Lesson Plan TLL Final Project

Lesson Plan 6

School                         : Senior High School

Subject                        : English

Grade/Semester         : XI 1^st (first Semester)

Skill                             : Writing

Genre                          : Grammar

Topic                           : Past Continuous

Meeting                      : First meeting

Time allocation           : 2 x 45 (1 meeting)

 I.            Competence standard

12. Writing
Expressing meaning of short functional text and essay text in the form of narrative, descriptive and news item in context on everyday life.

II.            Basic Competence

12.2 Expressing meaning and rhetorical steps in essay text accurately, fluently and acceptable in context of everyday life in the form of narrative, descriptive, and news item.

III.            Indicators

1.      Identify function of Past continuous

2.      Use Past Continuous to tell activity that was in the past.

3.      Use Past Continuous and Simple Past to express two activities in the past.

IV.            Teaching-Learning Methods
Competence based approach, presentation and jig show.

V.            Teaching and Learning Activities

No.	Activity	Methods	Duration
1.	Opening -    Opening -    Check attendance list -    Review about Simple Past	- Greet the students and pray together - Call the students name - Flash game Simple Past Irregular verb.	3 minutes 3 minutes 14 minutes
2.	Main activity -    Explain Past continuous using Prezzi -    Write Past continuous sentence based on pictures. -    Enrichment	- Teacher explains Past continuous based on Prezzi presentation that has been made before. Then teacher give some example on the whiteboard. - Teacher provides some pictures about past continuous, then students must write the correct sentence base on the pictures. - Teacher gives handbook about two activities in the past and how to express it. Teacher divides the class to be some group to make a jig show section.	10 minutes 5 minutes 25 minutes
3.	Closing -    Conclusion -    Giving homework -    Reflection -    Closing	- Teacher stimulates students to conclude what they have learned. Then the teacher concludes it generally and clearly. - Teacher asks students to draw two activities in the past that related with simple past and past continuous, and then they have to upload it on facebook group. The others students have to make sentence based on the pictures that have been made by others. - Reflection about the day. - Teacher closes the class by greeting students and leads the students to pray together.	10 minutes 7 minutes 10 minutes 3 minutes

VI.            Learning Media

-          Game in PowerPoint

-          Prezzi

-          Video (for giving example)

-          Internet

VII.            Learning Resources

-          Understanding and Using English Grammar second edition. Azar, B.S. 1993.Prentice-Hall, Inc.

-          http://myeslworld.blogspot.com/2010/01/flash-game-past-simple-irregular-verbs.html

VIII.            Evaluation
Type       : Formative and summative
Form      : Written test and during the lesson based on their: presence, participation, activism of English usage and accuracy in using appropriate tenses.
- The teacher gives correction to the sentences that have been made and upload by the students.

Lesson Plan 5

School                         : Senior High School

Subject                        : English

Grade/Semester         : XI 1^st (first Semester)

Skill                             : Writing

Genre                          : Grammar

Topic                           : Simple Past

Meeting                      : First meeting

Time allocation           : 2 x 45 (1 meeting)

 I.            Competence standard

12. Writing
Expressing meaning of short functional text and essay text in the form of narrative, descriptive and news item in context on everyday life.

II.            Basic Competence

12.2 Expressing meaning and rhetorical steps in essay text accurately, fluently and acceptable in context of everyday life in the form of narrative, descriptive, and news item.

III.            Indicators

1.      Identify function of Simple Past

2.      Use Simple Past to tell past experience

IV.            Teaching-Learning Methods
Competence based approach and presentation

V.            Teaching and Learning Activities

No.	Activity	Methods	Duration (in minutes)
1.	Opening -    Opening -    Check attendance list -    Review about Simple Present	- Greet the students and pray together - Call the students name - Zip zap zop gameà asking about simple present to whoever does not concentrate in playing the game.	2 3 10
2.	Main activity -    General Pre-test (game “click the words”) -    Explain Simple Past using Prezzi -    Make an unforgettable holiday. -    Sharing session about their story	- Teacher provides the game using PowerPoint with hyperlink for every question, answer and also the response answer. The students have to click a word that has been provided in PPT for filling the blank sentence. - Teacher explains Simple Past based on Prezzi presentation that has been made before. Then teacher give some example on the whiteboard. - Teacher asks students to make their own story about unforgettable holiday. - Students are given opportunity to tell their story in front of the class.	10 15 10 10 2 13
3.	Closing -    Conclusion -    Quiz -    Closing	- Teacher stimulates students to conclude what they have learned. Then the teacher concludes it generally and clearly. - Teacher gives a simple quiz about Simple Past. - Teacher closes the class by greeting students and leads the students to pray together.	3 10 2

VI.            Learning Media

-          Game in PowerPoint

-          Prezzi

-          Video (for giving example)

VII.            Learning Resources

-          Understanding and Using English Grammar second edition. Azar, B.S. 1993.Prentice-Hall, Inc.

