LESSON PLAN
Subject
: English
Level/Semester
: VII/2
Language Skill
: Writing
Genre
:
Descriptive Text
Theme
: Pet Animals
Time Allocation
: 45 minutes
I. Standard competence
12. Mengungkapkan makna dalam
teks tulis fungsional pendek dan esei sederhana berbentuk
narrative, descriptive dan news item dalam konteks kehidupan
sehari-hari
II. Basic Competence
12.2
Mengungkapkan makna dan langkah retorika dalam esei sederhana secara akurat,
lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk
narrative, descriptive, dan news item
III. Indicators
Cognitive
a. Product
1. Writing short paragraphs in form
of descriptive text.
b. Process
1. Mentioning the name of pet animal
based on the picture.
2. Writing descriptive paragraph
based on the picture given.
3. Writing descriptive paragraph
based on the guideline.
Affective
1. Showing enthusiasm to the
teacher’s explanation
2. Showing responsibility while doing
the exercises
3. Showing dicipline during the class
IV. Learning Objectives
Cognitive
a. Product
1. Students are able to write short
monologs in form of descriptive text.
b. Process
1. Students are able to mention the
name of pet animals based on the picture.
2. Students are able to write
descriptive paragraph based on the picture
3. Students are able to write
descriptive paragraph based on the guideline.
Affective
1. Students are able to show
enthusiasm to the teacher’s explanation
2. Students are able to show
responsibility while doing the exercises
3. Students are able to show
dicipline during the class
V. MATERIALS (enclosed)
VI. TEACHING LEARNING STRATEGIES
a.
Method : Contextual Teaching Learning
b. Technique :
Direct Method
VII. TEACHING LEARNING ACTIVITIES
No
|
Learning Activities
|
Time Allocation
|
|
Teacher’s activities
|
Students’ activities
|
||
1.
2.
3.
|
Introduction:
a. Greeting
b. Checking the students’
attendance
c. Motivation:showing real thing
d. Set Induction: giving some
leading question
e. Stating objectives: starting
starting the objectives of the study
Main activities:
a. Reviewing about procedure text
b. Asking the students to do
exercise 1 individually
c. Discussing the answers together
with the class
d. Asking
the students to do exercise 2 individually
e. Discussing the answers together
with the class
Post activities:
a. Guiding the students to make the
conclusion
b. Parting
|
a. Greeting
b. Paying attention
c. Paying attention
d. Answering the question
e. Paying attention
a. Paying attention
b. Doing exercise 1
individually
c. Discussing the answers together
with the class
d. Doing exercise 2 individually
e. Discussing the answers together
with the class
a. Making the conclusion with the
teacher
b. Parting
|
3’
40’
2’
|
VIII. SOURCES AND MEDIA
a. Sources:
1. LKS Bima
2. Kumalarini, TH, Munir, Ahmad, Setiawan,
Selamet, dkk. 2008. Bahasa Inggris SMP/Mts. Jakarta: Pusat Perbukuan Departemen
Pendidikan Nasional.
b. Media: students’ worksheet,
pictures, LCD, viewer, netbook.
IX. ASSESSMENT
a. Process assessment
Process evaluation is conducted
during the teaching learning process of writing by Contextual Teaching
Learning.
Cognitive
Table 1. SCORING RUBRIC
Instrument: Writing a procedure text
No
|
Aspect of Writing
|
Total Score
|
Score
|
Description
|
|
1.
|
ACCURACY
|
Grammar
|
20
|
16-20
10-15
10
|
Grammar is mostly correct
Grammar is less correct but it
doesn’t influence the meaning
Grammar is less correct and it
influences the meaning
|
Vocabulary
|
20
|
16-20
10-15
10
|
Vocabulary choice is appropiate
Vocabulary choice is less
appropiate but it doesn’t influence the meaning
Voacabulary choice is less
appropiate and it influence the meaning
|
||
Mechanics
|
15
|
11-15
6-10
10
|
The punctuation and spelling are
mostly correct
The punctuation and spelling are
less correct and they don’t influence the meaning
The punctuation and spelling are
less correct and they influence the meaning
|
||
2.
|
FLUENCY
|
Fluency
|
20
|
16-20
10-15
10
|
The ideas are clear, attractive and
easy to read
The ideas are monotonous but still
easy to read
The ideas are unclear and difficult
to read
|
Organization
|
25
|
20-25
10-19
10
|
The ideas are organized, logically,
and clearly
The ideas are organized, less
logically, and clearly
The ideas are organized illogically
|
Affective
Instrument: Observation sheet of
students’ characters
Indicators evaluated:
1. Show enthusiasm to the teacher’s
explanation
2. Show responsibility while doing
the exercises
3. Show discipline during the class
Observation sheet of students’
activities
No
|
Names
|
1
|
2
|
3
|
Excellent
(80-90)
|
Good
(70-79)
|
Not Good
(60-69)
|
1.
|
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2.
|
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3.
|
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4.
|
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5.
|
|||||||
…
|
Note:
Excellent
: 3 indicators performed
Good
: 2 indicators performed
Not
good : 1 indicators performed
