Scoring format Teaching and Learning Activities
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Study the following picture and try to answer your teacher’s questions.
Read the text.
Going Fishing for the First Time
Last week, my uncle asked me to go fishing with him in the river near his house. He also told me that the scenery
there is beautiful. I was excited because I had never gone fishing
before. Therefore, he taught me how to do it very well.
We left at 9 a.m. When we got to the river, there were already some
people. They were also fishing. Then, we looked for a convenient place under a tree. We put our fishing equipment
Activity 1
Building Knowledge of the Field
Modelling of the Text
235 and our lunch box on the mat we brought. After that, my uncle taught me how
to catch fish. He did it very patiently. Suddenly, in the middle of fishing, I felt something really heavy catching
my hook. I could not pull it until I slipped and fell into the river. I did not realize that the grass was slippery. My uncle pulled me out quickly. He helped
me reached the ground. Thank God, I was safe even though I have mud all over my face. It was embarrassing
Taken from: Scaffolding English for Junior High School Grade VIII
Close your eyes. Imagine that you are in the text and are fishing with your
uncle. Listen to your teacher to lead you in your imagination.
Notes:
The text above is a recount text. Recount Text is a text that tells the reader a past
event. It usually focuses on a person’s past experience, so it usually uses the word
I or we. Generic Structure
Orientation: Introduction to the characters, time and place of occurrence. Events: The events, recounted in chronological order sequence.
Re-orientation: containing personal comments andor evaluative remarks on the incident.
Language features
• Use of nouns and pronouns to identify people, animals, or things involved.
e.g. I, we, my friends, boat, fish, island, etc. •
Use of action verbs to refer to events. e.g. depart, see, run, pass, etc. •
Use of past tense to locate events in relation to writer’s time. e.g. We departed in the morning from a friend’s house at Ponorogo.
• Use of conjunctions and time connectives to sequence the events. e.g. then,
Activity 2
236
Activity 3
after that, finally, etc. •
Use of adverbs and adverbial phrases to indicate place and time. e.g. at 9 p.m., at Ponorogo, etc.
•
Use of adjectives to describe nouns. e.g. beautiful, challenging, amazing, etc.
Read again the text and find the important details in the text. Then, draw it in the following box with
your group. Give explanation in every picture. Show your drawing in front of the class.
Joint Construction of the Text
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Activity 4
Form a group of four students in your class. Give letters from A to D for every student in your group. After that, join with other students who have
the same number with you. Decide the main idea and detail information of a
paragraph with them and write it in the following table. Then, share your findings with your first group and rearrange the paragraph with them. Show
it in front of the class.
Paragraph A Main Idea :
Details information : 1.
Translate the following vocabularies based on the paragraph.
island sailed
sand rocks
bathed
2. Find the Past form verb and change it into Present form verb.
3. What did happen in the paragraph?
Where is the island?
How did the writer and his family go there?
What did they do there?
How did the writer feel?
4. The main idea of the paragraph:
238
1. Translate the following vocabularies based on the paragraph.
rough lake
sharp rocks shallow
damage
2. Find the Past form verb and change it into Present form verb.
3. What did happen in the paragraph?
When they sailed to a small lake near the sea??
Why they have to be careful on that lake?
How was the water?
4. The main idea of the paragraph:
A. 1.
Translate the following vocabularies based on the paragraph.
hook weather
dry wood fried
grilled
2. Find the Past form verb and change it into Present form verb.
3. What did happen in the paragraph?
Where did they catch a lot of fish?
Is the fish big?
What did happen when the weather was fine?
4. The main idea of the paragraph:
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Activity 5 Read the text again and answer the following
questions. Do it individually.
My family likes the sea very much. When we had a holiday last year, we went to a place at the seaside and borrowed a boat from one of our
friends. Then we sailed and fished on the sea all day. We also had races against other boats.
When the sea rough, we sailed on a small lake near the sea instead. We were very careful on this lake because there were a lot of sharp rocks there,
and the water was shallow. We did not want to damage our friend’s boat.
Independent Construction of the Text
1. Translate the following vocabularies based on the paragraph.
seaside boat
sailed fished
races
2. Find the Past form verb and change it into Present form verb.
3. What did happen in the paragraph?
When did the writer go to a place at the seaside?
What did they borrow?
What did happen after that?
Who had races against other boats?
4. The main idea of the paragraph:
D.
240 There were not many fish in the lake,
but in the sea we caught a lot with a hook, line and small pieces of bread. The fish
were not very big, but they tasted very good. When the weather was fine, we sailed
to the land at lunch time, collected pieces of dry wood and fried or grilled our fish over
them on the beach. There is an island about a mile from
our friend’s house and we sailed to it. The water was very clean there, there was a
beautiful beach with white sand and no rocks. We bathed there. It was a lot of fun.
Taken from: Scaffolding English for Junior High School Grade VIII
Questions:
1. When did the writer and his family go to the sea?
2. From whom did they borrow the boat?
3. What did they do on the boat?
4. Where did they go when the sea was rough?
5. Why were they careful on the lake?
6. What did they do when the weather was fine?
7. How was the island near their friend’s house?
8. What did they do in the island?
9. How did they feel?
10. What is probably the best title of the text?
241
APPENDIX E Students’ Works
242
Meeting I cycle 1
243
244
Meeting II cycle 1
245
246
Meeting III cycle 1
247
Meeting I cycle 2
248
Meeting II cycle 2
249
250
251
APPENDIX F Interview Guidelines
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BLUE PRINT OF THE INTERVIEW GUIDELINES