LESSON PLAN NARRATIVE TEXT (WRITING)

Hello, guys.. below is the lesson plan for reading and writing skill especially in teaching Narrative Text to the eighth grade of Junior High School. Hope it will be helpful :)

LESSON PLAN

Level                       : Junior High School

Subject                    : English

Class/Semester      : VIII/2

Material                 : Narrative Text (Fable)

Time Allocation     : 2 Meeting

A.   Main Competence

K1	:	Respecting and appreciating religion they believe.
K2`	:	Respecting and appreciating honestly, discipline, responsibility, care (tolerance, cooperation), good manner, confident, to interact effectively with social environment and nature in their association and existence.
K3	:	Understanding knowledge (factual, conceptual, and procedural) based on their curiosity about science, technology, art, culture related to the real phenomena and incident.
K4	:	Trying, processing, and presenting in concrete (use, analyze, string up, modify, and make) and abstract (write, read, count, draw, and create) in accordance with subject learnt in school and other source that has the same point of view / theory.

B.   Basic Competence and Indicator

No.	Basic Competence		Indicator
1.	1.1	Be thankful for the chance to be able to learn English as international communication language which is shown in the spririt of learning.	1.1.1	Write learning log which shows gratefulness for the chance to be able to learn English.
2.	2.2	Showing honest, discipline, confident, and responsible attitude in doing transactional communication with the teacher and friend.	2.2.1 2.2.2 2.2.3 2.2.4	Be responsible for the action done by the member when being the leader of group. Admit when doing mistake. Not blame others for his own action. Do things which are said to be done without being reminded by others.
3.	3.14	Understanding the social function, generic structure and language features of narrative text in form of fable, according to the context its used.	3.14.1 3.14.2 3.14.3	Determine the social function of the text. Identify the generic structures of the text. Identify the language features of the text.
4.	4.18	Getting the meaning of oral and written narrative text in form of short and simple fable.	4.18.1 4.18.2	Get the meaning and the moral value of a simple text in form of fable. Express the meaning and the moral value of a simple text in form of fable

C.   Teaching Objectives

       In the end of the teaching learning process, students are able to:

First Meeting

1.      Determine the social function of the text correctly 2.      Identify verb used in narrative text correctly.

3.      Identify some information of the given text correctly.

4.      Identify the meaning of the given text correctly.

5.      Identify generic structures of the given text correctly. 6.      Identify the moral value of the given text acceptably.

7.       Find the synonym of words by matching the words in A with the words in B correctly.

Second Meeting

1.      Write learning log which shows gratefulness for the chance to be able to learn English.

2.      Be responsible for the action done by the member when being the leader of group.

3.       Admit when doing mistake.

4.       Not blame others for his own action.

5.      Do things which are said to be done without being reminded by others.

6.      Analyze the social function and generic structures of the text correctly.

7.      Identify the language features of narrative text correctly.

8.      Rearrange the story into a good order correctly.

9.      Complete unfinished narrative text using their own sentences acceptably.

10.  Create a narrative text based on the pictures acceptably.

11.  Share their story in front of the class fluently.

D.   Teaching Material

Social Function                :    To get entertainment, to amuse, and to teach good values through stories with animals’ figures.

Text Structures                :

Goldilocks and The Three Bears               Once upon a time, there was a little girl named Goldilocks. She went for a walk in the forest.  Pretty soon, she came upon a house.  She knocked and, when no one answered, she walked right in.               At the table in the kitchen, there were three bowls of porridge. Goldilocks was hungry.  She tasted the porridge from the bowl. Goldilocks was very tired by this time, so she went upstairs to the bedroom.  She lay down in the bed, Goldilocks fell asleep. As she was sleeping, the three bears came home. They decided to look around some more and when they got upstairs to the bedroom, Papa bear growled, "Someone's been sleeping in my bed," Just then, Goldilocks woke up and saw the three bears.  She screamed, "Help!"  And she jumped up and ran out of the room.  Goldilocks ran down the stairs, opened the door, and ran away into the forest.  And she never returned to the home of the three bears.

Language Features          :

·         Description of person, thing and sequence of events, and expressions of feeling in past tense or present tense

·         Direct and indirect sentences

·         Time conjunction: first, then, after that, before, etc.

·         Adverbial phrase of time: a long time ago, one day, in the morning, the next day, etc.

·         Spelling and hand writing and printed that clear and neat.

·         Pronunciation, stress, and intonation, when presenting orally

Topic                                 :    the story which gives exemplary behavior of discipline, honest, caring, healthy lifestyles, and environmentally friendly.

E.   Teaching Method

       1. Scientific Approach

F.    Media, tools, and learning sources

       1. Media

          Video, Pictures

       2. Tools

          Marker, whiteboard, paper

       3. Learning Sources

          a. Internet

          b. Kementerian Pendidikan dan Kebudayaan. 2013. Bahasa Inggris, When English rings the                        bell. Jakarta: Politeknik Negri Media Kreatif. Hal. 125.

