RPP AL English X

Lesson Plan Unit 1
My Idol
Education Level : Senior High School
Subject : English
Grade/Semester : X/1
Time Allotment : 16x 45 minutes
Core competencies :
1. Comprehending and applying the religion diine alues
!. Comprehending and applying the honesty" sel#$discipline" care to others %cooperation" tolerance"
peace$loing& polite" responsie and proactie attitudes in soling arious matters' in interacting
e##ectiely (ith the social and natural enironment' and )eing good *ndonesian in (orld
sociali+ation.
,. -nderstanding" applying" analy+ing #actual" conceptual" and procedural .no(ledge )ased on the
interest in science" technology" cultural art" and humanities (ith humanity" nationalistic" and
ciili+ed ie(s in relating to the causes o# phenomena and matters and applying the procedural
.no(ledge in the desired science in soling the actual pro)lems
4. /rocessing" analy+ing" and presenting the deelopment in the concrete and a)stract domains o# the
learned materials independently and a)le to applying the right#ul methods.
ASI! !"MPETE#!IES A#$ LEA%#I#G I#$I!AT"%S
/01 23cil: 0danced 4earning English 1 #or 1rade X Senior High School
48
49
asic !om&etence Learnin' Indicators
,.1 -nderstanding (ritten and spo.en texts
in responding compliment and caring
expressions.
1. *denti#ying the meaning o# expressing
compliment and sympathy.
2. 5esponding to gam)its o# expressing
compliment and sympathy
,.! -nderstanding the aim" text structure"
and language #eatures in (ritten and
spo.en texts to introduce simple sel#$
introduction.
1. *denti#ying the meaning o# introduction in
(ritten and spo.en texts.
!. 5esponding to expressions introduction
,.4 -nderstanding the aim" text structure"
spo.en descriptie texts a)out the
#amous people" tourism o)6ects and
historical )uildings.
1. *denti#ying the aims o# descriptie text a)out
#amous people" tourism o)6ects and historical
)uildings.
!. *denti#ying the structure o# descriptie text
a)out#amous people" tourism o)6ects and
historical )uildings.
,. *denti#ying the language #eatures o#
descriptie text a)out #amous people" tourism
o)6ects and historical )uildings.
4.1 Compossing (ritten and spo.en texts to
express and respond the compliment
and caring expressions )y considering
the aims" text structure that )ased on
appropriate contexts.
1. /ronouncing the expression o# compliment
and sympathy
!. Completing the gaps (ith the correct
expressions
4.! Compossing (ritten and spo.en texts to
introduce identity )y considering the
contextual and appropriate aims" text
structure and language #eatures.
1. /ronouncing the expression introduction"
accepting to an o##er/ initation" accepting an
appointment" and cancellation o# an
appointment correctly
expressions
4., Compossing (ritten and spo.en
descriptie texts a)out the #amous
people" tourism o)6ects" and historical
)uildings )y considering the appropriate
and contextual aims" text structures" and
language #eatures.
1. /roducing (ritten and spo.en descriptie
texts a)out the #amous people" tourism
o)6ects" and historical )uildings.
Lesson Plan 1 ()ee* 1+
a, "bjectives
to identi#y the meaning o# expressing o# sympathy in spo.en texts and (ritten texts
to response expressions o# sympathy in spo.en texts and (ritten texts
, Learnin' Materials
Expressions o# sympathy
X: /lease accept my condolences.
7: 8han. you so much.
c, Teac-in' Met-od
0pproach : 1enre 9ased 0pproach %190&
:etode : ;iscussion" 4iterature <)seration" Communicatie :ethod
$, Media. Tools. and Sources o/ Learnin'
1. :edia
a. 8he copy materials o# sympathy expressions'
). /ictures/card o# sympathy expression '
c. /o(erpoint Facil: Advanced Learning English 1, Herman 9enyamin" 1ra#indo :edia
/ratama /u)lishing" !=1,.
!. 8ools
a. Computer/4aptop
). *n#ocus/<H/
c. :ar.er
d. Whiteboard
,. Sources
a. 8ext)oo. 23cil: 0danced 4earning English 1" Herman 9enyamin" 1ra#indo :edia
/ratama /u)lishing" !=1,
). Opportunity" 4ongman
c. Language in Mind 1" Cam)ridge -niersity /ress
d. Graar !or First "erti!icate" Cam)ridge
e. #ocabulary !or First "erti!icate" Cam)ridge
#. $$$.thin%&uest.org
g. Cassettes and C;s
h. 8he origin materials ta.en #rom papers and maga+ines
e, Learnin' activities
1, Introduction
1& Explaining and motiating the students a)out the importance o# the expressing
sympathy in the contexts o# daily/school/societal actiities
!& ;iscussing the reality o# ho( students express sympathy in daily/school/societal
actiities
,& ;eliering the o)6ecties o# learning the expressions o# sympathy
0, !ore activities
a& 0ssisting student to do
50
"bservin'
1& <)sering the correct expression o# sympathy #rom teachers
!& <)sering the correct expression o# sympathy #rom the text)oo.s/ po(er point/
learning ideos
1uestionin'
1& 1iing stimulus #or students so they are encouraged to as. >uestions
a. Ho( importance is the expressions o# sympathy?
). *n (hat occasion do (e need to express sympathy contextually?
!ollectin' $ata
1& Collecting in#ormation a)out other examples or additional in#ormation a)out the
expression o# sympathy #rom arious sources" such as:
a. 8he aims o# expressions o# sympathy
). 8he structure o# expressions o# sympathy
c. 8he purpose o# expressions o# sympathy
d. 8he examples #rom (ritten or spo.en %ideos& o# expression o# sympathy
Associatin'
1& 0nalysing the collected materials a)out expressions o# sympathy
!& Summari+ing the materials o# a)out expressions o# sympathy
!ommunicatin'
1& Communicating the expressions o# sympathy that hae )een learnt in the #orm o#
dialogue %in pairs or group&
!& /resenting the expression o# sympathy in the #orm o# presentation or papers
)& ;iscussing the report a)out the expression o# sympathy and concluding the right#ul
expressions o# sympathy in the appropriate contexts.
2, !losin' Activities
Encouraging students to do re#lections and learning the moral alues that can )e achieed
#rom expressions o# sympathy. <ne o# the moral alues is human as the 'oon politicon
needs to )e caring #or others to maintain the harmony in the society. 9y doing this" (e are
grate#ul to 1od that (e still hae the chance to maintain harmony in the society.
51
a, "bjectives
to coney the expressions o# sympathy in spo.en texts and (ritten texts
b, Learnin' Materials
c, Teac-in' Met-od
d, Media. Tools. and Sources o/ Learnin'
1. :edia
!. 8ools
a. Computer/4aptop
). *n#ocus/<H/
c. :ar.er
d. Whiteboard
,. Sources
1, Introduction
actiities
0, !ore activities
"bservin'
52
learning ideos
1uestionin'
c. Ho( importance is the expressions o# sympathy?
d. *n (hat occasion do (e need to express sympathy contextually?
!ollectin' $ata
e. 8he aims o# expressions o# sympathy
#. 8he structure o# expressions o# sympathy
g. 8he purpose o# expressions o# sympathy
h. 8he examples #rom (ritten or spo.en %ideos& o# expression o# sympathy
Associatin'
,& 0nalysing the collected materials a)out expressions o# sympathy
4& Summari+ing the materials o# a)out expressions o# sympathy
!ommunicatin'
,& Communicating the expressions o# sympathy that hae )een learnt in the #orm o#
4& /resenting the expression o# sympathy in the #orm o# presentation or papers
53
Lesson Plan 2 ()ee* 2 +
a, "bjectives
to identi#y the aim o# sel#$introduction in (ritten or spo.en texts
to identi#y the text structures o# sel#$introduction in (ritten or spo.en texts
Introduction
X: 1ood :orning. :y name is 5usdi" please to meet you.
