notes.
Assessment on the Learning Process Formative Assessment
Process During the Jigsaw Learning activity stage, teachers observe student participation
and cooperation in expert groups and home groups.
Assessment focuses include:
The ability of students to understand and explain the parts of the text for
which they are responsible.
Students' activeness in discussing and exchanging information with group
friends.
The accuracy of students in conveying the content of the text to the group
of origin.
Instruments: observation sheets, teacher notes, and group discussion results.
Assessment at the End of Summative Assessment
Learning At the end of the lesson, students show their understanding by rearranging the
complete Recount text with the original group and answering comprehension
questions from the teacher.
In addition, students also write short reflections on what they learned through the
Jigsaw Learning strategy.
Assessment focus:
Understanding of reading content and accuracy of text rearrangement
(40%)
Understanding of the structure and linguistic characteristics of the text
(30%)
Accuracy of using past tense and time conjunctions (20%)
Group participation and cooperation (10%)
Instruments: written group work, comprehension quizzes, assessment rubrics, and
student reflection sheets.
Assessments in deep learning are adjusted to assessment as learning, assessment for learning, and assessment of learning.
Determine the method or method used comprehensively to measure the achievement of student competencies. Examples: Written
test, Oral test, Performance Assessment, Project Assessment, Product Assessment, Observation, Portfolio, Peer Assessment, Self
Assessment, Class-based assessment, and so on.