VIII.            Evaluation
Type       : Formative and summative
Form      : Written test and during the lesson based on their: presence, participation, activism of English usage and accuracy in using appropriate tenses.

Lesson Plan 4

School                         : Senior High School

Subject                       : English

Grade/Semester         : XI/1

Skill                             : Speaking

Genre                         : Expression

Topic                          : Satisfaction and Dissatisfaction

Meeting                      : 1^st meeting

Time allocation          : 2 x 45 (1 meeting)

I.          Competence standard

1.  Expressing the meaning text conversation and formal transactional and interpersonal continue in the context of daily life.

II.        Basic Competence

1.1. Expressing the meaning in conversation and interpersonal transactional authorized and continues to use a variety of spoken language accurately, fluently and acceptable in the context of daily life and involves speech acts: expressing an opinion, ask for opinions, expressed his satisfaction and dissatisfaction.

III.       Indicators

The students should be able to identify the expression of satisfaction and dissatisfaction by implementing those expressions through role play.

IV.       Teaching-Learning Methods

·         Audio lingual Method

·         Communicative Language Teaching

V.        Teaching and Learning Activities

No.	Content	Activity	Duration
1.	Opening	Teacher greets the students and opens the class by praying. After that teacher rolling call the students.	5’
		Teacher reviews the previous material by asking the students questions.	7’
		Teacher tells the objectives which are expected by the end of the lesson.	5’
2.	Core	Teacher introduces the lesson by providing the video about the dialog in the market which contain the satisfaction and dissatisfaction expression. After watching the video, the students have to give commend about the video and they have to look for the difficult expression in the dialog. Then teacher tell about the topic which will be learnt and show it in the Prezi.com slide.	15’
		After introducing the lesson, teacher continue with the explanation the lesson by using talkenglish.com as the online media which can improve the students interest in learning the lesson. Teacher could play the sound of the expression, because in that online media learning provide the sound which can help the students speaking skill in pronunciation. Teacher asks the students to express the expression in talkenglish.com together. The students are expected to identify expression of satisfaction and dissatisfaction in lakenglish.com.	20’
		Then teacher give the instruction to the students to do role play about the satisfaction and dissatisfaction. Teacher design the role play by asking the students to work in pair. Before the students come forward and they do a role play, the first they have to make a dialog. Through this activity the students will be understand and they can directly implement the expression through the role play. After doing role play, teacher tells the purpose of the activity. So the students will understand clearly about the purpose of the role play.	30’
4.	Closing	Before teacher closes the class, teacher clarifies the students’ understanding by asking the students response about the material which has been learnt on that day. The response has to be written on the wall of Smaboy.com account of the teacher.	5’
		Teacher closes the class by praying together.	3’

VI.       Learning Media

·         Projector.

·         Internet connection.

·         Computer/ Laptop.

·         Speaker.

·         Prezi.com.

·         Smaboy.com.

·         Talkenglish.com.

VII.     Learning Resources

Doddy, A. Sugeng, A. & Affendi. (2012). Developing English Competencies. Sumatera Selatan: PT. Setia Purna Inves