7: 1ood :orning. :y name is 0nna" please to meet you too.
c, Teac-in' Met-od
:ethods : o)seration" discussion" communicatie
$, Media. Tools. and Sources o/ Learnin'
1. :edia
a. 8he copy materials o# introducing identity'
). /ictures o# introducing identity '
!. 8ools
a. Computer/4aptop
). *n#ocus/<H/
c. :ar.er
d. Whiteboard
,. Sources
d, Learnin' activities
1, Introduction
Explaining and motiating the students a)out the importance o# the introduction in the
contexts o# daily/school/societal actiities
;iscussing the reality o# ho( students introduce themseles in daily/school/societal
actiities
;eliering the o)6ecties o# learning introducing identity
0, !ore activities
54
a& 0ssisting student to do:
"bservin' Activities
1& <)sering the correct introduction expressions #rom the teachers in the #orm o#
dialogue or monologue
!& <)sering the aims" structure" and language #eatures o# expressing introduction
,& <)sering the correct expression o# introduction #rom the text)oo.s or other
related materials
1uestionin' Activities
1& 0)le to as. >uestions a)out the expression o# introduction deliered )y teacher/
other materials
!& 0)le to as. >uestions a)out the aims" structures and language #eatures o#
introduction expressions deliered )y teacher/ other materials" such as:
a. Ho( do (e introduce ourseles in the class?
). *s it di##erent to introduce identity in seeral contexts?
!ollectin' $ata Activities
expression o# introduction #rom arious sources" such as:
Associatin' Activities
1& 0nalysing the collected materials a)out introducing identity
!& Summari+ing the materials o# a)out introducing identity
!ommunicatin' Activities
1& Communicating the expressions o# introducing identity that hae )een learnt in
the #orm o# dialogue %in pairs or a group&
2) /resenting the expression o# introducing identity in the #orm o# presentation or
papers %#orto#olio&
)& ;iscussing the report a)out the expression o# introduction and concluding the right#ul
expressions o# introduction in the appropriate contexts.
#rom the learning introducing identity. @e need to introduce identity politely and properly
)ased on the context and situation. *t is )ecause politeness is one o# religion diine alues.
.
55
Lesson Plan 3 ()ee* 3 +
a, "bjectives
to identi#y the language #eatures o# sel#$introduction in (ritten or spo.en texts
to compose spo.en or (ritten introduction )ased on appropriate contexts" aims" structure"
and language #eatures
Introduction
X: 1ood :orning. :y name is 5usdi" please to meet you.
7: 1ood :orning. :y name is 0nna" please to meet you too.
c, Teac-in' Met-od
E, Media. Tools. and Sources o/ Learnin'
1. :edia
a. 8he copy materials o# introducing identity'
). /ictures o# introducing identity '
!. 8ools
a. Computer/4aptop
). *n#ocus/<H/
c. :ar.er
d. Whiteboard
,. Sources
d, Learnin' activities
1, Introduction
Explaining and motiating the students a)out the importance o# the introduction in the
contexts o# daily/school/societal actiities
;iscussing the reality o# ho( students introduce themseles in daily/school/societal
actiities
;eliering the o)6ecties o# learning introducing identity
56
0, !ore activities
1& <)sering the correct introduction expressions #rom the teachers in the #orm o#
dialogue or monologue
!& <)sering the aims" structure" and language #eatures o# expressing introduction
,& <)sering the correct expression o# introduction #rom the text)oo.s or other
related materials
1& 0)le to as. >uestions a)out the expression o# introduction deliered )y teacher/
other materials
!& 0)le to as. >uestions a)out the aims" structures and language #eatures o#
introduction expressions deliered )y teacher/ other materials" such as:
c. Ho( do (e introduce ourseles in the class?
d. *s it di##erent to introduce identity in seeral contexts?
1&Collecting in#ormation a)out other examples or additional in#ormation a)out the
expression o# introduction #rom arious sources" such as:
1& 0nalysing the collected materials a)out introducing identity
!& Summari+ing the materials o# a)out introducing identity
1& Communicating the expressions o# introducing identity that hae )een learnt in
the #orm o# dialogue %in pairs or a group&
!& /resenting the expression o# introducing identity in the #orm o# presentation or
papers %#orto#olio&
)& ;iscussing the report a)out the expression o# introduction and concluding the right#ul
expressions o# introduction in the appropriate contexts.
#rom the learning introducing identity. @e need to introduce identity politely and properly
)ased on the context and situation. *t is )ecause politeness is one o# religion diine alues.
57
a, "bjectives
to identi#y the aims o# spo.en and (ritten descriptie texts a)out the #amous people"
tourism o)6ects and historical )uildings
to identi#y the text structure o# spo.en and (ritten descriptie texts a)out the #amous
people" tourism o)6ects and historical )uildings
Spo.en and (ritten descriptie texts a)out the #amous people" tourism o)6ects and historical
)uildings
c, Teac-in' met-ods
:ethods : o)seration" discussion" communicatie method
1. :edia
a. 8he copy materials o# narratie texts'
). /ictures o# narratie texts '
!. 8ools
a. Computer/4aptop
). *n#ocus/<H/
c. :ar.er
d. Whiteboard
,. Sources
1, Introduction
Explaining and motiating the students a)out the importance o# the descriptie texts
a)out the #amous people" tourism o)6ects and historical )uildings
;iscussing the importance o# no)le models #rom #igures' the importance o# historical
)uildings and tourism o)6ects
;eliering the o)6ecties o# learning descriptie text
58
0, !ore activities
1& <)sering the spo.en and (ritten descriptie texts a)out the #amous people"
tourism o)6ects and historical )uildings #rom the teachers
!& <)sering the aims" structure" language #eatures" and purposes o# spo.en and
(ritten descriptie text a)out the #amous people" tourism o)6ects and historical
)uildings
,& <)sering the descriptie texts a)out the #amous people" tourism o)6ects and
historical )uildings #rom the text)oo.s or other related materials
1& 0)le to as. >uestions a)out the spo.en and (ritten descriptie texts o# the #amous
!& 0)le to as. >uestions a)out the aims" structures and language #eatures o# a)out
the spo.en and (ritten descriptie texts a)out the #amous people" tourism o)6ects
and historical )uildings" such as:
a. Ho( do (e tell a story to others?
). *s there any speci#ic (ay/procedure to tell story to others?
spo.en and (ritten descriptie texts o# the #amous people" tourism o)6ects and
historical )uildings" such as:
a. 8he aims o# descriptie text
). 8he structure o# descriptie text
c. 8he purpose o# descriptie text
d. 8he examples o# descriptie #rom ne(spaper/ maga+ines/ internet
1) 0nalysing the collected materials a)out descriptie texts
2) Summari+ing the materials o# spo.en and (ritten descriptie texts that hae )een
collected
1& Composing (ritten and spo.en descriptie text a)out the #amous people" tourism
o)6ects and historical )uildings
!& /resenting the composed descriptie texts in the #orm o# presentation or paper
,& Storytelling the narratie text in the #orm o# drama/ puppet sho(
)& ;iscussing the report a)out the (ritten and spo.en descriptie text a)out #amous
#rom the learning actiities. *n descriptie text" (e learn the no)le examples #rom heroes"
59
the need to presere the historical heritage and the cleanliness o# the tourism o)6ects. *t is
to than. 1od #or many gi#ts that He gae us.
a, "bjectives
to identi#y the aims o# spo.en and (ritten descriptie texts a)out the #amous people"
to identi#y the text structure o# spo.en and (ritten descriptie texts a)out the #amous
to identi#y the language #eatures o# spo.en and (ritten descriptie texts a)out the #amous
to identi#y the purpose o# spo.en and (ritten descriptie texts a)out the #amous people"
to compose spo.en and (ritten descriptie texts a)out the #amous people" tourism o)6ects
and historical )uildings
)uildings
c, Teac-in' met-ods
1. :edia
!. 8ools
a. Computer/4aptop
). *n#ocus/<H/
c. :ar.er
d. Whiteboard
,. Sources
60
1, Introduction
0, !ore activities
)uildings
c. Ho( do (e tell a story to others?
