ENGLISH LANGUAGE TEACHING MODULE
RECOUNT TEXT: My Unforgettable Experience (Writing Focus)
Number Identity of Module Information
1. Author's Name • Muhammad Salman Al Wafa
• Nashwa Galas Ana Samantha
• Nasya Aprillya Putri Anantyo
2. School Level Junior High School
3. Institution SMAN 8 TREASURE PURWOKERTO
4. Academic Year 2025/2026
5. Class VIII (Eighth)
6. Phase D
7. Skill Writing Skill
8. Time Allocation 1 Sessions (2 x 40 Minutes/Meeting)
9. Achievements Learning Model Genre-Based Approach
10. Learning Resources • White Board
• Spidol Boardmarker
• Dictionary
• Students Worksheets
1. Learning Outcomes
Throughout this unit, students will delve into the critical skill of chronicling and reflecting on
personal experiences through written recount texts. By engaging with various narrative
structures, they will learn to navigate the bridge between past events and meaningful storytelling
in the context of their own lives. Students will begin by identifying the linguistic cues such as
past tense verbs and temporal connectives that differentiate chronological facts from emotional
re-orientations. They will analyze how authors utilize specific descriptive details to categorize
"events in time," moving beyond simple sequencing to a deeper understanding of how memories
are reconstructed in a text.
2. Learning Objectives:
1. Students will be able to identify and categorize Action Verbs (Past Tense) and
Temporal Connectives within a recount text.
2. Students will be able to differentiate between the Orientation (who, when, where) and
the Series of Events (what happened) to ensure logical flow.
3. Students will be able to produce a short recount text by analyzing their own
experiences and using correct spatial and temporal logic.
3. Meaningful Understanding
By exploring the personal milestones and historical events that define their past, students will
come to understand that their life stories are reconstructed through a dynamic interplay of
chronological reality and personal reflection. They will realize that while factual sequences (such
as dates, specific actions, and participants) provide the essential structure needed to organize a
narrative, it is the expression of emotional insights that gives those experiences meaning and
value. This understanding empowers students to look beyond a simple timeline of events,
recognizing that how we recount our past whether a school trip, a family holiday, or a personal
achievement reflects a balance between objective truth and the unique perspectives that shape
our individual growth.
4. Igniter Question
(a) If you had to tell the story of your most memorable day to someone who wasn't there,
which facts (like the specific time, location, or sequence of actions) are the most
important to ensure they can follow the timeline correctly?
(b) In a written account of a past event, which is more powerful for the reader: a list of
verifiable dates and activities, or a collection of personal reflections on how those
events changed you? Why is the balance between both essential for a good story?
(c) When you read a memoir or a social media post about a past trip, how can you tell
which information is a factual description of the event and which is just the author’s
subjective opinion regarding what happened?
5. Teaching Activities (The 4Cs Integration)
a. Pre-Writing (15 Minutes)
• Classroom Management & Warm-Up: Activity "The Memory Box".
• Process: Teacher brings a box containing 3 "artifacts" from a trip (e.g.,
a ticket stub, a seashell, a blurry photo). Students must guess the "who,
when, where" (Orientation) of the story behind them.
• Technique: Brainstorming and Oral Narrative.
• 4C (Communication): Students express their predictions about the
sequence of events.
• Media: Real objects (Realabilia), Flashcards.
b. While-Writing (50 Minutes)
• Multi-Technique Approach: Scaffolding and Collaborative Drafting.
• Individual Task (Critical Thinking): Students read a model Recount
Text and highlight Chronological Facts (Blue) and Personal
Reflections/Re-orientations (Yellow).
• Group Work (Collaboration): Students are divided into groups to
complete the LKPD. They use a "Story Map" to organize a jumbled set
of events into a logical flow.
• Creative Task (Creative Thinking): Students create a "Graphic
Organizer" of their own unforgettable experience, using Prepositions
of Time and Past Tense Verbs to link their ideas.
• Media: Printed model texts, Story Map templates, Highlighters.
c. Post-Writing (15 Minutes)
• Ice Breaking (Transition): "Past Tense Freeze Dance".
• Process: When the music stops, the teacher shouts a verb (e.g.,
"Run!"). Students must shout the past form ("Ran!") to continue.
• Reflective Technique: "Author’s Gallery Walk".
• Process: Students post their final writing drafts on the wall. Other
students use sticky notes to "verify" if the story has a clear beginning,
middle, and end
• 4C (Communication & Critical Thinking): Providing peer feedback on
the clarity of the events described.
LEARNING ACTIVITIES
Meeting 2
Number Identity of Activities Information
1. Learning Preparation 1. Before starting the lesson, the teacher
conducts a diagnostic test to determine
students' learning readiness and competency.
Based on the results of the diagnostic test,
three categories are obtained: low, medium,
and high.
2. The teacher prepares documents in the form of
teaching modules, assessment sheets, student
worksheets, etc.
