rpp al english x

Lesson Plan Unit 1My Idol

Education Level: Senior High School

Subject: EnglishGrade/Semester: X/1Time Allotment:16x 45 minutesCore competencies:

1. Comprehending and applying the religion divine values

2. Comprehending and applying the honesty, self-discipline, care to others (cooperation, tolerance, peace-loving) polite, responsive and proactive attitudes in solving various matters; in interacting effectively with the social and natural environment; and being good Indonesian in world socialization.

3. Understanding, applying, analyzing factual, conceptual, and procedural knowledge based on the interest in science, technology, cultural art, and humanities with humanity, nationalistic, and civilized views in relating to the causes of phenomena and matters and applying the procedural knowledge in the desired science in solving the actual problems

4. Processing, analyzing, and presenting the development in the concrete and abstract domains of the learned materials independently and able to applying the rightful methods.

BASIC COMPETENCIES AND LEARNING INDICATORSBasic CompetenceLearning Indicators

3.1 Understanding written and spoken texts in responding compliment and caring expressions.1. Identifying the meaning of expressing compliment and sympathy.2. Responding to gambits of expressing compliment and sympathy

3.2 Understanding the aim, text structure, and language features in written and spoken texts to introduce simple self-introduction.1. Identifying the meaning of introduction in written and spoken texts.2. Responding to expressions introduction

3.4 Understanding the aim, text structure, and language features in written and spoken descriptive texts about the famous people, tourism objects and historical buildings.

1. Identifying the aims of descriptive text about famous people, tourism objects and historical buildings.2. Identifying the structure of descriptive text aboutfamous people, tourism objects and historical buildings.3. Identifying the language features of descriptive text about famous people, tourism objects and historical buildings.

4.1 Compossing written and spoken texts to express and respond the compliment and caring expressions by considering the aims, text structure that based on appropriate contexts.

1. Pronouncing the expression of compliment and sympathy2. Completing the gaps with the correct expressions

4.2 Compossing written and spoken texts to introduce identity by considering the contextual and appropriate aims, text structure and language features.

1. Pronouncing the expression introduction, accepting to an offer/ invitation, accepting an appointment, and cancellation of an appointment correctly

2. Completing the gaps with the correct expressions

4.3 Compossing written and spoken descriptive texts about the famous people, tourism objects, and historical buildings by considering the appropriate and contextual aims, text structures, and language features.

1. Producing written and spoken descriptive texts about the famous people, tourism objects, and historical buildings.

Lesson Plan 1 (Week 1)a. Objectives to identify the meaning of expressing of sympathy in spoken texts and written texts to response expressions of sympathy in spoken texts and written textsb. Learning MaterialsExpressions of sympathy

X: Please accept my condolences.

Y: Thank you so much.c. Teaching MethodApproach

: Genre Based Approach (GBA) Metode

: Discussion, Literature Observation, Communicative Method

d. Media, Tools, and Sources of Learning1. Mediaa. The copy materials of sympathy expressions;

b. Pictures/card of sympathy expression ;

c. Powerpoint Facil: Advanced Learning English 1, Herman Benyamin, Grafindo Media Pratama Publishing, 2013.

2. Toolsa. Computer/Laptop

b. Infocus/OHP

c. Marker

d. Whiteboard

3. Sourcesa. Textbook Fcil: Advanced Learning English 1, Herman Benyamin, Grafindo Media Pratama Publishing, 2013b. Opportunity, Longmanc. Language in Mind 1, Cambridge University Pressd. Grammar for First Certificate, Cambridgee. Vocabulary for First Certificate, Cambridgef. www.thinkquest.orgg. Cassettes and CDs

h. The origin materials taken from papers and magazinese. Learning activities1. Introduction1) Explaining and motivating the students about the importance of the expressing sympathy in the contexts of daily/school/societal activities2) Discussing the reality of how students express sympathy in daily/school/societal activities3) Delivering the objectives of learning the expressions of sympathy2. Core activitiesa) Assisting student to doObserving1) Observing the correct expression of sympathy from teachers2) Observing the correct expression of sympathy from the textbooks/ power point/ learning videosQuestioning1) Giving stimulus for students so they are encouraged to ask questions

a. How importance is the expressions of sympathy?b. In what occasion do we need to express sympathy contextually?

Collecting Data1) Collecting information about other examples or additional information about the expression of sympathy from various sources, such as:a. The aims of expressions of sympathyb. The structure of expressions of sympathyc. The purpose of expressions of sympathyd. The examples from written or spoken (videos) of expression of sympathyAssociating 1) Analysing the collected materials about expressions of sympathy

2) Summarizing the materials of about expressions of sympathy

Communicating1) Communicating the expressions of sympathy that have been learnt in the form of dialogue (in pairs or group)2) Presenting the expression of sympathy in the form of presentation or papers b) Discussing the report about the expression of sympathy and concluding the rightful expressions of sympathy in the appropriate contexts.3. Closing ActivitiesEncouraging students to do reflections and learning the moral values that can be achieved from expressions of sympathy. One of the moral values is human as the zoon politicon needs to be caring for others to maintain the harmony in the society. By doing this, we are grateful to God that we still have the chance to maintain harmony in the society.Lesson Plan 2 (Week 2)

a. Objectives to convey the expressions of sympathy in spoken texts and written texts

b. Learning MaterialsExpressions of sympathy


Y: Thank you so much.c. Teaching MethodApproach



d. Media, Tools, and Sources of Learning1. Mediaa. The copy materials of sympathy expressions;




b. Infocus/OHP

c. Marker

d. Whiteboard


h. The origin materials taken from papers and magazines

e. Learning activities1. Introduction1) Explaining and motivating the students about the importance of the expressing sympathy in the contexts of daily/school/societal activities2) Discussing the reality of how students express sympathy in daily/school/societal activities3) Delivering the objectives of learning the expressions of sympathy2. Core activitiesa) Assisting student to doObserving

1) Observing the correct expression of sympathy from teachers2) Observing the correct expression of sympathy from the textbooks/ power point/ learning videosQuestioning

1) Giving stimulus for students so they are encouraged to ask questions

c. How importance is the expressions of sympathy?

d. In what occasion do we need to express sympathy contextually?