d. *s there any speci#ic (ay/procedure to tell story to others?
e. 8he aims o# descriptie text
#. 8he structure o# descriptie text
g. 8he purpose o# descriptie text
h. 8he examples o# descriptie #rom ne(spaper/ maga+ines/ internet
1& 0nalysing the collected materials a)out descriptie texts
!& Summari+ing the materials o# spo.en and (ritten descriptie texts that hae )een
collected
61
62
a, "bjectives
)uildings
c, Teac-in' met-ods
1. :edia
!. 8ools
a. Computer/4aptop
). *n#ocus/<H/
c. :ar.er
d. Whiteboard
,. Sources
1, Introduction
0, !ore activities
63
)uildings
!& Collecting in#ormation a)out other examples or additional in#ormation a)out the
collected
64
a, "bjectives
)uildings
c, Teac-in' met-ods
1. :edia
!. 8ools
a. Computer/4aptop
). *n#ocus/<H/
c. :ar.er
d. Whiteboard
,. Sources
1, Introduction
0, !ore activities
65
)uildings
collected
66
E8ALUATI"#
1, Tec-ni9ues and /orms o/ instrument
Te*ni* entu* Instrumen
0ttitide o)seration 0ttitude <)seration 2orm
/er#ormance 8est /er#ormance 8est 2orm
@ritten test Essay and :ultiple Choices
/orto#olio 8he 1uide to Compose /orto #olio
0, E:am&les o/ Learnin' Instruments
a, Attitude "bservation ;orm
#o "bserved As&ects 2 0 1 #ote
1 Sho(ing sense o# gratitude to 1od
! Haing sense o# curiosity
, Sho(ing diligence and responsi)ility in learning
indiidually or in a group
Attitude "bservation !olumn
#o "bserved As&ects %ubri*
1 Sho(ing sense o# gratitude to
1od
,: Sho(ing the expression o# gratitude ti 1id in one or
more meetings %topic&
!: not sho(ing explicitly the expression o# 1ratitude
)ut haing interest in the 1reatness o# 1od during
re#lection actiities
1: not sho(ing explicitly the expression o# 1ratitude
! Haing sense o# curiosity ,: Sho(ing great curiosity and participated actiely in
group (or.
!: Sho(ing sense o# curiosity )ut not haing enough
interest in group (or. and only actiely participated
i# encouraged
1: Aot sho(ing sense o# curiosity and not haing
enough interest in group (or. and not only actiely
participated een he/she has )een encouraged
, :enun6u..an .ete.unan dan
tanggung6a(a) dalam )ela6ar dan
)e.er6a )ai. secara indiidu
maupun )er.elompo.
,: Sho(ing diligence in doing (or. as )est as possi)le
and in time
!: Sho(ing diligence in doing (or. in time )ut not
sho(ing his/her )est e##orts
1: Aot sho(ing diligence in doing (or. in time not
67
sho(ing his/her )est e##orts %his/her (or. neer )e
done&
b, Per/ormance Test "bservation ;orm
#o, "bserved As&ects
!riterion
#ote 8ery
Good
Good ;airly
Good
1. Students are a)le to do tas.s in group
!. Students are a)le to compose a
descriptie text
,. Students are a)le to respond and
coney the expressions o# sympathy
4. Students are a)le to #inish the tas.s in
time
c, )ritten Test "bservation Test
1. Ho( important are expressions o# sympathy in the school and society?
!. *n (hat occasion do (e delier #ormal expressions o# sympathy?
,. *n (hat occasions do (e delier in#ormal expressions o# sympathy?
4. Ho( important is introducing identity in the school and society?
5. *n (hat occasion do (e delier #ormal introduction?
6. *n (hat occasions do (e delier in#ormal introduction?
B. Ho( do the aims" purpose" text structure and language #eatures a##ect the reader
o# descriptie text?
Aote:
8he 0ns(ers are )ased studentsC capa)ility and creatiity.
d, Porto/olio "bsevation Test
8he 5ecapitulation o# Students 0ctiities
Ao
Dind o#
0ctiities
<)sered 0spects
Content 8ext Structure Eoca)ulary Sentences
@riting
:echanic
1
;escriptie
text
,= *ntroductionFdescriptions != != != 1=
Student Activites "bservation Pro/ile
In Learnin' $escri&tive Te:t
#ame:<<<<<<,
Title:<<<<<<,,,
$ate:<<<<<<,,,
Score !riteria !omment
68
C
o
n
t
e
n
t
!B$,G
Eery 1ood $ /er#ect:
mastering the topic o# the
paper' su)stantie'
complete' and releant to
the discussed topic
!!$!6
2airly 1ood H 1ood:
Iuite mastering the
pro)lem' limited
descriptions
deelopment' releant to
the topic' )ut not haing
detailed descriptions
1B$!1
0erage : 4imited
pro)lem mastering' less
su)stantie' limited topic
deelopment
1,$16
9elo( 0erage: not
mastering the pro)lem'
not su)stantie' not
releant to the topic
8
e
x
t

S
t
r
u
c
t
u
r
e
1J$!=
1ood expression #lo('
the main idea proposed
straight' (ell$organi+ed'
the se>uence orders are
logical' cohesie
14$1B
2airly 1ood H 1ood: 4ess
good expression #lo(' not
(ell$organi+ed )ut the
main idea has proposed'
less re#erences' the
se>uence orders are
logical )ut not cohesie
1=$1,
0erage : )ad expression
#lo(' not (ell$organi+ed
and the main idea has not
organi+ed' the se>uence
orders are not logical
B$G
9elo( 0erage: not
communicatie " not
(ell$organi+ed
S
e
n
t
e
n
c
e
1J$!=
Complex and e##ectie
construction' contain less
errors in language
#eatures %order" (ord
#unction" article" pronoun"
preposition&
14$1B 2airly 1ood H 1ood:
simple )ut e##ectie
errors in complex
69
construction' there are
some errors in language
preposition& )ut the
meaning is (ell$deliered
1=$1,
0erage : contain
serious error in
single/complex sentence
constructions %errors in
negation" (ord
#unction/order" arcticle"
pronoun" etc& so the
meaning is )iased
B$G
9elo( 0erage: not
mastering the sentence
order" contain many
errors" not
communicatie
E
o
c
a
)
u
l
a
r
y
1J$!=
Eery 1ood H /er#ect:
oca)ulary mastering is
rich' e##ectie using o#
diction and expression'
e##ectie using o# register
14$1B
2airly 1ood H 1ood:
good oca)ulary
mastering" there are
some errors in diction and
expressions )ut still
accepta)le
1=$1,
0erage : limited
oca)ulary mastering'
there are seeral errors in
diction and expressions
and not accepta)le
%)iased&
B$G
9elo( 0erage: the
mastering o# oca)ulary"
diction" and expressions
is lo(
@
r
i
t
i
n
g

:
e
c
h
a
n
i
c
G$1=
:astering the grammar"
contain less mechanical
errors %punctuation" caps"
paragraph arrangement&
B$J
2airly 1ood H 1ood:
Sometimes contain
mechanical errors
%punctuation" caps"
)ut still accepta)le
4$6 0erage : contain many
70
mechanical errors
%punctuation" caps"
1$,
9elo( 0erage: not
mastering grammar"
contain many mechanical
paragraph arrangement&"
the (riting is not legi)le
!omment:
<<<<<<<<<<<<<<<<,,,,,,,,,,,,,,,,,,,,
<<<<<<<<<<<<<<<<,,,,,,,,,,,,,,,,,,,,
<<<<<<<<<<<<<<<<,,,,,,,,,,,,,,,,,,,,
<<<<<<<<<<<<<<<<,,,,,,,,,,,,,,,,,,,,
Total:
Teac-er:
0pproed"
8he /rincipal o#
KKKKKKKKKKKKKKKKKKKKKKK
A*/.
