ENGLISH 4 D

A
Purpose, Structure, and
Y
Features of a Recount
1

QUARTER 4 WEEK 5
Activate
Ask students to read Jennifer’s post card
below. Jennifer shared about her trip to
Thailand with her family. She wrote to her
friend Joshua. Recall the concepts learned
about tone and mood in Lesson 4 by asking
the questions that follow.
Activate
Activate
Is the tone of the message in the postcard
formal or informal? What makes you say
that?

What mood does the message give? Why?

How does describing tone and mood help

you infer meaning of messages?
Aims
Study:
Recount is factual text type that retells
events and to inform and/or entertain.
Aims
a. The PURPOSE is to retell events to inform
and/or entertain.
b. The STRUCTURE begins by describing a
scene or situation. The recount continues with
the events that took place, usually in
chronological order.
Aims
c. The main FEATURES include use of past
tense because recount relates
events that already happened. Words that
express time connectives (e.g., first, then,
after) are used. There are also details that
describe the event.
Activity 1
Select a photo of you taken from a vacation, school
activity, or family event.
Notice the facial expressions and gestures shown
by the people in the photo. Write an appropriate
caption and be ready to talk about the photo in
class.
Activity 1
Activity 1

Show the photo and caption to a partner.

Talk about the photo. When and where was it
taken? Who were you with? What memorable
events happened on the day the photo was
taken?
Activity 2
Match the term in Column A with its correct
description in Column B.

Column A

1. Chronological Order
2. Personal Recount
3. Factual Recount
4. Time Connectives
 Activity 2
5. Descriptive Language
6. Introduction
7. Conclusion
8. Purpose of a Recount
9. Subjective Perspective
10. Setting
Activity 2
Column B

a. To retell a past event or experience.

b. The use of words like "first," "then," and
"later" to sequence events.
c. The writer's own feelings and opinions are
central.
Activity 2
. The place and time where the event
occurred.
e. Accurate and verifiable information is
emphasized.
f. The sequence in which events happened.
g. The use of vivid words to help the reader
visualize the event.
Activity 2
h. Often includes a summary of the event or
a reflection.
i. Establishes the context and participants of
the event.
j. A narrative from the writer's own point of
view.
Abstraction
Have the students complete the exit ticket below.
Emoji Exit Ticket
1. Circle an emoji that show how you feel about
how you performed in this week’s lesson. Explain
your reasons why.
I choose this emoji because ____
Assessment
Instructions: Choose the best answer for
each question.

1. What is the primary purpose of a recount?

a) To persuade the reader to agree with a
viewpoint.
b) To describe a fictional event.
c) To retell a past event or experience.
d) To explain a scientific process.
Assessment
2. Which of the following is a typical
structural element of a recount?
a) A thesis statement.
b) A sequence of events in chronological
order.
c) A list of arguments and
counterarguments.
d) A detailed analysis of a complex issue.
Assessment
3. Recounts typically use which type of
language?
a) Formal, technical language.
b) Descriptive and personal language.
c) Abstract and philosophical language.
d) Highly persuasive and emotional
language.
Assessment
4. What is the role of time connectives (e.g., "first,"
"then," "later") in a recount?
a) To add emotional depth to the narrative.
b) To establish the setting of the event.
c) To organize events in a clear sequence.
d) To introduce characters and their motivations.
Assessment
5. Which of the following is a common feature
of the beginning of a recount?
a) A detailed analysis of the event's
significance.
b) An explanation of the writer's personal
opinions.
c) An introduction of the event's setting and
participants.
d) A summary of the event's consequences.
 ENGLISH 4 D
A
Purpose, Structure, and
Y
Features of a Recount
2

QUARTER 4 WEEK 5
Activate
Identify the tone or mood being described in
each statement, suitable for an informal
setting.

1. A lighthearted and playful tone used when

sharing a funny anecdote with friends.
Activate
2. A tone expressing genuine excitement and
enthusiasm when sharing good news with a
close friend.