Collecting Data

1) Collecting information about other examples or additional information about the expression of sympathy from various sources, such as:e. The aims of expressions of sympathyf. The structure of expressions of sympathyg. The purpose of expressions of sympathyh. The examples from written or spoken (videos) of expression of sympathyAssociating

3) Analysing the collected materials about expressions of sympathy

4) Summarizing the materials of about expressions of sympathy

Communicating

3) Communicating the expressions of sympathy that have been learnt in the form of dialogue (in pairs or group)

4) Presenting the expression of sympathy in the form of presentation or papers

b) Discussing the report about the expression of sympathy and concluding the rightful expressions of sympathy in the appropriate contexts.3. Closing ActivitiesEncouraging students to do reflections and learning the moral values that can be achieved from expressions of sympathy. One of the moral values is human as the zoon politicon needs to be caring for others to maintain the harmony in the society. By doing this, we are grateful to God that we still have the chance to maintain harmony in the society.

Lesson Plan 3 (Week 3 )a. Objectives to identify the aim of self-introduction in written or spoken texts to identify the text structures of self-introduction in written or spoken textsb. Learning MaterialsIntroductionX: Good Morning. My name is Rusdi, please to meet you.

Y: Good Morning. My name is Anna, please to meet you too.c. Teaching MethodApproach

: Genre Based Approach (GBA)Methods

: observation, discussion, communicativeD. Media, Tools, and Sources of Learning1. Mediaa. The copy materials of introducing identity;

b. Pictures of introducing identity ;



b. Infocus/OHP

c. Marker

d. Whiteboard


h. The origin materials taken from papers and magazinesd. Learning activities1. Introduction Explaining and motivating the students about the importance of the introduction in the contexts of daily/school/societal activities Discussing the reality of how students introduce themselves in daily/school/societal activities Delivering the objectives of learning introducing identity2. Core activitiesa) Assisting student to do:Observing Activities

1) Observing the correct introduction expressions from the teachers in the form of dialogue or monologue2) Observing the aims, structure, and language features of expressing introduction3) Observing the correct expression of introduction from the textbooks or other related materialsQuestioning Activities

1) Able to ask questions about the expression of introduction delivered by teacher/ other materials

2) Able to ask questions about the aims, structures and language features of introduction expressions delivered by teacher/ other materials, such as:a. How do we introduce ourselves in the class?

b. Is it different to introduce identity in several contexts?Collecting Data Activities

1) Collecting information about other examples or additional information about the expression of introduction from various sources, such as:a. The aims of expressions of sympathyb. The structure of expressions of sympathyc. The purpose of expressions of sympathyd. The examples from written or spoken (videos) of expression of sympathyAssociating Activities

1) Analysing the collected materials about introducing identity

2) Summarizing the materials of about introducing identity

Communicating Activities

1) Communicating the expressions of introducing identity that have been learnt in the form of dialogue (in pairs or a group)

2) Presenting the expression of introducing identity in the form of presentation or papers (fortofolio)

b) Discussing the report about the expression of introduction and concluding the rightful expressions of introduction in the appropriate contexts. 3. Closing ActivitiesEncouraging students to do reflections and learning the moral values that can be achieved from the learning introducing identity. We need to introduce identity politely and properly based on the context and situation. It is because politeness is one of religion divine values..

Lesson Plan 4 (Week 4 )

a. Objectives to identify the language features of self-introduction in written or spoken texts to compose spoken or written introduction based on appropriate contexts, aims, structure, and language featuresb. Learning MaterialsIntroductionX: Good Morning. My name is Rusdi, please to meet you.

Y: Good Morning. My name is Anna, please to meet you too.c. Teaching MethodApproach

: Genre Based Approach (GBA) Methods

: observation, discussion, communicative

E. Media, Tools, and Sources of Learning1. Mediaa. The copy materials of introducing identity;

b. Pictures of introducing identity ;



b. Infocus/OHP

c. Marker

d. Whiteboard



d. Learning activities1. Introduction Explaining and motivating the students about the importance of the introduction in the contexts of daily/school/societal activities Discussing the reality of how students introduce themselves in daily/school/societal activities Delivering the objectives of learning introducing identity2. Core activitiesa) Assisting student to do:Observing Activities

1) Observing the correct introduction expressions from the teachers in the form of dialogue or monologue2) Observing the aims, structure, and language features of expressing introduction3) Observing the correct expression of introduction from the textbooks or other related materialsQuestioning Activities

1) Able to ask questions about the expression of introduction delivered by teacher/ other materials

2) Able to ask questions about the aims, structures and language features of introduction expressions delivered by teacher/ other materials, such as:

c. How do we introduce ourselves in the class?

d. Is it different to introduce identity in several contexts?