................." ...........................!=1,
English 8eacher
A*/.
71
Lesson Plan Unit 0
My Un/or'ettable Memory
Subject : English
Grade/Semester : X/1
Time Allotment : 16x 45 minutes
!ore com&etencies :
sociali+ation.
72
Lesson
Plan 1
()ee* 1+
a, "
b
je
ct
iv
es
to
identi#y the meaning o# expressing o# congratulation in spo.en texts and (ritten texts
to response expressions o# congratulation in spo.en texts and (ritten texts
b, Materials
Expressing congratulation
X: Congratulation on your achieement
7: 8han. you ery much.
c, Teac-in' met-ods
1. :edia
a. 8he copy materials o# sympathy congratulation'
73
,., -nderstanding the aim" text structure"
spo.en texts in the #orm o# messages
containing simple congratulation.
1. 5esponding to introduction" accepting to an
o##er/ initation" accepting an appointment"
and cancellation o# an appointment
!. /ronouncing the expression introduction"
accepting to an o##er/ initation" accepting an
appointment" and cancellation o# an
appointment correctly.
,. Completing the gaps (ith the correct
expressions
,.6 -nderstanding the aims" text structure"
and language #eatures o# (ritten and
spo.en narratie text in the #orm o#
short story.
1. *denti#ying the aims o# narratie textin the
#orm o# short story.
!. *denti#ying the structure o# narratie textin the
,. *denti#ying the language #eatures o# narratie
textin the #orm o# short story.
,.B -nderstanding the message (hich is
)rought )y the songs.
1. *denti#ying the messages in a song
4.4 Compossing simple (ritten and spo.en
texts (hich #illed (ith the
congratulation message )y considering
the appropriate and contextual aims"
text structure" and language #eatures.
1. /ronouncing the expression o# congratulation
expressions
4.5 -nderstanding the purpose o# spo.en
and (ritten narratie texts in the #orm o#
short stories
1. *denti#ying the purpose o# narratie text in the
#orm o# short stories
4.6 -nderstanding the message )rought )y
songs.
!. 8ools
a. Computer/4aptop
). *n#ocus/<H/
c. :ar.er
d. Whiteboard
,. Sources
i. 8ext)oo. 23cil: 0danced 4earning English 1" Herman 9enyamin" 1ra#indo :edia
6. Opportunity" 4ongman
.. Language in Mind 1" Cam)ridge -niersity /ress
l. Graar !or First "erti!icate" Cam)ridge
m. #ocabulary !or First "erti!icate" Cam)ridge
n. $$$.thin%&uest.org
o. Cassettes and C;s
p. 8he origin materials ta.en #rom papers and maga+ines
3, Introduction
congratulation in the contexts o# daily/school/societal actiities
!& ;iscussing the reality o# ho( students express congratulation in daily/school/societal
actiities
,& ;eliering the o)6ecties o# learning the expressions o# congratulation
4, !ore activities
"bservin'
1& <)sering the correct expression o# congratulation #rom the teachers
!& <)sering the correct expression o# congratulation #rom the text)oo.s or other
related materials %po(er point/ congratulation card/ learning ideos&
1uestionin'
1& 0)le to as. >uestions a)out the expression o# congratulation deliered )y teacher/
other materials
a. Ho( importance is the expressions o# congratulation?
). *n (hat occasion do (e need to express congratulation contextually?
!ollectin' $ata
expression o# congratulation #rom arious sources
Associatin'
1& 0nalysing the collected materials a)out expressions o# congratulation
74
2) Summari+ing the materials o# expressing congratulation that hae )een collected
!ommunicatin'
1& Communicating the expressions o# congratulation that hae )een learnt in the
#orm o# dialogue in group or pairs
%#orto#olio&
#rom the learning actiities. Expressing congratulation to someone may ma.e him/her
happy. *t is one o# the diine religion alues since (e respect others )y expressing
congratulation to them.
75
a, "bjectives
to coney the expressions o# congratulation in spo.en texts and (ritten texts
b, Materials
Expressing congratulation
X: Congratulation on your achieement
7: 8han. you ery much.
c, Teac-in' met-ods
1. :edia
a. 8he copy materials o# sympathy congratulation'
!. 8ools
a. Computer/4aptop
). *n#ocus/<H/
c. :ar.er
d. Whiteboard
,. Sources
1, Introduction
congratulation in the contexts o# daily/school/societal actiities
!& ;iscussing the reality o# ho( students express congratulation in daily/school/societal
actiities
,& ;eliering the o)6ecties o# learning the expressions o# congratulation
0, !ore activities
76
"bservin'
a. <)sering the correct expression o# congratulation #rom the teachers
). <)sering the correct expression o# congratulation #rom the text)oo.s or other
related materials %po(er point/ congratulation card/ learning ideos&
1uestionin'
1& 0)le to as. >uestions a)out the expression o# congratulation deliered )y teacher/
other materials
!ollectin' $ata
expression o# congratulation #rom arious sources
Associatin'
1& 0nalysing the collected materials a)out expressions o# congratulation
2) Summari+ing the materials o# expressing congratulation that hae )een collected
!ommunicatin'
1& Communicating the expressions o# congratulation that hae )een learnt in the
#orm o# dialogue in group or pairs
%#orto#olio&
#rom the learning actiities. Expressing congratulation to someone may ma.e him/her
happy. *t is one o# the diine religion alues since (e respect others )y expressing
congratulation to them.
77
a, "bjectives
to identi#y the aims o# spo.en and (ritten narratie texts in the #orm o# short story
to identi#y the text structure o# spo.en and (ritten narratie texts in the #orm o# short story
b, Materials
Spo.en and (ritten narratie texts in the #orm o# short story
c, Teac-in' met-ods
1. :edia
a. 8he copy materials o# narratie text
). /ictures/Script o# a drama/puppet sho( '
!. 8ools
a. Computer/4aptop
). *n#ocus/<H/
c. :ar.er
d. @hite)oard
e. Stage/theater e>uipment #or drama/puppet sho(
,. Sources
a, 8ext)oo. 23cil: 0danced 4earning English 1" Herman 9enyamin" 1ra#indo :edia
b, Opportunity" 4ongman
c, Language in Mind 1" Cam)ridge -niersity /ress
d, Graar !or First "erti!icate" Cam)ridge
e, #ocabulary !or First "erti!icate" Cam)ridge
/, $$$.thin%&uest.org
', Cassettes and C;s
-, 8he origin materials ta.en #rom papers and maga+ines
1, Introduction
Explaining and motiating the students a)out the importance o# the narratie texts in the
#orm o# short story
;iscussing the importance o# moral alues #rom the story/ characters o# narratie texts
in the #orm o# short stories
;eliering the o)6ecties o# learning narratie text
0, !ore activities
78
1& <)sering the spo.en and (ritten narratie texts in the #orm o# the short story
(ritten narratie texts in the #orm o# the short story
,& <)sering the narratie texts in the #orm o# the short story #rom the text)oo.s or
other related materials
1& 0)le to as. >uestions a)out the spo.en and (ritten narratie texts in the #orm o#
the short story
the spo.en and (ritten narratie texts in the #orm o# the short story" such as:
spo.en and (ritten narratie texts in the #orm o# the short story" such as:
a. 8he aims o# narratie text
). 8he structure o# narratie text
c. 8he purpose o# narratie text
d. 8he examples o# narratie texts #rom ne(spaper/ maga+ines/ internet
e. 8he tips in storytelling
1& 0nalysing the collected materials a)out narratie text
!& Summari+ing the materials o# spo.en and (ritten narratie texts in the #orm o# the
short story
1& Composing (ritten and spo.en narratie texts in the #orm o# the short story
!& /resenting the composed narratie texts in in the #orm o# presentation or paper
)& ;iscussing the report a)out the (ritten and spo.en narratie texts in the #orm o# the
short story
#rom the learning actiities. *n narratie text" there are seeral moral lessons that can )e
gained. Aarratie text also proides seeral good and )ad characteristic o# the characters.
