Lesson Plan Grade 7sarah

Lesson Plan in English
Grade 7
Prepared by: Sarah Jane Doling
I Objectives: At the end of the 60-minute lesson, the students must have:
a. identified the sequence of personal recount;
b. interpreted the meaning of personal recount; and
c. created their own personal recount;
II. Subject Matter
Topic: Listening to a Personal Recount
Skills to be developed: writing the correct sequence of personal recount
Values Integration: distinguish the importance of personal recount.
References: Essential English Worktext in Literature and Language
Materials: laptop, speaker, strips of papers and cartolina
III. Procedure
A. Preliminary Activities
a.1. Prayer
a.2. Setting of order in class
a.3. Checking of attendance
B. Pre Development Activities
Teacher’s Activity Student’s Activity Assessment
b.1. Review
“ The teacher will ask students about “Our lesson last meeting was all
the previous topic.” about……”
Very good!
b.2. Motivation
“Okay class, I have here a list pictures in

which you are going to arrange this “ Yes Ma’am”
picture from the beginning up to the end.
Anyone can answer. Is that clear?
b.3. Presentation
“Okay class, how did you arrange the “ Through sequencing or from
pictures? Anyone? the first event to the last.”
Very good! What are your basis in “ My basis in sequencing events

sequencing events” was that by looking at the
picture if what should happen
first and so on.
“Exactly! All of your answers are correct.
“ So, what do you think is our topic for “ Our topic for today is all about
today?” personal recount”
Very good! Our Topic for today is all

about to a Personal Recount”
b.4. Discussion/ Lesson Proper

 A recount retells past events in
order in which they happened.
Personal Recount
 Retells an activity that the writer
has been personally involved in.
it can be an anecdote, a diary, a
journal, or a personal letter.
 Writing a personal recount
requires you to retell an activity or
event that happened in your own
life.
Recount paragraph
 is paragraph which retells past
events or experience for the
purpose of informing or
entertaining. This could include
personal events, factual incidents
or imaginary incidents.
Purpose in writing a Personal Recount

 list and describe the past
experiences by telling the events
in order.
Language features is a characteristic of

a text, to make it is easily recognized,
what tense is used, and so on.
1. Introducing the participants

2. Using chronological conjunctions,
such as; first, second, then, etc.
3. Using action verb, such as; went,
arrived, ate, jumped, etc
4. The important one is, using
simple past tense.
Guide questions:
1. What is the tittle of a recount? “The title of a recount is My

Holiday in Bali.
2. In what place did they go?
“To Bali”
3. Did the first paragraph sets the
scene of the reader?
“Yes maam, because the time,
place, and the person involved
were being written at the first
part of the paragraph. “
4. Give examples of words that has
to do with time. -When I was 2nd grade of senior
high school
-First day
-Second day
-Last day
-In the evening
-Then
-After
5. What is the conclusion that wraps The last day, we spent our time
up the topic. ? in Sangeh. We could enjoy the
green and shady forest. There
were so many monkies. We
could make a close interaction
with them. After that, we went to
Sukowati market for shopping.
That was my lovely time. I
bought some Bali T-Shirt and
(see attachment) souvenirs.
Learning intention guide – Writing a

