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
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K1
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:
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Respecting
and appreciating religion they believe.
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K2`
|
:
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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.
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K3
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:
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Understanding
knowledge (factual, conceptual, and procedural) based on their curiosity
about science, technology, art, culture related to the real phenomena and
incident.
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K4
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:
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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.
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B. Basic
Competence and Indicator
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No.
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Basic Competence
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Indicator
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1.
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1.1
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Be thankful for the
chance to be able to learn English as international communication language
which is shown in the spririt of learning.
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1.1.1
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Write learning log
which shows gratefulness for the chance to be able to learn English.
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2.
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2.2
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Showing honest, discipline,
confident, and responsible attitude in doing transactional communication with
the teacher and friend.
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2.2.1
2.2.2
2.2.3
2.2.4
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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.
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3.
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3.14
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Understanding the social function, generic structure
and language features of narrative text in form of fable, according to the
context its used.
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3.14.1
3.14.2
3.14.3
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Determine the social function of the text.
Identify the generic structures of the text.
Identify the language features of the text.
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4.
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4.18
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Getting the meaning of oral and written
narrative text in form of short and simple fable.
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4.18.1
4.18.2
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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
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C. Teaching Objectives
In the end of the teaching learning
process, students are able to:
First Meeting
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1.
Determine the social
function of the text correctly
2.
Identify verb used in
narrative text correctly.
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3.
Identify some information of the given text correctly.
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4.
Identify the meaning of the given text correctly.
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5.
Identify generic structures
of the given text correctly.
6.
Identify the moral
value of the given text acceptably.
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7. Find the synonym of words by matching the
words in A with the words in B correctly.
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Second Meeting
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1. Write learning log which shows gratefulness for the chance
to be able to learn English.
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2. Be responsible for the action done by
the member when being the leader of group.
|
|
3.
Admit when doing mistake.
|
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4.
Not blame others for his own action.
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5.
Do things which are said to be done without being
reminded by others.
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6.
Analyze the social function and generic
structures of the text correctly.
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7.
Identify the language features of narrative
text correctly.
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8.
Rearrange the story into a good order
correctly.
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9.
Complete unfinished narrative text using
their own sentences acceptably.
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10. Create
a narrative text based on the pictures acceptably.
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11. Share
their story in front of the class fluently.
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D. Teaching Material
Social Function : To get entertainment, to amuse, and
to teach good values through stories with animals’ figures.
Text Structures :
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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.
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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
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Opening (10 minutes)
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Step
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Activity
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Greeting
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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.
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Main Activities (60 minutes)
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|
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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
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Questioning
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1.
With the help of teacher, students ask the generic
structure used in narrative text
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Experimenting
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1.
Students read a text to find main idea
2.
Students analyze direct and indirect quotation
3.
Students changing direct and indirect quotation
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Associating
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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
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Communicating
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1. Students
present their result of group discussion in front of the class
2. Other
groups give comment or respond
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Closing (10 minutes)
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Closing
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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.
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Second Meeting
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Opening (10 minutes)
|
|
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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)
|
|
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Observing
|
1.
Students observe the text
2.
Students answer the questions about the main idea,
general information and the social function of the text
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Questioning
|
1.
With the help of teacher, students ask the generic
structure and tense used in narrative text
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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
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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
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Communicating
|
1.
Students share their story in front of the class
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Closing (10 minutes)
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|
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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.
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H. Evaluation
a. Spiritual Attitude
Rubric
of Attitude Assessment (Main Competence 1)
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No
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Aspect
Assessed
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Score
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Rubric
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1
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Actively
participate in learning
activities
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3
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Always doing
the task without being reminded of others.
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2
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Sometimes the task must be requested in advance.
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1
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Never work on
a given task.
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b. Social Attitude
Rubric of Attitude
Assessment (Main Competence 2)
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No
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Aspect
Assessed
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Score
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Rubric
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1
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Showing
responsibility
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3
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Always
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2
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Sometimes
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1
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Not yet
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c. Knowledge
Rubric of
Knowledge and Practice Assessment (Main Competence 3)
Oral
test
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No
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Aspect Assessed
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Score
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Rubric
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1.
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Accuracy
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3
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The
use of appropriate grammar and vocabulary
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2
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The
use of less appropriate grammar and vocabulary
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1
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The
use of inappropriate grammar and vocabulary
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2.
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Spelling
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3
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The use of correct spelling
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2
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The use of less correct spelling
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1
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The use of incorrect spelling
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Written Test
Form :
Subjective question
Each correct answer :
20
Total maximum score : 5 X 20 = 100
Maximum Value : 100
Total maximum score : 5 X 20 = 100
Maximum Value : 100
d. Skill
Rubric
of Practical Assessment (Main Competence 4)
Reading
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Aspects
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Score
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Rubrics
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Pronunciation
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3
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Understandable although with certain accent
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2
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There is a problem in pronouncing that make listener
should give full focus and sometimes there is misunderstanding
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|
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1
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There are often mistaken in pronouncing so it cannot
be understood
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Fluency
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3
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Fluency is having a little disruption by language
problem
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2
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A lot of mistake in language problem
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1
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Often doubt and stop because of limited language
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Performance Skill
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3
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Speaking clearly and loudly,
good facial expression, and communicative
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2
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Speaking in soft voice but
can be understood, good facial expression, and communicative enough
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1
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Mumbling, flat facial
expression, and less communicative
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Writing
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Aspects
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Score
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Rubrics
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Diction
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3
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The use of appropriate punctuation, grammar and vocabulary
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2
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The use of less appropriate punctuation, grammar
and vocabulary
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1
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The use of inappropriate punctuation, grammar and
vocabulary
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Content
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3
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The content is suitable with the topic
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2
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The content is less suitable with the topic
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1
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The content is not suitable with the topic
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Kediri, May 27th, 2014
Lecturer Students
Drs. S U G I A N T O WIDA NI’HAYATUSY S.
NIP. NPM. 11.1.01.08.0214