*t is good #or us to #ollo( the good examples and leae the )ad example.
79
a, "bjectives
to identi#y the language #eatures o# spo.en and (ritten narratie texts in the #orm o# short
story
to identi#y the purpose o# spo.en and (ritten narratie texts in the #orm o# short story
b, Materials
c, Teac-in' met-ods
1. :edia
!. 8ools
a. Computer/4aptop
). *n#ocus/<H/
c. :ar.er
d. @hite)oard
,. Sources
1, Introduction
#orm o# short story
80
0, !ore activities
the short story
short story
short story
81
a, "bjectives
to compose spo.en and (ritten narratie texts in the #orm o# short story
b, Materials
c, Teac-in' met-ods
1. :edia
!. 8ools
a. Computer/4aptop
). *n#ocus/<H/
c. :ar.er
d. @hite)oard
,. Sources
1, Introduction
Explaining and motiating the students a)out the importance o# the narrative te:ts in
t-e /orm o/ s-ort story
0, !ore activities
a+ 0ssisting student to do:
82
1& <)sering the spo.en and (ritten narrative te:ts in t-e /orm o/ t-e s-ort story
the short story
!& Collecting in#ormation a)out other examples or additional in#ormation a)out the
short story
1+ Composing (ritten and spo.en narratie texts in the #orm o# the short story
0+ /resenting the composed narratie texts in in the #orm o# presentation or paper
b+ ;iscussing the report a)out the (ritten and spo.en narratie texts in the #orm o# the
short story
83
a, "bjectives
b, Materials
c, Teac-in' met-ods
1. :edia
!. 8ools
a. Computer/4aptop
). *n#ocus/<H/
c. :ar.er
d. @hite)oard
,. Sources
1, Introduction
#orm o# short story
0, !ore activities
84
the short story
short story
short story
85
a, "bjectives
to read the text o# the song
to listen the text o# the song
b, Materials
Earious songs music and texts
c, Teac-in' met-ods
1. :edia
a. 8he lyric and additional in#ormation o# the songs'
). 8he ideo clip o# the song '
!. 8ools
a. Computer/4aptop
). *n#ocus/<H/
c. :ar.er
d. Whiteboard
,. Sources
1, Introduction
Explaining and motiating the students a)out the importance o# song in the contexts o#
daily/school/societal actiities
;iscussing the messages o# the
;eliering the o)6ecties o# the study
0, !ore activities
86
1& 4istening to song
!& <)sering the text o# the song
1& 0)le to as. >uestions a)out the meaning o# the song
!& 0)le to as. >uestions a)out the message )y the song" such as:
a. Ho( are the meanings o# the messages o# the song deliered?
). Ho( the lyric a##ect the listener o# the song?
!& Collecting in#ormation a)out other additional in#ormation %)ac.ground o# the
song& a)out the song" such as:
a. 8he dictions in the song
). 8he expressions in the song
c. 8he idioms in the song
1& 0nalysing the collected materials a)out song
!& Summari+ing the materials o# learning song that hae )een collected
1& Communicating the meaning and message o# the song that hae )een learnt
!& /er#orming the song in di##erent (ay
b) ;iscussing the report a)out the meaning and message o# the song
#rom the song. Song may contain seeral good alues to )e learnt and taught.
.
87
a, "bjectives
to uncoer the meaning o# the song
to uncoer the message o# the song
b, Materials
c, Teac-in' met-ods
1. :edia
a. 8he lyric and additional in#ormationo# the songs'
!. 8ools
a. Computer/4aptop
). *n#ocus/<H/
c. :ar.er
d. Whiteboard
,. Sources
1, Introduction
0, !ore activities
88
,& Collecting in#ormation a)out other additional in#ormation %)ac.ground o# the
.
89
E8ALUATI"#
1od
group (or.
i# encouraged
maupun )er.elompo.
and in time
90
done&
!riterion
#ote 8ery
Good
Good ;airly
Good
!. Students are a)le to compose a narratie text
,. Students are a)le to respond and coney the expressions o#
congratulation
4. Students are a)le to #inish the tas.s in time
1. Ho( important are expressions o# congratulation in the school and society?
!. *n (hat occasion do (e delier #ormal expressions o# congratulation?
,. *n (hat occasions do (e delier in#ormal expressions o# congratulation?
4. Ho( do the aims" purpose" text structure and language #eatures a##ect the reader
o# narratie text?
5. :ention your innoatie (ays to delier narratie text %spo.en or (ritten&.
#ote:
8he ans(ers are )ased studentsC capa)ility and creatiity
Ao
Dind o#
0ctiities
<)sered 0spects
Content 8ext Structure
Eoca)u
lary
Sente
nces
@ritin
g
:ech
anic
1
Aarratie
text
,=
<rientationFEaluationFComlicationF5esolution
F5eorientation%<ptional&
!= != != 1=
In Learnin' #arrative Te:t
#ame:<<<<<<,
Title:<<<<<<,,,
$ate:<<<<<<,,,
91
C
o
n
t
e
n
t
!B$,G
mastering the topic o# the
paper' su)stantie'
complete' and releant to
the discussed topic
!!$!6
2airly 1ood H 1ood:
Iuite mastering the
pro)lem' limited
descriptions
deelopment' releant to
the topic' )ut not haing
detailed descriptions
1B$!1
0erage : 4imited
pro)lem mastering' less
su)stantie' limited topic
deelopment
1,$16
9elo( 0erage: not
not su)stantie' not
8
e
x
t

S
t
r
u
c
t
u
r
e
1J$!=
straight' (ell$organi+ed'
the se>uence orders are
logical' cohesie
14$1B
2airly 1ood H 1ood: 4ess
good expression #lo(' not
(ell$organi+ed )ut the
main idea has proposed'
less re#erences' the
se>uence orders are
logical )ut not cohesie
1=$1,
0erage : )ad expression
#lo(' not (ell$organi+ed
and the main idea has not
organi+ed' the se>uence
orders are not logical
B$G
9elo( 0erage: not
communicatie " not
(ell$organi+ed
S
e
n
t
e
n
c
e
1J$!=
errors in language
preposition&
simple )ut e##ectie
92
errors in complex
some errors in language
meaning is (ell$deliered
1=$1,
0erage : contain
serious error in
single/complex sentence
constructions %errors in
negation" (ord
#unction/order" arcticle"
pronoun" etc& so the
meaning is )iased
B$G
9elo( 0erage: not
order" contain many
errors" not
communicatie
E
o
c
a
)
u
l
a
r
y
1J$!=
oca)ulary mastering is
rich' e##ectie using o#
diction and expression'
e##ectie using o# register
14$1B
2airly 1ood H 1ood:
good oca)ulary
some errors in diction and
expressions )ut still
accepta)le
1=$1,
0erage : limited
there are seeral errors in
diction and expressions
and not accepta)le
%)iased&
B$G
9elo( 0erage: the
mastering o# oca)ulary"
diction" and expressions
is lo(
@
r
i
t
i
n
g

:
e
c
h
a
n
i
c
G$1=
:astering the grammar"
contain less mechanical
B$J 2airly 1ood H 1ood:
Sometimes contain
mechanical errors
%punctuation" caps"
)ut still accepta)le
93
4$6
0erage : contain many
mechanical errors
%punctuation" caps"
1$,
9elo( 0erage: not
mastering grammar"
contain many mechanical
paragraph arrangement&"
the (riting is not legi)le
!omment:
<<<<<<<<<<<<<<<<,,,,,,,,,,,,,,,,,,,,
<<<<<<<<<<<<<<<<,,,,,,,,,,,,,,,,,,,,
<<<<<<<<<<<<<<<<,,,,,,,,,,,,,,,,,,,,
<<<<<<<<<<<<<<<<,,,,,,,,,,,,,,,,,,,,
<<<<<<<<<<<<<<<<,,,,,,,,,,,,,,,,,,,,
Total:
Teac-er:
0pproed"
8he /rincipal o#
A*/.
