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Lesson Plan Fase D

The document provides a lesson plan for teaching recount text to eighth grade students. It includes the objectives, which are for students to understand the social function and structure of recount text and its language features. It then details the opening, core activities, and closing of the lesson, which uses a problem-based learning approach to have students analyze a series of pictures and write their own recount text frameworks.

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Nurul Khotimah
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50 views5 pages

Lesson Plan Fase D

The document provides a lesson plan for teaching recount text to eighth grade students. It includes the objectives, which are for students to understand the social function and structure of recount text and its language features. It then details the opening, core activities, and closing of the lesson, which uses a problem-based learning approach to have students analyze a series of pictures and write their own recount text frameworks.

Uploaded by

Nurul Khotimah
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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LESSON PLAN

ENGLISH CLASS VIII


ARRANGED BY
NURUL KHOTIMAH

General Information on Teaching Tools

Writer’s Name Nurul Khotimah


Year 2024
Level Junior High School
Class / Semester VIII
Material Recount Text
Time Allocation 1 JP 45 Menit
Indicator of Achievement of Learning Goals
1. Students can find out the social function of Recount Text
2. Students can find out what Recount Text Structure is (orientation, series of events,
reorientation)
3. Students can find out the language feature from the Recount Text:
- past tense
- chronological relationship: then, first, etc.
Initial Competency
1. Before taking part in the lesson, students do not yet know the social function of
recounting text.
2. Before taking part in the lesson, students don't understand what Recount Text Structure
is (orientation, series of events, reorientation).
3. Before taking part in the lesson, students do not yet know the future language of
Recount Text:
- past tense
- chronological relationship: then, first, etc.
Pancasila Youth Profile
Critical reasoning, cooperation, creativity
Facilities and Infrastructure
PPT, Illustrative image of a series of activities.

Learning Model
Problem-Based Learning

Learning Methods
Grammar Translation Method

Learning Mode
Online
Core Components
1. Students can design a simple writing framework to tell a story-structured experience.
2. Students can develop a writing framework with sentences with proper support into
simple text.
Meaningful Understanding
Student can be learning how to write recount text correctly is beneficial for students
because it trains writing skills, sharpens the ability to retell an event, and increases
sensitivity to detail and perspective. In addition, it also helps develop reflection and
empathy skills.
Igniter Question
1. The teacher asks the students about their memorable experiences. Are they good or
bad experience?
2. What about your good experiences? going holiday or something?
3. Where did you spend your holiday?
Sequence of Learning Activities
1. The teacher greets and asks the class leader to lead the participants
teach to pray before learning
2. The teacher checks the students' attendance.
3. The teacher gives appreciation and links the learning material that will be carried
out with students' experiences with previous material and asks questions to
remember and connect with the next material.
4. The teacher explains the things that will be studied, the goals that will be achieved,
and the learning methods that will be used.
Core activities
1. The teacher introduces the learning problem, namely how to design a structured
recount text writing framework. .
2. The teacher explains why the structure of recount text is important in writing
experience stories.
3. The teacher presents a series of pictures depicting an event to students as a
"problem" that they need to solve.
4. Students are divided into small groups.
5. Each group is tasked with planning initial steps to solve the "problem" presented in
a series of pictures.
6. Each group received a different series of images.
7. Students in groups conduct discussions and research for identify orientation, key
events, and inner reorientation that picture.
8. The teacher provides guidance when students carry out analysis recount text
structure in series of images.
9. Each group develops a recount text writing framework based on the series of
pictures they receive.
10. Students add appropriate supporting sentences to explain each part of the
experience they tell.
11. Each group prepares the results of their work in the form of a presentation.
End activities
1. The teacher and students together conclude the material learning.
2. Teachers and students reflect on learning.
3. The teacher gives assignments by writing stories about childhood experiences or
unforgettable experiences.
4. The teacher provides information related to learning activities on the next meeting.
5. The teacher closes the learning activity by giving a message and
6. motivation enthusiasm for learning then closing (greeting).
Educator's Reflection
1. Do you understand the material presented in today's lesson?
2. Was today's lesson enjoyable?
3. Do you feel comfortable in a group?
4. Are the learning media used by the teacher enjoyable?
Attachment
Teaching materials
Educator Reading Material
Bright: An English Course for Junior High School Students for SMP/MTsGrade VIII
Bibliography
Wachidah, Siti, dkk. 2018 (Edisi Revisi). Bahasa Inggris Think Globally Act Locally
SMP/MTs Kelas VIII. Jakarta: Kementrian Pendidikan dan Kebudayaan. Hal. 203 - 209 -
Zaida, Nur. 2018. Bright: An English Course for Junior High School Students for
SMP/MTsGrade VIII. Jakarta : Penerbit Erlangga. Hal. 155 - 164 -
http://www.tuneintoenglish.com diunduh tanggal 10 Maret 2022

Attachements

1. RECOUNT TEXT MATERIAL


● Understanding Recount Text Recount text is a type of text in English that is used to retell
personal experiences or events that have occurred in the past. The main purpose of recount
text is to describe or tell an event or journey chronologically and in clear detail. This type of
text is usually used to inform readers about personal experiences, travel, vacations, or other
important events.
● General characteristics of recount text
1. Recount text has an orderly structure, often consisting of three main parts: orientation,
main events, and reorientation.
2. Orientation, namely the initial part of the recount text which provides a background or
introduction to the event or experience that will be told. This usually includes information
about the place, time, and people involved.
3. Main Event is the core part of the recount text. Here, the author tells an event or experience
chronologically, explaining what happened, how the event developed, and what they
experienced.
4. Reorientation, namely the last part of the recount text which ends the story by drawing a
conclusion or providing a personal view about the experience. This could be an evaluation of
an experience, a lesson learned, or the author's feelings regarding the event.
5. Using past tense verbs because they tell about events that have happened in the past.
A simple example of recount text is telling about a summer vacation, a visit to a tourist
attraction, or a personal experience such as a birthday. Recount text is important in learning
English because it helps students develop narrative writing skills, the use of tenses, and the
ability to tell their own experiences or the experiences of others systematically

2.Series Of Picture

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