Collecting Data Activities

1) Collecting information about other examples or additional information about the expression of introduction from various sources, such as:a. The aims of expressions of sympathyb. The structure of expressions of sympathyc. The purpose of expressions of sympathyd. The examples from written or spoken (videos) of expression of sympathyAssociating Activities

1) Analysing the collected materials about introducing identity

2) Summarizing the materials of about introducing identity


1) Communicating the expressions of introducing identity that have been learnt in the form of dialogue (in pairs or a group)

2) Presenting the expression of introducing identity in the form of presentation or papers (fortofolio)

b) Discussing the report about the expression of introduction and concluding the rightful expressions of introduction in the appropriate contexts. 3. Closing ActivitiesEncouraging students to do reflections and learning the moral values that can be achieved from the learning introducing identity. We need to introduce identity politely and properly based on the context and situation. It is because politeness is one of religion divine values.

Lesson Plan 5 (Week 5)a. Objectives to identify the aims of spoken and written descriptive texts about the famous people, tourism objects and historical buildings to identify the text structure of spoken and written descriptive texts about the famous people, tourism objects and historical buildingsb. Learning MaterialsSpoken and written descriptive texts about the famous people, tourism objects and historical buildingsc. Teaching methodsApproach

: Genre Based Approach (GBA) Methods

: observation, discussion, communicative method

d. Media, Tools, and Sources of Learning1. Mediaa. The copy materials of narrative texts;

b. Pictures of narrative texts ;



b. Infocus/OHP

c. Marker

d. Whiteboard


h. The origin materials taken from papers and magazinese. Learning activities1. Introduction Explaining and motivating the students about the importance of the descriptive texts about the famous people, tourism objects and historical buildings Discussing the importance of noble models from figures; the importance of historical buildings and tourism objects Delivering the objectives of learning descriptive text2. Core activitiesa) Assisting student to do:Observing Activities

1) Observing the spoken and written descriptive texts about the famous people, tourism objects and historical buildings from the teachers 2) Observing the aims, structure, language features, and purposes of spoken and written descriptive text about the famous people, tourism objects and historical buildings 3) Observing the descriptive texts about the famous people, tourism objects and historical buildings from the textbooks or other related materialsQuestioning Activities

1) Able to ask questions about the spoken and written descriptive texts of the famous people, tourism objects and historical buildings

2) Able to ask questions about the aims, structures and language features of about the spoken and written descriptive texts about the famous people, tourism objects and historical buildings, such as:a. How do we tell a story to others?

b. Is there any specific way/procedure to tell story to others?


1) Collecting information about other examples or additional information about the spoken and written descriptive texts of the famous people, tourism objects and historical buildings, such as:a. The aims of descriptive textb. The structure of descriptive textc. The purpose of descriptive textd. The examples of descriptive from newspaper/ magazines/ internetAssociating Activities

1) Analysing the collected materials about descriptive texts

2) Summarizing the materials of spoken and written descriptive texts that have been collected


1) Composing written and spoken descriptive text about the famous people, tourism objects and historical buildings 2) Presenting the composed descriptive texts in the form of presentation or paper3) Storytelling the narrative text in the form of drama/ puppet showb) Discussing the report about the written and spoken descriptive text about famous people, tourism objects and historical buildings 3. Closing ActivitiesEncouraging students to do reflections and learning the moral values that can be achieved from the learning activities. In descriptive text, we learn the noble examples from heroes, the need to preserve the historical heritage and the cleanliness of the tourism objects. It is to thank God for many gifts that He gave us.Lesson Plan 6 (Week 6)a. Objectives to identify the aims of spoken and written descriptive texts about the famous people, tourism objects and historical buildings to identify the text structure of spoken and written descriptive texts about the famous people, tourism objects and historical buildings to identify the language features of spoken and written descriptive texts about the famous people, tourism objects and historical buildings to identify the purpose of spoken and written descriptive texts about the famous people, tourism objects and historical buildings to compose spoken and written descriptive texts about the famous people, tourism objects and historical buildingsb. Learning MaterialsSpoken and written descriptive texts about the famous people, tourism objects and historical buildingsc. Teaching methodsApproach







b. Infocus/OHP

c. Marker

d. Whiteboard



e. Learning activities1. Introduction Explaining and motivating the students about the importance of the descriptive texts about the famous people, tourism objects and historical buildings Discussing the importance of noble models from figures; the importance of historical buildings and tourism objects Delivering the objectives of learning descriptive text2. Core activitiesa) Assisting student to do:Observing Activities



2) Able to ask questions about the aims, structures and language features of about the spoken and written descriptive texts about the famous people, tourism objects and historical buildings, such as:c. How do we tell a story to others?

d. Is there any specific way/procedure to tell story to others?


1) Collecting information about other examples or additional information about the spoken and written descriptive texts of the famous people, tourism objects and historical buildings, such as:e. The aims of descriptive textf. The structure of descriptive textg. The purpose of descriptive texth. The examples of descriptive from newspaper/ magazines/ internetAssociating Activities




1) Composing written and spoken descriptive text about the famous people, tourism objects and historical buildings 2) Presenting the composed descriptive texts in the form of presentation or paper3) Storytelling the narrative text in the form of drama/ puppet showb) Discussing the report about the written and spoken descriptive text about famous people, tourism objects and historical buildings 3. Closing ActivitiesEncouraging students to do reflections and learning the moral values that can be achieved from the learning activities. In descriptive text, we learn the noble examples from heroes, the need to preserve the historical heritage and the cleanliness of the tourism objects. It is to thank God for many gifts that He gave us.