................." ...........................!=1,
English 8eacher
A*/.
94
Lesson Plan Unit 2
My ;avourite Stories
Subject : English
Grade/Semester : X/!
Time Allotment : !=x 45 minutes
!ore com&etencies :
sociali+ation.
95
,., -nderstanding (ritten and spo.en texts
in responding compliment expressions.
,.5 -nderstanding the aim" text structure"
spo.en recount text a)out the
experiences/ actiities/ incidents/
eents.
1. *denti#ying the aims o# recount text a)out
experiences/ actiities/ incidents/ eents.
!. *denti#ying the structure o# recount text a)out
experiences/ actiities/ incidents/ eents.
,. *denti#ying the language #eatures o# recount
text a)out experiences/ actiities/ incidents/
eents.
4.B Compossing (ritten and spo.en texts to
express and respond the compliment
and caring expressions )y considering
the aims" text structure that )ased on
appropriate contexts.
3. /ronouncing the expression o# compliment
and sympathy
4. Completing the gaps (ith the correct
expressions
4.J Composing simple (ritten and spo.en
recount texts a)out
experiences/actiities/incidents/eents"
)y considering appropriate and
contextual aims" text structure and
language #eatures.
1. /roducing (ritten and spo.en recount text
a)outexperiences/actiities/incidents/eents
4.9 -nderstanding the purpose o# simple
spo.en and (ritten recount texts.
1. *denti#ying the purpose o# recount text.
Lesson 1 ()ee* 1+
a, "bjectives
b, Materials
Expressing sympathy
c, Teac-in' met-ods
1. :edia
a. 8he copy materials o# compliment'
!. 8ools
a. Computer/4aptop
). *n#ocus/<H/
c. :ar.er
d. Whiteboard
,. Sources
1, Introduction
compliment in the contexts o# daily/school/societal actiities
!& ;iscussing the reality o# ho( students express compliment in daily/school/societal
actiities
,& ;eliering the o)6ecties o# learning expressions o# compliment
0, !ore activities
96
"bservin'
1& <)sering the correct expression o# compliment #rom the teachers
!& <)sering the correct expression o# compliment #rom the text)oo.s or other
related materials %po(er point or learning ideos&
1uestionin'
1& 0)le to as. >uestions a)out the expression o# compliment deliered )y teacher/
other materials
!ollectin' $ata
expression o# compliment #rom arious sources" such as:
Associatin'
1& 0nalysing the collected materials a)out expressions o# compliment
!& Summari+ing the materials o# expressing compliment that hae )een collected
!ommunicatin'
1& Communicating the expressions o# compliment that hae )een learnt in the #orm
o# dialogue in group or pairs
%/orto #olio&
)& ;iscussing the report a)out the expression o# compliment and concluding the right#ul
#rom the learning actiities. Compliment is a good sigh that (e care to others. *t is one o#
the arious applications o# religion diine alues.
97
Lesson 0 ()ee* 0+
a, "bjectives
b, Materials
Expressing sympathy
c, Teac-in' met-ods
1. :edia
!. 8ools
a. Computer/4aptop
). *n#ocus/<H/
c. :ar.er
d. Whiteboard
,. Sources
1, Introduction
actiities
0, !ore activities
"bservin'
98
1uestionin'
other materials
!ollectin' $ata
Associatin'
!ommunicatin'
%/orto #olio&
99
Lesson 2 ()ee* 2+
a, "bjectives
b, Materials
Expressing sympathy
c, Teac-in' met-ods
1. :edia
!. 8ools
a. Computer/4aptop
). *n#ocus/<H/
c. :ar.er
d. Whiteboard
,. Sources
1, Introduction
actiities
0, !ore activities
"bservin'
100
1uestionin'
other materials
!ollectin' $ata
Associatin'
!ommunicatin'
%/orto #olio&
101
Lesson 3 ()ee* 3+
a, "bjectives
b, Materials
Expressing sympathy
c, Teac-in' met-ods
1. :edia
!. 8ools
a. Computer/4aptop
). *n#ocus/<H/
c. :ar.er
d. Whiteboard
,. Sources
1, Introduction
actiities
0, !ore activities
"bservin'
102
1uestionin'
other materials
!ollectin' $ata
Associatin'
!ommunicatin'
,& Communicating the expressions o# compliment that hae )een learnt in the #orm
4& /resenting the expression o# sympathy in the #orm o# presentation or papers
%/orto #olio&
103
a, "bjectives
to identi#y the aims o# spo.en and (ritten recount texts a)out experiences/ actiities/
incidents/ eents
to identi#y the text structure o# spo.en and (ritten recount texts a)out experiences/
actiities/ incidents/ eents
b, Materials
Spo.en and (ritten recount texts a)out experiences/actiities/incidents/eents
c, Teac-in' met-ods
1. :edia
!. 8ools
a. Computer/4aptop
). *n#ocus/<H/
c. :ar.er
d. @hite)oard
,. Sources
1, Introduction
Explaining and motiating the students a)out the importance o# the recount texts a)out
experiences/actiities/incidents/eents
;iscussing the importance o# lessons that can )e o)tained #rom the past eents
0, !ore activities
104
1& <)sering the spo.en and (ritten recount texts a)out experiences/ actiates/
incidents/ eents
(ritten recount texts a)out experiences/ actiates/ incidents/ eents
,& <)sering the recount texts a)out experiences/ actiates/ incidents/ eents #rom
the text)oo.s or other related materials" such as:
a. ;o you hae any sad/un#orgetta)le experiences or eents?
). Ho( do (e retell experiences or eents?
1& 0)le to as. >uestions a)out the spo.en and (ritten recount te:ts about
e:&eriences/ activates/ incidents/ events
the spo.en and (ritten recount te:ts about e:&eriences/ activates/ incidents/
events
spo.en and (ritten recount texts a)out experiences/ actiates/ incidents/ eents"
such as:
a. 8he aims o# recount text
). 8he structure o# recount text
c. 8he purpose o# recount text
d. 8he examples o# recount texts #rom ne(spaper/ maga+ines/ internet
1& 0nalysing the collected materials a)out recount text
!& Summari+ing the materials o# spo.en and (ritten recount texts a)out experiences/
actiates/ incidents/ eents
1& Composing (ritten and spo.en recount texts a)out experiences/ actiates/
incidents/ eents
!& /resenting the composed recount texts in in the #orm o# presentation or paper
)& ;iscussing the report a)out the (ritten and spo.en recount texts a)out experiences/
#rom the learning actiities. Sad or happy experiences contain alua)le lessons #or us so
(e (ill neer repeat the same mista.e again in the #uture.
105
a, "bjectives
to identi#y the aims o# spo.en and (ritten recount texts a)out experiences/ actiities/
incidents/ eents
to identi#y the text structure o# spo.en and (ritten recount texts a)out experiences/
actiities/ incidents/ eents
b, Materials
c, Teac-in' met-ods
1. :edia
!. 8ools
a. Computer/4aptop
). *n#ocus/<H/
c. :ar.er
d. @hite)oard
,. Sources
1, Introduction
106
0, !ore activities
incidents/ eents
c. ;o you hae any sad/un#orgetta)le experiences or eents?
d. Ho( do (e retell experiences or eents?
