Tuesday, 22 January 2013
writing report text lesson plan hot news
Posted by Ainnika Abi | Tuesday, 22 January 2013 | Category:
|
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
V.
Teaching and Learning Activities
|
No.
|
Activity
|
Students’ activity
|
Teacher’s
activity
|
Duration
|
Facilitation
|
|
1.
|
Opening
|
·
Students greet
the teacher
·
Students give an
information about student who is absent.
·
Students recall some
information about hot news that they know today and give some responses by
share the information.
·
Students activate
their critical thinking to guess the topic.
|
·
Teacher response to students’ greeting.
·
Teacher check the
students’ attendance (asking who is absent).
·
Teacher asks the class about a hot news for today
·
Teacher provides an opportunity for students to share their opinion.
·
Teacher asks students to guess what topic that will be discussed.
·
Teacher introduces the topic and objective of the
material.
|
10‘
|
LCD Projector, Laptop.
|
|
2.
|
Explanation about the generic structure and language
feature of report text; introduction
to e-portfolio
|
·
Students acquirethe
information and new knowledge by listening the teacher’s explanation.
·
Students have a
practice by exploring mahara e-portfolio and having some questions to make
clear their confusing.
|
·
Teacher plays a video
about the traffic jam in Pancoran because of flood.
·
Teacher ask
students to discuss with friend next to them about the generic structure and the language feature.
·
Teacher
introduces
and explain to the students about mahara e-port folioand provides an opportunity for students to ask questions.
|
25’
|
Set of computer and
internet connection
|
|
3.
|
Instructions
and Tasks for students
|
·
Students do an activity
that makes them understand the topic easier and have a discussion with teacher or friend about the topic
that discussed.
·
Students do the tasks and ask some questions.
|
·
Teacher asks students to work individually and
login into e-portfolio.
·
Teacher asks students to read compile 10 hot new
in the journal.
Then
identify the generic structure and the language feature.
·
Teacher guide the
students and
asks to compose an information and shared it using classblog to share the information (news) that they got
·
Teacher asks students to have a feedback from
their friend.
|
48’
|
Set of computer for each students complete with headphone and the
internet connection
|
|
5.
|
Closing
|
·
Students relect
and review about what they have learned.
·
Students greet
the teacher when the bell is ringing.
|
·
Teacher do a
reflection and evaluate the part the needs to be improved.
·
Teacher re
explain about the topic.
·
Teacher greets
the students to end the meeting.
|
7’
|
|
VI.
Learning Media
Websites
Communicative facilitating using
internet in the classroom mahara e-port
foliointernet based project and blog
VII.
Learning Resources
VIII. Assessment
1.
Rubric assessment
|
Category
|
4
|
3
|
2
|
1
|
|
Entry
|
The component
that used is complete include all the generic stucture of news item.
|
The component
that used is miss one part of generic stucture of news item.
|
The component
that used is miss two parts of generic stucture of news item.
|
There is no
commponent of generic stucture thst used.
|
|
Content
|
The component of
news item is consits of title, specific setting, details of information and
visual information.
|
The component of
news item is consits of title, specific setting, and visual information but
there is no details of information.
|
Miss two
components of news item.
|
There is no used
of news item component.
|
|
Grammar,
structure and mechanics
|
Sentence
structure, grammar, and diction excellent; correct use of punctuation and
citation style; minimal to no spelling errors; absolutely no run-on sentences
or comma splices.
|
Sentence
structure, grammar, and diction strong despite occasional lapses; punctuation
and citation style often used correctly. Some (minor) spelling errors;
may have one run-on sentence or comma splice.
|
Problems in
sentence structure, grammar, and diction (usually not major). Some
errors in punctuation, citation style, and spelling. May have some
run-on sentences or comma splices.
|
Big problems in
sentence structure, grammar, and diction. Frequent major errors in
citation style, punctuation, and spelling. May have many run-on
sentences and comma splices.
|
|
Interaction
|
Students actively participate in learning process
by giving more than 2 feedbacks to their friends.
|
Students actively participate in learning process
by giving 2 feedbacks to their friends.
|
Students actively participate in learning process
by giving 1 feedback to their friends.
|
Studentsdo not actively participate in learning
process.
|
Teacher
1 Teacher 2
AnikBiati Buyung
A. N Sudrajat
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