recount (WL3706)
The title tells the reader
the topic of the recount,
e.g., Room 5's Trip to Te
Papa
The first paragraph sets
the scene for the reader.
There are usually details
about who, what, where,
when, why, and/or how
something happened,
e.g., On Monday 4 February
we spent the day at Te
Papa in Wellington. We
learnt about Samoan
arts as part of our study
of Pasifika cultures.
Each new event has a new
paragraph,
e.g., We were met by Sione
when we arrived at Te
Papa.
Each event has details to
support it,
e.g., He was our guide, so
he took us up to the
Pasifika Exhibition.
The events are in order as
they happened.
Different sentence
beginnings and lengths
have been used to make
the recount more
interesting,
e.g.,"Swish!" went the doors
of the bus. Gears
screeched! The bus
lurched forward and we
were off to Te Papa.
The recount has a
conclusion.
The conclusion wraps up
the topic,
e.g., By the end of the day,
we were all tired, but we
had enjoyed our visit to
Te Papa. We had learnt
many things about
Samoan art.
The conclusion has a
personal comment,
e.g.,I had learnt so much, but
I was so tired I fell
asleep on the bus trip
back to school. It had
been a long day!
A variety of words to do
with time are used,
e.g.,at first, as soon as,
before, early on
Saturday morning.
The recount is written in
the past tense,
e.g., We climbed back onto
the bus.
Details are added, like
humour and people
speaking, to add interest,
e.g., There was so much
noise on the bus
because everyone was
so excited about the
trip. "Let's sing a song,"
called out our teachers.
That made it even
noisier, but at least all
the noise was in tune.
A variety of interesting
words are used,
e.g.,'explored', not 'looked'.
C Developmental Activity
c.1. Practice/ Drill
“The teacher will read the example of a

personal recount two times and let the
students listen. The teacher will post the
story in any order. Then the students will
sequence the events in a proper way.
By pair activity. After that the teacher
will call one pair to share their answer.
Example of personal Recount

When I was five years old, I took an
extreme liking to my sister's toys. It
made little difference that I had a trunk
overflowing with dolls and toys of my
own. Her "big girl" treasures were much
easier to break, and much more
appealing. Likewise, when I was ten and
she was twelve, the earrings and make-
up that she was slowly permitted to
experiment with held my attention,while
my former obsession with catching bugs Answer:
seemed to be a distant and fading
memory. 1. When I was five years
old,
2. I took an extreme liking to
1. .I took an extreme liking to my my sister's toys.
sister's toys. 3. It made little difference
2. .Her "big girl" treasures were that I had a trunk
much easier to break, and much overflowing with dolls and
more appealing. toys of my own.
3. It made little difference that I had 4. Her "big girl" treasures
a trunk overflowing with dolls were much easier to
and toys of my own. break, and much more
4. When I was five years old appealing.
5. the earrings and make-up that 5. Likewise, when I was ten
she was slowly permitted to and she was twelve,
experiment with held my 6. the earrings and make-
attention, up that she was slowly
6. Likewise, when I was ten and permitted to experiment
she was twelve, with held my attention,
7. while my former obsession with 7. while my former
catching bugs seemed to be a obsession with catching
distant and fading memory. bugs seemed to be a
distant and fading
memory.
C.2. Generalization
“ The importance of writing a
personal recount is to remember
“The teacher will ask students about of what you have done before.
their learnings from today’s lesson.
“ In the way of remembering the

“ In what way can a personal recount the past experiences I have
helpful to you? gone through before.
“ Is writing a personal recount “ Yes, Because……

important?
So, Class What do you think is the

importance of writing a personal
recount?
Very good!
C.3. Enrichment
“ The teacher will let the students share

their personal recount of what they have
done in weekends.
IV. Evaluation
“The teacher will let the students write

their own personal recount in a 1 whole
sheet of paper. Rubrics will be provided.
They have 15 minutes to do the activity.”
V. Assessment
The teacher will let the students read in advance for the next topic.

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Lesson Plan in English

Teacher’s Activity Student’s Activity Assessment

“Okay class, I have here a list pictures in

Very good! What are your basis in “ My basis in sequencing events

“Exactly! All of your answers are correct.

Very good! Our Topic for today is all

b.4. Discussion/ Lesson Proper

Purpose in writing a Personal Recount

Language features is a characteristic of

1. Introducing the participants

1. What is the tittle of a recount? “The title of a recount is My

Learning intention guide – Writing a

“The teacher will read the example of a

Example of personal Recount

“ In the way of remembering the

“ Is writing a personal recount “ Yes, Because……

So, Class What do you think is the

“ The teacher will let the students share

“The teacher will let the students write

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