Lesson Plan 7 (Week 7)a. Objectives to compose spoken and written descriptive texts about the famous people, tourism objects and historical buildingsb. Learning MaterialsSpoken and written descriptive texts about the famous people, tourism objects and historical buildingsc. Teaching methodsApproach







b. Infocus/OHP

c. Marker

d. Whiteboard






2) Able to ask questions about the aims, structures and language features of about the spoken and written descriptive texts about the famous people, tourism objects and historical buildings, such as:a. How do we tell a story to others?

b. Is there any specific way/procedure to tell story to others?







Lesson Plan 8 (Week 8)

a. Objectives to compose spoken and written descriptive texts about the famous people, tourism objects and historical buildingsb. Learning MaterialsSpoken and written descriptive texts about the famous people, tourism objects and historical buildingsc. Teaching methodsApproach

: Genre Based Approach (GBA)

Methods






b. Infocus/OHP

c. Marker

d. Whiteboard






2) Able to ask questions about the aims, structures and language features of about the spoken and written descriptive texts about the famous people, tourism objects and historical buildings, such as:c. How do we tell a story to others?

d. Is there any specific way/procedure to tell story to others?







EVALUATION1. Techniques and forms of instrumentTeknikBentuk Instrumen

Attitide observation Attitude Observation Form

Performance Test Performance Test Form

Written test Essay and Multiple Choices

Portofolio The Guide to Compose Porto folio

2. Examples of Learning Instrumentsa. Attitude Observation FormNoObserved Aspects321Note

1Showing sense of gratitude to God

2Having sense of curiosity

3Showing diligence and responsibility in learning individually or in a group

Attitude Observation ColumnNoObserved AspectsRubrik

1Showing sense of gratitude to God3: Showing the expression of gratitude ti Gid in one or more meetings (topic)

2:not showing explicitly the expression of Gratitude but having interest in the Greatness of God during reflection activities

1: not showing explicitly the expression of Gratitude but having interest in the Greatness of God during reflection activities

2Having sense of curiosity3: Showing great curiosity and participated actively in group work

2: Showing sense of curiosity but not having enough interest in group work and only actively participated if encouraged1: Not showing sense of curiosity and not having enough interest in group work and not only actively participated even he/she has been encouraged

3Menunjukkan ketekunan dan tanggungjawab dalam belajar dan bekerja baik secara individu maupun berkelompok

3:Showing diligence in doing work as best as possible and in time

2: Showing diligence in doing work in time but not showing his/her best efforts

1: Not showing diligence in doing work in time not showing his/her best efforts (his/her work never be done)

b. Performance Test Observation FormNo.Observed AspectsCriterionNote

Very GoodGoodFairly Good

1.Students are able to do tasks in group

2.Students are able to compose a descriptive text

3.Students are able to respond and convey the expressions of sympathy

4.Students are able to finish the tasks in time

c. Written Test Observation Test1. How important are expressions of sympathy in the school and society?2. In what occasion do we deliver formal expressions of sympathy?3. In what occasions do we deliver informal expressions of sympathy?4. How important is introducing identity in the school and society?5. In what occasion do we deliver formal introduction?6. In what occasions do we deliver informal introduction?7. How do the aims, purpose, text structure and language features affect the reader of descriptive text?Note:The Answers are based students capability and creativity.

d. Portofolio Obsevation TestThe Recapitulation of Students ActivitiesNoKind of ActivitiesObserved Aspects

ContentText StructureVocabularySentencesWriting Mechanic

1Descriptive text30Introduction^descriptions20202010

Student Activites Observation Profile

In Learning Descriptive TextName:.

Title:...

Date:...

ScoreCriteriaComment

Content27-39Very Good - Perfect: mastering the topic of the paper; substantive; complete; and relevant to the discussed topic

22-26Fairly Good Good: Quite mastering the problem; limited descriptions development; relevant to the topic; but not having detailed descriptions

17-21Average : Limited problem mastering; less substantive; limited topic development

13-16Below Average: not mastering the problem; not substantive; not relevant to the topic

Text Structure

18-20Very Good - Perfect: Good expression flow; the main idea proposed straight; well-organized; the sequence orders are logical; cohesive

14-17Fairly Good Good: Less good expression flow; not well-organized but the main idea has proposed; less references; the sequence orders are logical but not cohesive

10-13Average : bad expression flow; not well-organized and the main idea has not organized; the sequence orders are not logical

7-9Below Average: not communicative , not well-organized

Sentence18-20Very Good - Perfect: Complex and effective construction; contain less errors in language features (order, word function, article, pronoun, preposition)

14-17Fairly Good Good: simple but effective construction; contain less errors in complex construction; there are some errors in language features (order, word function, article, pronoun, preposition) but the meaning is well-delivered

10-13Average : contain serious error in single/complex sentence constructions (errors in negation, word function/order, arcticle, pronoun, etc) so the meaning is biased

7-9Below Average: not mastering the sentence order, contain many errors, not communicative

Vocabulary18-20Very Good Perfect: vocabulary mastering is rich; effective using of diction and expression; effective using of register

14-17Fairly Good Good: good vocabulary mastering, there are some errors in diction and expressions but still acceptable

10-13Average : limited vocabulary mastering; there are several errors in diction and expressions and not acceptable (biased)

7-9Below Average: the mastering of vocabulary, diction, and expressions is low

Writing Mechanic9-10Very Good - Perfect: Mastering the grammar, contain less mechanical errors (punctuation, caps, paragraph arrangement)

7-8Fairly Good Good: Sometimes contain mechanical errors (punctuation, caps, paragraph arrangement) but still acceptable

4-6Average : contain many mechanical errors (punctuation, caps, paragraph arrangement)

1-3Below Average: not mastering grammar, contain many mechanical errors (punctuation, caps, paragraph arrangement), the writing is not legible

Comment:

....................

