LESSON PLAN
EDUCATION UNIT : SENIOR HIGH SCHOOL
SUBJECT : ENGLISH
CLASS/SEMESTER : XI / 1
MEETING : -
TIME ALLOCATION : 2 X 45 MINUTES
STANDARD COMPETENCE :
12. Writing
Expressing meaning of essay text in the form of report, narrative, and analytical exposition in context of everyday life.
BASIC COMPETENCE :
12.2 Writing (Report)
Expressing meaning and rhetorical steps in essay text accurately, fluently and acceptable in context of everyday life and in the use of accessing science in the form of report, narrative, and analytical exposition.
TEACHING OBJECTIVES :
To practice producing written monologue text in the form of report text.
I. INDICATORS :
Based on the written monologue text in the form of report, students in groups are able to:
1. Brainstorm the ideas
2. Make drafting about report text
3. Revise the report text they have written down in the drafting stage
4. Write a report text with well and correct generic structure
5. Write a report text with good developing ideas
6. Write a report text with good grammar and vocabulary application
7. Write a report text with good punctuation and capitalization
II. MATERIAL : Report Text (Enclosed)
III. APPROACH : Competence Based Approach
METHOD/TECHNIQUE : Writing Process Approach
IV. TEACHING PROCEDURES :
1 | Opening | 10’ |
· Greeting and checking attendance · Informing the target of the achieved indicators · Giving Warm-up activities | ||
2 | Main-Teaching Activities | 70’ |
· Inviting students to review about the definition of report text, its generic sturcture, and its social function. · Inviting students to review about the the lexicogrammatical feature of report text. · Giving exercises for the grammar point, especially Present Tenses and reported speech |
Written Cycle | ||
JCoT ( Joint Constrcution of the Text ) | ||
· Teacher and students in group share how to brainstrom the ideas that relate to the characteristics of report text · Teacher guides students in group to eliminate the unnecessary vocabularies as the result from brainstroming activity · Teacher guides and shares to the students in group how to implement the selected vocabularies into sentences that built into outline · Teacher guides and monitor students in group how to write report text in drafting stage · Teacher guides students in group how to revise their work · Teacher assigns students in group to write their final of their report text as the result of group work and hand it in to the teacher | ||
3 | Closing | 10’ |
· Overviewing the meeting, reflecting about the strength and weaknessess of the writing process experienced by the students in group. · Checking the students’ learning progress · Giving motivation and the preview of the next meeting. · Closing and Leave-taking |
V. Equipment, Material, and Sources
Equipment : LCD Projector and a unit of laptop
Material : A written report text created by students in group
Sources : 1. Standard Competence of BSNP year 2006
2. Priyana, Joko. Riandi, Anita. and Prasetyo Mumpuni (2008) INTERLANGUAGE: English for Senior High School Students XI: SMA/MA-Jakarta: Pusat Perbukuan, Departemen Pendidikan Nasional
3. Look Ahead 2 for Senior High School Students
VI. Evaluation
Type : Performance test
Form : Written/Product
Instrument : (Enclosed)
Scoring of
Psycomotor (writing) : Rubric Assessment Scale
ASPEC | SCORE | DESCRIPTION |
Generic Structure | 5 | Complete and orderly text structure |
4 | Complete but not orderly text structure | |
3 | Incomplete text structure | |
2 | Incorrect text structure | |
1 | Unstructured | |
Developing Ideas | 5 | Correct main idea, relevant supporting sentences |
4 | Nearly relevant main idea and supporting sentences | |
3 | Less relevant main idea and supporting sentences | |
2 | Irrelevant main idea and supporting sentences | |
1 | No main idea | |
Accuracy (grammar and vocabulary) | 5 | Correct use of grammar and vocabulary |
4 | Nearly correct use of grammar vocabulary | |
3 | Fairly correct use of grammar and vocabulary | |
2 | Poor use of grammar and vocabulary | |
1 | Incorrect use of grammar and vocabulary | |
Mechanics (punctuation, writing style) | 5 | Use of correct punctuation, good writing style |
4 | Nearly correct use of punctuation, good writing style | |
3 | Fairly correct use of punctuation, fairly good writing style | |
2 | Poor use of punctuation, poor writing style | |
1 | Incorrect use of punctuation, bad writing style |
Affective : - Presence
- Participation
- Activism of English usage
- Accuracy of task completion
Kediri, May 31st, 2011
Approved by
Headmaster of State Senior High School 0 Kediri Teacher
MOH. KUSEN, M.Pd DUWI PURWANTI, S.Pd
NIP. 19790718 200902 1 002 NPM. 08.1.01.08.0074Enclosure (for Students’ consumption)
Handout of Writing (Report Text)
REPORT TEXT
Writing
Building Knowledge of the Field (BKoF)
Pre-Writing
Act 1 : Answer the question orally!
1. Have you ever heard about report text?
2. What do you know about report text?
3. Where do you usually find report text?
4. Can you make it with your own hand?
5. Do you know its generic structure?
Act 2 : Study the following notes and discuss it with your friends!
Report Text
Information report consists of two main parts.
• General information
• Bundles of more specific information
The purpose :
· presenting information about something.
· To generally describe the way things are such as a man-made thing, animals, plants, and so on.
Text Organization :
ü General Classification : introduces the topic of the report such as the class or sub-class.
ü Identification : give the shape /form, parts, bahavior, habitat, way of survival.
Language Features
ü The use of general nouns (e.g. : koimodoes, computers, orchids)
ü The use of relating verbs (e.g. : is, are, has)
ü The use of present tenses (e.g. : komodo dragons usually weigh more than 160 kg)
ü The use of behavioral veras (e.g. : snakes often sunbathe in the sun)
ü The use technical terms (e.g. : water contains oxygen and hidrogen)
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