VIII.    Evaluation

Rubric for assessing the students Role Play

Student Name________________________________________________________________

Category	4	3	2	1	Points
Knowledge Gained	Can clearly explain several ways in which his character with the good performance.	Can clearly explain several ways in which his character but it still needs improvement.	Can clearly explain one way in which his character.	Cannot explain one way in which his character.
Pronunciation	Pronunciation is extremely clear and it is based the phonological aspects.	Pronunciation is clear but there are five words which use incorrect in the pronunciation.	Pronunciation need improvement, there are more than ten words still use incorrect pronunciation.	Pronunciation is almost incorrect all through the role play.
Role	Point-of-view, arguments, and solutions proposed were consistently in character.	Point-of-view, arguments, and solutions proposed were consistently in character.	Point-of-view, arguments, and solutions proposed were sometimes in character.	Point-of-view, arguments, and solutions proposed were rarely in character.
Expression	The expression can be covered all in performing the role play and it uses the appropriate expression.	The expression cannot be covered all and there are three inappropriate expressions.	The expression cannot be covered all and there are more than five inappropriate expressions.	The expression is inappropriate at all with the material which given by teachers.
Intonation	The students can express clearly intonation and it happen naturally.	The students can express clearly intonation but it still uses the compulsion intonation.	The students cannot express clearly and they express it in using clumsy intonation.	The students cannot express properly and there are more than ten words which less in intonation.
Total Score

Lesson Plan 3

School                         : Senior High School

Subject                       : English

Grade/Semester         : XI/1

Skill                             : Writing

Genre                         : Text

Topic                          : Analytical Exposition

Meeting                      : 1^st meeting

Time allocation          : 2 x 45 (1 meeting)

I.          Competence standard

1.  Expressing the meaning in essay form of report, narrative, and analytical exposition in the context of everyday life

II.        Basic Competence

1.1. Expressing the meaning and rhetorical steps in essay writing using a variety of language accurately, fluently and acceptable in the context of everyday life in text form: report, narrative and analytical exposition.

III.       Indicators

The students should be able to identify the function, generic structure, language feature of Analytical Exposition by making Analytical Exposition text.

·         Identify the social function of Analytical Exposition.

·         Identify the generic structure and language features of the text.

·         Make the example of Analytical Exposition which can express briefly about the warm issue.

IV.       Teaching-Learning Methods

·         Communicative Language Teaching

V.        Teaching and Learning Activities

No.	Content	Activity	Duration
1.	Opening	Teacher greets the students and opens the class by praying. After that teacher rolling call the students.	5’
		Teacher reviews the previous material by asking the students questions.	7’
		Teacher tells the objectives which are expected by the end of the lesson.	5’
2.	Core	Teacher introduces the lesson by showing pictures which contain the warm issues now days in the Prezi slide. Teacher ask the students’ response about the pictures which shown in the slide.   The next teacher tells the students what Analytical Exposition is.	15’
		After introducing the lesson, teacher continues with the explanation the lesson by using Prezi slide. Teacher divides class into three groups. Teachers give papers which contain the example text of Analytical Exposition, the texts for every group groups are different. Then teacher asks every group to do their assignment, they have to identify function, generic structure and language feature. The next activity is gallery walk, every group have to present the result of their work in Prezi slide.	35’
		After doing gallery walk, teacher clarify the activity that have been done by the students. In this session, teacher explains briefly about the Analytical Exposition. Teacher tells the steps how to make Analytical Exposition.	15’
4.	Closing	Before teacher closes the class, teacher clarifies the students’ understanding by asking the students to make Analytical Exposition. The results of students’ work have to be posted in the class blog. Every students have to give commend on others’ work on the blog.	5’
		Teacher closes the class by praying together.	3’

VI.       Learning Media

·         Projector.

·         Internet connection.

·         Computer/ Laptop.

·         Prezi.com

·         Blogger.com

VII.     Learning Resources

Doddy, A. Sugeng, A. & Affendi. (2012). Developing English Competencies. Sumatera Selatan: PT. Setia Purna Inves

VIII.    Evaluation

Rubric for assessing the student writing about Analytical Exposition

Student Name_______________________________________________________________

Category	0-1	2	3-4	Points
Thesis (introduction)	No clear statement or sense of where the writing is going	The introduction clearly states the purpose of the paper but the eye-opener is not attention grabbing.	The introduction is inviting, clearly stating the purpose of the paper. The eye-opener is extremely attention grabbing.
Argument (body)	The argument is not clear and it is not support the rational ideas.	The argument is clear, but the limitation in supporting rational ideas.	The argument is extremely clear and supported by rational ideas.
Reiteration (conclusion)	The conclusion is not clear and it cannot conclude the whole of the paper.	The conclusion is clear enough, but the important part of the paper is not showed in the conclusion.	The conclusion is extremely clear and it is showed the whole of important part in the paper. It is easy to be understood.
Organization	The synchronization between paragraphs is confusing and cannot make the sense.	The synchronization between paragraphs is clear but still need improvement in the certain point of the paragraph.	The synchronization between paragraphs is extremely clear and it is easy to be followed the point of the paragraph.
Mechanical and Grammar	Paper has many grammatical errors that make it difficult to comprehend the paper.	Paper has some grammatical errors that obstruct understanding.	Paper has no or few grammatical errors that obstruct understanding.
Total Score