....................

....................

....................Total:

Teacher:

Approved,The Principal of

_______________________

NIP.

................., ...........................2013

English Teacher_______________________

NIP.

Lesson Plan Unit 2My Unforgettable Memory


Subject: English

Grade/Semester: X/1Time Allotment:16x 45 minutes

Core competencies:





BASIC COMPETENCIES AND LEARNING INDICATORS

Basic CompetenceLearning Indicators

3.3 Understanding the aim, text structure, and language features in written and spoken texts in the form of messages containing simple congratulation.

1. Responding to introduction, accepting to an offer/ invitation, accepting an appointment, and cancellation of an appointment

2. Pronouncing the expression introduction, accepting to an offer/ invitation, accepting an appointment, and cancellation of an appointment correctly.3. Completing the gaps with the correct expressions

3.6 Understanding the aims, text structure, and language features of written and spoken narrative text in the form of short story.1. Identifying the aims of narrative textin the form of short story.2. Identifying the structure of narrative textin the form of short story.3. Identifying the language features of narrative textin the form of short story.

3.7 Understanding the message which is brought by the songs.1. Identifying the messages in a song

4.4 Compossing simple written and spoken texts which filled with the congratulation message by considering the appropriate and contextual aims, text structure, and language features.

1. Pronouncing the expression of congratulation2. Completing the gaps with the correct expressions

4.5 Understanding the purpose of spoken and written narrative texts in the form of short stories

1. Identifying the purpose of narrative text in the form of short stories

4.6 Understanding the message brought by songs.

1. Identifying the messages in a song


a. Objectives to identify the meaning of expressing of congratulation in spoken texts and written texts to response expressions of congratulation in spoken texts and written textsb. MaterialsExpressing congratulation

X: Congratulation on your achievement

Y: Thank you very much.c. Teaching methodsApproach



d. Media, Tools, and Sources of Learning1. Mediaa. The copy materials of sympathy congratulation;




b. Infocus/OHP

c. Marker

d. Whiteboard

3. Sourcesi. Textbook Fcil: Advanced Learning English 1, Herman Benyamin, Grafindo Media Pratama Publishing, 2013j. Opportunity, Longmank. Language in Mind 1, Cambridge University Pressl. Grammar for First Certificate, Cambridgem. Vocabulary for First Certificate, Cambridgen. www.thinkquest.orgo. Cassettes and CDs

p. The origin materials taken from papers and magazines

e. Learning activities4. Introduction1) Explaining and motivating the students about the importance of the expressing congratulation in the contexts of daily/school/societal activities2) Discussing the reality of how students express congratulation in daily/school/societal activities3) Delivering the objectives of learning the expressions of congratulation5. Core activitiesa) Assisting student to doObserving

1) Observing the correct expression of congratulation from the teachers2) Observing the correct expression of congratulation from the textbooks or other related materials (power point/ congratulation card/ learning videos)Questioning

1) Able to ask questions about the expression of congratulation delivered by teacher/ other materials

a. How importance is the expressions of congratulation?

b. In what occasion do we need to express congratulation contextually?

Collecting Data

1) Collecting information about other examples or additional information about the expression of congratulation from various sourcesa. The aims of expressions of sympathyb. The structure of expressions of sympathyc. The purpose of expressions of sympathyd. The examples from written or spoken (videos) of expression of sympathyAssociating

1) Analysing the collected materials about expressions of congratulation

2) Summarizing the materials of expressing congratulation that have been collected

Communicating

1) Communicating the expressions of congratulation that have been learnt in the form of dialogue in group or pairs

2) Presenting the expression of sympathy in the form of presentation or papers (fortofolio)

b) Discussing the report about the expression of sympathy and concluding the rightful expressions of sympathy in the appropriate contexts.6. Closing ActivitiesEncouraging students to do reflections and learning the moral values that can be achieved from the learning activities. Expressing congratulation to someone may make him/her happy. It is one of the divine religion values since we respect others by expressing congratulation to them.


a. Objectives to convey the expressions of congratulation in spoken texts and written texts

b. MaterialsExpressing congratulation

X: Congratulation on your achievement

Y: Thank you very much.c. Teaching methodsApproach



d. Media, Tools, and Sources of Learning1. Mediaa. The copy materials of sympathy congratulation;




b. Infocus/OHP

c. Marker

d. Whiteboard



e. Learning activities1. Introduction1) Explaining and motivating the students about the importance of the expressing congratulation in the contexts of daily/school/societal activities2) Discussing the reality of how students express congratulation in daily/school/societal activities3) Delivering the objectives of learning the expressions of congratulation2. Core activitiesa) Assisting student to doObserving

a. Observing the correct expression of congratulation from the teachersb. Observing the correct expression of congratulation from the textbooks or other related materials (power point/ congratulation card/ learning videos)Questioning

1) Able to ask questions about the expression of congratulation delivered by teacher/ other materials



Collecting Data

1) Collecting information about other examples or additional information about the expression of congratulation from various sourcesa. The aims of expressions of sympathyb. The structure of expressions of sympathyc. The purpose of expressions of sympathyd. The examples from written or spoken (videos) of expression of sympathyAssociating

