Recount (Experience)

1. Activation: "The Structure Puzzle" 

The teacher reads the text paragraph by paragraph. On the students' desks, there are three large cards labeled: ORIENTATION, EVENTS, and RE-ORIENTATION.

• Instruction: "Raise the card that matches the section I am reading!"

• Teacher reads: ...........................

• Students: ...........................

• Teacher: "Correct! This is the ............................ What information is inside? Who? When? Where?" 

2. Feature Analysis: "The Verb Hunt" (Auditory Focus)

The teacher focuses on the use of the Past Tense (V2).

• Activity: The teacher reads the 3rd paragraph (losing the first set).

• Instruction: "Every time you hear a past tense verb, you must do a soft tap on your desk."

• Execution: 

Teacher: .........................

Teacher: .........................

Teacher: .........................

• Analysis: 

"Why didn't the writer use ........................ ?

3. Flow Analysis: "Connective Sequencing" 

Students look at the text and identify words that link the timeline (Time Connectives).

• Interactive Task: The teacher provides a blank table. Students listen to the audio again and fill in the "Time Traffic Light":

  • Green Light (Start): .........................

  • Yellow Light (Continue): .........................

  • Red Light (Finish/Reflection): .........................

4. Deep Dive: "The Strategy Reconstruction"

Focus on the most exciting part of the text (Paragraph 4).

• Teacher: "Listen carefully. There is a winning strategy here. I will read this part, but I will purposely mention the wrong positions. Interrupt me if I am wrong!"

• Teacher reads: "I stayed at the back of the net while Andi stayed at the front..."

• Students: ....................................................................

• Teacher: "Brilliant! Why is this detail important in a Recount? 

5. Summary of MoT Results (The Students' Blueprint)

At the end of the session, students note down the "Recount Writing Recipe" on the board:

1. Structure Dissection: "The Disaster Timeline"

The teacher reads the text aloud. Students must identify the transition from "Normalcy" to "Crisis" to "Recovery."

• Instruction: "Stand up when the 'quiet morning' ends and the 'event' starts. Sit down when the 'action' is over and the writer reflects."

• Action: Students stand up at the word "Suddenly" (Start of Events) and sit down at "The experience was truly terrifying" (Start of Re-orientation).

• Analysis: * Orientation: 8:00 AM, Karawang, Living room (Normal setting).

  • Events: Vibration $\rightarrow$ Rattling windows $\rightarrow$ Safety drill (Drop, Cover, Hold) $\rightarrow$ Rushing outside $\rightarrow$ Checking for damage.

  • Re-orientation: A valuable lesson about being prepared (Emergency bag).

2. Linguistic Feature: "The Sensory Hunt" (Auditory Focus)

In an earthquake recount, sensory words are vital.

• Interactive Task: The teacher reads the second paragraph. Students must clap when they hear a sound and snap their fingers when they hear a movement.

• Execution: * "Vibration" : .............

  • "Rattle loudly" : .............

  • "Swing back and forth" : .............

  • "Mother screamed" : .............

• Grammar Point: Notice the use of Past Continuous (was sitting, was preparing) to set the scene, followed by Simple Past (felt, grew, realized) for the sudden actions.

3. Safety Drill Dictogloss (Interactive Reconstruction)

This focuses on the "action" part of the Recount.

1. First Listen: Teacher reads: "I quickly crawled under a sturdy wooden table to protect my head from falling objects."

2. Instruction: "In pairs, try to rewrite that sentence using different words but keeping the same meaning and Past Tense."

3. Student Variation: ............................

4. Comparison: Compare with the text to see the importance of Adjectives (sturdy, wooden, falling).

4. Evaluative Language: "Literal vs. Figurative"

The teacher reads the final sentence: "It was a day that shook my world, literally and figuratively."

• Interactive Discussion: * Teacher: "What does 'literally' mean here?" (Answer: ...........................................).

  • Teacher: "What does 'figuratively' mean?" (Answer:  ...........................................).

• Why it matters: This shows students that a Re-orientation should provide a personal "so what?"—why was this experience important to the writer?

5. Summary of MoT Results (Student Blueprint)