Tuesday, 22 January 2013
lesson plan reading and writing narrative legend
Posted by Ainnika Abi | Tuesday, 22 January 2013 | Category:
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Lesson
Plan
School : SMA GP
Subject : English
Grade/Semester : XI/2
Skill : Reading and
Writing
Genre
: Narrative
Topic : Legend
Meeting : 6
Time allocation : 2 x 45 (1 meeting)
I.
Competence standard
Understanding the meaning in short functional text and essay in
form of narrative, spoof, and hortatory exposition in daily life context and
for accessing knowledge.
II.
Basic Competence
Responding
to the meaning and rhetoric steps in an essay accurately, fluently and
acceptably, which use variety of written language in daily life context and for
accessing knowledge in the form of narrative, spoof, and hortatory exposition
text.
III.
Indicators
·
Analyze the
intrinsic elements of narrative text.
·
Compose an
analysis of intrinsic elements of narrative text.
·
Create a glog(poster)that contains the analysis
of intrinsic elements of narrative text.
IV.
Teaching-Learning Methods
·
Class discussion
·
Group discussion
·
Using website in the classroom
School : SMA GP
Subject : English
Grade/Semester : XI/2
Skill : Reading and
Writing
Genre
: Narrative
Topic :Legend
Meeting : 5
Time allocation : 2 x 45 (1 meeting)
I.
Competence standard
Understanding to the meaning in short functional text and essay
in form of narrative, spoof, and hortatory exposition in daily life context and
for accessing knowledge.
II.
Basic Competence
Responding
to the meaning and rhetoric steps in an essay accurately, fluently and
acceptably, which use variety of written language in daily life context and for
accessing knowledge in the form of narrative, spoof, and hortatory exposition
text.
III.
Indicators
·
Identify the
communicative purpose, generic structures and language features of narrative
text.
·
Analyze the
intrinsic elements of narrative text.
·
Compare and evaluate
their friends’ analysis with their own analysis.
IV.
Teaching-Learning Methods
·
Class discussion
·
Group discussion
·
Using website in the classroom
Integrated
technology:
a. Internet
based project
b. Principle
Using Technology in the Classroom (Learning Theory and Perspectives on
Technology Integration).
c. Project
Based Learning (Differentiated Instruction and Project Based Learning).
d. Communicative-Facilitating
E-tools: Getting ELLS to Produce Language.
Lesson Plan
School
: SMA GP
Subject : English
Grade/Semester : XI/1
Skill : Writing
Genre : Report text
Topic : Hot News
Meeting
: 4
Time
allocation : 2 x 45 (1 meeting)
I.
Competence standard
Understanding
the meaning of essay and functional text in form of report, narrative and
analytical exposition in the daily context to access the knowledge
II.
Basic Competence
Responding to the meaning and the
rhetoric steps of essay using various written languages accurately, fluently
and acceptable in daily life context to access the knowledge in form of report
narrative and analytical exposition
III.
Indicators
a. Identify
the generic structure and language feature of report text
b. Compose
a report text about the traffic jam
IV.
Teaching-Learning Methods
a. Class
Discussion
b. Group
Discussion
c. Guided
discovery
Integrated Technology:
a. Using
website in the classroom
b. Internet
based project
c. Principle
Using Technology in the Classroom (Learning Theory and Perspectives on
Technology Integration)
d. Project
Based Learning (Differentiated Instruction and Project Based Learning)
e. Communicative-Facilitating
E-tools: Getting ELLS to Produce Language
Lesson
Plan
School
: SMA GP
Subject : English
Grade/Semester : XI/1
Skill : Reading
Genre : Report Text
Topic : Disaster
Meeting
: 3
Time
allocation : 2 x 45 (1 meeting)
I.
Competence standard
Understanding the meaning of
essay and functional text in form of report, narrative and analytical
exposition in the daily context to access the knowledge.
II.
Basic Competence
Responding to
the meaning and the rhetoric steps of essay using various written languages
accurately, fluently and acceptable in daily life context to access the
knowledge in form of report narrative and analytical exposition.
III.
Indicators
a. Identify
the generic structure and language feature of report text.
b. Mention
generic structure and language feature of report text.
c. Differentiate
types of generic structure and language feature of report text.
IV.
Teaching-Learning Methods
a. Class
discussion
b. Group
discussion
c. Guided
discovery
d. Using
website in the classroom
Integrated technology:
a. Internet
based project
b. Principle
Using Technology in the Classroom (Learning Theory and Perspectives on
Technology Integration)
c. Project
Based Learning (Differentiated Instruction and Project Based Learning)
d. Communicative-Facilitating
E-tools: Getting ELLS to Produce Language
Lesson
Plan
School : SMA GP
Subject : English
Grade/Semester :XI/2
Skill : Listening and
Speaking
Genre
:-
Topic :Travelling
Meeting : 2
Time allocation : 2 x 45 (1 meeting)
I.
Competence standard
Understanding
to the meaning of transactional and interpersonal conversation in formal and
sustainable way in daily life context.
II.
Basic Competence
Responding
to the transactional (to get things done) and interpersonal (socialization) conversationsin
formal and sustained way accurately, fluently, and acceptably, which use the
variety of spoken language in daily life context and involve some expressions
of giving opinion, asking opinion, expressing satisfaction, and expressing dissatisfaction.
III.
Indicators
·
Identify the variety of the expression
ofsatisfaction and dissatisfaction.
·
Demonstrate the expression of
satisfaction and dissatisfaction.
IV.
Teaching-Learning Methods
·
Class discussion
·
Group discussion
·
Role play
V.
