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Siti Zainab S
STKIP Subang
LESSON PLAN
School : SMAN ……
Subang
Lesson : English
Class/semester : XII/I
Material : Explanation Text
Time Allocation : 4
x 45 minutes
- Core
Competence
KI1: Menghayati dan mengamalkan ajaran agama yang dianutnya
KI2: Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli (gotong royong, kerjasama, toleran, damai), santun, responsif
dan pro-aktif dan menunjukan sikap
sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi secara
efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai
cerminan bangsa dalam pergaulan dunia
KI3: Memahami,
menerapkan, menganalisis dan mengevaluasi pengetahuan faktual,
konseptual, prosedural dan metakognitif berdasarkan
rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan
humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban
terkaitpenyebab fenomena dan kejadian, serta menerapkan pengetahuan prosedural
pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk
memecahkan masalah.
KI4: Mengolah,
menalar, menyaji, dan mencipta
dalam ranah konkret dan ranah abstrak terkait dengan
pengembangan dari yang dipelajarinya di sekolah secara mandiri serta bertindak secara efektif dan kreatif, dan mampu menggunakan metoda sesuai kaidah keilmuan
- Basic Competence and Achievement
of indicator competence
Basic Competence (KD):
3.6.
Analyzing
social functions, text structure and linguistic elements of scientific text in
the factual report, according to the context of learning in other subjects in Class
XII.
4.9 Capturing
factual meaning in scientific text (factual report) oral and written about objects, animals and symptoms /
natural events, linked to other subjects in Class XII.
4.10 Constructing
factual scientific text (factual report) oral
and written, on
objects, animals and
symptoms / natural
events, linked to other subjects
in Class XII, with
attention to social functions, text structure
and linguistic elements
are correct and
appropriate context.
Achievement of indicator
competence (IPK):
Meeting 1
3.6.1
Identify
general overview, specific information and detailed
explanation text of
the symptoms that occur in the
environment confidently and
responsibly.
4.9.1
Extracting
a general overview and specific information from
a explanation text of the symptoms / events
confidently and responsibly.
4.9.2
Detecting
social functions, text structure, and
linguistic elements of the explanation text.
Meeting 2
3.6.2
Editing
a simple explanation text of the symptoms / events with attention to the social
function, the structure of the text, and linguistic elements are correct and appropriate
context.
4.10.1
Constructing
oral and written simple explanation text of the symptoms / events with attention
to purpose, text structure and linguistic elements, correctly and appropriate with
the context.
- Learning Objective:
Meeting 1
Through
the process of reading, watching, asking, trying,
and reasoning learners are able to,
analyze and grasp
the meaning of the text and
write a simple verbal
explanation of the
symptoms / events well.
Meeting 2
Through
the process of reading, watching, asking, trying,
and reasoning learners are able to grasp the meaning, edit and compose
texts and write
simple verbal explanation
of the symptoms /
events properly.
- Learning Material
·
Oral and written of simple explanation text
Social
Function
· To explain the process involved in
the formation and working of natural or socio cultural phenomena
Text
Organization
·
A
general statement to position the reader
·
A sequenced
explanation of why or how something occur
·
Closing
Language
features
·
focus on
generic, non human participants
·
the use
of general and abstract nouns
·
the use
of action verbs
·
the use
of simple present tenses
·
the use
of passive voice
·
the use
of conjunction of time and cause
·
the use
of noun phrase
·
the use
of complex sentences
·
the use
of technical language
|
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Tsunami
The term of “tsunami” comes from the
Japanese which means harbor ("tsu") and wave ("nami").
A tsunami is a series of waves generated when water in a lake or a sea is
rapidly displaced on a massive scale.
A tsunami can be generated
when the sea floor abruptly deforms and vertically displaces the overlying
water. Such large vertical movements of the earth's crust can occur at plate
boundaries.
Subductions of earthquakes are
particularly effective in generating tsunami, and occur where denser
oceanic plates slip under continental plates.
As the displaced water mass
moves under the influence of gravity to regain its equilibrium, it radiates
across the ocean like ripples on a pond.
Tsunami always brings great
damage. Most of the damage is caused by the huge mass of water behind the
initial wave front, as the height of the sea keeps rising fast and floods
powerfully into the coastal.
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- Teaching Method; Scientific
Learning
Model CIRC (Cooperative
Integrated Reading and Composition)
And Model STAD
(Student Team Achievement Divisions)
- Media, Instrument, and Learning
Sources:
1. Media : BSE (Buku Sekolah
Elektronik) Grade XII, Look Ahead 3 and Power Point Presentation
2. Instrument : White board, Laptop, LCD, and
Speaker Active
3. Learning sources :
Teacher’s voice, internet
- Teaching and Learning Activity
Meeting 1
1.
Pre Activity
a.
To prepare students
psychologically and physically to
keep up the learning process.
b.
Provide motivation
to learn
c.
Asking questions
linking prior knowledge with material that will
be studied:
d.
Explain the purpose
of learning or basic
competencies to be achieved, and convey
the range of material and activities according to the syllabus description explanations.
2. Main Activity
Observe
a.
Students
read some explanation text contained in the text
book (Look Ahead 3)
or from the text
which teachers shared, learners
are made in
groups of 4 people each and then each
member of the group read the text
of the explanation reads.
b.
Students
learn to find the
basic ideas, detailed information and specific
information on the activities he does.
Ask
a.
With
the guidance and direction
of teachers, students questioned, among others, the differences
between the various existing text explanation
in English, especially on social function, text structure
and linguistic elements.
b.