3. A relaxed and casual tone used when

chatting with a familiar peer.
Activate
4. A tone expressing empathy and
understanding when a friend shares a
personal problem.

5. A tone indicating a sense of shared

experience and camaraderie among friends.
Aims
Study:
Recount is factual text type that retells
events and to inform and/or entertain.
a. The PURPOSE is to retell events to inform
and/or entertain.
b. The STRUCTURE begins by describing a
scene or situation. The recount continues
with the events that took place, usually in
chronological order.
Aims
c. The main FEATURES include use of past
tense because recount relates
events that already happened. Words that
express time connectives (e.g., first, then,
after) are used. There are also details that
describe the event.
Activity 1
Work in pairs to read and analyze Jennifer’s
friendly letter below. Jennifer’s
retells her experience in her visit to the
Bangkok floating market. Talk about the
recount by answering the questions that
follow.
Activity 1
Activity 1
1. Why did Jennifer write to Joshua?
2. What happened in Jennifer’s trip to the
floating market?
3. Can you identify the verbs used in the
letter? In what tense are they? What does
the use of past tense mean?
Activity 2
Instructions: Identify the term or concept being
described in each statement.

1. The primary reason for writing a recount.

2. The order in which events are presented in a

typical recount.
Activity 2
3. A recount that focuses on the writer's
personal experiences and feelings.

4. A recount that focuses on providing

accurate and verifiable information about an
event.
Activity 2
5. Words or phrases used to indicate the
sequence of events in a recount.

6. The use of vivid language to help the

reader visualize the events in a recount.
Activity 2
7. The section of a recount that introduces
the event, setting, and participants.

8. The section of a recount that often

provides a summary or reflection on the
event.
Activity 2
9. The writer's perspective in a personal
recount, where their feelings and opinions
are central.

10. The place and time where the events of

a recount occurred.
Abstraction
Have the students complete the exit ticket below.
Emoji Exit Ticket
1. Circle an emoji that show how you feel about
how you performed in this week’s lesson. Explain
your reasons why.
I choose this emoji because ____
Assessment
Instructions: Choose the best answer for
each question.

1. What is the purpose of the ending of a

recount?
a) To provide a moral lesson.
b) To summarize the main arguments.
c) To offer a concluding thought or reflection.
d) To introduce a new topic.
Assessment
2. In a personal recount, what is the writer's
perspective?
a) Objective and detached.
b) Subjective and personal.
c) Fictional and imaginative.
d) Analytical and critical.
Assessment
3. Which of the following is a key feature of a
factual recount?
a) Emphasis on the writer's personal
feelings.
b) Reliance on imaginative descriptions.
c) Accurate and verifiable information.
d) Use of persuasive language.
Assessment
4. What is the role of descriptive details in a
recount?
a) To confuse the reader and create
suspense.
b) To provide factual information only.
c) To help the reader visualize the event.
d) To argue a specific point.
Assessment
5. A recount primarily focuses on:
a) Presenting an opinion.
b) Telling what happened.
c) Explaining a concept.
d) Creating a fictional world.
 ENGLISH 4 D
A
Using of Appropriate Non-
Y
verbal Cues in Giving a
Recount 3

QUARTER 4 WEEK 5
Activate
Identify the tone or mood being described in
each statement, suitable for an informal
setting.

1. A tone used to express mild irritation or

frustration in a lighthearted manner with a
close acquaintance.
Activate
2. A tone expressing a sense of wonder or
curiosity when discovering something
interesting with a friend.

3. A tone used to express a sense of relief or

comfort when sharing a positive outcome
with a friend.
Adctivate
4. A tone used to express a sense of
nostalgia when remembering a past event
with a friend.

