Recount (Experience)
Independent Construction of the Text (ICoT)
Embedded Files
The Stimulus
The Stimulus
Instead of a blank page, give students a "Sound Menu." You can play these sounds in class or have students choose one to listen to via headphones.
Audio A:
Prompt: Think of a time you competed or watched a stressful match.
Audio B:
Prompt: Think of a time you were caught in a storm or a flood.
Audio C:
Think of a time you broke something or had a sudden accident.
Pre-Writing: "Auditory Sketching"
Pre-Writing: "Auditory Sketching"
Before writing full sentences, students do an interactive brain-dump based on what they heard:
Listen again: Close your eyes and listen to your chosen sound for 30 seconds.
Jot down "Sound-Verbs": Write down at least 3 action verbs (V2) that match the sound (e.g., screamed, crashed, whistled).
Jot down "Sound-Adjectives": Write down how that sound made you feel (e.g., terrified, thrilled, shocked).
The Drafting Phase (The "Echo" Method)
The Drafting Phase (The "Echo" Method)
Students write independently based on the selected audio above
The "Recount Recipe" Guide:
The "Recount Recipe" Guide:
Paragraph 1 (Orientation): Start with a time marker.
Example: "Last school holiday..." or "Five years ago..."
Paragraph 2 & 3 (Events): Use the "Golden Three" connectives.
At first... (The beginning of the sound/event).
Suddenly... (The climax/the loudest part).
Then/After that... (What you did to react).
Paragraph 4 (Re-orientation): End with a "Life Lesson."
Example: "It taught me that..." or "Since that day, I..."
Interactive Peer-Editing: "The Blind Listener"
Interactive Peer-Editing: "The Blind Listener"
Once the draft is finished, students work in pairs for the final polish:
Step A: Student A reads their story aloud. Student B must keep their eyes closed.
Step B: Student B must identify the "loudest" part of the story (the climax). If they can't find it, Student A needs to add more descriptive "sound words" or "action verbs."
Step C: Swap roles.
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