Students
questioning the basic ideas, detailed information
and specific information
about the symptoms of a text explanation
of events and phenomena.
Explore
a. Students
reported the results of a discussion
group at the stage of observing and responded
by other groups.
b. Groups
of learners read
a text explanation
in the form of symptoms or events that have
been read with pronunciation,
word stress and
intonation right.
c. Students
find the basic ideas,
detailed information and specific information
as well as social function of the text explanation
that read /
heard.
Associate
a.
In
guided group work by comparing learners analyze
a variety of texts that describe the symptoms or
events with a focus on social function, text
structure, and linguistic
elements.
b.
Students
gain feedback from
teachers and friends
about what he said in any group work.
Communicate
a.
Convey the results of
the group work on the symptoms or events appropriate
with the guidelines prepared by the teacher.
b.
Students
make a written self-evaluation
report on the experience in describing events and
include mention of support and constraints experienced (learning journal).
3.
Post Activity/Closing
a. Provide
feedback on the process and learning outcomes;
Thank you very much for your
participation.
You did a good job today, I’m very
happy with your activity in the class.
How about you, did you enjoy my
class?
b. Conduct
follow-up activities in the form of
group work.
c. Inform
plan learning activities for the next meeting.
Meeting 2
1.
Pre Activity
a.
Prepare students
psychologically and physically to
keep up the learning process
b.
Provide motivation
to learn.
c.
Asking questions
linking prior knowledge with material that will
be studied:
d.
Explain the purpose
of learning or basic
competencies to be achieved, and convey
the range of material and activities according to the syllabus description explanations.
2.
Core Activity
Observe
a.
Students
read some explanation text they have made as a group.
b.
Students
listen to the teacher's explanation text.
c.
Students
imitate the pronunciation example sentences are
played.
Ask
a.
With
the guidance and direction
of teachers, students questioning, among others, the differences
between the various existing text explanation
in English, the difference with the English text that
exist in Indonesian, especially on
social function, text structure and linguistic
elements.
Explore
a. Students
find the basic ideas,
detailed information and specific information
as well as social function of the text explanation
that read /
heard.
b. Groups,
students read a
text explanation to friends
with intonation and
linguistic elements appropriately.
Associate
a. In
the focus groups guided students analyze the
text comparing explanation
prepared by friends of group members with a focus on social function, text structure
and linguistic elements.
b. Students
gain feedback (feedback)
from teachers and
friends about what
he said in any group work.
Communicate
a. In
groups, students compose
a text explanation of the symptoms of the
events or phenomena appropriate with the social
function of the purpose, structure and linguistic
elements.
b. Students
convey the text in
front of friends and publish it on the wall magazine.
3.
Post Activity/Closing
a.
Provide feedback on the
process and learning
outcomes;
b.
For
all of you, thank you very much for your participation. Good job, I like your performance today.
Almost all of active. I hope next time all of you have to be active in the
class. Okay? Now as usual Please write
your feeling, your problem and your success during my class in your journal,
c.
Students
write down the problems in using English to
commend in the journal learning (learning journal).
d.
Inform
plan learning activities for the next meeting.
- Result Assessment
Criteria
of Performance and Task Assessment
· Achieving
social function
· Completeness
and regularity of the structure of explanation text
· Appropriateness
of the elements of language: grammar, vocabulary, pronunciation, word stress,
intonation, spelling, and handwriting
· Suitability
writing format / delivery
Performance
(Practice)
a.
Perform
a monologue about the event or phenomenon in
front of the class.
b.
The accuracy
and appropriateness of the use of text structure and linguistic
elements in making a text explanation.
Apprentice
|
Basic
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Learned
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Exemplary
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· Presentation shows lack of
interest.
· Speech is difficult to understand.
· Lack of eye contact.
· Knowledge is minimal.
· Volume is uneven.
· Lacks of focus.
· Lacks of information.
· Grammatical errors.
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· Presentation shows lacks of
enthusiasm.
· Speech is adequate.
· Lapses in sentence structure and
grammar.
· Fact is not included.
· Volume is uneven.
|
· Speech is clear.
· Eye contact is made intermittently.
· Grammar is usually correct.
· Knowledge and facts are partially
included.
· Volume is appropriate.
|
· Speech is clear.
· Eye contact is made.
· Grammar is conventional.
· Knowledge and facts are included.
· Volume is appropriate.
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Assignment / Daily Examination
Determine a general overview, specific information / explicit, and referral word
of explanation text.
Observation:
Observation Sheet of students Attitude
No
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Attitude
Name
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Openness
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Diligence
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discipline
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cooperation
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Friendly
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honesty
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Keep Promises
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concern
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responsibility
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1
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2
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3
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4
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Note: Every aspect use this scale 1 s.d. 5
1 = Very Less 3 = Start to Consistent 5 = Always Consistent
2 = Less Consistent 4 = Consistent
PORTOFOLIO
School :
________________________________________
Subject : ________________________________________
Duration :
________________________________________
Name :
________________________________________
Class :
________________________________________
No
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KI /
KD / PI
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Time
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Criteria
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Speaking
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Grammar
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Vocabulary
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Intonation
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1
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Introduction
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2
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Writing
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Self Assessment
Form: Learning Journal
Example:
My Learning Journal
Name: _________________
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A summary of what I have covered:
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Things I am still not sure of:
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What do I need to do to overcome these uncertainties?
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Things I have learned
successful today:
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Subang, 2014
Approved by:
Principal of SMAN.....Subang Teacher
___________________ _______________________