1& 0)le to as. >uestions a)out the spo.en and (ritten recount texts a)out
experiences/ actiates/ incidents/ eents
the spo.en and (ritten recount texts a)out experiences/ actiates/ incidents/
eents
such as:
1+ Composing (ritten and spo.en recount texts a)out experiences/ actiates/
incidents/ eents
0+ /resenting the composed recount texts in in the #orm o# presentation or paper
b+ ;iscussing the report a)out the (ritten and spo.en recount texts a)out experiences/
107
a, "bjectives
to identi#y the language #eatures o# spo.en and (ritten recount texts a)out experiences/
actiities/ incidents/eents
to identi#y the purpose o# spo.en and (ritten recount texts a)out experiences/ actiities/
incidents/ eents
b, Materials
c, Teac-in' met-ods
1. :edia
!. 8ools
a. Computer/4aptop
). *n#ocus/<H/
c. :ar.er
d. @hite)oard
,. Sources
1, Introduction
108
0, !ore activities
incidents/ eents
eents
such as:
incidents/ eents
109
a, "bjectives
to identi#y the language #eatures o# spo.en and (ritten recount texts a)out experiences/
actiities/ incidents/eents
incidents/ eents
b, Materials
c, Teac-in' met-ods
1. :edia
!. 8ools
a. Computer/4aptop
). *n#ocus/<H/
c. :ar.er
d. @hite)oard
,. Sources
1, Introduction
110
0, !ore activities
incidents/ eents
c. ;o you hae any sad/un#orgetta)le experiences or eents?
d. Ho( do (e retell experiences or eents?
eents
such as:
incidents/ eents
111
112
Lesson Plan = ()ee* =+
a, "bjectives
incidents/ eents
to compose spo.en and (ritten recount texts a)out experiences/actiities/incidents/eents
b, Materials
c, Teac-in' met-ods
1. :edia
!. 8ools
a. Computer/4aptop
). *n#ocus/<H/
c. :ar.er
d. @hite)oard
,. Sources
1, Introduction
0, !ore activities
113
1+ <)sering the spo.en and (ritten recount texts a)out experiences/ actiates/
incidents/ eents
0+ <)sering the aims" structure" language #eatures" and purposes o# spo.en and
2+ <)sering the recount texts a)out experiences/ actiates/ incidents/ eents #rom
eents
such as:
incidents/ eents
b+ ;iscussing the report a)out the (ritten and spo.en recount texts a)out experiences/
114
Lesson Plan 1> ()ee* 1>+
a, "bjectives
incidents/ eents
to compose spo.en and (ritten recount texts a)out experiences/actiities/incidents/eents
b, Materials
c, Teac-in' met-ods
1. :edia
!. 8ools
a. Computer/4aptop
). *n#ocus/<H/
c. :ar.er
d. @hite)oard
,. Sources
1, Introduction
115
0, !ore activities
incidents/ eents
eents
such as:
1& Composing (ritten and spo.en recount texts a)out experiences/ actiates/
incidents/ eents
!& /resenting the composed recount texts in in the #orm o# presentation or paper
116
117
E8ALUATI"#
1od
group (or.
i# encouraged
maupun )er.elompo.
and in time
118
done&
!riterion
#ote 8ery
Good
Good ;airly
Good
!. Students are a)le to compose a recount text
,. Students are a)le to respond and coney the expressions
o# compliment
1. Ho( important are expressions o# compliment in the school and society?
!. *n (hat occasion do (e delier #ormal expressions o# compliment?
,. *n (hat occasions do (e delier in#ormal expressions o# compliment?
o# recount text?
5. State your un#orgetta)le experience in the #orm o# recount text.
#ote:
8he ans(ers are )ased on studentsC capa)ility and creatiity.
Ao
Dind o#
0ctiities
<)sered 0spects
Content 8ext Structure Eoca)ulary Sentences
@riting
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text
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120
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1=$1,
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and expressions )ut
still accepta)le
121
1=$1,
0erage : limited
there are seeral errors
in diction and
expressions and not
accepta)le %)iased&
B$G
9elo( 0erage: the
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and expressions is lo(
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Sometimes contain
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paragraph
arrangement& )ut still
accepta)le
4$6
0erage : contain
many mechanical
errors %punctuation"
caps" paragraph
arrangement&
1$,
9elo( 0erage: not
mastering grammar"
contain many
mechanical errors
%punctuation" caps"
paragraph
arrangement&" the
(riting is not legi)le
!omment:
<<<<<<<<<<<<<<<<,,,,,,,,,,,,,,,,,,,,
<<<<<<<<<<<<<<<<,,,,,,,,,,,,,,,,,,,,
<<<<<<<<<<<<<<<<,,,,,,,,,,,,,,,,,,,,
Total:
Teac-er:
122
<<<<<<<<<<<<<<<<,,,,,,,,,,,,,,,,,,,,
<<<<<<<<<<<<<<<<,,,,,,,,,,,,,,,,,,,,
0pproed"
8he /rincipal o#
A*/.
................." ...........................!=1,
English 8eacher
A*/.
123
Lesson Plan Unit 3
My edtime Stories
Subject : English
Grade/Semester : X/!
Time Allotment : !=x 45 minutes
!ore com&etencies :
sociali+ation.
Lesson
Plan 1
()ee* 1+
a, "
b
je
ct
iv
es
124
,.4 -nderstanding (ritten and spo.en
texts in responding compliment and
caring expressions.
,.6 -nderstanding the aims" text
structure" and language #eatures o#
(ritten and spo.en narratie text in
the #orm o# short story.
1. *denti#ying the aims o# narratie textin the
!. *denti#ying the structure o# narratie
textin the #orm o# short story.
,. *denti#ying the language #eatures o#
narratie textin the #orm o# short story.
,.B -nderstanding the message (hich is
)rought )y the songs.
!. *denti#ying the messages in a song
4.1= Compossing (ritten and spo.en
texts to express and respond the
compliment and caring expressions
)y considering the aims" text
structure that )ased on appropriate
contexts.
1. /ronouncing the expression o#
expressions
4.11 -nderstanding the purpose o#
spo.en and (ritten narratie texts in
the #orm o# short stories
1. *denti#ying the purpose o# narratie text
4.1! -nderstanding the message
)rought )y songs.
c, Teac-in' Met-od
1. :edia
d. 8he copy materials o# sympathy expressions'
e. /ictures/card o# sympathy expression '
#. /o(erpoint Facil: Advanced Learning English 1, Herman 9enyamin" 1ra#indo :edia
!. 8ools
a. Computer/4aptop
). *n#ocus/<H/
c. :ar.er
d. Whiteboard
,. Sources
1, Introduction
actiities
0, !ore activities
"bservin'
learning ideos
125
1uestionin'
!ollectin' $ata
Associatin'
!ommunicatin'
%#orto#olio&
126
a, "bjectives
c, Teac-in' Met-od
1. :edia
!. 8ools
a. Computer/4aptop
). *n#ocus/<H/
c. :ar.er
d. Whiteboard
,. Sources
1, Introduction
actiities
0, !ore activities
127
"bservin'
learning ideos
1uestionin'
c. Ho( importance is the expressions o# sympathy?
d. *n (hat occasion do (e need to express sympathy contextually?
