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Reading Recounts

This document is a lesson plan focused on teaching students about recount texts, specifically using a narrative about a family trip to Yogyakarta as an example. It outlines the structure of recounts, key vocabulary, and includes comprehension questions to assess understanding. The lesson emphasizes the differences between factual and fictional texts and encourages the use of reading strategies.

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Arn Diaz
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2 views43 pages

Reading Recounts

This document is a lesson plan focused on teaching students about recount texts, specifically using a narrative about a family trip to Yogyakarta as an example. It outlines the structure of recounts, key vocabulary, and includes comprehension questions to assess understanding. The lesson emphasizes the differences between factual and fictional texts and encourages the use of reading strategies.

Uploaded by

Arn Diaz
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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READING

RECOUNTS
LESSON 4
MELCS
• Use appropriate reading
strategies to meet one’s purpose
(e.g., Scanning, skimming, close
reading, etc.) (EN7RC-IV-b-10)
• Cite evidence to support a
general statement (EN7RC-IV-g-
10.4)
• React to what is asserted or
In our last 3 lessons we read folk
tales which fit under the type of
text known as narrative. In this
lesson, we are going to look at
another type of text that involves a
sequence of events, except this
time it’s not a fictional, imagined
text but a non-fiction, factual text.
It’s called a Recount. We are going
Q1. How can you tell
from the title that A
Day Visit to Yogyakarta
is more likely to be a
factual rather than a
fictional text?
A1. Fictional texts
usually have more
exciting titles; it
looks like a record
of an actual trip; it
looks like
the sort of writing
task given to
Q2. Knowing that A
Day Visit to
Yogyakarta is a
recount, what are
you expecting to
see in it?
A2. A description of
who is involved,
why they were
going to Yogyakarta
and something
about
Yogyakarta; the trip
to get there; what
Q3. In what ways
is a factual text
different to a
fictional text?
A3. Factual texts recount
events that actually
happened whereas
fictional texts narrate
events that either could
possibly happen but
didn’t or could never
have happened.
Narratives are more likely
to have themes or
Recounts generally have 3
stages: firstly, similar to a
narrative, they begin with
who is involved, and when
and where the events
happen (sometimes called an
Orientation); secondly, they
then outline the sequence of
events; thirdly, and this an
optional section, there may
Here are some words that are
important in the recount and
that you may not have seen
before or may not remember. I
am going to list such words; we
are going to say them together
and then work
out their meanings so as you
will be able to understand the
text when I read it shortly. These
words are written on your
Yogyakarta
• a city in
Indonesia
Garage
• a place where cars
are parked and
repaired that
provides indoor
Tourists
• visitors a
country or
Museum
• a place where
important things
from the past are
displayed for the
Use in the sentence
“Yogyakarta is a city
in Indonesia famous
for its art and
culture.”
Use in the sentence
The motorcycle is
parked in the
garage.
Use in the sentence
There are a lot of
tourists who visit
the volcano.
Use in the sentence
The students went
to visit the
museum to see the
paintings.
A Day Visit to
Yogyakarta
by Juan Salman
Last week, I went with
my family to Yogyakarta,
which is well-known
throughout Indonesia for
its art and culture and
has a famous museum.
We woke up early in the
morning. My father
prepared the car in the
garage while mother was
preparing food for breakfast
and some snacks for us. My
After everything was ready
and we had our breakfast,
we left the house at six
o'clock. My father drove the
car. My mother sat beside
him. My sister and I sat in
It was about nine o’clock
when we arrived at
Yogyakarta. First of all, we
visited our uncle. We stayed
there for an hour. Then we
went to Parangtritis beach.
There were a lot of tourists
because it was a holiday. My
parents watched us playing
with sand in the beach. We
did not swim and take a
bath since the waves were
Two hours later, after
having lunch, we went
on our picnic to the
museum and Malioboro
shopping center. We
We drove back to
Semarang at 7 o'clock
and arrived home at
ten. We were tired but
happy.
Q1. How many
people are in the
writer’s family?
Q1. There are 4
people in the
writer’s family –
2 adults and 2
children.
Q2. How long did
it take the family
to drive to
Yogyakarta?
Q2. 3 hours.
Q3. Find evidence from
the text to explain why
the family would have
felt ‘tired’ after their
trip.
Q3. There were 6
hours of driving; they
woke up early in the
morning; they were
busy all day; the
experiences were
enjoyable; they saw
Q4. What was it about
Yogyakarta that made
this family want to go
there for a day trip?
Q4. Culture,
art, museum,
shopping,
food, and
seeing family
Q5. The day before the trip,
Juan’s mother designed a
planned schedule for it. Fill in her
plan by putting the events of the
day in the sequence that they
happen. (The first event is done
for you.)
Time Place What we will do
5 – 6 am Home Father prepares the car for
the trip.
Mother prepares food for
breakfast and some snacks
for the children.
Children pack some
clothes.
Eat breakfast.
Time Place What we will do
6 – 9 am Drive Drive to Yogakarta.
Time Place What we will do
9 – 10 Brother’s Visit brother.
am house

Time Place What we will do


10 – 11 Drive Drive to Parangtritis
am Beach.
Time Place What we will do
11 am – Beach Parangtritis Beach
1 pm
Time Place What we will do
1 – 4 pm Museum Visit museum.
Time Place What we will do
4 – 7 pm Malioboro Shopping
shopping center.
Time Place What we will do
7 – 10 pm Drive Drive home.
Q6. Look at paragraph 3 which
describes the time the family
spent in Yogyakarta. Rewrite it
to make it very clear that the
writer enjoyed the trip.
Underline the words you have
added to the text.
Q1. The focus of the
lesson was on learning
about how recounts
work. How has the
lesson helped you to
understand the
Q2. Which questions
were easy to answer?
Why?
Q3. What strategies did
you use to answer the

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