G.   Teaching Steps

       First Meeting

Opening (10 minutes)
Step	Activity
Greeting	1.      Greeting the students. 2.      Checking the attendance list 3.      Preparing students to follow teaching learning process. 4.      Giving motivation 5.      Telling the students about the teaching objectives and the material that will be learned.
Main Activities (60 minutes)
Observing	1.      Students observe the picture and answer the questions orally 2.      Students read aloud new vocabularies with correct pronunciation 3.      Students identify generic structure of the text 4.      Students read a text to understand the information, meaning and the moral value of fable
Questioning	1.      With the help of teacher, students ask the generic structure used in narrative text
Experimenting	1.      Students read a text to find main idea 2.      Students analyze direct and indirect quotation 3.      Students changing direct and indirect quotation
Associating	1.      Students analyze main idea in the passage with partner 2.      Students find main idea in the passage with partner 3.      Students ask for the feedback for the opinion they give in the group
Communicating	1.      Students present their result of group discussion in front of the class 2.      Other groups give comment or respond
Closing (10 minutes)
Closing	1.      Teacher and students have a reflection about the teaching learning process and it purposes. 2.      Teacher and students give a feedback about teaching learning process. 3.      Students pay attention to the information about lesson plan in the next meeting. 4.      Teacher and students say goodbye.

       Second Meeting

Opening (10 minutes)
Step	Activity
Greeting	1.      Greeting the students. 2.      Checking the attendance list 3.      Preparing students to follow teaching learning process. 4.      Giving motivation 5.      Telling the students about the teaching objectives and the material that will be learned.
Main Activity (60 minutes)
Observing	1.      Students observe the text 2.      Students answer the questions about the main idea, general information and the social function of the text
Questioning	1.      With the help of teacher, students ask the generic structure and tense used in narrative text
Experimenting	1.      Students change the verb form in the bracket into past tense 2.      Students read a text and complete it with the correct temporal conjunction
Associating	1.      Students rearrange the story into a good order 2.      Students complete unfinished story using their own sentences 3.      Students create a narrative text based on the pictures
Communicating	1.      Students share their story in front of the class
Closing (10 minutes)
Closing	1.      Teacher and students have a reflection about the teaching learning process and it purposes. 2.      Teacher and students give a feedback about teaching learning process. 3.      Students pay attention to the information about lesson plan in the next meeting. 4.      Teacher and students say goodbye.

H.      Evaluation

a. Spiritual Attitude

            Rubric of Attitude Assessment (Main Competence 1)

No	Aspect Assessed	Score	Rubric
1	Actively participate in learning activities	3	Always doing the task without being reminded of others.
		2	Sometimes the task must be requested in advance.
		1	Never work on a given task.

         

b. Social Attitude

            Rubric of Attitude Assessment (Main Competence 2)

No	Aspect Assessed	Score	Rubric
1	Showing responsibility	3	Always
		2	Sometimes
		1	Not yet

          c. Knowledge

            Rubric of Knowledge and Practice Assessment (Main Competence 3)

          Oral test

No	Aspect Assessed	Score	Rubric
1.	Accuracy	3	The use of appropriate grammar and vocabulary
		2	The use of less appropriate grammar and vocabulary
		1	The use of inappropriate grammar and vocabulary
2.	Spelling	3	The use of correct spelling
		2	The use of less correct spelling
		1	The use of incorrect spelling

         

          Written Test

          Form                  : Subjective question

                                      Each correct answer              : 20
Total maximum score            : 5 X 20 = 100
Maximum Value                    : 100

          d.  Skill

                 Rubric of Practical Assessment (Main Competence 4)

     Reading

Aspects	Score	Rubrics
Pronunciation	3	Understandable although with  certain accent
	2	There is a problem in pronouncing that make listener should give full focus and sometimes there is misunderstanding
	1	There are often mistaken in pronouncing so it cannot be understood
Fluency	3	Fluency is having a little disruption by language problem
	2	A lot of mistake in language problem
	1	Often doubt and stop because of limited language
Performance Skill	3	Speaking clearly and loudly, good facial expression, and communicative
	2	Speaking in soft voice but can be understood, good facial expression, and communicative enough
	1	Mumbling, flat facial expression, and  less communicative

              Writing

Aspects	Score	Rubrics
Diction	3	The use of appropriate punctuation, grammar and vocabulary
	2	The use of less appropriate punctuation, grammar and vocabulary
	1	The use of inappropriate punctuation, grammar and vocabulary
Content	3	The content is suitable with the topic
	2	The content is less suitable with the topic
	1	The content is not suitable with the topic

                                                                                                Kediri, May 27^th, 2014

                         Lecturer                                                                   Students

     ­­­­­­­­­­­­­­­­­­­­­           Drs. S U G I A N T O                                         WIDA NI’HAYATUSY S.     

             NIP.                                                                           NPM. 11.1.01.08.0214