!ollectin' $ata
Associatin'
!ommunicatin'
%#orto#olio&
128
a, "bjectives
c, Teac-in' Met-od
1. :edia
!. 8ools
a. Computer/4aptop
). *n#ocus/<H/
c. :ar.er
d. Whiteboard
,. Sources
1, Introduction
actiities
0, !ore activities
"bservin'
129
learning ideos
1uestionin'
!ollectin' $ata
Associatin'
!ommunicatin'
%#orto#olio&
130
a, "bjectives
c, Teac-in' Met-od
1. :edia
!. 8ools
a. Computer/4aptop
). *n#ocus/<H/
c. :ar.er
d. Whiteboard
,. Sources
1, Introduction
actiities
0, !ore activities
"bservin'
131
learning ideos
1uestionin'
!ollectin' $ata
Associatin'
!ommunicatin'
%#orto#olio&
132
a, "bjectives
story
b, Materials
c, Teac-in' met-ods
1. :edia
!. 8ools
a. Computer/4aptop
). *n#ocus/<H/
c. :ar.er
d. @hite)oard
,. Sources
1, Introduction
#orm o# short story
133
0, !ore activities
the short story
short story
,& Composing (ritten and spo.en narratie texts in the #orm o# the short story
4& /resenting the composed narratie texts in in the #orm o# presentation or paper
short story
134
a, "bjectives
story
b, Materials
c, Teac-in' met-ods
1. :edia
!. 8ools
a. Computer/4aptop
). *n#ocus/<H/
c. :ar.er
d. @hite)oard
,. Sources
1, Introduction
#orm o# short story
135
0, !ore activities
the short story
short story
short story
136
Lesson Plan 6()ee* 6+
a, "bjectives
story
b, Materials
c, Teac-in' met-ods
1. :edia
!. 8ools
a. Computer/4aptop
). *n#ocus/<H/
c. :ar.er
d. @hite)oard
,. Sources
1, Introduction
#orm o# short story
137
0, !ore activities
1+ <)sering the spo.en and (ritten narratie texts in the #orm o# the short story
0+ <)sering the aims" structure" language #eatures" and purposes o# spo.en and
2+ <)sering the narratie texts in the #orm o# the short story #rom the text)oo.s or
the short story
short story
short story
138
Lesson Plan 7()ee* 7+
a, "bjectives
story
b, Materials
c, Teac-in' met-ods
1. :edia
!. 8ools
a. Computer/4aptop
). *n#ocus/<H/
c. :ar.er
d. @hite)oard
,. Sources
1, Introduction
#orm o# short story
139
0, !ore activities
the short story
short story
b+ ;iscussing the report a)out the (ritten and spo.en narratie texts in the #orm o# the
short story
140
Lesson Plan = ()ee* =+
a, "bjectives
to read the text o# the song
to listen the text o# the song
b, Materials
c, Teac-in' met-ods
1. :edia
a. 8he lyric and additional in#ormation o# the songs'
!. 8ools
a. Computer/4aptop
). *n#ocus/<H/
c. :ar.er
d. Whiteboard
,. Sources
1, Introduction
0, !ore activities
141
1& Collecting in#ormation a)out other additional in#ormation %)ac.ground o# the
.
142
Lesson Plan 1> ()ee* 1>+
a, "bjectives
to uncoer the meaning o# the song
to uncoer the message o# the song
b, Materials
c, Teac-in' met-ods
1. :edia
a. 8he lyric and additional in#ormationo# the songs'
!. 8ools
a. Computer/4aptop
). *n#ocus/<H/
c. :ar.er
d. Whiteboard
,. Sources
1, Introduction
0, !ore activities
143
1& Collecting in#ormation a)out other additional in#ormation %)ac.ground o# the
,& Communicating the meaning and message o# the song that hae )een learnt
4& /er#orming the song in di##erent (ay
.
144
E8ALUATI"#
1od
group (or.
i# encouraged
maupun )er.elompo.
and in time
145
done&
!riterion
#ote 8ery
Good
Good ;airly
Good
!. Students are a)le to compose a narratie text
,. Students are a)le to respond and coney the expressions
o# sympathy
1. Ho( important are expressions o# sympathy in the school and society?
!. *n (hat occasion do (e delier #ormal expressions o# sympathy?
,. *n (hat occasions do (e delier in#ormal expressions o# sympathy?
o# descriptie text?
5. :a.e an analysis the text structure o# a drama/ #ilm.
#ote:
8he ans(ers are )ased on StudentsC capa)ility and creatiity.
A
o
Dind
o#
0cti
ities
<)sered 0spects
Con
tent
8ext Structure
Eoca)
ulary
Sente
nces
@riti
ng
:ech
anic
1
Aarra
tie
text
,=
<rientationFEaluationFComlicationF5esol
utionF5eorientation%<ptional&
!
=
!= != 1=
In Learnin' #arrative Te:t
#ame:<<<<<<,
Title:<<<<<<,,,
$ate:<<<<<<,,,
146
C
o
n
t
e
n
t
!B$,G
mastering the topic o#
the paper' su)stantie'
complete' and releant
to the discussed topic
!!$!6
2airly 1ood H 1ood:
Iuite mastering the
pro)lem' limited
descriptions
deelopment' releant
to the topic' )ut not
haing detailed
descriptions
1B$!1
0erage : 4imited
pro)lem mastering'
less su)stantie'
limited topic
deelopment
1,$16
9elo( 0erage: not
not su)stantie' not
8
e
x
t

S
t
r
u
c
t
u
r
e
1J$!=
straight' (ell$
organi+ed' the
se>uence orders are
logical' cohesie
14$1B
2airly 1ood H 1ood:
4ess good expression
#lo(' not (ell$
organi+ed )ut the main
idea has proposed' less
re#erences' the
se>uence orders are
logical )ut not
cohesie
1=$1,
0erage : )ad
expression #lo(' not
(ell$organi+ed and the
main idea has not
organi+ed' the
se>uence orders are not
logical
B$G 9elo( 0erage: not
communicatie " not
147
(ell$organi+ed
S
e
n
t
e
n
c
e
1J$!=
less errors in language
#unction" article"
pronoun" preposition&
14$1B
2airly 1ood H 1ood:
simple )ut e##ectie
less errors in complex
some errors in
language #eatures
%order" (ord #unction"
article" pronoun"
meaning is (ell$
deliered
1=$1,
0erage : contain
serious error in
single/complex
sentence constructions
%errors in negation"
(ord #unction/order"
arcticle" pronoun" etc&
so the meaning is
)iased
B$G
9elo( 0erage: not
order" contain many
errors" not
communicatie
E
o
c
a
)
u
l
a
r
y
1J$!=
oca)ulary mastering
is rich' e##ectie using
o# diction and
expression' e##ectie
using o# register
14$1B
2airly 1ood H 1ood:
good oca)ulary
some errors in diction
and expressions )ut
still accepta)le
1=$1, 0erage : limited
148
there are seeral errors
in diction and
expressions and not
accepta)le %)iased&
B$G
9elo( 0erage: the
mastering o#
oca)ulary" diction"
and expressions is lo(
@
r
i
t
i
n
g

:
e
c
h
a
n
i
c
G$1=
:astering the
grammar" contain less
mechanical errors
%punctuation" caps"
paragraph
arrangement&
B$J
2airly 1ood H 1ood:
Sometimes contain
mechanical errors
%punctuation" caps"
paragraph
arrangement& )ut still
accepta)le
4$6
0erage : contain
many mechanical
errors %punctuation"
caps" paragraph
arrangement&
1$,
9elo( 0erage: not
mastering grammar"
contain many
mechanical errors
%punctuation" caps"
paragraph
arrangement&" the
(riting is not legi)le
!omment:
<<<<<<<<<<<<<<<<,,,,,,,,,,,,,,,,,,,,
<<<<<<<<<<<<<<<<,,,,,,,,,,,,,,,,,,,,
<<<<<<<<<<<<<<<<,,,,,,,,,,,,,,,,,,,,
<<<<<<<<<<<<<<<<,,,,,,,,,,,,,,,,,,,,
Total:
Teac-er:
0pproed"
8he /rincipal o#
................." ...........................!=1,
English 8eacher
149
A*/.
A*/.
150

RPP AL English X

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Lesson Plan Unit 1

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