1) Analysing the collected materials about expressions of congratulation

2) Summarizing the materials of expressing congratulation that have been collected

Communicating

1) Communicating the expressions of congratulation that have been learnt in the form of dialogue in group or pairs

2) Presenting the expression of sympathy in the form of presentation or papers (fortofolio)

b) Discussing the report about the expression of sympathy and concluding the rightful expressions of sympathy in the appropriate contexts.3. Closing ActivitiesEncouraging students to do reflections and learning the moral values that can be achieved from the learning activities. Expressing congratulation to someone may make him/her happy. It is one of the divine religion values since we respect others by expressing congratulation to them.


a. Objectives to identify the aims of spoken and written narrative texts in the form of short story to identify the text structure of spoken and written narrative texts in the form of short storyb. MaterialsSpoken and written narrative texts in the form of short story

c. Teaching methodsApproach



d. Media, Tools, and Sources of Learning1. Mediaa. The copy materials of narrative text

b. Pictures/Script of a drama/puppet show ;



b. Infocus/OHP

c. Marker

d. Whiteboard

e. Stage/theater equipment for drama/puppet show



e. Learning activities1. Introduction Explaining and motivating the students about the importance of the narrative texts in the form of short story Discussing the importance of moral values from the story/ characters of narrative texts in the form of short stories Delivering the objectives of learning narrative text2. Core activitiesa) Assisting student to do:Observing Activities

1) Observing the spoken and written narrative texts in the form of the short story2) Observing the aims, structure, language features, and purposes of spoken and written narrative texts in the form of the short story3) Observing the narrative texts in the form of the short story from the textbooks or other related materialsQuestioning Activities

1) Able to ask questions about the spoken and written narrative texts in the form of the short story

2) Able to ask questions about the aims, structures and language features of about the spoken and written narrative texts in the form of the short story, such as:a. How do we tell a story to others?

b. Is there any specific way/procedure to tell story to others?Collecting Data Activities

1) Collecting information about other examples or additional information about the spoken and written narrative texts in the form of the short story, such as:a. The aims of narrative textb. The structure of narrative textc. The purpose of narrative textd. The examples of narrative texts from newspaper/ magazines/ internete. The tips in storytelling Associating Activities

1) Analysing the collected materials about narrative text

2) Summarizing the materials of spoken and written narrative texts in the form of the short story


1) Composing written and spoken narrative texts in the form of the short story 2) Presenting the composed narrative texts in in the form of presentation or paperb) Discussing the report about the written and spoken narrative texts in the form of the short story 3. Closing ActivitiesEncouraging students to do reflections and learning the moral values that can be achieved from the learning activities. In narrative text, there are several moral lessons that can be gained. Narrative text also provides several good and bad characteristic of the characters. It is good for us to follow the good examples and leave the bad example.


a. Objectives to identify the language features of spoken and written narrative texts in the form of short story to identify the purpose of spoken and written narrative texts in the form of short storyb. MaterialsSpoken and written narrative texts in the form of short story








b. Infocus/OHP

c. Marker

d. Whiteboard















a. Objectives to compose spoken and written narrative texts in the form of short storyb. MaterialsSpoken and written narrative texts in the form of short story








b. Infocus/OHP

c. Marker

d. Whiteboard















a. Objectives to compose spoken and written narrative texts in the form of short storyb. MaterialsSpoken and written narrative texts in the form of short story








b. Infocus/OHP

c. Marker

d. Whiteboard







2) Able to ask questions about the aims, structures and language features of about the spoken and written narrative texts in the form of the short story, such as:c. How do we tell a story to others?

d. Is there any specific way/procedure to tell story to others?Collecting Data Activities







a. Objectives to read the text of the song to listen the text of the songb. MaterialsVarious songs music and texts



Methods


d. Media, Tools, and Sources of Learning1. Mediaa. The lyric and additional information of the songs;

b. The video clip of the song ;



b. Infocus/OHP

c. Marker

d. Whiteboard



e. Learning activities1. Introduction Explaining and motivating the students about the importance of song in the contexts of daily/school/societal activities Discussing the messages of the Delivering the objectives of the study2. Core activitiesa) Assisting student to do:Observing Activities

1) Listening to song2) Observing the text of the songQuestioning Activities

1) Able to ask questions about the meaning of the song

2) Able to ask questions about the message by the song, such as:

a. How are the meanings of the messages of the song delivered?

b. How the lyric affect the listener of the song?


2) Collecting information about other additional information (background of the song) about the song, such as:a. The dictions in the songb. The expressions in the songc. The idioms in the songAssociating Activities

1) Analysing the collected materials about song

2) Summarizing the materials of learning song that have been collected


1) Communicating the meaning and message of the song that have been learnt

2) Performing the song in different way

b) Discussing the report about the meaning and message of the song

3. Closing ActivitiesEncouraging students to do reflections and learning the moral values that can be achieved from the song. Song may contain several good values to be learnt and taught.

.


a. Objectives to uncover the meaning of the song

to uncover the message of the songb. MaterialsVarious songs music and texts



Methods


d. Media, Tools, and Sources of Learning1. Mediaa. The lyric and additional informationof the songs;

b. The video clip of the song ;



b. Infocus/OHP

c. Marker

d. Whiteboard



e. Learning activities1. Introduction Explaining and motivating the students about the importance of song in the contexts of daily/school/societal activities Discussing the messages of the Delivering the objectives of the study2. Core activitiesa) Assisting student to do:Observing Activities

1) Listening to song2) Observing the text of the songQuestioning Activities

1) Able to ask questions about the meaning of the song

2) Able to ask questions about the message by the song, such as:

a. How are the meanings of the messages of the song delivered?

b. How the lyric affect the listener of the song?