Lesson Plan Format 2

Subject           : English                     
Class               : 10^th grade                             
Date                : Tuesday, 26 January 2013

Unit                 : 3                                
Class size       : 25 students                          
Time                : 08.00-09.00

Topic               : recount text             
Grouping        : 4 groups                               
Duration         : 60 minutes

Prior Knowledge:

Students should be able to:

• understand the use and function of simple past tense and past continous tense

Instructional Objectives

By the end of the lesson, students should be able to:

• understand the structure and function of recount text
• apply the topic in the daily activities
• make the recount text structurely and use the right tenses

Resources/Materials/Technology

• cards : regular and irregular verbs
• printed text about recount text
• slides of explanation
• flipcharts, markers

Instructional Procedure	Duration	Resources/Materials/Technology	Rationale
Tuning-in: Introducing     - roll call     - guessing game about verb	10 minutes	-       cards
Lesson Development: -       explanation -       distribute the texts and analyze -       grouping : make the recount text based on each topics -       Galery walk : class presentation	10 minutes    10 minutes    15 minutes    10 minutes	-       Slide presentation -       Recount text -       Flipcharts, markers, topics
Closure: Review about the whole activities Tyding up the things Saying good bye	5 minutes	-       Post it

Lesson Plan Format 1

Subject               : English                        
Class                   : 10^th grade                             
Date                     : Monday, 25 January 2013

Unit                      : 3                                   
Class size            : 25 students                          
Time                     : 08.00-09.00

Topic                    : folktales (narrative)    
Grouping             : 4 groups                               
Duration              : 20 minutes

Language focus : Listening

Standard competence :

• Understand the purpose of short-functional text and simple monologue text of narrative

Basic competence :

• Respond the meaning of simple monologue text in oral accurately and fluent in context of daily life

Prior Knowledge:

Students should be able to:

• understand the use and function of simple past tense and past continous tense
• understand the various folktales
• have the listening skill well

Instructional Objectives

By the end of the lesson, students should be able to:

• understand the structure of narrative text
• differenciate various folktales included mentioning the moral values of the story
• make the narrative text structurely and use the right tenses

Resources/Materials/Technology

• recording story

• printed text about narrative
• slides of characters in folktales
• paper of questions and diagram venn

Instructional Procedure	Duration	Resources/Materials/Technology	Rationale
Tuning-in: Introducing     - roll call     - guessing the characters in folktales	3 minutes	-       slides of characters in folktales (pictures)
Lesson Development: -       Play the recording stories -       Work with the questions paper according to the recording stories -       Peer discussion to make the diagram venn -       Class discussion -       Explanation of structure and tenses in narrative text -       Grouping : make the narrative text based on each part in narrative text -       Class presentation (briefly)	7 minutes           3 minutes    3 minutes    2 minutes	-       two recording stories -       paper of questions -       paper of diagram venn -       printed text about narrative -       flipchart
Closure: Review about the whole activities Tyding up the things Saying good bye	2 minutes

Rubrics :

Assessment Rubric

CATEGORY	3	2	1
Comprehension	Student is able to accurately answer almost all questions posed by classmates about the topic.	Student is able to accurately answer most questions posed by classmates about the topic.	Student is unable to accurately answer  questions posed by classmates about the topic.
Accuracy	Accurately use the generic structure and language feature of narrative text and few mistakes in grammar.	Do not really accurately use the generic structure and language feature of narrative text and some mistakes in grammar	Do not accurately use the generic structure and language feature of narrative text and many mistakes in grammar.
Variety of vocabulary	Uses vocabulary appropriate for the audience. Extends audience vocabulary by defining words that might be new to most of the audience	Uses vocabulary appropriate for the audience. Includes 1-2 words that might be new to most of the audience, but does not define them..	Uses several (5 or more) words or phrases that are not understood by the audience.