5. A tone used to express a sense of shared

amusement or inside joke with a close group.
Aims
Study
Nonverbal cues are facial expressions,
gestures, and eye contact used in
communicating messages.
a. Facial expressions - Using the eyebrows,
mouth, eyes, and facial muscles to convey
emotion or information.
Aims
b. Eye contact - Using eye contact (or lack of
eye contact) to show attention and interest
(or the lack of it).
c. Gestures – Using body movement (hand,
head, or arms) to express ideas or meaning.
d. Other nonverbal cues are body language,
posture, and touch.
Activity 1
Watching Oscar’s “Story”
Use a movie clip from the animated film
“Shark Tale” (2004) by
DreamWorksanimation. Provide students a
background about the movie plot which is
about Oscar, a fish who lied about killing a
shark.
Activity 1
Show the scene where the fish, Oscar is
telling a crowd about how he killed a shark.
The following questions may be asked after
showing the short clip. Talking about the
scene will focus on
the use of nonverbal cues in retelling events.
Activity 1
. The following questions may be
asked:
a. The shark Oscar killed, according to him,
is 7500 feet long. How did he describe the
shark’s size in his retelling?
b. How did Oscar react when the shark
showed him its razor-like teeth? Can imitate
how he retold it?
Activity 1
c. How did Oscar brag about his arm
muscles? Can you show us how he did it?
d. How do you find Oscar’s retelling of what
happened? Is it entertaining? Is it
believable? Why?
Activity 2
Match the items in Column A with the
correct description or term in Column B.

Column A
1. Eye Contact
2. Facial Expressions
3. Hand Gestures
4. Vocal Variety
Activity 2
5. Body Posture
6. Pausing
7. Smiling
8. Movement
9. Nodding
10. Proximity
Activity 2
Column B
A. Using facial expressions to convey
emotions and reactions related to the
recount.
B. Making eye contact with the audience to
engage them and show confidence.
Activity 2
C. Employing hand movements to
emphasize points and add clarity to the
recount.
D. Varying the tone and volume of your
voice to maintain interest and highlight key
moments.
E. Maintaining an open and relaxed stance
to appear approachable and confident.
Activity 2
F. Using pauses effectively to allow the
audience to absorb information and create
emphasis.
G. Smiling when appropriate to create a
positive connection with the audience.
H. Moving naturally and purposefully to
engage different parts of the audience.
Activity 2
I. Nodding to indicate agreement or
understanding during interactions with the
audience.
J. Maintaining appropriate distance from the
audience to create a sense of connection
without invading personal space.
Abstraction
Have the students complete the exit ticket below.
Emoji Exit Ticket
1. Circle an emoji that show how you feel about
how you performed in this week’s lesson. Explain
your reasons why.
I choose this emoji because ____
Assessment
Instructions: Choose the best answer for
each question.

1. When giving a recount, maintaining eye

contact primarily demonstrates:
a) Dominance.
b) Disinterest.
c) Engagement and sincerity.
d) Nervousness.
Assessment
2. Appropriate facial expressions during a
recount should:
a) Remain completely neutral to avoid bias.
b) Mirror the emotions of the event being
recounted.
c) Be exaggerated to emphasize key points.
d) Be constantly shifting to keep the
audience guessing.
Assessment
3. Using open body language (e.g.,
uncrossed arms, relaxed posture) in a
recount suggests:
a) Defensiveness.
b) Approachability and confidence.
c) Indifference.
d) Aggressiveness.
Assessment
4. Gestures during a recount should be:
a) Exaggerated and dramatic.
b) Used sparingly and naturally.
c) Avoided entirely.
d) Random and unpredictable.
Assessment
5. When recounting a somber or emotional
event, your tone of voice should be:
a) Loud and enthusiastic.
b) Monotone and unemotional.
c) Respectful and empathetic.
d) Humorous and lighthearted.
 ENGLISH 4 D
A
Using of Appropriate Non-
Y
verbal Cues in Giving a
Recount 4

QUARTER 4 WEEK 5
Activate
Identify the tone or mood being described in
each statement, suitable for an informal
setting.

1. "The sun set in a blaze of fiery orange,

casting a warm glow over the peaceful
village."
Activate
Identify the tone or mood being described in
each statement, suitable for an informal
setting.