3. The teacher observes the classroom
environment, such as the condition of the
classroom, the equipment available, etc.
2. Introduction 1. Before starting the lesson, the teacher greets
the students and appoints a class leader to lead
a prayer according to each student's religion
and beliefs.
2. The teacher greets and interacts with students.
3. The teacher checks student attendance and
adjusts the classroom.
4. The teacher motivates students and inquiries
about their health.
5. The teacher conducts a question-and-answer
session regarding the previous meeting's
material, namely Thinks Around Me.
6. The teacher conducts an interpretation of the
material to be studied.
7. The teacher outlines the scope of the material
to be studied.
3. Core Activities: Chronicling 1. Conceptual Mapping: Building Knowledge of
"My Unforgettable Journey" the Past.
The teacher defines the structure of a Recount
Text using a "Timeline vs. Feeling" approach to
make it concrete.
• Chronological Events (Facts): Statements
about what happened that can be verified
by a schedule or photo.
Example: "We arrived at the museum at
9:00 AM."
• Re-orientation (Opinion/Reflection): A
personal feeling or judgment about the
experience.
Example: "The museum trip was the most
eye-opening experience of the semester."
• Linguistic Cues: Teacher introduces "Time
Connectives" (e.g., first, then, after that,
finally) and "Past Tense Verbs" (e.g., went,
saw, bought).
2. Interactive "Event or Emotion" Quiz (Critical
Thinking)
The teacher displays sentences from a travel blog
on the whiteboard. Students must quickly identify
if the sentence is a Chronological Event (E) or a
Personal Emotion (M).
• "We stayed in a small hotel near the
beach." (Event/Fact)
• "The sunrise was absolutely breathtaking."
(Emotion/Opinion)
• "I bought three souvenirs for my siblings."
(Event/Fact)
• "I think the long bus ride was quite
exhausting." (Emotion/Opinion)
3. Jigsaw Sequencing & Drafting (Collaboration
& Creativity)
Students are divided into small groups. Each
group receives a "Story Bag" containing
scrambled picture series of a specific experience
(e.g., Group A: A Camping Trip, Group B:
Winning a Contest, Group C: A Rainy Holiday).
• Task: Students must arrange the pictures in
a logical timeline and use two colors of
highlighters on their draft: Green for
Sequence of Events and Pink for Personal
Reflections.
• Creative Output: Groups create a "Journey
Map" where they draw the timeline of the
story and write a short Recount paragraph
beneath it, ensuring a balance of facts and
feelings.
Presentation & Peer Review (Communication)
Each group presents their poster to the class. They
explain why a sentence is a fact (e.g., "We can see
the color blue") or an opinion (e.g., "Not everyone
thinks the library is 'quiet'").
• Feedback Loop: Other students are
encouraged to challenge a statement. (e.g.,
"Is 'new' always a fact, or can it be an
opinion if the book is actually 2 years
old?").
4. Analyzing the Author’s Message (Critical
Thinking)
Each group presents their "Journey Map" to the
class. They explained their choice of "Time
Connectives" and why they included specific
emotional reflections.
• Feedback Loop: Other students are
encouraged to "verify" the timeline. (e.g.,
"Does the 'Then' sentence logically follow
the 'First' sentence?").
5. Analyzing the Author’s Reflection (Critical
Thinking)
The teacher provides a final short paragraph about
a "Disappointing Concert." After reading, the
teacher asks:
• "The author says the night was a 'total
disaster.' Is that a fact?"
• "What factual events did the author use to
support that opinion?" (e.g., 'the singer
was late', 'it started to rain') .
• Goal: Students understand that in writing,
we use chronological facts to support our
personal reflections.
4. Closing Activities 1. The teacher gives students the opportunity to
review/reflect on the learning activities that
have been carried out.
2. The teacher informs students about the
activities to be carried out in the next meeting
and motivates students.
3. The teacher concludes the lesson by inviting
students to pray together.
STUDENT WORKSHEET (LKPD)
Subject: English
Topic: My Unforgettable Experience (Writing Focus)
Grade: 8
Name: ____________________
Student Number: ____________________
Task 1: Fact vs. Reflection Table
• Instruction: Categorize sentences from the text into "Objective Event" or "Subjective
Feeling".
• Reasoning: Explain why a sentence like "I was so tired" is a reflection rather than a
chronological fact.
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Task 2: The Writing Project
• Instruction: Write a 3-paragraph Recount Text based on your graphic organizer.
• Constraint: Use at least five Action Verbs in the Past Tense and three Temporal
Connectives (First, Then, Finally).
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Assessment & Scoring Rubric
Task Criteria Score
Task 1: Fact vs. Reflection Categorization (Critical Thinking) 20
Logical Reasoning (Critical Thinking) 20
Task 2: The Writing Project Organization (Structural Logic) 20
Grammar & Constraints (Linguistic Accuracy) 20
Content & Creativity (Creative Thinking) 10
Mechanics 10
TOTAL 100