3) Collecting information about other additional information (background of the song) about the song, such as:a. The dictions in the songb. The expressions in the songc. The idioms in the songAssociating Activities

1) Analysing the collected materials about song

2) Summarizing the materials of learning song that have been collected


1) Communicating the meaning and message of the song that have been learnt

2) Performing the song in different way

b) Discussing the report about the meaning and message of the song

3. Closing ActivitiesEncouraging students to do reflections and learning the moral values that can be achieved from the song. Song may contain several good values to be learnt and taught.

.

EVALUATION3. Techniques and forms of instrumentTeknikBentuk Instrumen

Attitide observation Attitude Observation Form

Performance Test Performance Test Form

Written test Essay and Multiple Choices

Portofolio The Guide to Compose Porto folio

4. Examples of Learning Instrumentsa. Attitude Observation FormNoObserved Aspects321Note

1Showing sense of gratitude to God

2Having sense of curiosity

3Showing diligence and responsibility in learning individually or in a group

Attitude Observation ColumnNoObserved AspectsRubrik

1Showing sense of gratitude to God3: Showing the expression of gratitude ti Gid in one or more meetings (topic)

2:not showing explicitly the expression of Gratitude but having interest in the Greatness of God during reflection activities

1: not showing explicitly the expression of Gratitude but having interest in the Greatness of God during reflection activities

2Having sense of curiosity3: Showing great curiosity and participated actively in group work

2: Showing sense of curiosity but not having enough interest in group work and only actively participated if encouraged

1: Not showing sense of curiosity and not having enough interest in group work and not only actively participated even he/she has been encouraged

3Menunjukkan ketekunan dan tanggungjawab dalam belajar dan bekerja baik secara individu maupun berkelompok

3:Showing diligence in doing work as best as possible and in time

2: Showing diligence in doing work in time but not showing his/her best efforts

1: Not showing diligence in doing work in time not showing his/her best efforts (his/her work never be done)

b. Performance Test Observation FormNo.Observed AspectsCriterionNote

Very GoodGoodFairly Good

1.Students are able to do tasks in group

2.Students are able to compose a narrative text

3.Students are able to respond and convey the expressions of congratulation

4.Students are able to finish the tasks in time

c. Written Test Observation Test

1. How important are expressions of congratulation in the school and society?2. In what occasion do we deliver formal expressions of congratulation?3. In what occasions do we deliver informal expressions of congratulation?4. How do the aims, purpose, text structure and language features affect the reader of narrative text?5. Mention your innovative ways to deliver narrative text (spoken or written).Note:

The answers are based students capability and creativityd. Portofolio Obsevation Test

The Recapitulation of Students Activities

NoKind of ActivitiesObserved Aspects

ContentText StructureVocabularySentencesWriting Mechanic

1Narrative text30Orientation^Evaluation^Comlication^Resolution^Reorientation(Optional)20202010

Student Activites Observation Profile

In Learning Narrative Text

Name:.

Title:...

Date:...

ScoreCriteriaComment

Content27-39Very Good - Perfect: mastering the topic of the paper; substantive; complete; and relevant to the discussed topic

22-26Fairly Good Good: Quite mastering the problem; limited descriptions development; relevant to the topic; but not having detailed descriptions

17-21Average : Limited problem mastering; less substantive; limited topic development

13-16Below Average: not mastering the problem; not substantive; not relevant to the topic

Text Structure18-20Very Good - Perfect: Good expression flow; the main idea proposed straight; well-organized; the sequence orders are logical; cohesive

14-17Fairly Good Good: Less good expression flow; not well-organized but the main idea has proposed; less references; the sequence orders are logical but not cohesive

10-13Average : bad expression flow; not well-organized and the main idea has not organized; the sequence orders are not logical

7-9Below Average: not communicative , not well-organized

Sentence18-20Very Good - Perfect: Complex and effective construction; contain less errors in language features (order, word function, article, pronoun, preposition)

14-17Fairly Good Good: simple but effective construction; contain less errors in complex construction; there are some errors in language features (order, word function, article, pronoun, preposition) but the meaning is well-delivered

10-13Average : contain serious error in single/complex sentence constructions (errors in negation, word function/order, arcticle, pronoun, etc) so the meaning is biased

7-9Below Average: not mastering the sentence order, contain many errors, not communicative

Vocabulary18-20Very Good Perfect: vocabulary mastering is rich; effective using of diction and expression; effective using of register

14-17Fairly Good Good: good vocabulary mastering, there are some errors in diction and expressions but still acceptable

10-13Average : limited vocabulary mastering; there are several errors in diction and expressions and not acceptable (biased)

7-9Below Average: the mastering of vocabulary, diction, and expressions is low

Writing Mechanic9-10Very Good - Perfect: Mastering the grammar, contain less mechanical errors (punctuation, caps, paragraph arrangement)

7-8Fairly Good Good: Sometimes contain mechanical errors (punctuation, caps, paragraph arrangement) but still acceptable

4-6Average : contain many mechanical errors (punctuation, caps, paragraph arrangement)

1-3Below Average: not mastering grammar, contain many mechanical errors (punctuation, caps, paragraph arrangement), the writing is not legible

Comment:

....................

....................