Teaching and Learning Activities
|
No.
|
Activity
|
Students’ Activity
|
Teacher’s Activity
|
Duration (min)
|
Material
|
|
1.
|
Opening
|
·
Students
greet the teacher
·
Students
activate their background knowledge by watching to the videoa video about a
visitor in a hotel.
·
Students
respond to the teacher’s question related to the video.
·
Students
pay attention on teacher’s explanation.
|
·
Teacher
greets the students.
·
Teacher
shows a video about a visitor in a hotel.
·
Teacher
asks the students about the video.
·
Teacher
introduces the topic and objective of the material.
|
10‘
|
LCD Projector,
Laptop, Speaker, video file.
|
|
2.
|
Explanation about
the expression of satisfaction and dissatisfaction; introduction to sharedtalk.com
|
·
Students
learn about expression of satisfaction and dissatisfaction.
·
Students
find their pairs and start exploring sharedtalk.com
|
·
Teacher
explains some expression of satisfaction and dissatisfaction; and how to use
it in particular situation (travelling).
·
Teacher
introduces sharedtalk.com and
explains thestudents to how to usesharedtalk.com
·
Teacher
asks the students to work in pairs and
sign up to shred talk
|
20’
|
Set of computer
with headphone and internet connection for each pair.
|
|
3.
|
Students group
discussion using sharedtalk.com
|
·
Students
discuss with their friends in pair and start chat in sharedtalk.com with the English native speaker about their
experience when traveling.
·
Students
chat in sharedtalk.com and share
about their experience when traveling and use some expression of satisfaction
and dissatisfaction.
·
Students
take note while they are chatting.
·
Students
discuss
|
·
Teacher
asks the students to chat in sharedtalk.com
to the English native speaker about their experience when traveling.
·
Teacher
asks the students to ask and use some expression that state satisfaction and
dissatisfaction related to the travelling experience during the discussion in
sharedtalk.com.
·
Teacher
asks the students to take note about the expression of satisfaction and
dissatisfaction that they and foreigner use during the discussion.
·
Teachers
monitorswhile the students are discussing.
|
30’
|
Set of computer
with headphone and internet connection for each pair.
|
|
4.
|
Role play
|
·
Students
perform the role play. One student pretends to be the foreigner and one
pretend to be an Indonesian.
·
Students
show their discussion about the travelling experience that they are
discussing with the foreigner by playing a role play. One student pretends to
be the foreigner and one pretend to be Indonesian people.
·
The
other students watch the performance and give comments to their friends’ role
play.
|
·
Teacher
asks the students to present their discussion results.
·
·
Teacher
asks the other students to give comment about the role play and expressions
that are used.
·
Teacher
assesses the students during their role play performance.
|
20’
|
Laptop, LCD
projector, PPT files.
Assessment Rubric
|
|
5.
|
Closing
|
·
Students review the materials that they have
learned by asking question or giving opinion about the lesson.
·
Students
greet the teacher.
|
·
Teacher does a
reflection by summing up the day’s activity and evaluating the part the needs
to be improved.
·
Teacher re-explains about the topic that have not
mastered and ask students to read the next chapter for the next meeting
·
Teacher greets
the students to end the meeting.
|
5’
|
|
VI.
Learning Media
·
Video
·
Websites
·
Communicative facilitating e-tools: sharedtalk.com.
VII.
Learning Resources
·
Video about
introduction to sharedtalk.com:
Sakura Branch.com. (2010). Reveiew of SharedTalk
Language Exchange community[Motion Picture]. Retrived from http://www.youtube.com/watch?v=KeBKcS69xYMon
December 24, 2012.
·
Video about
tourist satisfaction in a hotel:
154themedia2013.
(2012). Survey shows Tourists less
satisfied with S'pore goods and services.[Motion Picture]. Retrived from: http://www.youtube.com/watch?v=sx9CtxA8gzs
on December 24, 2012.
·
Book :
Kurniawan,
L & Artiningsih, S. N. (2008). English
Today 2. Jakarta: Quadra.
VIII.
Evaluation
Assessment
Rubric
|
CATEGORY
|
4
|
3
|
2
|
1
|
|
Understanding
about the materials
|
Accurately
identify the expression of satisfaction and dissatisfaction without mistakes
in grammar.
|
Accurately
identify the expression of satisfaction and dissatisfaction few mistakes in
grammar.
|
Do not
really accurately identify
the expression of satisfaction and dissatisfaction and some mistakes in
grammar
|
|
|
Accuracy
|
Accurately use the
expression of satisfaction and dissatisfaction and few mistakes in grammar.
|
Accurately use the
expression of satisfaction and dissatisfaction and few mistakes in grammar.
|
Do not
really accurately use the
expression of satisfaction and dissatisfaction and some mistakes in grammar
|
Do not accurately use the
expression of satisfaction and dissatisfaction and many mistakes in grammar.
|
|
Expression
|
All the
expressions are appropriate with the context and can enhance the conversation.
|
Some the
expressions are appropriate with the context and can enhance the conversation.
|
A few
expressions are appropriate with the context and cannot enhance the
conversation.
|
All the
expressions are not appropriate with the context and cannot enhance the
conversation.
|
|
Varity of
vocabulary and expression
|
Use many
appropriate vocabulary and expression in expressing satisfaction and
dissatisfaction.
|
Use some
appropriate vocabulary and expression in expressing satisfaction and
dissatisfaction.
|
Use little
bit appropriate vocabulary and expression in expressing satisfaction and
dissatisfaction.
|
Use less
vocabulary and expression in expressing satisfaction and dissatisfaction.
|
Teacher 1: Anik Biati Teacher 2: Buyung Alfian N.S
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