1. "The sun set in a blaze of fiery orange,

casting a warm glow over the peaceful
village.“
2. "The wind howled through the trees, making
the branches creak and groan in the
darkness."
Activate
3. "She couldn't contain her excitement as
she unwrapped the gift, her eyes sparkling
with joy."

4. "He slouched in his chair, staring blankly

at the wall, feeling the weight of the world
on his shoulders."
Activate
5. "The crowd cheered and clapped, their
spirits lifted by the inspiring speech."
Answer: Uplifting / Inspirational

6. "The eerie silence in the abandoned

house sent shivers down her spine."
Activate
7. "He pounded his fist on the table, his face
red with anger."

8. "The puppy bounded into the room, its

tail wagging furiously and its eyes full of
mischief."
Activate
9. "Tears streamed down her face as she
read the heartfelt letter."

10. "The suspense was palpable as the

detective approached the door, every creak
making the audience hold their breath."
Aims
Study
Nonverbal cues are facial expressions,
gestures, and eye contact used in
communicating messages.
a. Facial expressions - Using the eyebrows,
mouth, eyes, and facial muscles to convey
emotion or information.
Aims
b. Eye contact - Using eye contact (or lack of
eye contact) to show attention and interest (or
the lack of it).
c. Gestures – Using body movement (hand,
head, or arms) to express ideas or meaning.
d. Other nonverbal cues are body language,
posture, and touch.
Activity 1
Recount in a Selfie Story
a. Have students bring or take selfie or groupie
photos in their favorite places or with friends
and family. The photos used in Activity 1:
Caption this! may also be used.
b. Ask students to share a recount of their
experience in the place or with the people in
the photo.
c. Sharing of stories may be done with a
partner.
Activity 2
Fill-in-the-blank using appropriate non-verbal
cues in giving a recount.

1. __________ with the audience shows

confidence and helps engage listeners.

2. Using __________ expressions helps convey

emotions and reactions during a recount.
Activity 2
3. __________ hand movements can emphasize
key points and add clarity to your recount.

4. Varying your __________ and volume can

maintain audience interest and highlight
important moments.
Activity 2
5. Maintaining an open and relaxed __________
helps you appear approachable and confident.

6. Effective use of __________ allows the audience

to absorb information and creates emphasis.
Activity 2
7. __________ when appropriate can create a
positive connection with the audience.

8. Moving __________ and purposefully can help

engage different parts of the audience.
Activity 2
9. __________ to indicate agreement or
understanding during interactions shows you
are attentive.

10. Maintaining appropriate __________ with

the audience helps create a sense of
connection without invading personal space.
Abstraction
Have the students complete the exit ticket
below.
Emoji Exit Ticket
1. Circle an emoji that show how you feel about
how you performed in this week’s lesson. Explain
your reasons why.
I choose this emoji because ____
Assessment
Instructions: Choose the best answer for each
question.

1. Pacing and movement during a recount should

be:
a) Rapid and energetic.
b) Slow and deliberate.
c) Erratic and unpredictable.
d) Minimal and controlled.
Assessment
2. If you're recounting a humorous event, which
non-verbal cue is most effective?
a) Maintaining a serious expression.
b) Smiling and using lighthearted gestures.
c) Avoiding eye contact.
d) Speaking in a monotone voice.
Assessment
3. In a formal recount, which non-verbal cue
is generally most appropriate?
a) Relaxed and casual posture.
b) Formal and composed demeanor.
c) Exaggerated gestures.
d) Frequent pacing.
Assessment
4. What does fidgeting or excessive
movement typically indicate during a
recount?
a) Confidence.
b) Enthusiasm.
c) Nervousness or discomfort.
d) Authority.
Assessment
5. When recounting a personal experience,
which non-verbal cue helps build connection
with the audience?
a) Maintaining distance.
b) Using sincere and authentic expressions.
c) Speaking in a robotic tone.
d) Avoiding personal gestures.