....................

....................

....................Total:

Teacher:

Approved,

The Principal of

_______________________

NIP.

................., ...........................2013

English Teacher

_______________________

NIP.

Lesson Plan Unit 3My Favourite Stories


Subject: English

Grade/Semester: X/2Time Allotment:20x 45 minutes

Core competencies:





BASIC COMPETENCIES AND LEARNING INDICATORS

Basic CompetenceLearning Indicators

3.3 Understanding written and spoken texts in responding compliment expressions.3. Identifying the meaning of expressing compliment and sympathy.4. Responding to gambits of expressing compliment and sympathy

3.5 Understanding the aim, text structure, and language features in written and spoken recount text about the experiences/ activities/ incidents/ events.1. Identifying the aims of recount text about experiences/ activities/ incidents/ events.2. Identifying the structure of recount text about experiences/ activities/ incidents/ events.3. Identifying the language features of recount text about experiences/ activities/ incidents/ events.

4.7 Compossing written and spoken texts to express and respond the compliment and caring expressions by considering the aims, text structure that based on appropriate contexts.3. Pronouncing the expression of compliment and sympathy4. Completing the gaps with the correct expressions

4.8 Composing simple written and spoken recount texts about experiences/activities/incidents/events, by considering appropriate and contextual aims, text structure and language features.1. Producing written and spoken recount text aboutexperiences/activities/incidents/events

4.9 Understanding the purpose of simple spoken and written recount texts.

1. Identifying the purpose of recount text.

Lesson 1 (Week 1)

a. Objectives to identify the meaning of expressing of sympathy in spoken texts and written texts to response expressions of sympathy in spoken texts and written textsb. MaterialsExpressing sympathy


Y: Thank you so much.c. Teaching methodsApproach


: Discussion, Literature Observation, Communicative Methodd. Media, Tools, and Sources of Learning1. Mediaa. The copy materials of compliment;




b. Infocus/OHP

c. Marker

d. Whiteboard



e. Learning activities1. Introduction1) Explaining and motivating the students about the importance of the expressing compliment in the contexts of daily/school/societal activities2) Discussing the reality of how students express compliment in daily/school/societal activities3) Delivering the objectives of learning expressions of compliment2. Core activitiesa) Assisting student to doObserving

1) Observing the correct expression of compliment from the teachers2) Observing the correct expression of compliment from the textbooks or other related materials (power point or learning videos)Questioning

1) Able to ask questions about the expression of compliment delivered by teacher/ other materials



Collecting Data

1) Collecting information about other examples or additional information about the expression of compliment from various sources, such as:a. The aims of expressions of sympathyb. The structure of expressions of sympathyc. The purpose of expressions of sympathyd. The examples from written or spoken (videos) of expression of sympathyAssociating

1) Analysing the collected materials about expressions of compliment

2) Summarizing the materials of expressing compliment that have been collected

Communicating

1) Communicating the expressions of compliment that have been learnt in the form of dialogue in group or pairs

2) Presenting the expression of sympathy in the form of presentation or papers (Porto folio)

b) Discussing the report about the expression of compliment and concluding the rightful expressions of sympathy in the appropriate contexts.3. Closing ActivitiesEncouraging students to do reflections and learning the moral values that can be achieved from the learning activities. Compliment is a good sigh that we care to others. It is one of the various applications of religion divine values.

Lesson 2 (Week 2)

a. Objectives to identify the meaning of expressing of sympathy in spoken texts and written texts to response expressions of sympathy in spoken texts and written textsb. MaterialsExpressing sympathy








b. Infocus/OHP

c. Marker

d. Whiteboard








Collecting Data

1) Collecting information about other examples or additional information about the expression of compliment from various sources, such as:e. The aims of expressions of sympathyf. The structure of expressions of sympathyg. The purpose of expressions of sympathyh. The examples from written or spoken (videos) of expression of sympathyAssociating



Communicating




Lesson 3 (Week 3)a. Objectives to convey the expressions of sympathy in spoken texts and written texts

b. MaterialsExpressing sympathy








b. Infocus/OHP

c. Marker

d. Whiteboard








Collecting Data

1) Collecting information about other examples or additional information about the expression of compliment from various sources, such as:a. The aims of expressions of sympathyb. The structure of expressions of sympathyc. The purpose of expressions of sympathyd. The examples from written or spoken (videos) of expression of sympathyAssociating



Communicating




Lesson 4 (Week 4)

a. Objectives to convey the expressions of sympathy in spoken texts and written texts

b. MaterialsExpressing sympathy








b. Infocus/OHP

c. Marker

d. Whiteboard








Collecting Data

1) Collecting information about other examples or additional information about the expression of compliment from various sources, such as:e. The aims of expressions of sympathyf. The structure of expressions of sympathyg. The purpose of expressions of sympathyh. The examples from written or spoken (videos) of expression of sympathyAssociating



Communicating





a. Objectives to identify the aims of spoken and written recount texts about experiences/ activities/ incidents/ events to identify the text structure of spoken and written recount texts about experiences/ activities/ incidents/ eventsb. MaterialsSpoken and written recount texts about experiences/activities/incidents/eventsc. Teaching methodsApproach


Methods






b. Infocus/OHP

c. Marker

d. Whiteboard



h. The origin materials taken from papers and magazinese. Learning activities1. Introduction Explaining and motivating the students about the importance of the recount texts about experiences/activities/incidents/events Discussing the importance of lessons that can be obtained from the past events Delivering the objectives of the study2. Core activ